1.1 	A bill for an act
1.2 	relating to education finance; providing funding for prekindergarten through grade 
1.3 	12 education; modifying provisions for general education, education excellence, 
1.4 	teachers, charter schools, special education, health and safety, facilities, nutrition 
1.5 	and libraries, early childhood, community education, and state agencies; making 
1.6 	forecast adjustments; requiring reports; appropriating money;amending Minnesota 
1.7 	Statutes 2020, sections 13.32, subdivision 3; 119A.52; 120A.22, subdivisions 7, 
1.8 	9, 10; 120A.35; 120A.40; 120B.02, subdivision 1; 120B.021, subdivisions 1, 2, 
1.9 	3, 4; 120B.024, subdivision 1; 120B.11, subdivisions 1, 1a, 2, 3; 120B.132; 
1.10 	120B.15; 120B.21; 120B.30, subdivision 1a, by adding subdivisions; 120B.35, 
1.11 	subdivisions 3, 4; 121A.031, subdivisions 5, 6; 121A.41, subdivision 10, by adding 
1.12 	subdivisions; 121A.425; 121A.45, subdivision 1; 121A.46, subdivision 4, by 
1.13 	adding subdivisions; 121A.47, subdivisions 2, 14; 121A.53, subdivision 1; 121A.55; 
1.14 	121A.58; 121A.61; 122A.06, subdivisions 2, 5, 6, 7, 8, by adding a subdivision; 
1.15 	122A.07, subdivisions 1, 2, 4a; 122A.09, subdivisions 4, 6, 9, 10; 122A.091, 
1.16 	subdivisions 1, 2; 122A.15, subdivision 1; 122A.16; 122A.18, subdivisions 7a, 8, 
1.17 	10; 122A.181, subdivisions 1, 2, 3, 4, 5, 6, by adding a subdivision; 122A.182, 
1.18 	subdivisions 1, 2, 3, 4, 7; 122A.183, subdivisions 1, 2, 3, by adding a subdivision; 
1.19 	122A.184, subdivisions 1, 2; 122A.185, subdivisions 1, 4; 122A.187; 122A.19, 
1.20 	subdivision 4; 122A.21; 122A.26, subdivision 2; 122A.40, subdivisions 5, 8, 10, 
1.21 	by adding a subdivision; 122A.41, subdivisions 2, 5, 14a, by adding a subdivision; 
1.22 	122A.61, subdivision 1; 122A.63, subdivisions 6, 9; 122A.635, subdivisions 3, 4; 
1.23 	122A.70; 122A.76; 123B.147, subdivision 3; 123B.595, subdivision 3; 124D.09, 
1.24 	subdivisions 3, 5, 7, 8, 12, 13; 124D.095, subdivisions 2, 7; 124D.111; 124D.1158; 
1.25 	124D.128, subdivisions 1, 3; 124D.13, subdivision 2; 124D.142; 124D.151, 
1.26 	subdivisions 2, 5, 6; 124D.162; 124D.165, subdivisions 2, 3; 124D.531, subdivision 
1.27 	1; 124D.55; 124D.59, subdivision 2; 124D.65, subdivision 5; 124D.74, subdivisions 
1.28 	1, 3; 124D.78, subdivisions 1, 3; 124D.79, subdivision 2; 124D.791, subdivision 
1.29 	4; 124D.81; 124D.861, subdivision 2; 124E.02; 124E.03, subdivision 2, by adding 
1.30 	subdivisions; 124E.05, subdivisions 4, 6, 7; 124E.06, subdivisions 1, 4, 5; 124E.11; 
1.31 	124E.12, subdivision 1; 124E.13, subdivision 1; 124E.16, subdivision 1; 124E.21, 
1.32 	subdivision 1; 124E.25, subdivision 1a; 125A.08; 125A.094; 125A.0942; 125A.21, 
1.33 	subdivisions 1, 2; 125A.76, subdivision 2e; 126C.05, subdivisions 1, 3, 17; 
1.34 	126C.10, subdivisions 2, 2a, 2e, 4, 18a; 126C.15, subdivisions 1, 2, 5; 126C.17, 
1.35 	by adding a subdivision; 126C.40, subdivision 1; 126C.44; 127A.47, subdivision 
1.36 	7; 127A.49, subdivision 3; 134.34, subdivision 1; 134.355, subdivisions 5, 6, 7; 
1.37 	144.4165; 179A.03, subdivision 19; 290.0679, subdivision 2; 469.176, subdivision 
1.38 	2; 609A.03, subdivision 7a; Laws 2019, First Special Session chapter 11, article 
2.1 	1, section 25, subdivisions 3, as amended, 4, as amended, 6, as amended, 7, as 
2.2 	amended, 9, as amended; article 2, section 33, subdivisions 2, as amended, 3, as 
2.3 	amended, 5, as amended, 6, as amended, 16, as amended, 27; article 3, section 23, 
2.4 	subdivision 3, as amended; article 4, section 11, subdivisions 2, as amended, 3, as 
2.5 	amended, 4, as amended, 5, as amended; article 6, section 7, subdivisions 2, as 
2.6 	amended, 3, as amended; article 7, section 1, subdivisions 2, as amended, 3, as 
2.7 	amended, 4, as amended; article 8, section 13, subdivisions 5, as amended, 14, as 
2.8 	amended; article 9, section 3, subdivision 2, as amended; article 10, section 5, 
2.9 	subdivision 2, as amended; proposing coding for new law in Minnesota Statutes, 
2.10 	chapters 120B; 121A; 122A; 124D; 125A; 127A; 134; repealing Minnesota Statutes 
2.11 	2020, sections 120B.35, subdivision 5; 122A.091, subdivisions 3, 6; 122A.092; 
2.12 	122A.18, subdivision 7c; 122A.184, subdivision 3; 122A.23, subdivision 3; 
2.13 	122A.2451; Laws 2017, First Special Session chapter 5, article 8, section 9.
2.14 	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

2.15 	ARTICLE 1
2.16 	GENERAL EDUCATION

2.17 	Section 1. Minnesota Statutes 2020, section 120A.35, is amended to read:
2.18 	120A.35 ABSENCE FROM SCHOOL FOR RELIGIOUS OBSERVANCE.
2.19 	Reasonable efforts must be made by a school district to accommodate any pupil who 
2.20 	wishes to be excused from a curricular activity for a religious observance. A school board 
2.21 	must provide to parents annual notice of the school district's policy relating to a pupil's 
2.22 	absence from school for religious observance.

2.23 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

2.24 	Sec. 2. Minnesota Statutes 2020, section 120A.40, is amended to read:
2.25 	120A.40 SCHOOL CALENDAR.
2.26 	(a) Except for learning programs during summer, flexible learning year programs 
2.27 	authorized under sections 124D.12 to 124D.127, and learning year programs under section 
2.28 	124D.128, a district must not commence an elementary or secondary school year before 
2.29 	Labor Day, except as provided under paragraph (b). Days devoted to teachers' workshops 
2.30 	may be held before Labor Day. Districts that enter into cooperative agreements are 
2.31 	encouraged to adopt similar school calendars.
2.32 	(b) A district may begin the school year on any day before Labor Day:
2.33 	(1) to accommodate a construction or remodeling project of $400,000 or more affecting 
2.34 	a district school facility;
2.35 	(2) if the district has an agreement under section 123A.30, 123A.32, or 123A.35 with a 
2.36 	district that qualifies under clause (1); or
3.1 	(3) if the district agrees to the same schedule with a school district in an adjoining state.
3.2 	(c) A school board may consider the community's religious or cultural observances when 
3.3 	adopting an annual school calendar.

3.4 	Sec. 3. Minnesota Statutes 2020, section 124D.59, subdivision 2, is amended to read:
3.5 		Subd. 2.English learner. (a) "English learner" means a pupil in kindergarten through 
3.6 	grade 12, an early childhood special education student under Part B, section 619 of IDEA,
3.7 	or a prekindergarten student enrolled in an approved voluntary prekindergarten program 
3.8 	under section 124D.151 or a school readiness plus program who meets the requirements 
3.9 	under subdivision 2a or the following requirements:
3.10 	(1) the pupil, as declared by a parent or guardian first learned a language other than 
3.11 	English, comes from a home where the language usually spoken is other than English, or 
3.12 	usually speaks a language other than English; and
3.13 	(2) the pupil is determined by a valid assessment measuring the pupil's English language 
3.14 	proficiency and by developmentally appropriate measures, which might include observations, 
3.15 	teacher judgment, parent recommendations, or developmentally appropriate assessment 
3.16 	instruments, to lack the necessary English skills to participate fully in academic classes 
3.17 	taught in English.
3.18 	(b) A pupil enrolled in a Minnesota public school in any grade 4 through 12 who in the 
3.19 	previous school year took a commissioner-provided assessment measuring the pupil's 
3.20 	emerging academic English, shall be counted as an English learner in calculating English 
3.21 	learner pupil units under section 126C.05, subdivision 17, and shall generate state English 
3.22 	learner aid under section 124D.65, subdivision 5, if the pupil scored below the state cutoff 
3.23 	score or is otherwise counted as a nonproficient participant on the assessment measuring 
3.24 	the pupil's emerging academic English, or, in the judgment of the pupil's classroom teachers, 
3.25 	consistent with section 124D.61, clause (1), the pupil is unable to demonstrate academic 
3.26 	language proficiency in English, including oral academic language, sufficient to successfully 
3.27 	and fully participate in the general core curriculum in the regular classroom.
3.28 	(c) Notwithstanding paragraphs (a) and (b), a pupil in early childhood special education 
3.29 	or prekindergarten under section 124D.151, through grade 12 shall not be counted as an 
3.30 	English learner in calculating English learner pupil units under section 126C.05, subdivision 
3.31 	17, and shall not generate state English learner aid under section 124D.65, subdivision 5, 
3.32 	if:
4.1 	(1) the pupil is not enrolled during the current fiscal year in an educational program for 
4.2 	English learners under sections 124D.58 to 124D.64; or
4.3 	(2) the pupil has generated seven or more years of average daily membership in Minnesota 
4.4 	public schools since July 1, 1996.

4.5 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

4.6 	Sec. 4. Minnesota Statutes 2020, section 124D.65, subdivision 5, is amended to read:
4.7 		Subd. 5.School district EL revenue. (a) The English learner programs initial allowance 
4.8 	equals $704 for fiscal year 2021. The English learner programs allowance equals $755 for 
4.9 	fiscal year 2022. The English learner programs initial allowance for fiscal year 2023 and 
4.10 	later equals the product of $755 times the ratio of the formula allowance under section 
4.11 	126C.10, subdivision 2, for the current fiscal year to the formula allowance under section 
4.12 	126C.10, subdivision 2, for fiscal year 2022.
4.13 	(b) The English learner programs concentration allowance equals $250 for fiscal year 
4.14 	2021. The English learner programs concentration allowance equals $536 for fiscal year 
4.15 	2022. The English learner programs concentration allowance for fiscal year 2023 and later 
4.16 	equals the product of $536 times the ratio of the formula allowance under section 126C.10, 
4.17 	subdivision 2, for the current fiscal year to the formula allowance under section 126C.10, 
4.18 	subdivision 2, for fiscal year 2022.
4.19 	(a) (c) A district's English learner programs initial revenue equals the product of (1) 
4.20 	$704 the English learner programs initial allowance times (2) the greater of 20 or the adjusted 
4.21 	average daily membership of eligible English learners enrolled in the district during the 
4.22 	current fiscal year.
4.23 	(d) A district's English learner programs concentration revenue equals the product of 
4.24 	the English learner programs concentration allowance times the English learner pupil units 
4.25 	under section 126C.05, subdivision 17.
4.26 	(e) A district's English learner programs revenue equals the sum of the initial revenue 
4.27 	under paragraph (c) and the concentration revenue under paragraph (d).
4.28 	(b) (f) A pupil ceases to generate state English learner aid in the school year following 
4.29 	the school year in which the pupil attains the state cutoff score on a commissioner-provided 
4.30 	assessment that measures the pupil's emerging academic English.

4.31 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

5.1 	Sec. 5. Minnesota Statutes 2020, section 124D.79, subdivision 2, is amended to read:
5.2 		Subd. 2.Technical assistance. The commissioner shall provide technical assistance, 
5.3 	which includes an annual report of American Indian student data using the state count, to 
5.4 	districts, schools and postsecondary institutions for preservice and in-service training for 
5.5 	teachers, American Indian education teachers and paraprofessionals specifically designed 
5.6 	to implement culturally responsive teaching methods, culturally based curriculum 
5.7 	development, testing and testing mechanisms, and the development of materials for American 
5.8 	Indian education programs.

5.9 	Sec. 6. Minnesota Statutes 2020, section 124D.81, subdivision 1, is amended to read:
5.10 		Subdivision 1. Procedures. A school district, charter school, or American 
5.11 	Indian-controlled Tribal contract or grant school enrolling at least 20 American Indian 
5.12 	students identified by the state count on October 1 of the previous school year and operating 
5.13 	an American Indian education program according to section 124D.74 is eligible for Indian 
5.14 	education aid if it meets the requirements of this section. Programs may provide for contracts 
5.15 	for the provision of program components by nonsectarian nonpublic, community, Tribal, 
5.16 	charter, or alternative schools. The commissioner shall prescribe the form and manner of 
5.17 	application for aids, and no aid shall be made for a program not complying with the 
5.18 	requirements of sections 124D.71 to 124D.82.

5.19 	Sec. 7. Minnesota Statutes 2020, section 126C.05, subdivision 1, is amended to read:
5.20 		Subdivision 1.Pupil unit. Pupil units for each Minnesota resident pupil under the age 
5.21 	of 21 or who meets the requirements of section 120A.20, subdivision 1, paragraph (c), in 
5.22 	average daily membership enrolled in the district of residence, in another district under 
5.23 	sections 123A.05 to 123A.08, 124D.03, 124D.08, or 124D.68; in a charter school under 
5.24 	chapter 124E; or for whom the resident district pays tuition under section 123A.18, 123A.22, 
5.25 	123A.30, 123A.32, 123A.44, 123A.488, 123B.88, subdivision 4, 124D.04, 124D.05, 125A.03 
5.26 	to 125A.24, 125A.51, or 125A.65, shall be counted according to this subdivision.
5.27 	(a) A prekindergarten pupil with a disability who is enrolled in a program approved by 
5.28 	the commissioner and has an individualized education program is counted as the ratio of 
5.29 	the number of hours of assessment and education service to 825 times 1.0 with a minimum 
5.30 	average daily membership of 0.28, but not more than 1.0 pupil unit.
5.31 	(b) A prekindergarten pupil who is assessed but determined not to be disabled is counted 
5.32 	as the ratio of the number of hours of assessment service to 825 times 1.0.
6.1 	(c) A kindergarten pupil with a disability who is enrolled in a program approved by the 
6.2 	commissioner is counted as the ratio of the number of hours of assessment and education 
6.3 	services required in the fiscal year by the pupil's individualized education program to 875, 
6.4 	but not more than one.
6.5 	(d) A prekindergarten pupil who is not included in paragraph (a) or (b) and is enrolled 
6.6 	in an approved voluntary prekindergarten program under section 124D.151 is counted as 
6.7 	the ratio of the number of hours of instruction to 850 times 1.0, but not more than 0.6 pupil 
6.8 	units.
6.9 	(e) A kindergarten pupil who is not included in paragraph (c) is counted as 1.0 pupil 
6.10 	unit if the pupil is enrolled in a free all-day, every day kindergarten program available to 
6.11 	all kindergarten pupils at the pupil's school that meets the minimum hours requirement in 
6.12 	section 120A.41, or is counted as .55 pupil unit, if the pupil is not enrolled in a free all-day, 
6.13 	every day kindergarten program available to all kindergarten pupils at the pupil's school.
6.14 	(f) A pupil who is in any of grades 1 to 6 is counted as 1.0 pupil unit.
6.15 	(g) A pupil who is in any of grades 7 to 12 is counted as 1.2 pupil units.
6.16 	(h) A pupil who is in the postsecondary enrollment options program is counted as 1.2 
6.17 	pupil units.
6.18 	(i) For fiscal years 2018 through 2021, A prekindergarten pupil who:
6.19 	(1) is not included in paragraph (a), (b), or (d);
6.20 	(2) is enrolled in a school readiness plus program under Laws 2017, First Special Session 
6.21 	chapter 5, article 8, section 9; and
6.22 	(3) has one or more of the risk factors specified by the eligibility requirements for a 
6.23 	school readiness plus program,
6.24 	is counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more 
6.25 	than 0.6 pupil units. A pupil qualifying under this paragraph must be counted in the same 
6.26 	manner as a voluntary prekindergarten student for all general education and other school 
6.27 	funding formulas.

6.28 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

6.29 	Sec. 8. Minnesota Statutes 2020, section 126C.05, subdivision 3, is amended to read:
6.30 		Subd. 3.Compensation revenue pupil units. Compensation revenue pupil units for 
6.31 	fiscal year 1998 and thereafter must be computed according to this subdivision.
7.1 	(a) The compensation revenue concentration percentage for each building in a district 
7.2 	equals the product of 100 times the ratio of:
7.3 	(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch 
7.4 	plus one-half of the pupils eligible to receive reduced priced lunch on October 1 of the 
7.5 	previous fiscal year; to
7.6 	(2) the number of pupils enrolled in the building on October 1 of the previous fiscal 
7.7 	year.
7.8 	(b) The compensation revenue pupil weighting factor for a building equals the lesser of 
7.9 	one or the quotient obtained by dividing the building's compensation revenue concentration 
7.10 	percentage by 80.0.
7.11 	(c) The compensation revenue pupil units for a building equals the product of:
7.12 	(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch 
7.13 	and one-half of the pupils eligible to receive reduced priced lunch on October 1 of the 
7.14 	previous fiscal year; times
7.15 	(2) the compensation revenue pupil weighting factor for the building; times
7.16 	(3) .60.
7.17 	(d) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten programs under 
7.18 	section 124D.151, charter schools, and contracted alternative programs in the first year of 
7.19 	operation, compensation revenue pupil units shall be computed using data for the current 
7.20 	fiscal year. If the voluntary prekindergarten program, charter school, or contracted alternative 
7.21 	program begins operation after October 1, compensatory revenue pupil units shall be 
7.22 	computed based on pupils enrolled on an alternate date determined by the commissioner, 
7.23 	and the compensation revenue pupil units shall be prorated based on the ratio of the number 
7.24 	of days of student instruction to 170 days.
7.25 	(e) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten seats discontinued 
7.26 	in fiscal year 2022 due to the reduction in the participation limit under section 124D.151, 
7.27 	subdivision 6, those discontinued seats must not be used to calculate compensation revenue 
7.28 	pupil units for fiscal year 2022.
7.29 	(f) (e) The percentages in this subdivision must be based on the count of individual 
7.30 	pupils and not on a building average or minimum.

7.31 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

8.1 	Sec. 9. Minnesota Statutes 2020, section 126C.05, subdivision 17, is amended to read:
8.2 		Subd. 17.English learner pupil units. (a) English learner pupil units for fiscal year 
8.3 	2004 and thereafter 2022 and later shall be determined according to this subdivision.
8.4 	(b) The English learner concentration percentage for a district equals the product of 100 
8.5 	times the ratio of:
8.6 	(1) the number of eligible English learners in average daily membership enrolled in the 
8.7 	district during the current fiscal year; to
8.8 	(2) the number of pupils in average daily membership enrolled in the district.
8.9 	(c) For fiscal year 2021, the English learner pupil units for each eligible English learner 
8.10 	in average daily membership equals the lesser of one or the quotient obtained by dividing 
8.11 	the English learner concentration percentage for the pupil's district of enrollment by 11.5.
8.12 	For fiscal year 2022 and later, the English learner pupil units for each eligible English learner 
8.13 	in average daily membership equals the lesser of one or the quotient obtained by dividing 
8.14 	the English learner concentration percentage for the pupil's district of enrollment by 16.8.
8.15 	(d) English learner pupil units shall be counted by the district of enrollment.
8.16 	(e) Notwithstanding paragraph (d), for the purposes of this subdivision, pupils enrolled 
8.17 	in a cooperative or intermediate school district shall be counted by the district of residence.
8.18 	(f) For the purposes of this subdivision, the terms defined in section 124D.59 have the 
8.19 	same meaning.

8.20 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

8.21 	Sec. 10. Minnesota Statutes 2020, section 126C.10, subdivision 2, is amended to read:
8.22 		Subd. 2.Basic revenue. (a) The basic revenue for each district equals the formula 
8.23 	allowance times the adjusted pupil units for the school year. The formula allowance for 
8.24 	fiscal year 2019 is $6,312. The formula allowance for fiscal year 2020 is $6,438. The formula 
8.25 	allowance for fiscal year 2021 and later is $6,567.
8.26 	(b) The formula allowance for fiscal year 2022 is $6,698. The formula allowance for 
8.27 	fiscal year 2023 is $6,832. The formula allowance for fiscal year 2024 is $6,866. The formula 
8.28 	allowance for fiscal year 2025 is $6,900.
8.29 	(c) For fiscal year 2026 and later, the formula equals the formula allowance for fiscal 
8.30 	year 2025 times the inflationary increase for that year.
9.1 	(d) For purposes of this subdivision, "inflationary increase" means one plus the percentage 
9.2 	change in the Consumer Price Index for urban consumers, as prepared by the United States 
9.3 	Bureau of Labor Standards, from the current fiscal year to fiscal year 2025.

9.4 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

9.5 	Sec. 11. Minnesota Statutes 2020, section 126C.10, subdivision 2a, is amended to read:
9.6 		Subd. 2a.Extended time revenue. (a) The extended time allowance is $5,117 for fiscal 
9.7 	years 2022 and 2023. For fiscal year 2024 and later, the extended time allowance equals 
9.8 	the product of $5,117 times the ratio of the formula allowance under subdivision 2 for the 
9.9 	current fiscal year to the formula allowance under subdivision 2 for fiscal year 2023.
9.10 	(a) (b) A school district's extended time revenue is equal to the product of $5,117 the 
9.11 	extended time allowance and the sum of the adjusted pupil units of the district for each pupil 
9.12 	in average daily membership in excess of 1.0 and less than 1.2 according to section 126C.05, 
9.13 	subdivision 8.
9.14 	(b) (c) Extended time revenue for pupils placed in an on-site education program at the 
9.15 	Prairie Lakes Education Center or the Lake Park School, located within the borders of 
9.16 	Independent School District No. 347, Willmar, for instruction provided after the end of the 
9.17 	preceding regular school year and before the beginning of the following regular school year 
9.18 	equals membership hours divided by the minimum annual instructional hours in section 
9.19 	126C.05, subdivision 15, not to exceed 0.20, times the pupil unit weighting in section 
9.20 	126C.05, subdivision 1, times $5,117 the extended time allowance.
9.21 	(c) (d) A school district qualifies for extended time revenue for every pupil placed in a 
9.22 	children's residential facility, whether the education services are provided on-site or off-site 
9.23 	for instruction provided after the end of the preceding regular school year and before the 
9.24 	beginning of the following regular school year. Extended time revenue under this paragraph 
9.25 	equals total membership hours in summer instruction divided by the minimum annual 
9.26 	instructional hours in section 126C.05, subdivision 15, not to exceed 0.20, times the pupil 
9.27 	unit weighting in section 126C.05, subdivision 1, times the extended time allowance.
9.28 	(e) For purposes of this subdivision, "children's residential facility" means a residential 
9.29 	facility for children, including a psychiatric residential treatment facility, licensed by the 
9.30 	Department of Human Services or the Department of Corrections and subject to Minnesota 
9.31 	Rules, chapter 2960 or an inpatient hospitalization that includes mental health services.
9.32 	(f) A school district's extended time revenue may be used for extended day programs, 
9.33 	extended week programs, summer school, vacation break academies such as spring break 
10.1 	academies and summer term academies, and other programming authorized under the 
10.2 	learning year program.

10.3 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2024 and later.

10.4 	Sec. 12. Minnesota Statutes 2020, section 126C.10, subdivision 2e, is amended to read:
10.5 		Subd. 2e.Local optional revenue. (a) For fiscal year 2020, local optional revenue for 
10.6 	a school district equals $424 times the adjusted pupil units of the district for that school 
10.7 	year. For fiscal year 2021 and later, local optional revenue for a school district equals the 
10.8 	sum of the district's first tier local optional revenue and second tier local optional revenue. 
10.9 	A district's first tier local optional revenue equals $300 times the adjusted pupil units of the 
10.10 	district for that school year. A district's second tier local optional revenue equals $424 times 
10.11 	the adjusted pupil units of the district for that school year.
10.12 	(b) For fiscal year 2020, a district's local optional levy equals its local optional revenue 
10.13 	times the lesser of one or the ratio of its referendum market value per resident pupil unit to 
10.14 	$510,000.
10.15 	(b) For fiscal year 2021 and later, a district's local optional levy equals the sum of the 
10.16 	first tier local optional levy and the second tier local optional levy.
10.17 	(c) A district's first tier local optional levy equals the district's first tier local optional 
10.18 	revenue times the lesser of one or the ratio of the district's referendum market value per 
10.19 	resident pupil unit to $880,000.
10.20 	(d) For fiscal year 2022, a district's second tier local optional levy equals the district's 
10.21 	second tier local optional revenue times the lesser of one or the ratio of the district's 
10.22 	referendum market value per resident pupil unit to $510,000. For fiscal year 2023, a district's 
10.23 	second tier local optional levy equals the district's second tier local optional revenue times 
10.24 	the lesser of one or the ratio of the district's referendum market value per resident pupil unit 
10.25 	to $557,256. For fiscal year 2024, a district's second tier local optional levy equals the 
10.26 	district's second tier local optional revenue times the lesser of one or the ratio of the district's 
10.27 	referendum market value per resident pupil unit to $545,965. For fiscal year 2025 and later, 
10.28 	a district's second tier local optional levy equals the district's second tier local optional 
10.29 	revenue times the lesser of one or the ratio of the district's referendum market value per 
10.30 	resident pupil unit to $553,650.
10.31 	(e) The local optional levy must be spread on referendum market value. A district may 
10.32 	levy less than the permitted amount.
11.1 	(c) (f) A district's local optional aid equals its local optional revenue minus its local 
11.2 	optional levy. If a district's actual levy for first or second tier local optional revenue is less 
11.3 	than its maximum levy limit for that tier, its aid must be proportionately reduced.

11.4 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

11.5 	Sec. 13. Minnesota Statutes 2020, section 126C.10, subdivision 4, is amended to read:
11.6 		Subd. 4.Basic skills revenue. A school district's basic skills revenue equals the sum 
11.7 	of:
11.8 	(1) compensatory revenue under subdivision 3; plus
11.9 	(2) English learner revenue under section 124D.65, subdivision 5; plus, paragraph (e).
11.10 	(3) $250 times the English learner pupil units under section 126C.05, subdivision 17.

11.11 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

11.12 	Sec. 14. Minnesota Statutes 2020, section 126C.10, subdivision 18a, is amended to read:
11.13 		Subd. 18a.Pupil transportation adjustment. (a) An independent, common, or special 
11.14 	school district's transportation sparsity revenue under subdivision 18 is increased by the 
11.15 	greater of zero or 18.2 30 percent of the difference between:
11.16 	(1) the lesser of the district's total cost for regular and excess pupil transportation under 
11.17 	section 123B.92, subdivision 1, paragraph (b), including depreciation, for the previous fiscal 
11.18 	year or 105 percent of the district's total cost for the second previous fiscal year; and
11.19 	(2) the sum of:
11.20 	(i) 4.66 percent of the district's basic revenue for the previous fiscal year;
11.21 	(ii) transportation sparsity revenue under subdivision 18 for the previous fiscal year;
11.22 	(iii) the district's charter school transportation adjustment for the previous fiscal year; 
11.23 	and
11.24 	(iv) the district's reimbursement for transportation provided under section 123B.92, 
11.25 	subdivision 1, paragraph (b), clause (1), item (vi).
11.26 	(b) A charter school's pupil transportation adjustment equals the school district per pupil 
11.27 	adjustment under paragraph (a).

11.28 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

12.1 	Sec. 15. Minnesota Statutes 2020, section 126C.15, subdivision 1, is amended to read:
12.2 		Subdivision 1.Use of revenue. The basic skills revenue under section 126C.10, 
12.3 	subdivision 4, must be reserved and used must be spent on evidence-based practices to meet 
12.4 	the educational needs of pupils who enroll under-prepared to learn and whose progress 
12.5 	toward meeting state or local content or performance standards is below the level that is 
12.6 	appropriate for learners of their age. Basic skills revenue may also be used for programs 
12.7 	designed to prepare children and their families for entry into school whether the student 
12.8 	first enrolls in kindergarten or first grade. Any of the following may be provided to meet 
12.9 	these learners' needs Evidence-based practices may be provided in the following areas:
12.10 	(1) direct instructional services under the assurance of mastery program according to 
12.11 	section 124D.66;
12.12 	(2) remedial instruction in reading, language arts, mathematics, other content areas, or 
12.13 	study skills to improve the achievement level of these learners;
12.14 	(3) additional teachers and teacher aides to provide more individualized instruction to 
12.15 	these learners through individual tutoring, lower instructor-to-learner ratios, or team teaching;
12.16 	(4) a longer school day or week during the regular school year or through a summer 
12.17 	program that may be offered directly by the site or under a performance-based contract with 
12.18 	a community-based organization;
12.19 	(5) comprehensive and ongoing staff development consistent with district and site plans 
12.20 	according to section 122A.60 and to implement plans under section 120B.12, subdivision 
12.21 	4a, for teachers, teacher aides, principals, and other personnel to improve their ability to 
12.22 	identify the needs of these learners and provide appropriate remediation, intervention, 
12.23 	accommodations, or modifications;
12.24 	(6) instructional materials, digital learning, and technology appropriate for meeting the 
12.25 	individual needs of these learners;
12.26 	(7) programs to reduce truancy, encourage completion of high school, enhance 
12.27 	self-concept, provide health services, provide nutrition services, provide a safe and secure 
12.28 	learning environment, provide coordination for pupils receiving services from other 
12.29 	governmental agencies, provide psychological services to determine the level of social, 
12.30 	emotional, cognitive, and intellectual development, and provide counseling services, guidance 
12.31 	services, and social work services;
12.32 	(8) bilingual programs, bicultural programs, and programs for English learners;
12.33 	(9) all-day kindergarten;
13.1 	(10) (9) early education programs, parent-training programs, school readiness programs, 
13.2 	kindergarten voluntary prekindergarten and school readiness plus programs for four-year-olds, 
13.3 	voluntary home visits under section 124D.13, subdivision 4, and other outreach efforts 
13.4 	designed to prepare children for kindergarten;
13.5 	(11) (10) extended school day and extended school year programs, including summer 
13.6 	programs that may be offered directly by the site or under a performance-based contract 
13.7 	with a community-based organization; and
13.8 	(12) (11) substantial parent involvement in developing and implementing remedial 
13.9 	education or intervention plans for a learner, including learning contracts between the school, 
13.10 	the learner, and the parent that establish achievement goals and responsibilities of the learner 
13.11 	and the learner's parent or guardian.; and
13.12 	(12) for transfer to the school nutrition fund for shortfalls for districts participating in 
13.13 	the Community Eligibility Provision program.

13.14 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

13.15 	Sec. 16. Minnesota Statutes 2020, section 126C.15, subdivision 2, is amended to read:
13.16 		Subd. 2.Building allocation. (a) A district or cooperative must allocate its compensatory 
13.17 	revenue to each school building in the district or cooperative where the children who have 
13.18 	generated the revenue are served unless the school district or cooperative has received 
13.19 	permission under Laws 2005, First Special Session chapter 5, article 1, section 50, to allocate 
13.20 	compensatory revenue according to student performance measures developed by the school 
13.21 	board.
13.22 	(b) Notwithstanding paragraph (a), a district or cooperative may allocate up to 50 20
13.23 	percent of the amount of compensatory revenue that the district receives to school sites 
13.24 	according to a plan adopted by the school board. The money reallocated under this paragraph 
13.25 	must be spent for the purposes listed in subdivision 1, but may be spent on students in any 
13.26 	grade, including students attending school readiness or other prekindergarten programs.
13.27 	(c) For the purposes of this section and section 126C.05, subdivision 3, "building" means 
13.28 	education site as defined in section 123B.04, subdivision 1.
13.29 	(d) Notwithstanding section 123A.26, subdivision 1, compensatory revenue generated 
13.30 	by students served at a cooperative unit shall be paid to the cooperative unit.
13.31 	(e) A district or cooperative with school building openings, school building closings, 
13.32 	changes in attendance area boundaries, or other changes in programs or student demographics 
14.1 	between the prior year and the current year may reallocate compensatory revenue among 
14.2 	sites to reflect these changes. A district or cooperative must report to the department any 
14.3 	adjustments it makes according to this paragraph and the department must use the adjusted 
14.4 	compensatory revenue allocations in preparing the report required under section 123B.76, 
14.5 	subdivision 3, paragraph (c).

14.6 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

14.7 	Sec. 17. Minnesota Statutes 2020, section 126C.15, subdivision 5, is amended to read:
14.8 		Subd. 5.Annual expenditure report. Each year a district that receives basic skills 
14.9 	revenue must submit a report identifying the expenditures it incurred to meet the needs of 
14.10 	eligible learners under subdivision 1. The report must conform to uniform financial and 
14.11 	reporting standards established for this purpose and provide a breakdown by functional 
14.12 	area. Using valid and reliable data and measurement criteria, the report also must determine 
14.13 	whether increased expenditures raised student achievement levels.

14.14 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

14.15 	Sec. 18. Minnesota Statutes 2020, section 126C.17, is amended by adding a subdivision 
14.16 	to read:
14.17 		Subd. 9b.Renewal by school board. (a) Notwithstanding the election requirements of 
14.18 	subdivision 9, a school board may renew an expiring referendum by board action if:
14.19 	(1) the per-pupil amount of the referendum is the same as the amount expiring, or for 
14.20 	an expiring referendum that was adjusted annually by the rate of inflation, the same as the 
14.21 	per-pupil amount of the expiring referendum, adjusted annually for inflation in the same 
14.22 	manner as if the expiring referendum had continued;
14.23 	(2) the term of the renewed referendum is no longer than the initial term approved by 
14.24 	the voters; and
14.25 	(3) the school board has adopted a written resolution authorizing the renewal after holding 
14.26 	a meeting and allowing public testimony on the proposed renewal.
14.27 	(b) The resolution must be adopted by the school board by June 15 of any calendar year 
14.28 	and becomes effective 60 days after its adoption.
14.29 	(c) A referendum expires in the last fiscal year in which the referendum generates revenue 
14.30 	for the school district. A school board may renew an expiring referendum under this 
14.31 	subdivision not more than two fiscal years before the referendum expires.
15.1 	(d) A district renewing an expiring referendum under this subdivision must submit a 
15.2 	copy of the adopted resolution to the commissioner and to the county auditor no later than 
15.3 	September 1 of the calendar year in which the levy is certified.

15.4 	EFFECTIVE DATE. This section is effective July 1, 2021.

15.5 	Sec. 19. Minnesota Statutes 2020, section 127A.49, subdivision 3, is amended to read:
15.6 		Subd. 3.Excess tax increment. (a) If a return of excess tax increment is made to a 
15.7 	district pursuant to sections 469.176, subdivision 2, and 469.177, subdivision 9, or upon 
15.8 	decertification of a tax increment district, the school district's aid and levy limitations must 
15.9 	be adjusted for the fiscal year in which the excess tax increment is paid under the provisions 
15.10 	of this subdivision.
15.11 	(b) An amount must be subtracted from the district's aid for the current fiscal year equal 
15.12 	to the product of:
15.13 	(1) the amount of the payment of excess tax increment to the district in the preceding 
15.14 	year, times
15.15 	(2) the ratio of:
15.16 	(i) the sum of the amounts of the district's certified levy for the fiscal year in which the 
15.17 	excess tax increment is paid in the third preceding year according to the following:
15.18 	(A) section 123B.57, if the district received health and safety aid according to that section 
15.19 	for the second preceding year;
15.20 	(B) section 124D.20, if the district received aid for community education programs 
15.21 	according to that section for the second preceding year;
15.22 	(C) section 124D.135, subdivision 3, if the district received early childhood family 
15.23 	education aid according to section 124D.135 for the second preceding year;
15.24 	(D) section 126C.17, subdivision 6, if the district received referendum equalization aid 
15.25 	according to that section for the second preceding year;
15.26 	(E) section 126C.10, subdivision 13a, if the district received operating capital aid 
15.27 	according to section 126C.10, subdivision 13b, in the second preceding year;
15.28 	(F) section 126C.10, subdivision 29, if the district received equity aid according to 
15.29 	section 126C.10, subdivision 30, in the second preceding year;
15.30 	(G) section 126C.10, subdivision 32, if the district received transition aid according to 
15.31 	section 126C.10, subdivision 33, in the second preceding year;
16.1 	(H) section 123B.53, subdivision 5, if the district received debt service equalization aid 
16.2 	according to section 123B.53, subdivision 6, in the second preceding year;
16.3 	(I) section 123B.535, subdivision 4, if the district received natural disaster debt service 
16.4 	equalization aid according to section 123B.535, subdivision 5, in the second preceding year;
16.5 	(J) section 124D.22, subdivision 3, if the district received school-age care aid according 
16.6 	to section 124D.22, subdivision 4, in the second preceding year; and
16.7 	(K) section 122A.415, subdivision 5, if the district received alternative teacher 
16.8 	compensation equalization aid according to section 122A.415, subdivision 6, paragraph (a), 
16.9 	in the second preceding year; to
16.10 	(ii) the total amount of the district's certified levy for the fiscal in the third preceding
16.11 	year, plus or minus auditor's adjustments.
16.12 	(c) An amount must be subtracted from the school district's levy limitation for the next 
16.13 	levy certified equal to the difference between:
16.14 	(1) the amount of the distribution of excess increment; and
16.15 	(2) the amount subtracted from aid pursuant to clause (a).
16.16 	If the aid and levy reductions required by this subdivision cannot be made to the aid for 
16.17 	the fiscal year specified or to the levy specified, the reductions must be made from aid for 
16.18 	subsequent fiscal years, and from subsequent levies. The school district must use the payment 
16.19 	of excess tax increment to replace the aid and levy revenue reduced under this subdivision.
16.20 	(d) This subdivision applies only to the total amount of excess increments received by 
16.21 	a district for a calendar year that exceeds $25,000.

16.22 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

16.23 	Sec. 20. Minnesota Statutes 2020, section 290.0679, subdivision 2, is amended to read:
16.24 		Subd. 2.Conditions for assignment. A qualifying taxpayer may assign all or part of 
16.25 	an anticipated refund for the current and future taxable years to a financial institution or a 
16.26 	qualifying organization. A financial institution or qualifying organization accepting 
16.27 	assignment must pay the amount secured by the assignment to a third-party vendor. The 
16.28 	commissioner of education shall, upon request from a third-party vendor, certify that the 
16.29 	vendor's products and services qualify for the education credit. A denial of a certification 
16.30 	is subject to the contested case procedure under may be appealed to the commissioner of 
16.31 	education notwithstanding chapter 14. A financial institution or qualifying organization that 
16.32 	accepts assignments under this section must verify as part of the assignment documentation 
17.1 	that the product or service to be provided by the third-party vendor has been certified by 
17.2 	the commissioner of education as qualifying for the education credit. The amount assigned 
17.3 	for the current and future taxable years may not exceed the maximum allowable education 
17.4 	credit for the current taxable year. Both the taxpayer and spouse must consent to the 
17.5 	assignment of a refund from a joint return.

17.6 	Sec. 21. Minnesota Statutes 2020, section 469.176, subdivision 2, is amended to read:
17.7 		Subd. 2.Excess increments. (a) The authority shall annually determine the amount of 
17.8 	excess increments for a district, if any. This determination must be based on the tax increment 
17.9 	financing plan in effect on December 31 of the year and the increments and other revenues 
17.10 	received as of December 31 of the year. The authority must spend or return the excess 
17.11 	increments under paragraph (c) within nine months after the end of the year.
17.12 	(b) For purposes of this subdivision, "excess increments" equals the excess of:
17.13 	(1) total increments collected from the district since its certification, reduced by any 
17.14 	excess increments paid under paragraph (c), clause (4), for a prior year, over
17.15 	(2) the total costs authorized by the tax increment financing plan to be paid with 
17.16 	increments from the district, reduced, but not below zero, by the sum of:
17.17 	(i) the amounts of those authorized costs that have been paid from sources other than 
17.18 	tax increments from the district;
17.19 	(ii) revenues, other than tax increments from the district, that are dedicated for or 
17.20 	otherwise required to be used to pay those authorized costs and that the authority has received 
17.21 	and that are not included in item (i);
17.22 	(iii) the amount of principal and interest obligations due on outstanding bonds after 
17.23 	December 31 of the year and not prepaid under paragraph (c) in a prior year; and
17.24 	(iv) increased by the sum of the transfers of increments made under section 469.1763, 
17.25 	subdivision 6, to reduce deficits in other districts made by December 31 of the year.
17.26 	(c) The authority shall use excess increment only to do one or more of the following:
17.27 	(1) prepay any outstanding bonds;
17.28 	(2) discharge the pledge of tax increment for any outstanding bonds;
17.29 	(3) pay into an escrow account dedicated to the payment of any outstanding bonds; or
18.1 	(4) return the excess amount to the county auditor who shall distribute the excess amount 
18.2 	to the city or town, county, and school district in which the tax increment financing district 
18.3 	is located in direct proportion to their respective local tax rates.
18.4 	(d) For purposes of a district for which the request for certification was made prior to 
18.5 	August 1, 1979, excess increments equal the amount of increments on hand on December 
18.6 	31, less the principal and interest obligations due on outstanding bonds or advances, 
18.7 	qualifying under subdivision 1c, clauses (1), (2), (4), and (5), after December 31 of the year 
18.8 	and not prepaid under paragraph (c).
18.9 	(e) The county auditor must, prior to February 1 of each year, report to the commissioner 
18.10 	of education the amount of any excess tax increment distributed to a school district within 
18.11 	30 days of the distribution for the preceding taxable year.
18.12 	(f) For purposes of this subdivision, "outstanding bonds" means bonds which are secured 
18.13 	by increments from the district.
18.14 	(g) The state auditor may exempt an authority from reporting the amounts calculated 
18.15 	under this subdivision for a calendar year, if the authority certifies to the auditor in its report 
18.16 	that the total amount authorized by the tax increment plan to be paid with increments from 
18.17 	the district exceeds the sum of the total increments collected for the district for all years by 
18.18 	20 percent.

18.19 	Sec. 22. APPROPRIATIONS.
 18.20 		Subdivision 1.Department of Education. The sums indicated in this section are 
18.21 	appropriated from the general fund to the Department of Education for the fiscal years 
18.22 	designated.
18.23 		Subd. 2.General education aid. For general education aid under Minnesota Statutes, 
18.24 	section 126C.13, subdivision 4:

18.25		$
	7,563,143,000
	.....
	2022
	
18.26		$
	7,801,734,000
	.....
	2023
	
18.27 	The 2022 appropriation includes $717,326,000 for 2021 and $6,845,817,000 for 2022.
18.28 	The 2023 appropriation includes $760,646,000 for 2022 and $7,041,088,000 for 2023.
18.29 		Subd. 3.Enrollment options transportation. For transportation of pupils attending 
18.30 	postsecondary institutions under Minnesota Statutes, section 124D.09, or for transportation 
18.31 	of pupils attending nonresident districts under Minnesota Statutes, section 124D.03:

19.1		$
	12,000
	.....
	2022
	
19.2		$
	13,000
	.....
	2023
	
19.3 		Subd. 4.Abatement aid. For abatement aid under Minnesota Statutes, section 127A.49:

19.4		$
	2,897,000
	.....
	2022
	
19.5		$
	3,558,000
	.....
	2023
	
19.6 	The 2022 appropriation includes $269,000 for 2021 and $2,628,000 for 2022.
19.7 	The 2023 appropriation includes $291,000 for 2022 and $3,267,000 for 2023.
19.8 		Subd. 5.Consolidation transition aid. For districts consolidating under Minnesota 
19.9 	Statutes, section 123A.485:

19.10		$
	309,000
	.....
	2022
	
19.11		$
	373,000
	.....
	2023
	
19.12 	The 2022 appropriation includes $30,000 for 2021 and $279,000 for 2022.
19.13 	The 2023 appropriation includes $31,000 for 2022 and $342,000 for 2023.
19.14 		Subd. 6.Nonpublic pupil education aid. For nonpublic pupil education aid under 
19.15 	Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:

19.16		$
	17,173,000
	.....
	2022
	
19.17		$
	17,864,000
	.....
	2023
	
19.18 	The 2022 appropriation includes $1,996,000 for 2021 and $15,177,000 for 2022.
19.19 	The 2023 appropriation includes $1,686,000 for 2022 and $16,178,000 for 2023.
19.20 		Subd. 7.Nonpublic pupil transportation. For nonpublic pupil transportation aid under 
19.21 	Minnesota Statutes, section 123B.92, subdivision 9:

19.22		$
	19,692,000
	.....
	2022
	
19.23		$
	19,809,000
	.....
	2023
	
19.24 	The 2022 appropriation includes $1,964,000 for 2021 and $17,728,000 for 2022.
19.25 	The 2023 appropriation includes $1,969,000 for 2022 and $17,840,000 for 2023.
19.26 		Subd. 8.One-room schoolhouse. For a grant to Independent School District No. 690, 
19.27 	Warroad, to operate the Angle Inlet School:

19.28		$
	65,000
	.....
	2022
	
19.29		$
	65,000
	.....
	2023
	
20.1 		Subd. 9.Career and technical aid For career and technical aid under Minnesota Statutes, 
20.2 	section 124D.4531, subdivision 1b:

20.3		$
	2,700,000
	.....
	2022
	
20.4		$
	2,307,000
	.....
	2023
	
20.5 	The 2022 appropriation includes $323,000 for 2021 and $2,377,000 for 2022.
20.6 	The 2023 appropriation includes $264,000 for 2022 and $2,043,000 for 2023.
20.7 		Subd. 10.Pregnant and parenting pupil transportation reimbursement. (a) To 
20.8 	reimburse districts for transporting pregnant or parenting pupils under Minnesota Statutes, 
20.9 	section 123B.92, subdivision 1, paragraph (b), clause (1), item (vi):

20.10		$
	56,000
	.....
	2022
	
20.11		$
	55,000
	.....
	2023
	
20.12 	(b) To receive reimbursement, districts must apply using the form and manner of 
20.13 	application prescribed by the commissioner. If the appropriation is insufficient, the 
20.14 	commissioner must prorate the amount paid to districts seeking reimbursement.
20.15 	(c) Any balance in the first year does not cancel but is available in the second year.

20.16 	ARTICLE 2
20.17 	EDUCATION EXCELLENCE

20.18 	Section 1. Minnesota Statutes 2020, section 13.32, subdivision 3, is amended to read:
20.19 		Subd. 3.Private data; when disclosure is permitted. Except as provided in subdivision 
20.20 	5, educational data is private data on individuals and shall not be disclosed except as follows:
20.21 	(a) pursuant to section 13.05;
20.22 	(b) pursuant to a valid court order;
20.23 	(c) pursuant to a statute specifically authorizing access to the private data;
20.24 	(d) to disclose information in health, including mental health, and safety emergencies 
20.25 	pursuant to the provisions of United States Code, title 20, section 1232g(b)(1)(I) and Code 
20.26 	of Federal Regulations, title 34, section 99.36;
20.27 	(e) pursuant to the provisions of United States Code, title 20, sections 1232g(b)(1), 
20.28 	(b)(4)(A), (b)(4)(B), (b)(1)(B), (b)(3), (b)(6), (b)(7), and (i), and Code of Federal Regulations, 
20.29 	title 34, sections 99.31, 99.32, 99.33, 99.34, 99.35, and 99.39;
21.1 	(f) to appropriate health authorities to the extent necessary to administer immunization 
21.2 	programs and for bona fide epidemiologic investigations which the commissioner of health 
21.3 	determines are necessary to prevent disease or disability to individuals in the public 
21.4 	educational agency or institution in which the investigation is being conducted;
21.5 	(g) when disclosure is required for institutions that participate in a program under title 
21.6 	IV of the Higher Education Act, United States Code, title 20, section 1092;
21.7 	(h) to the appropriate school district officials to the extent necessary under subdivision 
21.8 	6, annually to indicate the extent and content of remedial instruction, including the results 
21.9 	of assessment testing and academic performance at a postsecondary institution during the 
21.10 	previous academic year by a student who graduated from a Minnesota school district within 
21.11 	two years before receiving the remedial instruction;
21.12 	(i) to appropriate authorities as provided in United States Code, title 20, section 
21.13 	1232g(b)(1)(E)(ii), if the data concern the juvenile justice system and the ability of the 
21.14 	system to effectively serve, prior to adjudication, the student whose records are released; 
21.15 	provided that the authorities to whom the data are released submit a written request for the 
21.16 	data that certifies that the data will not be disclosed to any other person except as authorized 
21.17 	by law without the written consent of the parent of the student and the request and a record 
21.18 	of the release are maintained in the student's file;
21.19 	(j) to volunteers who are determined to have a legitimate educational interest in the data 
21.20 	and who are conducting activities and events sponsored by or endorsed by the educational 
21.21 	agency or institution for students or former students;
21.22 	(k) to provide student recruiting information, from educational data held by colleges 
21.23 	and universities, as required by and subject to Code of Federal Regulations, title 32, section 
21.24 	216;
21.25 	(l) to the juvenile justice system if information about the behavior of a student who poses 
21.26 	a risk of harm is reasonably necessary to protect the health or safety of the student or other 
21.27 	individuals;
21.28 	(m) with respect to Social Security numbers of students in the adult basic education 
21.29 	system, to Minnesota State Colleges and Universities and the Department of Employment 
21.30 	and Economic Development for the purpose and in the manner described in section 124D.52, 
21.31 	subdivision 7;
21.32 	(n) to the commissioner of education for purposes of an assessment or investigation of 
21.33 	a report of alleged maltreatment of a student as mandated by chapter 260E. Upon request 
22.1 	by the commissioner of education, data that are relevant to a report of maltreatment and are 
22.2 	from charter school and school district investigations of alleged maltreatment of a student 
22.3 	must be disclosed to the commissioner, including, but not limited to, the following:
22.4 	(1) information regarding the student alleged to have been maltreated;
22.5 	(2) information regarding student and employee witnesses;
22.6 	(3) information regarding the alleged perpetrator; and
22.7 	(4) what corrective or protective action was taken, if any, by the school facility in response 
22.8 	to a report of maltreatment by an employee or agent of the school or school district;
22.9 	(o) when the disclosure is of the final results of a disciplinary proceeding on a charge 
22.10 	of a crime of violence or nonforcible sex offense to the extent authorized under United 
22.11 	States Code, title 20, section 1232g(b)(6)(A) and (B) and Code of Federal Regulations, title 
22.12 	34, sections 99.31 (a)(13) and (14);
22.13 	(p) when the disclosure is information provided to the institution under United States 
22.14 	Code, title 42, section 14071, concerning registered sex offenders to the extent authorized 
22.15 	under United States Code, title 20, section 1232g(b)(7); or
22.16 	(q) when the disclosure is to a parent of a student at an institution of postsecondary 
22.17 	education regarding the student's violation of any federal, state, or local law or of any rule 
22.18 	or policy of the institution, governing the use or possession of alcohol or of a controlled 
22.19 	substance, to the extent authorized under United States Code, title 20, section 1232g(i), and 
22.20 	Code of Federal Regulations, title 34, section 99.31 (a)(15), and provided the institution 
22.21 	has an information release form signed by the student authorizing disclosure to a parent. 
22.22 	The institution must notify parents and students about the purpose and availability of the 
22.23 	information release forms. At a minimum, the institution must distribute the information 
22.24 	release forms at parent and student orientation meetings.; or
22.25 	(r) with Tribal Nations about Tribally enrolled or descendant students to the extent 
22.26 	necessary for the Tribal Nation and school district or charter school to support the educational 
22.27 	attainment of the student.

22.28 	Sec. 2. Minnesota Statutes 2020, section 120A.22, subdivision 7, is amended to read:
22.29 		Subd. 7.Education records. (a) A district, a charter school, or a nonpublic school that 
22.30 	receives services or aid under sections 123B.40 to 123B.48 from which a student is 
22.31 	transferring must transmit the student's educational records, within ten business days of a 
22.32 	request, to the district, the charter school, or the nonpublic school in which the student is 
23.1 	enrolling. Districts, charter schools, and nonpublic schools that receive services or aid under 
23.2 	sections 123B.40 to 123B.48 must make reasonable efforts to determine the district, the 
23.3 	charter school, or the nonpublic school in which a transferring student is next enrolling in 
23.4 	order to comply with this subdivision.
23.5 	(b) A closed charter school must transfer the student's educational records, within ten 
23.6 	business days of the school's closure, to the student's school district of residence where the 
23.7 	records must be retained unless the records are otherwise transferred under this subdivision.
23.8 	(c) A school district, a charter school, or a nonpublic school that receives services or aid 
23.9 	under sections 123B.40 to 123B.48 that transmits a student's educational records to another 
23.10 	school district or other educational entity, charter school, or nonpublic school to which the 
23.11 	student is transferring must include in the transmitted records information about any formal 
23.12 	suspension, expulsion, and exclusion disciplinary action, as well as pupil withdrawals, under 
23.13 	sections 121A.40 to 121A.56. The transmitted records must include services a pupil needs 
23.14 	to prevent the inappropriate behavior from recurring. The district, the charter school, or the 
23.15 	nonpublic school that receives services or aid under sections 123B.40 to 123B.48 must 
23.16 	provide notice to a student and the student's parent or guardian that formal disciplinary 
23.17 	records will be transferred as part of the student's educational record, in accordance with 
23.18 	data practices under chapter 13 and the Family Educational Rights and Privacy Act of 1974, 
23.19 	United States Code, title 20, section 1232(g).
23.20 	(d) Notwithstanding section 138.17, a principal or chief administrative officer must 
23.21 	remove from a student's educational record and destroy a probable cause notice received 
23.22 	under section 260B.171, subdivision 5, or paragraph (e), if one year has elapsed since the 
23.23 	date of the notice and the principal or chief administrative officer has not received a 
23.24 	disposition or court order related to the offense described in the notice. This paragraph does 
23.25 	not apply if the student no longer attends the school when this one-year period expires.
23.26 	(e) A principal or chief administrative officer who receives a probable cause notice under 
23.27 	section 260B.171, subdivision 5, or a disposition or court order, must include a copy of that 
23.28 	data in the student's educational records if they are transmitted to another school, unless the 
23.29 	data are required to be destroyed under paragraph (d) or section 121A.75.

23.30 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

23.31 	Sec. 3. Minnesota Statutes 2020, section 120A.22, subdivision 9, is amended to read:
23.32 		Subd. 9.Knowledge and skills. Instruction must be provided in at least the following 
23.33 	subject areas:
24.1 	(1) basic communication skills including reading and writing, literature, and fine arts;
24.2 	(2) mathematics and science;
24.3 	(3) social studies including history, geography, economics, government, and citizenship; 
24.4 	and
24.5 	(4) health and physical education.; and
24.6 	(5) indigenous education.
24.7 	Instruction, textbooks, and materials must be in the English language. Another language 
24.8 	may be used pursuant to sections 124D.59 to 124D.61.

24.9 	Sec. 4. Minnesota Statutes 2020, section 120A.22, subdivision 10, is amended to read:
24.10 		Subd. 10.Requirements for instructors. A person who is providing instruction to a 
24.11 	child must meet at least one of the following requirements:
24.12 	(1) hold a valid Minnesota teaching license in the field and for the grade level taught;
24.13 	(2) be directly supervised by a person holding a valid Minnesota teaching license;
24.14 	(3) successfully complete a teacher competency examination;
24.15 	(4) (3) provide instruction in a school that is accredited by an accrediting agency, 
24.16 	recognized according to section 123B.445, or recognized by the commissioner;
24.17 	(5) (4) hold a baccalaureate degree; or
24.18 	(6) (5) be the parent of a child who is assessed according to the procedures in subdivision 
24.19 	11.
24.20 	Any person providing instruction in a public school must meet the requirements of clause 
24.21 	(1).

24.22 	Sec. 5. Minnesota Statutes 2020, section 120B.02, subdivision 1, is amended to read:
24.23 		Subdivision 1.Educational expectations. (a) The legislature is committed to establishing 
24.24 	rigorous academic standards for Minnesota's public school students. To that end, the 
24.25 	commissioner shall adopt in rule statewide academic standards. The commissioner shall 
24.26 	not prescribe in rule or otherwise the delivery system, classroom assessments, or form of 
24.27 	instruction that school sites must use.
24.28 	(b) All commissioner actions regarding the rule must be premised on the following:
24.29 	(1) the rule is intended to raise academic expectations for students, teachers, and schools;
25.1 	(2) the rule must be focused on the experiences and perspectives of all students, including 
25.2 	Indigenous people and people of color, within and beyond the United States;
25.3 	(3) any state action regarding the rule must evidence consideration of school district 
25.4 	autonomy; and
25.5 	(3) (4) the Department of Education, with the assistance of school districts, must make 
25.6 	available information about all state initiatives related to the rule to students and parents, 
25.7 	teachers, and the general public in a timely format that is appropriate, comprehensive, and 
25.8 	readily understandable.
25.9 	(c) The commissioner shall periodically review and report on the state's assessment 
25.10 	process.
25.11 	(d) School districts are not required to adopt specific provisions of the federal 
25.12 	School-to-Work programs.

25.13 	Sec. 6. Minnesota Statutes 2020, section 120B.021, subdivision 1, is amended to read:
25.14 		Subdivision 1.Required academic standards. (a) The following subject areas are 
25.15 	required for statewide accountability:
25.16 	(1) language arts;
25.17 	(2) mathematics;
25.18 	(3) science;
25.19 	(4) social studies, including indigenous education, history, geography, economics, and 
25.20 	government and citizenship that includes civics consistent with section 120B.02, subdivision 
25.21 	3;
25.22 	(5) physical education;
25.23 	(6) health, for which locally developed academic standards apply; and
25.24 	(7) the arts, for which statewide or locally developed academic standards apply, as 
25.25 	determined by the school district. Public elementary and middle schools must offer at least 
25.26 	three and require at least two of the following four five arts areas: dance; media arts; music; 
25.27 	theater; and visual arts. Public high schools must offer at least three and require at least one 
25.28 	of the following five arts areas: media arts; dance; music; theater; and visual arts.
25.29 	(b) For purposes of applicable federal law, the academic standards for language arts, 
25.30 	mathematics, and science apply to all public school students, except the very few students 
25.31 	with extreme cognitive or physical impairments for whom an individualized education 
26.1 	program team has determined that the required academic standards are inappropriate. An 
26.2 	individualized education program team that makes this determination must establish 
26.3 	alternative standards.
26.4 	(c) The department must adopt the most recent SHAPE America (Society of Health and 
26.5 	Physical Educators) kindergarten through grade 12 standards and benchmarks for physical 
26.6 	education as the required physical education academic standards. The department may 
26.7 	modify and adapt the national standards to accommodate state interest. The modification 
26.8 	and adaptations must maintain the purpose and integrity of the national standards. The 
26.9 	department must make available sample assessments, which school districts may use as an 
26.10 	alternative to local assessments, to assess students' mastery of the physical education 
26.11 	standards beginning in the 2018-2019 school year.
26.12 	(d) A school district may include child sexual abuse prevention instruction in a health 
26.13 	curriculum, consistent with paragraph (a), clause (6). Child sexual abuse prevention 
26.14 	instruction may include age-appropriate instruction on recognizing sexual abuse and assault, 
26.15 	boundary violations, and ways offenders groom or desensitize victims, as well as strategies 
26.16 	to promote disclosure, reduce self-blame, and mobilize bystanders. A school district may 
26.17 	provide instruction under this paragraph in a variety of ways, including at an annual assembly 
26.18 	or classroom presentation. A school district may also provide parents information on the 
26.19 	warning signs of child sexual abuse and available resources.
26.20 	(e) District efforts to develop, implement, or improve instruction or curriculum as a 
26.21 	result of the provisions of this section must be consistent with sections 120B.10, 120B.11, 
26.22 	and 120B.20.
26.23 	(f) The curriculum required for indigenous education must be:
26.24 	(1) for students in prekindergarten through grade 12;
26.25 	(2) related to the indigenous experience in Minnesota, including Tribal history, 
26.26 	sovereignty, culture, treaty rights, government, socioeconomic experiences, contemporary 
26.27 	issues, and current events;
26.28 	(3) historically accurate, Tribally endorsed, culturally relevant, community based, 
26.29 	contemporary, and developmentally appropriate; and
26.30 	(4) aligned with the academic content standards, including all yearly revisions that 
26.31 	include the contributions of Minnesota's Tribal nations and communities.

27.1 	Sec. 7. Minnesota Statutes 2020, section 120B.021, subdivision 2, is amended to read:
27.2 		Subd. 2.Standards development. (a) The commissioner must consider advice from at 
27.3 	least the following stakeholders in developing statewide rigorous core academic standards 
27.4 	in language arts, mathematics, science, social studies, including history, geography, 
27.5 	economics, government and citizenship, and the arts:
27.6 	(1) parents of school-age children and members of the public throughout the state;
27.7 	(2) teachers throughout the state currently licensed and providing instruction in language 
27.8 	arts, mathematics, science, social studies, or the arts and licensed elementary and secondary 
27.9 	school principals throughout the state currently administering a school site;
27.10 	(3) currently serving members of local school boards and charter school boards throughout 
27.11 	the state;
27.12 	(4) faculty teaching core subjects at postsecondary institutions in Minnesota; and
27.13 	(5) representatives of the Minnesota business community.;
27.14 	(6) representatives from the Tribal Nations Education Committee and Minnesota's Tribal 
27.15 	Nations and communities, including both Anishinaabe and Dakota;
27.16 	(7) youth currently enrolled in kindergarten through grade 12 school districts and charter 
27.17 	schools in Minnesota; and
27.18 	(8) other stakeholders that represent the ethnic, racial, and geographic diversity of 
27.19 	Minnesota, including gender and sexual orientation, immigrant status, and religious and 
27.20 	linguistic background.
27.21 	(b) Academic standards must:
27.22 	(1) be clear, concise, objective, measurable, and grade-level appropriate;
27.23 	(2) not require a specific teaching methodology or curriculum; and
27.24 	(3) be consistent with the Constitutions of the United States and the state of Minnesota.

27.25 	Sec. 8. Minnesota Statutes 2020, section 120B.021, subdivision 3, is amended to read:
27.26 		Subd. 3.Rulemaking. The commissioner, consistent with the requirements of this section 
27.27 	and section 120B.022, must adopt statewide rules under section 14.389 for implementing 
27.28 	statewide rigorous core academic standards in language arts, mathematics, science, social 
27.29 	studies, physical education, and the arts. After the rules authorized under this subdivision 
27.30 	are initially adopted, the commissioner may not amend or repeal these rules nor adopt new 
28.1 	rules on the same topic without specific legislative authorization unless done pursuant to 
28.2 	subdivision 4.

28.3 	Sec. 9. Minnesota Statutes 2020, section 120B.021, subdivision 4, is amended to read:
28.4 		Subd. 4.Revisions and reviews required. (a) The commissioner of education must 
28.5 	revise and appropriately embed indigenous education standards that include the contributions 
28.6 	of American Indian Tribes and communities into the state academic standards and graduation 
28.7 	requirements. These standards must be consistent with recommendations from the Tribal 
28.8 	Nations Education Committee.
28.9 	(b) The commissioner of education must revise and appropriately embed technology 
28.10 	and information literacy standards consistent with recommendations from school media 
28.11 	specialists into the state's academic standards and graduation requirements and implement 
28.12 	a ten-year cycle to review and, consistent with the review, revise state academic standards 
28.13 	and related benchmarks, consistent with this subdivision. During each ten-year review and 
28.14 	revision cycle, the commissioner also must examine the alignment of each required academic 
28.15 	standard and related benchmark with the knowledge and skills students need for career and 
28.16 	college readiness and advanced work in the particular subject area.
28.17 	(c) The commissioner must include the contributions of Minnesota American Indian 
28.18 	tribes and communities as related to the appropriately embed ethnic studies into all required 
28.19 	state academic standards during the review and revision of the required academic standards.
28.20 	(b) (d) The commissioner must ensure that the statewide mathematics assessments 
28.21 	administered to students in grades 3 through 8 and 11 are aligned with the state academic 
28.22 	standards in mathematics, consistent with section 120B.30, subdivision 1, paragraph (b). 
28.23 	The commissioner must implement a review of the academic standards and related 
28.24 	benchmarks in mathematics beginning in the 2021-2022 school year and every ten years 
28.25 	thereafter.
28.26 	(c) (e) The commissioner must implement a review of the academic standards and related 
28.27 	benchmarks in arts beginning in the 2017-2018 school year and every ten years thereafter.
28.28 	(d) (f) The commissioner must implement a review of the academic standards and related 
28.29 	benchmarks in science beginning in the 2018-2019 school year and every ten years thereafter.
28.30 	(e) (g) The commissioner must implement a review of the academic standards and related 
28.31 	benchmarks in language arts beginning in the 2019-2020 school year and every ten years 
28.32 	thereafter.
29.1 	(f) (h) The commissioner must implement a review of the academic standards and related 
29.2 	benchmarks in social studies beginning in the 2020-2021 school year and every ten years 
29.3 	thereafter.
29.4 	(g) (i) The commissioner must implement a review of the academic standards and related 
29.5 	benchmarks in physical education beginning in the 2022-2023 2026-2027 school year and 
29.6 	every ten years thereafter.
29.7 	(h) (j) School districts and charter schools must revise and align local academic standards 
29.8 	and high school graduation requirements in health, world languages, and career and technical 
29.9 	education to require students to complete the revised standards beginning in a school year 
29.10 	determined by the school district or charter school. School districts and charter schools must 
29.11 	formally establish a periodic review cycle for the academic standards and related benchmarks 
29.12 	in health, world languages, and career and technical education.

29.13 	Sec. 10. Minnesota Statutes 2020, section 120B.024, subdivision 1, is amended to read:
29.14 		Subdivision 1.Graduation requirements. (a) Students beginning 9th grade in the 
29.15 	2011-2012 school year and later must successfully complete the following high school level 
29.16 	credits for graduation:
29.17 	(1) four credits of language arts sufficient to satisfy all of the academic standards in 
29.18 	English language arts;
29.19 	(2) three credits of mathematics, including an algebra II credit or its equivalent, sufficient 
29.20 	to satisfy all of the academic standards in mathematics;
29.21 	(3) an algebra I credit by the end of 8th grade sufficient to satisfy all of the 8th grade 
29.22 	standards in mathematics. The credit does not bear high school credit;
29.23 	(4) three credits of science, including at least one credit of biology, one credit of chemistry 
29.24 	or physics, and one elective credit of science. The combination of credits under this clause 
29.25 	must be sufficient to satisfy (i) all of the academic standards in either chemistry or physics 
29.26 	and (ii) all other academic standards in science;
29.27 	(5) three and one-half credits of social studies, including credit for a course in government 
29.28 	and citizenship in either 11th or 12th grade for students beginning 9th grade in the 2022-2023 
29.29 	school year and later or an advanced placement, international baccalaureate, or other rigorous 
29.30 	course on government and citizenship under section 120B.021, subdivision 1a, and a 
29.31 	combination of other credits encompassing at least indigenous education, United States 
29.32 	history, geography, government and citizenship, world history, and economics sufficient 
29.33 	to satisfy all of the academic standards in social studies;
30.1 	(6) one credit of the arts sufficient to satisfy all of the state or local academic standards 
30.2 	in the arts; and
30.3 	(7) one-half credit of physical education sufficient to satisfy all of the academic standards 
30.4 	in physical education; and
30.5 	(7) (8) a minimum of sevensix and one-half elective credits.
30.6 	(b) A school district is encouraged to offer a course for credit in government and 
30.7 	citizenship to 11th or 12th grade students who begin 9th grade in the 2020-2021 school year 
30.8 	and later, that satisfies the government and citizenship requirement in paragraph (a), clause 
30.9 	(5). A school district must offer the course starting in the 2022-2023 school year.

30.10 	Sec. 11. [120B.025] ETHNIC STUDIES.
30.11 		Subdivision 1.Definition. "Ethnic studies" means the critical and interdisciplinary study 
30.12 	of race, ethnicity, and indigeneity with a focus on the experiences and perspectives of people 
30.13 	of color within and beyond the United States. Ethnic studies analyzes the ways in which 
30.14 	race and racism have been and continue to be powerful social, cultural, and political forces, 
30.15 	and race and racism's connections to the stratification of other groups, including stratification 
30.16 	based on gender, class, sexual orientation, gender identity, and legal status.
30.17 		Subd. 2.Department of Education. The Department of Education must employ 
30.18 	dedicated ethnic studies staff to provide expertise for adopting ethnic studies standards into 
30.19 	academic standards and providing assistance to school districts and charter schools in 
30.20 	implementing ethnic studies standards. Duties of ethnic studies staff may include:
30.21 	(1) supporting a school district or charter school in implementing ethnic studies courses 
30.22 	and curriculum that fulfill ethnic studies standards;
30.23 	(2) providing training for teachers and school district staff to successfully implement 
30.24 	ethnic studies standards;
30.25 	(3) assisting school districts and charter schools to annually evaluate the implementation 
30.26 	of the ethnic studies curriculum by seeking feedback from students, parents or guardians, 
30.27 	and community members; and
30.28 	(4) making available to school districts and charter schools the following:
30.29 	(i) an ethnic studies school survey for each school district and charter school to use as 
30.30 	part of a school needs assessment;
31.1 	(ii) a list of recommended materials, resources, sample curricula, and pedagogical skills 
31.2 	for use in kindergarten through grade 12 that accurately reflect the diversity of the state of 
31.3 	Minnesota;
31.4 	(iii) training materials for teachers and district and school staff, including an ethnic 
31.5 	studies coordinator, to implement ethnic studies requirements, including a school needs 
31.6 	assessment; and
31.7 	(iv) other resources to assist districts and charter schools in successfully implementing 
31.8 	ethnic studies standards.

31.9 	EFFECTIVE DATE. This section is effective July 1, 2021.

31.10 	Sec. 12. Minnesota Statutes 2020, section 120B.11, subdivision 1, is amended to read:
31.11 		Subdivision 1.Definitions. For the purposes of this section and section 120B.10, the 
31.12 	following terms have the meanings given them.
31.13 	(a) "Instruction" means methods of providing learning experiences that enable a student 
31.14 	to meet state and district academic standards and graduation requirements including applied 
31.15 	and experiential learning.
31.16 	(b) "Curriculum" means district or school adopted programs and written plans for 
31.17 	providing students with learning experiences that lead to expected knowledge and skills 
31.18 	and career and college readiness.
31.19 	(c) "World's best workforce" means striving to: meet school readiness goals; have all 
31.20 	third grade students achieve grade-level literacy; close the academic achievement gap among 
31.21 	all racial and ethnic groups of students and between students living in poverty and students 
31.22 	not living in poverty; have all students attain career and college readiness before graduating 
31.23 	from high school; and have all students graduate from high school.
31.24 	(d) "Experiential learning" means learning for students that includes career exploration 
31.25 	through a specific class or course or through work-based experiences such as job shadowing, 
31.26 	mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative 
31.27 	work experience, youth apprenticeship, or employment.
31.28 	(e) "Ethnic studies curriculum" means the critical and interdisciplinary study of race, 
31.29 	ethnicity, and indigeneity with a focus on the experiences and perspectives of people of 
31.30 	color within and beyond the United States. Ethnic studies analyzes the ways in which race 
31.31 	and racism have been and continue to be powerful social, cultural, and political forces, and 
31.32 	race and racism's connections to the stratification of other groups, including stratification 
32.1 	based on gender, class, sexual orientation, gender identity, and legal status. The ethnic 
32.2 	studies curriculum may be integrated in existing curricular opportunities or provided through 
32.3 	additional curricular offerings.
32.4 	(f) "Anti-racist" means the active process of identifying and eliminating racism by 
32.5 	changing systems, organizational structures, policies, practices, attitudes, and dispositions 
32.6 	so that power and resources are redistributed and shared equitably.
32.7 	(g) "Culturally sustaining" means integrating content and practices that infuse the culture 
32.8 	and language of Black, Indigenous, and People of Color communities who have been and 
32.9 	continue to be harmed and erased through schooling.
32.10 	(h) "Institutional racism" means policies and practices within and across institutions that 
32.11 	produce outcomes that chronically favor white people and predictably disadvantage those 
32.12 	who are Black, Indigenous, and People of Color.
32.13 	(i) "On track for graduation" means that at the end of grade 9, a student has earned at 
32.14 	least five credits and has received no more than one failing grade in a term in a language 
32.15 	arts, mathematics, science, or social studies course that fulfills a credit requirement under 
32.16 	section 120B.024. A student is off track for graduation if the student fails to meet either of 
32.17 	these criteria.

32.18 	Sec. 13. Minnesota Statutes 2020, section 120B.11, subdivision 1a, is amended to read:
32.19 		Subd. 1a.Performance measures. (a) Measures to determine school district and school 
32.20 	site progress in striving to create the world's best workforce must include at least:
32.21 	(1) the size of the academic achievement gap, rigorous course taking under section 
32.22 	120B.35, subdivision 3, paragraph (c), clause (2), participation in honors or gifted and 
32.23 	talented programming, and enrichment experiences by student subgroup;
32.24 	(2) student performance on the Minnesota Comprehensive Assessments;
32.25 	(3) high school graduation rates; and
32.26 	(4) career and college readiness under section 120B.30, subdivision 1.; and
32.27 	(5) the number and percentage of students, by student subgroup, who are on track for 
32.28 	graduation.
32.29 	(b) A school district that offers advanced placement, international baccalaureate, or dual 
32.30 	enrollment programs must report on the following performance measures starting in the 
32.31 	2023-2024 school year:
33.1 	(1) participation in postsecondary enrollment options and concurrent enrollment programs;
33.2 	(2) the number of students who took an advanced placement exam and the number of 
33.3 	students who passed the exam; and
33.4 	(3) the number of students who took the international baccalaureate exam and the number 
33.5 	of students who passed the exam.
33.6 	(c) Performance measures under this subdivision must be reported for all student 
33.7 	subgroups identified in section 120B.35, subdivision 3, paragraph (b), clause (2).

33.8 	EFFECTIVE DATE. This section is effective July 1, 2021.

33.9 	Sec. 14. Minnesota Statutes 2020, section 120B.11, subdivision 2, is amended to read:
33.10 		Subd. 2.Adopting plans and budgets.  A school board, at a public meeting, shall must
33.11 	adopt a comprehensive, long-term strategic plan to support and improve teaching and 
33.12 	learning that is aligned with creating the world's best workforce and includes:
33.13 	(1) clearly defined district and school site goals and benchmarks for instruction and 
33.14 	student achievement for all student subgroups identified in section 120B.35, subdivision 3, 
33.15 	paragraph (b), clause (2);
33.16 	(2) a process to assess and evaluate each student's progress toward meeting state and 
33.17 	local academic standards, assess and identify students to participate in gifted and talented 
33.18 	programs and accelerate their instruction, and adopt early-admission procedures consistent 
33.19 	with section 120B.15, assess ethnic studies curriculum needs to determine priorities for 
33.20 	integrating ethnic studies into existing courses or developing new courses, and identifying 
33.21 	the strengths and weaknesses of instruction in pursuit of student and school success and 
33.22 	curriculum affecting students' progress and growth toward career and college readiness and 
33.23 	leading to the world's best workforce;
33.24 	(3) a system to periodically review and evaluate the effectiveness of all instruction and 
33.25 	curriculum, including ethnic studies curriculum, taking into account strategies and best 
33.26 	practices, student outcomes, school principal evaluations under section 123B.147, subdivision 
33.27 	3, students' access to effective teachers who are members of populations underrepresented 
33.28 	among the licensed teachers in the district or school and who reflect the diversity of enrolled 
33.29 	students under section 120B.35, subdivision 3, paragraph (b), clause (2), and teacher 
33.30 	evaluations under section 122A.40, subdivision 8, or 122A.41, subdivision 5;
33.31 	(4) strategies for improving instruction, curriculum, and student achievement, including: 
33.32 	(i) the English and, where practicable, the native language development and the academic 
34.1 	achievement of English learners; and (ii) access to ethnic studies curriculum using culturally 
34.2 	responsive methodologies for all learners;
34.3 	(5) a process to examine the equitable distribution of teachers and strategies to ensure 
34.4 	children from low-income and minority children families, families of color, and American 
34.5 	Indian families are not taught at higher rates than other children by inexperienced, ineffective, 
34.6 	or out-of-field teachers;
34.7 	(6) education effectiveness practices that:
34.8 	(i) integrate high-quality instruction, rigorous curriculum, technology, and curriculum 
34.9 	that is rigorous, accurate, anti-racist, and culturally sustaining;
34.10 	(ii) ensure learning and work environments validate, affirm, embrace, and integrate 
34.11 	cultural and community strengths for all students, families, and employees; and
34.12 	(iii) provide a collaborative professional culture that develops and supports seeks to 
34.13 	retain qualified, racially and ethnically diverse staff effective at working with diverse students 
34.14 	while developing and supporting teacher quality, performance, and effectiveness; and
34.15 	(7) an annual budget for continuing to implement the district plan.; and
34.16 	(8) identifying a list of suggested and required materials, resources, sample curricula, 
34.17 	and pedagogical skills for use in kindergarten through grade 12 that accurately reflect the 
34.18 	diversity of the state of Minnesota.

34.19 	EFFECTIVE DATE. This section is effective for all strategic plans reviewed and 
34.20 	updated after the day following final enactment.

34.21 	Sec. 15. Minnesota Statutes 2020, section 120B.11, subdivision 3, is amended to read:
34.22 		Subd. 3.District advisory committee. Each school board shall must establish an advisory 
34.23 	committee to ensure active community participation in all phases of planning and improving 
34.24 	the instruction and curriculum affecting state and district academic standards, consistent 
34.25 	with subdivision 2. A district advisory committee, to the extent possible, shall must reflect 
34.26 	the diversity of the district and its school sites, include teachers, parents, support staff, 
34.27 	students, and other community residents, and provide translation to the extent appropriate 
34.28 	and practicable. The district advisory committee shall must pursue community support to 
34.29 	accelerate the academic and native literacy and achievement of English learners with varied 
34.30 	needs, from young children to adults, consistent with section 124D.59, subdivisions 2 and 
34.31 	2a. The district may establish site teams as subcommittees of the district advisory committee 
34.32 	under subdivision 4. The district advisory committee shall must recommend to the school 
35.1 	board: rigorous academic standards,; student achievement goals and measures consistent 
35.2 	with subdivision 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35,; district 
35.3 	assessments,; means to improve students' equitable access to effective and more diverse 
35.4 	teachers,; strategies to ensure the curriculum is rigorous, accurate, anti-racist, and culturally 
35.5 	sustaining; strategies to ensure that curriculum and learning and work environments validate, 
35.6 	affirm, embrace, and integrate the cultural and community strengths of all racial and ethnic 
35.7 	groups; and program evaluations. School sites may expand upon district evaluations of 
35.8 	instruction, curriculum, assessments, or programs. Whenever possible, parents and other 
35.9 	community residents shall must comprise at least two-thirds of advisory committee members.

35.10 	Sec. 16. [120B.113] EQUITABLE SCHOOL ENHANCEMENT GRANTS.
35.11 		Subdivision 1.Grant program established. The commissioner of education must 
35.12 	establish a grant program to support implementation of world's best workforce strategies 
35.13 	under section 120B.11, subdivision 2, clauses (4) and (6), to support collaborative efforts 
35.14 	that address issues of curricular, environmental, and structural inequities in schools that 
35.15 	create opportunity and achievement gaps for students, families, and staff who are of color 
35.16 	or who are American Indian.
35.17 		Subd. 2.Definitions. (a) For purposes of this section, the following terms have the 
35.18 	meanings given.
35.19 	(b) "Anti-racist" means the active process of identifying and eliminating racism by 
35.20 	changing systems, organizational structures, policies, practices, attitudes, and dispositions 
35.21 	so that power and resources are redistributed and shared equitably.
35.22 	(c) "Curricular" means curriculum resources used and content taught as well as access 
35.23 	to levels of coursework or types of learning opportunities.
35.24 	(d) "Environmental" means relating to the climate and culture of a school.
35.25 	(e) "Equitable" means fairness by providing curriculum, instruction, support, and other 
35.26 	resources for learning based on the needs of individual students and groups of students to 
35.27 	succeed at school rather than treating all students the same. Equitable schools close 
35.28 	opportunity and achievement gaps.
35.29 	(f) "Institutional racism" means policies and practices within and across institutions that 
35.30 	produce outcomes that chronically favor white people and predictably disadvantage those 
35.31 	who are Black, Indigenous, and People of Color.
35.32 	(g) "Structural" means relating to the organization and systems of a school that have 
35.33 	been created to manage a school.
36.1 		Subd. 3.Applications and grant awards. The commissioner must determine application 
36.2 	procedures and deadlines, select schools to participate in the grant program, and determine 
36.3 	the award amount and payment process of the grants. To the extent that there are sufficient 
36.4 	applications, the commissioner must award an approximately equal number of grants between 
36.5 	districts in greater Minnesota and those in the Twin Cities metropolitan area. If there are 
36.6 	an insufficient number of applications received for either geographic area, the commissioner 
36.7 	may award grants to meet the requests for funds wherever a district is located.
36.8 		Subd. 4.Description. The grant program must provide funding that supports collaborative 
36.9 	efforts that ensure school climate and curriculum incorporate equitable, anti-racist educational 
36.10 	practices that:
36.11 	(1) validate, affirm, embrace, and integrate cultural and community strengths of students, 
36.12 	families, and employees from all racial and ethnic backgrounds; and
36.13 	(2) address institutional racism with equitable school policies, structures, and practices, 
36.14 	consistent with the requirements for long-term plans under section 124D.861, subdivision 
36.15 	2, paragraph (c).
36.16 		Subd. 5.Report. Grant recipients must annually report to the commissioner by a date 
36.17 	and in a form and manner determined by the commissioner on efforts planned and 
36.18 	implemented that engaged students, families, educators, and community members of diverse 
36.19 	racial and ethnic backgrounds in making improvements to school climate and curriculum. 
36.20 	The report must assess the impact of those efforts as perceived by racially and ethnically 
36.21 	diverse stakeholders, and must identify any areas needed for further continuous improvement. 
36.22 	The commissioner must publish a report for the public summarizing the activities of grant 
36.23 	recipients and what was done to promote sharing of effective practices among grant recipients 
36.24 	and potential grant applicants.

36.25 	EFFECTIVE DATE. This section is effective July 1, 2021.

36.26 	Sec. 17. Minnesota Statutes 2020, section 120B.132, is amended to read:
36.27 	120B.132 RAISED ACADEMIC ACHIEVEMENT; ADVANCED PLACEMENT 
36.28 	AND INTERNATIONAL BACCALAUREATE PROGRAMS.
36.29 		Subdivision 1.Establishment; eligibility. (a) A program is established to raise 
36.30 	kindergarten through grade 12 academic achievement through increased student participation 
36.31 	in preadvanced placement, advanced placement, and international baccalaureate programs, 
36.32 	consistent with section 120B.13. Schools and charter schools eligible to participate under 
36.33 	this section:
37.1 	(1) must have a three-year plan approved by the local school board to establish a new 
37.2 	international baccalaureate program leading to international baccalaureate authorization, 
37.3 	expand an existing program that leads to international baccalaureate authorization, or expand 
37.4 	an existing authorized international baccalaureate program; or
37.5 	(2) must have a three-year plan approved by the local school board to create a new or 
37.6 	expand an existing program to implement the college board advanced placement courses 
37.7 	and exams or preadvanced placement initiative; and
37.8 	(3) must propose to further raise students' academic achievement by:
37.9 	(i) (1) increasing the availability of and all students' access to advanced placement or 
37.10 	international baccalaureate courses or programs;
37.11 	(ii) (2) expanding the breadth of advanced placement or international baccalaureate 
37.12 	courses or programs that are available to students;
37.13 	(iii) (3) increasing the number and the diversity of the students who participate in 
37.14 	advanced placement or international baccalaureate courses or programs and succeed;
37.15 	(iv) (4) providing low-income and other disadvantaged students with increased access 
37.16 	to advanced placement or international baccalaureate courses and programs; or
37.17 	(v) (5) increasing the number of high school students, including low-income and other 
37.18 	disadvantaged students, who receive college credit by successfully completing advanced 
37.19 	placement or international baccalaureate courses or programs and achieving satisfactory 
37.20 	scores on related exams.
37.21 	(b) Within 90 days of receiving a grant under this section, a school district or charter 
37.22 	school must:
37.23 	(1) adopt a three-year plan approved by the local school board to establish a new 
37.24 	international baccalaureate program leading to international baccalaureate authorization, 
37.25 	expand an existing program that leads to international baccalaureate authorization, or expand 
37.26 	an existing authorized international baccalaureate program; or
37.27 	(2) adopt a three-year plan approved by the local school board to create a new program 
37.28 	or expand an existing program to implement the college board advanced placement courses 
37.29 	and exams or preadvanced placement initiative.
37.30 		Subd. 2.Application and review process; funding priority. (a) Charter schools and 
37.31 	school districts in which eligible schools under subdivision 1 are located may apply to the 
37.32 	commissioner, in the form and manner the commissioner determines, for competitive funding 
38.1 	to further raise students' academic achievement. The application must detail the specific 
38.2 	efforts the applicant intends to undertake in further raising students' academic achievement, 
38.3 	consistent with subdivision 1, and a proposed budget detailing the district or charter school's 
38.4 	current and proposed expenditures for advanced placement, preadvanced placement, and 
38.5 	international baccalaureate courses and programs. The proposed budget must demonstrate 
38.6 	that the applicant's efforts will support implementation of advanced placement, preadvanced 
38.7 	placement, and international baccalaureate courses and programs. Expenditures for 
38.8 	administration must not exceed five percent of the proposed budget. Priority for advanced 
38.9 	placement grants must be given to grantees who add or expand offerings of advanced 
38.10 	placement computer science principles. The commissioner may require an applicant to 
38.11 	provide additional information.
38.12 	(b) When reviewing applications, the commissioner must determine whether the applicant 
38.13 	satisfied all the requirements in this subdivision and subdivision 1. The commissioner may 
38.14 	give funding priority to an otherwise qualified applicant that demonstrates:
38.15 	(1) a focus on developing or expanding preadvanced placement, advanced placement, 
38.16 	or international baccalaureate courses or programs or increasing students' participation in, 
38.17 	access to, or success with the courses or programs, including the participation, access, or 
38.18 	success of low-income and other disadvantaged students;
38.19 	(2) a compelling need for access to preadvanced placement, advanced placement, or 
38.20 	international baccalaureate courses or programs;
38.21 	(3) an effective ability to actively involve local business and community organizations 
38.22 	in student activities that are integral to preadvanced placement, advanced placement, or 
38.23 	international baccalaureate courses or programs;
38.24 	(4) access to additional public or nonpublic funds or in-kind contributions that are 
38.25 	available for preadvanced placement, advanced placement, or international baccalaureate 
38.26 	courses or programs;
38.27 	(5) an intent to implement activities that target low-income and other disadvantaged 
38.28 	students; or
38.29 	(6) an intent to increase the advanced placement and international baccalaureate course 
38.30 	offerings in science, technology, engineering, and math to low-income and other 
38.31 	disadvantaged students.
38.32 		Subd. 3.Funding; permissible funding uses. (a) The commissioner shall award grants 
38.33 	to applicant school districts and charter schools that meet the requirements of subdivisions 
39.1 	1 and 2. The commissioner must award grants on an equitable geographical basis to the 
39.2 	extent feasible and consistent with this section. Grant awards must not exceed the lesser of:
39.3 	(1) $85 times the number of pupils enrolled at the participating sites on October 1 of the 
39.4 	previous fiscal year;
39.5 	(2) the approved supplemental expenditures based on the budget submitted under 
39.6 	subdivision 2. For charter schools in their first year of operation, the maximum funding 
39.7 	award must be calculated using the number of pupils enrolled on October 1 of the current 
39.8 	fiscal year. The commissioner may adjust the maximum funding award computed using 
39.9 	prior year data for changes in enrollment attributable to school closings, school openings, 
39.10 	grade level reconfigurations, or school district reorganizations between the prior fiscal year 
39.11 	and the current fiscal year; or
39.12 	(3) $150,000 $75,000 per district or charter school.
39.13 	(b) School districts and charter schools that submit an application and receive funding 
39.14 	under this section must use the funding, consistent with the application, to:
39.15 	(1) provide teacher training and instruction to more effectively serve students, including 
39.16 	low-income and other disadvantaged students, who participate in preadvanced placement, 
39.17 	advanced placement, or international baccalaureate courses or programs;
39.18 	(2) further develop preadvanced placement, advanced placement, or international 
39.19 	baccalaureate courses or programs;
39.20 	(3) improve the transition between grade levels to better prepare students, including 
39.21 	low-income and other disadvantaged students, for succeeding in preadvanced placement, 
39.22 	advanced placement, or international baccalaureate courses or programs;
39.23 	(4) purchase books and supplies;
39.24 	(5) pay course or program fees;
39.25 	(6) increase students' participation in and success with preadvanced placement, advanced 
39.26 	placement, or international baccalaureate courses or programs;
39.27 	(7) expand students' access to preadvanced placement, advanced placement, or 
39.28 	international baccalaureate courses or programs through online learning;
39.29 	(8) hire appropriately licensed personnel to teach additional advanced placement or 
39.30 	international baccalaureate courses or programs; or
39.31 	(9) engage in other activities to expand low-income or disadvantaged students' access 
39.32 	to, participation in, and success with preadvanced placement, advanced placement, or 
40.1 	international baccalaureate courses or programs. Other activities may include but are not 
40.2 	limited to preparing and disseminating promotional materials to low-income and other 
40.3 	disadvantaged students and their families.
40.4 		Subd. 4.Grants; annual reports. (a) Each school district and charter school that receives 
40.5 	a grant under this section annually must collect demographic and other student data to 
40.6 	demonstrate and measure the extent to which the district or charter school raised students' 
40.7 	academic achievement under this program and must report the data to the commissioner in 
40.8 	the form and manner the commissioner determines. The commissioner annually by February 
40.9 	15 must make summary data about this program available to the education policy and finance 
40.10 	committees of the legislature.
40.11 	(b) Each school district and charter school that receives a grant under this section annually 
40.12 	must report to the commissioner, consistent with the Uniform Financial Accounting and 
40.13 	Reporting Standards, its actual expenditures for advanced placement, preadvanced placement, 
40.14 	and international baccalaureate courses and programs. The report must demonstrate that 
40.15 	the school district or charter school has maintained its effort from other sources for advanced 
40.16 	placement, preadvanced placement, and international baccalaureate courses and programs 
40.17 	compared with the previous fiscal year, and the district or charter school has expended all 
40.18 	grant funds, consistent with its approved budget.
40.19 	(c) Notwithstanding any law to the contrary, a grant under this section is available for 
40.20 	three years from the date of the grant if the district or charter school meets the annual 
40.21 	benchmarks in its plan under subdivision 1.

40.22 	EFFECTIVE DATE. This section is effective the day following final enactment.

40.23 	Sec. 18. Minnesota Statutes 2020, section 120B.15, is amended to read:
40.24 	120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS AND SERVICES.
40.25 	(a) School districts may identify students, locally develop programs and services
40.26 	addressing instructional and affective needs, provide staff development, and evaluate 
40.27 	programs and services to provide gifted and talented students with challenging and 
40.28 	appropriate educational programs and services.
40.29 	(b) School districts must adopt guidelines for assessing and identifying students for 
40.30 	participation in gifted and talented programs and services consistent with section 120B.11, 
40.31 	subdivision 2, clause (2). The guidelines should include the use of:
40.32 	(1) multiple and objective criteria; and
41.1 	(2) assessments and procedures that are valid and reliable, fair, and based on current 
41.2 	theory and research. Assessments and procedures should must be sensitive and equitable
41.3 	to underrepresented groups, including, but not limited to, low-income students, minority
41.4 	students of color and American Indian students, twice-exceptional students, students with 
41.5 	section 504 plans, and English learners. Assessments and procedures must be coordinated 
41.6 	to allow for optimal identification of programs and services for underrepresented groups.
41.7 	(c) School districts must adopt procedures for the academic acceleration of gifted and 
41.8 	talented students consistent with section 120B.11, subdivision 2, clause (2). These procedures 
41.9 	must include how the district will:
41.10 	(1) assess a student's readiness and motivation for acceleration; and
41.11 	(2) match the level, complexity, and pace of the curriculum to a student to achieve the 
41.12 	best type of academic acceleration for that student.
41.13 	(d) School districts must adopt procedures consistent with section 124D.02, subdivision 
41.14 	1, for early admission to kindergarten or first grade of gifted and talented learners consistent 
41.15 	with section 120B.11, subdivision 2, clause (2). The procedures must be sensitive to 
41.16 	underrepresented groups.

41.17 	Sec. 19. [120B.17] IMPLEMENTATION OF INDIGENOUS EDUCATION FOR 
41.18 	ALL CURRICULUM.
41.19 	(a) Any district with a school identified for support under the federal Elementary and 
41.20 	Secondary Education Act, and any district identified under World's Best Workforce as 
41.21 	needing support and improvement, must:
41.22 	(1) as a part of their needs assessment, assess the quality of implementation of indigenous 
41.23 	education for all in the school or district;
41.24 	(2) include any proposed changes, additions, or enhancements to the implementation of 
41.25 	indigenous education for all in their school or district improvement plan;
41.26 	(3) ensure that indigenous curriculum is included in plans and activities in years two 
41.27 	and three for schools and districts identified for improvement plans;
41.28 	(4) engage Tribal Nations and Indigenous families in the planning and implementation 
41.29 	of improvement plans in schools and districts when a school or district has ten or more 
41.30 	American Indian students; and
41.31 	(5) provide evidence that implementation factors have been completed.
41.32 	(b) The Department of Education must:
42.1 	(1) provide monitoring and auditing personnel to coordinate within the department and 
42.2 	with all indigenous education for all programs in districts and schools;
42.3 	(2) provide professional development to teachers instituting indigenous curriculum;
42.4 	(3) provide monitoring of high-quality curriculum materials and teaching practices 
42.5 	regarding Tribal history, culture, and government of local Tribes for mutual awareness 
42.6 	between Tribes and districts and understanding the importance of accurate and Tribally 
42.7 	endorsed curriculum;
42.8 	(4) provide ongoing support to all schools and districts on curricula and best teaching 
42.9 	practices and to school boards to identify and adopt curriculum that includes Tribal 
42.10 	experiences and perspectives to engage Indigenous students and ensure that all students 
42.11 	learn about the history, culture, government, and experiences of their Indigenous peers and 
42.12 	neighbors;
42.13 	(5) refer noncompliance with indigenous curriculum requirements to the Department of 
42.14 	Human Rights;
42.15 	(6) by December 1, 2022, and every two years thereafter, report to the commissioner of 
42.16 	education regarding the progress made in the development of effective 
42.17 	government-to-government relations, narrowing of the achievement gap, and identification 
42.18 	and adoption of curriculum including Tribal history, culture, and government. The report 
42.19 	must include information about the adoption of curriculum regarding Tribal history, culture, 
42.20 	and government, and must address any obstacles encountered and any strategies being 
42.21 	developed to overcome the obstacles; and
42.22 	(7) publicly submit the report to the chairs and ranking minority members of the 
42.23 	legislative committees with jurisdiction over education and to Minnesota's Tribal leaders, 
42.24 	including the Tribal National Education Committee, the Minnesota Chippewa Tribe, and 
42.25 	the Minnesota Indian Affairs Council.

42.26 	Sec. 20. Minnesota Statutes 2020, section 120B.30, subdivision 1a, is amended to read:
42.27 		Subd. 1a.Statewide and local assessments; results. (a) For purposes of this section, 
42.28 	the following definitions have the meanings given them.
42.29 	(1) "Computer-adaptive assessments" means fully adaptive assessments.
42.30 	(2) "Fully adaptive assessments" include test items that are on-grade level and items that 
42.31 	may be above or below a student's grade level.
43.1 	(3) "On-grade level" test items contain subject area content that is aligned to state 
43.2 	academic standards for the grade level of the student taking the assessment.
43.3 	(4) "Above-grade level" test items contain subject area content that is above the grade 
43.4 	level of the student taking the assessment and is considered aligned with state academic 
43.5 	standards to the extent it is aligned with content represented in state academic standards 
43.6 	above the grade level of the student taking the assessment. Notwithstanding the student's 
43.7 	grade level, administering above-grade level test items to a student does not violate the 
43.8 	requirement that state assessments must be aligned with state standards.
43.9 	(5) "Below-grade level" test items contain subject area content that is below the grade 
43.10 	level of the student taking the test and is considered aligned with state academic standards 
43.11 	to the extent it is aligned with content represented in state academic standards below the 
43.12 	student's current grade level. Notwithstanding the student's grade level, administering 
43.13 	below-grade level test items to a student does not violate the requirement that state 
43.14 	assessments must be aligned with state standards.
43.15 	(b) The commissioner must use fully adaptive mathematics and reading assessments for 
43.16 	grades 3 through 8.
43.17 	(c) (a) For purposes of conforming with existing federal educational accountability 
43.18 	requirements, the commissioner must develop and implement computer-adaptive reading 
43.19 	and mathematics assessments for grades 3 through 8, state-developed high school reading 
43.20 	and mathematics tests aligned with state academic standards, a high school writing test 
43.21 	aligned with state standards when it becomes available, and science assessments under 
43.22 	clause (2) that districts and sites must use to monitor student growth toward achieving those 
43.23 	standards. The commissioner must not develop statewide assessments for academic standards 
43.24 	in social studies, health and physical education, and the arts. The commissioner must require:
43.25 	(1) annual computer-adaptive reading and mathematics assessments in grades 3 through 
43.26 	8, and high school reading, writing, and mathematics tests; and
43.27 	(2) annual science assessments in one grade in the grades 3 through 5 span, the grades 
43.28 	6 through 8 span, and a life sciences assessment in the grades 9 through 12 span, and the 
43.29 	commissioner must not require students to achieve a passing score on high school science 
43.30 	assessments as a condition of receiving a high school diploma.
43.31 	(d) (b) The commissioner must ensure that for annual computer-adaptive assessments:
44.1 	(1) individual student performance data and achievement reports are available within 
44.2 	three school days of when students take an assessment except in a year when an assessment 
44.3 	reflects new performance standards;
44.4 	(2) growth information is available for each student from the student's first assessment 
44.5 	to each proximate assessment using a constant measurement scale;
44.6 	(3) parents, teachers, and school administrators are able to use elementary and middle 
44.7 	school student performance data to project students' secondary and postsecondary 
44.8 	achievement; and
44.9 	(4) useful diagnostic information about areas of students' academic strengths and 
44.10 	weaknesses is available to teachers and school administrators for improving student 
44.11 	instruction and indicating the specific skills and concepts that should be introduced and 
44.12 	developed for students at given performance levels, organized by strands within subject 
44.13 	areas, and aligned to state academic standards.
44.14 	(e) (c) The commissioner must ensure that all state tests administered to elementary and 
44.15 	secondary students measure students' academic knowledge and skills and not students' 
44.16 	values, attitudes, and beliefs.
44.17 	(f) (d) Reporting of state assessment results must:
44.18 	(1) provide timely, useful, and understandable information on the performance of 
44.19 	individual students, schools, school districts, and the state;
44.20 	(2) include a growth indicator of student achievement; and
44.21 	(3) determine whether students have met the state's academic standards.
44.22 	(g) (e) Consistent with applicable federal law, the commissioner must include appropriate, 
44.23 	technically sound accommodations or alternative assessments for the very few students with 
44.24 	disabilities for whom statewide assessments are inappropriate and for English learners.
44.25 	(h) (f) A school, school district, and charter school must administer statewide assessments 
44.26 	under this section, as the assessments become available, to evaluate student progress toward 
44.27 	career and college readiness in the context of the state's academic standards. A school, 
44.28 	school district, or charter school may use a student's performance on a statewide assessment 
44.29 	as one of multiple criteria to determine grade promotion or retention. A school, school 
44.30 	district, or charter school may use a high school student's performance on a statewide 
44.31 	assessment as a percentage of the student's final grade in a course, or place a student's 
44.32 	assessment score on the student's transcript.

45.1 	Sec. 21. Minnesota Statutes 2020, section 120B.30, is amended by adding a subdivision 
45.2 	to read:
45.3 		Subd. 7.Remote testing. The commissioner must develop and publish security and 
45.4 	privacy policies and procedures for students and educators to support remote testing.

45.5 	Sec. 22. Minnesota Statutes 2020, section 120B.30, is amended by adding a subdivision 
45.6 	to read:
45.7 		Subd. 8.National and international education comparisons. Each public district and 
45.8 	school selected to participate in the national assessment of educational progress must do so 
45.9 	pursuant to United States Code, title 20, section 6312(c)(2), as in effect on December 10, 
45.10 	2015, or similar national or international assessments, both for the national sample and for 
45.11 	any state-by-state comparison programs that may be initiated, as directed by the 
45.12 	commissioner. The assessments must be conducted using the data collection procedures, 
45.13 	student surveys, educator surveys, and other instruments included in the National Assessment 
45.14 	of Educational Progress or similar national or international assessments being administered 
45.15 	in Minnesota. The administration of the assessments must be in addition to and separate 
45.16 	from the administration of the statewide, standardized assessments.

45.17 	Sec. 23. Minnesota Statutes 2020, section 120B.35, subdivision 3, is amended to read:
45.18 		Subd. 3.State growth target; other state measures. (a)(1) The state's educational 
45.19 	assessment system measuring individual students' educational growth is based on indicators 
45.20 	of achievement growth that show an individual student's prior achievement. Indicators of 
45.21 	achievement and prior achievement must be based on highly reliable statewide or districtwide 
45.22 	assessments.
45.23 	(2) For purposes of paragraphs (b), (c), and (d), the commissioner must analyze and 
45.24 	report, as soon as practicable, separate categories of information using the student categories 
45.25 	identified under the federal Elementary and Secondary Education Act, as most recently 
45.26 	reauthorized, and, in addition to "other" for each race and ethnicity, and the Karen 
45.27 	community, seven of the most populous Asian and Pacific Islander groups, three of the most 
45.28 	populous Native groups, seven of the most populous Hispanic/Latino groups, and five of 
45.29 	the most populous Black and African Heritage groups as determined by the total Minnesota 
45.30 	population based on the most recent American Community Survey;. These groups must be 
45.31 	determined by a ten-year cycle using the American Community Survey of the total Minnesota 
45.32 	population. The determination must be based on the most recent five-year dataset starting 
45.33 	with the 2021-2025 dataset. Additional categories must include English learners under 
46.1 	section 124D.59; home language; free or reduced-price lunch; and all students enrolled in 
46.2 	a Minnesota public school who are currently or were previously in foster care, except that 
46.3 	such disaggregation and cross tabulation is not required if the number of students in a 
46.4 	category is insufficient to yield statistically reliable information or the results would reveal 
46.5 	personally identifiable information about an individual student.
46.6 	(b) The commissioner, in consultation with a stakeholder group that includes assessment 
46.7 	and evaluation directors, district staff, experts in culturally responsive teaching, and 
46.8 	researchers, must implement a growth model that compares the difference in students' 
46.9 	achievement scores over time, and includes criteria for identifying schools and school 
46.10 	districts that demonstrate academic progress. The model may be used to advance educators' 
46.11 	professional development and replicate programs that succeed in meeting students' diverse 
46.12 	learning needs. Data on individual teachers generated under the model are personnel data 
46.13 	under section 13.43. The model must allow users to:
46.14 	(1) report student growth consistent with this paragraph; and
46.15 	(2) for all student categories, report and compare aggregated and disaggregated state 
46.16 	student growth and, under section 120B.11, subdivision 2, clause (2), student learning and 
46.17 	outcome data using the student categories identified under the federal Elementary and 
46.18 	Secondary Education Act, as most recently reauthorized, and other student categories under 
46.19 	paragraph (a), clause (2).
46.20 	The commissioner must report measures of student growth and, under section 120B.11, 
46.21 	subdivision 2, clause (2), student learning and outcome data, consistent with this paragraph, 
46.22 	including the English language development, academic progress, and oral academic 
46.23 	development of English learners and their native language development if the native language 
46.24 	is used as a language of instruction, and include data on all pupils enrolled in a Minnesota 
46.25 	public school course or program who are currently or were previously counted as an English 
46.26 	learner under section 124D.59.
46.27 	(c) When reporting student performance under section 120B.36, subdivision 1, the 
46.28 	commissioner annually, beginning July 1, 2011, must report two core measures indicating 
46.29 	the extent to which current high school graduates are being prepared for postsecondary 
46.30 	academic and career opportunities:
46.31 	(1) a preparation measure indicating the number and percentage of high school graduates 
46.32 	in the most recent school year who completed course work important to preparing them for 
46.33 	postsecondary academic and career opportunities, consistent with the core academic subjects 
47.1 	required for admission to Minnesota's public colleges and universities as determined by the 
47.2 	Office of Higher Education under chapter 136A; and
47.3 	(2) a rigorous coursework measure indicating the number and percentage of high school 
47.4 	graduates in the most recent school year who successfully completed one or more 
47.5 	college-level advanced placement, international baccalaureate, postsecondary enrollment 
47.6 	options including concurrent enrollment, other rigorous courses of study under section 
47.7 	120B.021, subdivision 1a, or industry certification courses or programs.
47.8 	When reporting the core measures under clauses (1) and (2), the commissioner must also 
47.9 	analyze and report separate categories of information using the student categories identified 
47.10 	under the federal Elementary and Secondary Education Act, as most recently reauthorized, 
47.11 	and other student categories under paragraph (a), clause (2).
47.12 	(d) When reporting student performance under section 120B.36, subdivision 1, the 
47.13 	commissioner annually, beginning July 1, 2014, must report summary data on school safety 
47.14 	and students' engagement and connection at school, consistent with the student categories 
47.15 	identified under paragraph (a), clause (2). The summary data under this paragraph are 
47.16 	separate from and must not be used for any purpose related to measuring or evaluating the 
47.17 	performance of classroom teachers. The commissioner, in consultation with qualified experts 
47.18 	on student engagement and connection and classroom teachers, must identify highly reliable 
47.19 	variables that generate summary data under this paragraph. The summary data may be used 
47.20 	at school, district, and state levels only. Any data on individuals received, collected, or 
47.21 	created that are used to generate the summary data under this paragraph are nonpublic data 
47.22 	under section 13.02, subdivision 9.
47.23 	(e) For purposes of statewide educational accountability, the commissioner must identify 
47.24 	and report measures that demonstrate the success of learning year program providers under 
47.25 	sections 123A.05 and 124D.68, among other such providers, in improving students' 
47.26 	graduation outcomes. The commissioner, beginning July 1, 2015, must annually report 
47.27 	summary data on:
47.28 	(1) the four- and six-year graduation rates of students under this paragraph;
47.29 	(2) the percent of students under this paragraph whose progress and performance levels 
47.30 	are meeting career and college readiness benchmarks under section 120B.30, subdivision 
47.31 	1; and
47.32 	(3) the success that learning year program providers experience in:
47.33 	(i) identifying at-risk and off-track student populations by grade;
48.1 	(ii) providing successful prevention and intervention strategies for at-risk students;
48.2 	(iii) providing successful recuperative and recovery or reenrollment strategies for off-track 
48.3 	students; and
48.4 	(iv) improving the graduation outcomes of at-risk and off-track students.
48.5 	The commissioner may include in the annual report summary data on other education 
48.6 	providers serving a majority of students eligible to participate in a learning year program.
48.7 	(f) The commissioner, in consultation with recognized experts with knowledge and 
48.8 	experience in assessing the language proficiency and academic performance of all English 
48.9 	learners enrolled in a Minnesota public school course or program who are currently or were 
48.10 	previously counted as an English learner under section 124D.59, must identify and report 
48.11 	appropriate and effective measures to improve current categories of language difficulty and 
48.12 	assessments, and monitor and report data on students' English proficiency levels, program 
48.13 	placement, and academic language development, including oral academic language.
48.14 	(g) When reporting four- and six-year graduation rates, the commissioner or school 
48.15 	district must disaggregate the data by student categories according to paragraph (a), clause 
48.16 	(2).
48.17 	(h) A school district must inform parents and guardians that volunteering information 
48.18 	on student categories not required by the most recent reauthorization of the Elementary and 
48.19 	Secondary Education Act is optional and will not violate the privacy of students or their 
48.20 	families, parents, or guardians. The notice must state the purpose for collecting the student 
48.21 	data.

48.22 	EFFECTIVE DATE. This section is effective the day following final enactment. The 
48.23 	next update to the data used to determine the most populous groups must be implemented 
48.24 	in 2026 using the 2021-2025 dataset.

48.25 	Sec. 24. Minnesota Statutes 2020, section 120B.35, subdivision 4, is amended to read:
48.26 		Subd. 4.Improving schools. Consistent with the requirements of this section, beginning 
48.27 	June 20, 2012, the commissioner of education must annually report to the public and the 
48.28 	legislature best practices implemented in those schools that are identified as high performing 
48.29 	under federal expectations.

49.1 	Sec. 25. [121A.041] AMERICAN INDIAN MASCOTS PROHIBITED.
49.2 		Subdivision 1.Prohibition. (a) A public school may not have or adopt a name, symbol, 
49.3 	or image that depicts or refers to an American Indian Tribe, individual, custom, or tradition 
49.4 	to be used as a mascot, nickname, logo, letterhead, or team name of the district or school 
49.5 	within the district.
49.6 	(b) A public school may seek an exemption to paragraph (a) by submitting a request in 
49.7 	writing to the Tribal Nations Education Committee and the Indian Affairs Council, which 
49.8 	jointly shall have discretion to grant such an exemption. A public school that has a mascot 
49.9 	prohibited by this section must request an exemption by January 1, 2022.
49.10 		Subd. 2.Definitions. (a) For purposes of this section, the following terms have the 
49.11 	meanings given.
49.12 	(b) "American Indian" means an individual who is:
49.13 	(1) a member of an Indian Tribe or band, as membership is defined by the Tribe or band, 
49.14 	including:
49.15 	(i) any Tribe or band terminated since 1940; and
49.16 	(ii) any Tribe or band recognized by the state in which the Tribe or band resides;
49.17 	(2) a descendant, in the first or second degree, of an individual described in clause (1);
49.18 	(3) considered by the Secretary of the Interior to be an Indian for any purpose;
49.19 	(4) an Eskimo, Aleut, or other Alaska Native; or
49.20 	(5) a member of an organized Indian group that received a grant under the Indian 
49.21 	Education Act of 1988 as in effect the day preceding October 20, 1994.
49.22 	(c) "District" means a district under section 120A.05, subdivision 8.
49.23 	(d) "Mascot" means any human, nonhuman animal, or object used to represent a school 
49.24 	and its population.
49.25 	(e) "Public school" or "school" means a public school under section 120A.05, subdivisions 
49.26 	9, 11, 13, and 17, and a charter school under chapter 124E.

49.27 	Sec. 26. Minnesota Statutes 2020, section 121A.41, subdivision 10, is amended to read:
49.28 		Subd. 10.Suspension. (a) "In-school suspension" means an instance in which a pupil 
49.29 	is temporarily removed from the pupil's regular classroom for at least half a day for 
49.30 	disciplinary purposes but remains under the direct supervision of school personnel. Direct 
50.1 	supervision means school personnel are physically present in the same location as the pupil 
50.2 	under supervision.
50.3 	(b) "Out-of-school suspension" means an action by the school administration, under 
50.4 	rules promulgated by the school board, prohibiting a pupil from attending school for a period 
50.5 	of no more than ten school days. If a suspension is longer than five days, the suspending 
50.6 	administrator must provide the superintendent with a reason for the longer suspension. This 
50.7 	definition does not apply to dismissal from school for one school day or less than one school 
50.8 	day, except as provided in federal law for a student with a disability. Each suspension action 
50.9 	may must include a readmission plan. The readmission plan shall include, where appropriate, 
50.10 	a provision for implementing alternative educational services upon readmission and may 
50.11 	not be used to extend the current suspension. Consistent with section 125A.091, subdivision 
50.12 	5, the readmission plan must not obligate a parent to provide a sympathomimetic medication 
50.13 	for the parent's child as a condition of readmission. The school administration may not 
50.14 	impose consecutive suspensions against the same pupil for the same course of conduct, or 
50.15 	incident of misconduct, except where the pupil will create an immediate and substantial 
50.16 	danger to self or to surrounding persons or property, or where the district is in the process 
50.17 	of initiating an expulsion, in which case the school administration may extend the suspension 
50.18 	to a total of 15 school days.

50.19 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

50.20 	Sec. 27. Minnesota Statutes 2020, section 121A.41, is amended by adding a subdivision 
50.21 	to read:
50.22 		Subd. 12.Nonexclusionary disciplinary policies and practices; alternatives to pupil 
50.23 	removal and dismissal. "Nonexclusionary disciplinary policies and practices" means 
50.24 	policies and practices that are alternatives to removing a pupil from class or dismissing a 
50.25 	pupil from school, including evidence-based positive behavior interventions and supports, 
50.26 	social and emotional services, school-linked mental health services, counseling services, 
50.27 	social work services, referrals for special education or section 504 evaluations, academic 
50.28 	screening for title one services or reading interventions, and alternative education services. 
50.29 	Nonexclusionary disciplinary policies and practices require school officials to intervene in, 
50.30 	redirect, and support a pupil's behavior before removing a pupil from class or beginning 
50.31 	dismissal proceedings. Nonexclusionary disciplinary policies and practices include but are 
50.32 	not limited to the policies and practices under sections 120B.12; 121A.031, subdivision 4, 
50.33 	paragraph (a), clause (1); 121A.575, clauses (1) and (2); 121A.61, subdivision 3, paragraph 
50.34 	(p); and 122A.627, clause (3).

51.1 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

51.2 	Sec. 28. Minnesota Statutes 2020, section 121A.41, is amended by adding a subdivision 
51.3 	to read:
51.4 		Subd. 13.Pupil withdrawal agreement. "Pupil withdrawal agreement" means a verbal 
51.5 	or written agreement between a school or district administrator and a pupil's parent to 
51.6 	withdraw a student from the school district to avoid expulsion or exclusion dismissal 
51.7 	proceedings. A pupil withdrawal agreement expires at the end of a 12-month period.

51.8 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

51.9 	Sec. 29. Minnesota Statutes 2020, section 121A.425, is amended to read:
51.10 	121A.425 FULL AND EQUITABLE PARTICIPATION IN PRESCHOOL AND 
51.11 	PREKINDERGARTEN EARLY LEARNING.
51.12 		Subdivision 1.Disciplinary dismissals prohibited. (a) A pupil enrolled in the following 
51.13 	is not subject to dismissals under this chapter:
51.14 	(1) a preschool or prekindergarten program, including a child participating in early 
51.15 	childhood family education, school readiness, school readiness plus, voluntary 
51.16 	prekindergarten, Head Start, or other school-based preschool or prekindergarten program, 
51.17 	may not be subject to dismissals under this chapter; or
51.18 	(2) kindergarten through grade 3.
51.19 	(b) Notwithstanding this subdivision, expulsions and exclusions may be used only after 
51.20 	resources outlined in subdivision 2 have been exhausted, and only in circumstances where 
51.21 	there is an ongoing serious safety threat to the child or others.
51.22 		Subd. 2.Nonexclusionary discipline. For purposes of this section, nonexclusionary 
51.23 	discipline must include at least one of the following:
51.24 	(1) collaborating with the pupil's family or guardian, child mental health consultant or 
51.25 	provider, education specialist, or other community-based support;
51.26 	(2) creating a plan, written with the parent or guardian, that details the action and support 
51.27 	needed for the pupil to fully participate in the current educational program, including a 
51.28 	preschool or prekindergarten program; or
51.29 	(3) providing a referral for needed support services, including parenting education, home 
51.30 	visits, other supportive education interventions, or, where appropriate, an evaluation to 
51.31 	determine if the pupil is eligible for special education services or section 504 services.

52.1 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

52.2 	Sec. 30. Minnesota Statutes 2020, section 121A.45, subdivision 1, is amended to read:
52.3 		Subdivision 1.Provision of alternative programs. No school shall dismiss any pupil 
52.4 	without attempting to provide alternative educational services use nonexclusionary 
52.5 	disciplinary policies and practices before dismissal proceedings or pupil withdrawal 
52.6 	agreements, except where it appears that the pupil will create an immediate and substantial 
52.7 	danger to self or to surrounding persons or property.

52.8 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

52.9 	Sec. 31. Minnesota Statutes 2020, section 121A.46, subdivision 4, is amended to read:
52.10 		Subd. 4.Suspension pending expulsion or exclusion hearing. Notwithstanding the 
52.11 	provisions of subdivisions 1 and 3, the pupil may be suspended pending the school board's 
52.12 	decision in the expulsion or exclusion hearing; provided that alternative educational services 
52.13 	are implemented to the extent that suspension exceeds five consecutive school days.

52.14 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

52.15 	Sec. 32. Minnesota Statutes 2020, section 121A.46, is amended by adding a subdivision 
52.16 	to read:
52.17 		Subd. 5.Student suspensions exceeding five consecutive school days. A school 
52.18 	administrator must ensure that alternative educational services are provided when a pupil 
52.19 	is suspended for more than five consecutive school days.

52.20 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

52.21 	Sec. 33. Minnesota Statutes 2020, section 121A.46, is amended by adding a subdivision 
52.22 	to read:
52.23 		Subd. 6.Minimum education services. School officials must give a suspended pupil 
52.24 	the opportunity to complete all school work assigned during the period of the pupil's 
52.25 	suspension and to receive full credit for satisfactorily completing the assignments. The 
52.26 	school principal or other person having administrative control of the school building or 
52.27 	program is encouraged to designate a district or school employee as a liaison to work with 
52.28 	the pupil's teachers to allow the suspended pupil to (1) receive timely course materials and 
52.29 	other information, and (2) complete all school work assignments and receive teachers' 
52.30 	feedback.

53.1 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

53.2 	Sec. 34. Minnesota Statutes 2020, section 121A.47, subdivision 2, is amended to read:
53.3 		Subd. 2.Written notice. Written notice of intent to take action shall:
53.4 	(a) be served upon the pupil and the pupil's parent or guardian personally or by mail;
53.5 	(b) contain a complete statement of the facts, a list of the witnesses and a description of 
53.6 	their testimony;
53.7 	(c) state the date, time, and place of the hearing;
53.8 	(d) be accompanied by a copy of sections 121A.40 to 121A.56;
53.9 	(e) describe alternative educational services the nonexclusionary disciplinary policies 
53.10 	and practices accorded the pupil in an attempt to avoid the expulsion proceedings; and
53.11 	(f) inform the pupil and parent or guardian of the right to:
53.12 	(1) have a representative of the pupil's own choosing, including legal counsel, at the 
53.13 	hearing. The district shall must advise the pupil's parent or guardian that free or low-cost 
53.14 	legal assistance may be available and that a legal assistance resource list is available from 
53.15 	the Department of Education and is posted on the department's website;
53.16 	(2) examine the pupil's records before the hearing;
53.17 	(3) present evidence; and
53.18 	(4) confront and cross-examine witnesses.

53.19 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

53.20 	Sec. 35. Minnesota Statutes 2020, section 121A.47, subdivision 14, is amended to read:
53.21 		Subd. 14.Admission or readmission plan. (a) A school administrator shall must prepare 
53.22 	and enforce an admission or readmission plan for any pupil who is excluded or expelled 
53.23 	from school. The plan may must include measures to improve the pupil's behavior, including
53.24 	which may include completing a character education program, consistent with section 
53.25 	120B.232, subdivision 1, and social and emotional learning, counseling, social work services, 
53.26 	mental health services, referrals for special education or section 504 evaluation, and 
53.27 	evidence-based academic interventions. The plan must require parental involvement in the 
53.28 	admission or readmission process, and may indicate the consequences to the pupil of not 
53.29 	improving the pupil's behavior.
54.1 	(b) The definition of suspension under section 121A.41, subdivision 10, does not apply 
54.2 	to a student's dismissal from school for one school day or less than one school day, except 
54.3 	as provided under federal law for a student with a disability. Each suspension action may 
54.4 	include a readmission plan. A readmission plan must provide, where appropriate, alternative 
54.5 	education services, which must not be used to extend the student's current suspension period. 
54.6 	Consistent with section 125A.091, subdivision 5, a readmission plan must not obligate a 
54.7 	parent or guardian to provide psychotropic drugs to their student as a condition of 
54.8 	readmission. School officials must not use the refusal of a parent or guardian to consent to 
54.9 	the administration of psychotropic drugs to their student or to consent to a psychiatric 
54.10 	evaluation, screening or examination of the student as a ground, by itself, to prohibit the 
54.11 	student from attending class or participating in a school-related activity, or as a basis of a 
54.12 	charge of child abuse, child neglect or medical or educational neglect.

54.13 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

54.14 	Sec. 36. Minnesota Statutes 2020, section 121A.53, subdivision 1, is amended to read:
54.15 		Subdivision 1.Exclusions and expulsions; student withdrawals; and physical 
54.16 	assaults. Consistent with subdivision 2, the school board must report through the department 
54.17 	electronic reporting system each exclusion or expulsion and, each physical assault of a 
54.18 	district employee by a student pupil, and each pupil withdrawal agreement within 30 days 
54.19 	of the effective date of the dismissal action, pupil withdrawal, or assault to the commissioner 
54.20 	of education. This report must include a statement of alternative educational services
54.21 	nonexclusionary disciplinary practices, or other sanction, intervention, or resolution in 
54.22 	response to the assault given the pupil and the reason for, the effective date, and the duration 
54.23 	of the exclusion or expulsion or other sanction, intervention, or resolution. The report must 
54.24 	also include the student's pupil's age, grade, gender, race, and special education status.

54.25 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

54.26 	Sec. 37. Minnesota Statutes 2020, section 121A.55, is amended to read:
54.27 	121A.55 POLICIES TO BE ESTABLISHED.
54.28 	(a) The commissioner of education shall promulgate guidelines including guidance on 
54.29 	how to appropriately and equitably engage stakeholders to review and revise discipline 
54.30 	policies that are restorative and responsive to assist each school board. Each school board 
54.31 	shall must establish uniform criteria for dismissal and adopt written policies and rules to 
54.32 	effectuate the purposes of sections 121A.40 to 121A.56. The policies shall must include 
54.33 	nonexclusionary disciplinary policies and practices consistent with section 121A.41, 
55.1 	subdivision 12, and emphasize preventing dismissals through early and individual detection 
55.2 	of problems and shall needs and providing the necessary multitiered supports to meet 
55.3 	students' needs. The policies must be designed to address prevent students' inappropriate 
55.4 	behavior from recurring.
55.5 	(b) The policies shall must recognize the school's continuing responsibility of the school
55.6 	for the education of the pupil during the dismissal period.
55.7 	(1) A school is responsible for ensuring that the alternative educational services, if the 
55.8 	pupil wishes to take advantage of them, provided to a pupil must be adequate to allow the 
55.9 	pupil to make progress towards toward meeting the graduation standards adopted under 
55.10 	section 120B.02 and help prepare the pupil for readmission, and are in accordance with 
55.11 	section 121A.46, subdivision 5.
55.12 	(2) For expulsions and exclusionary dismissals, as well as for pupil withdrawal 
55.13 	agreements as defined in section 121A.41, subdivision 13:
55.14 	(i) A school district's continuing responsibility includes reviewing the pupil's school 
55.15 	work and grades on a quarterly basis to ensure the pupil is on track for readmission with 
55.16 	the pupil's peers. A school district must communicate on a regular basis with the pupil's 
55.17 	parent to ensure the pupil is completing the work assigned through the alternative educational 
55.18 	services.
55.19 	(ii) Nothing in this section prohibits a school-linked mental health provider from 
55.20 	continuing to provide services after the student enrolls in a new school district.
55.21 	(iii) A school district must provide to the pupil's parent or guardian information on how 
55.22 	to access mental health services, including a list of any free or sliding fee providers in the 
55.23 	community. The information must also be posted on the district or charter school website.
55.24 	(b) (c) An area learning center under section 123A.05 may not prohibit an expelled or 
55.25 	excluded pupil from enrolling solely because a district expelled or excluded the pupil. The 
55.26 	board of the area learning center may use the provisions of the Pupil Fair Dismissal Act to 
55.27 	exclude a pupil or to require an admission plan.
55.28 	(c) (d) Each school district shall develop a policy and report it to the commissioner on 
55.29 	the appropriate use of peace officers and crisis teams to remove students who have an 
55.30 	individualized education program from school grounds.

55.31 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year and later.

56.1 	Sec. 38. Minnesota Statutes 2020, section 121A.58, is amended to read:
56.2 	121A.58 CORPORAL PUNISHMENT.
56.3 		Subdivision 1.Definition. (a) For the purpose of this section, "corporal punishment" 
56.4 	means conduct involving:
56.5 	(1) hitting or spanking a person with or without an object; or
56.6 	(2) unreasonable physical force that causes bodily harm or substantial emotional harm.
56.7 	(b) For the purposes of this section, "prone restraint" means placing a pupil in a face-down 
56.8 	position.
56.9 		Subd. 2.Corporal punishment not allowed. An employee or agent of a district shall 
56.10 	not inflict corporal punishment or cause corporal punishment to be inflicted upon a pupil 
56.11 	to reform unacceptable conduct or as a penalty for unacceptable conduct.
56.12 		Subd. 2a.Prone restraint not allowed. An employee or agent of a district, including a 
56.13 	school resource officer or police officer contracted with the district, must not inflict prone 
56.14 	restraint or cause prone restraint to be inflicted upon a pupil to reform unacceptable conduct 
56.15 	or as a penalty for unacceptable conduct. Further, an employee or agent of a district, including 
56.16 	a school resource officer or police officer contracted with the district, must not inflict any 
56.17 	form of physical holding that restricts or impairs a pupil's ability to breathe; restricts or 
56.18 	impairs a pupil's ability to communicate distress; places pressure or weight on a pupil's 
56.19 	head, throat, neck, chest, lungs, sternum, diaphragm, back, or abdomen; or results in 
56.20 	straddling a pupil's torso.
56.21 		Subd. 3.Violation. Conduct that violates subdivision 2 or 2a is not a crime under section 
56.22 	645.241, but may be a crime under chapter 609 if the conduct violates a provision of chapter 
56.23 	609.

56.24 	Sec. 39. Minnesota Statutes 2020, section 121A.61, is amended to read:
56.25 	121A.61 DISCIPLINE AND REMOVAL OF STUDENTS FROM CLASS.
56.26 		Subdivision 1.Required policy. Each school board must adopt, and annually review 
56.27 	and revise, a written districtwide school discipline policy which includes written rules a 
56.28 	student code of conduct for students, minimum consequences for violations of the rules, 
56.29 	and grounds and procedures for removal of a student from class and parameters for when 
56.30 	input into discipline decisions by all those involved in an incident is allowed. The policy 
56.31 	must be developed in consultation with administrators, teachers, employees, pupils, parents, 
56.32 	community members, law enforcement agencies, county attorney offices, social service 
57.1 	agencies, and such other individuals or organizations as the board determines appropriate. 
57.2 	A school site council may adopt additional provisions to the policy subject to the approval 
57.3 	of the school board.
57.4 		Subd. 2.Grounds for removal from class. The policy must establish the various grounds 
57.5 	for which a student may be removed from a class in the district for a period of time under 
57.6 	the procedures specified in the policy. The policy must include a procedure for notifying 
57.7 	and meeting with a student's parent or guardian to discuss the problem that is causing the 
57.8 	student to be removed from class after the student has been removed from class more than 
57.9 	ten times in one school year. The grounds in the policy must include at least the following 
57.10 	provisions as well as other grounds determined appropriate by the board: at least include 
57.11 	provisions pertaining to addressing
57.12 	(a) willful conduct that significantly disrupts the rights of others to an education, including 
57.13 	conduct that interferes with a teacher's ability to teach or communicate effectively with 
57.14 	students in a class or with the ability of other students to learn;
57.15 	(b) willful conduct that endangers surrounding persons, including school district 
57.16 	employees, the student or other students, or the property of the school; and
57.17 	(c) willful violation of any rule of conduct specified in the discipline policy adopted by 
57.18 	the board.
57.19 		Subd. 3.Policy components. The policy must include at least the following components:
57.20 	(a) rules governing student conduct and procedures for informing students of the rules;
57.21 	(b) the grounds for removal of a student from a class;
57.22 	(c) the authority of the classroom teacher to remove students from the classroom pursuant 
57.23 	to procedures and rules established in the district's policy;
57.24 	(d) the procedures for removal of a student from a class by a teacher, school administrator, 
57.25 	or other school district employee;
57.26 	(e) the period of time for which a student may be removed from a class, which may not 
57.27 	exceed five class periods for a violation of a rule of conduct;
57.28 	(f) provisions relating to the responsibility for and custody of a student removed from 
57.29 	a class;
57.30 	(g) the procedures for return of a student to the specified class from which the student 
57.31 	has been removed;
58.1 	(h) the procedures for notifying a student and the student's parents or guardian of 
58.2 	violations of the rules of conduct and of resulting disciplinary actions;
58.3 	(i) any procedures determined appropriate for encouraging early involvement of parents 
58.4 	or guardians in attempts to improve a student's behavior;
58.5 	(j) any procedures determined appropriate for encouraging early detection of behavioral 
58.6 	problems;
58.7 	(k) any procedures determined appropriate for referring a student in need of special 
58.8 	education services to those services;
58.9 	(l) the procedures for consideration of whether there is a need for a further assessment 
58.10 	or of whether there is a need for a review of the adequacy of a current individualized 
58.11 	education program of a student with a disability who is removed from class;
58.12 	(m) procedures for detecting and addressing chemical abuse problems of a student while 
58.13 	on the school premises;
58.14 	(n) the minimum consequences for violations of the code of conduct;
58.15 	(o)(n) procedures for immediate timely and appropriate interventions tied to violations 
58.16 	of the code;
58.17 	(p) (o) a provision that states that a teacher, school employee, school bus driver, or other 
58.18 	agent of a district may use reasonable force in compliance with section 121A.582 and other 
58.19 	laws;
58.20 	(q) (p) an agreement regarding procedures to coordinate crisis services to the extent 
58.21 	funds are available with the county board responsible for implementing sections 245.487 
58.22 	to 245.4889 for students with a serious emotional disturbance or other students who have 
58.23 	an individualized education program whose behavior may be addressed by crisis intervention; 
58.24 	and
58.25 	(r) (q) a provision that states a student must be removed from class immediately if the 
58.26 	student engages in assault or violent behavior. For purposes of this paragraph, "assault" has 
58.27 	the meaning given it in section 609.02, subdivision 10. The removal shall be for a period 
58.28 	of time deemed appropriate by the principal, in consultation with the teacher.; and
58.29 	(r) a prohibition on the use of exclusionary practices to address attendance and truancy 
58.30 	issues.

58.31 	EFFECTIVE DATE. This section is effective July 1, 2022.

59.1 	Sec. 40. Minnesota Statutes 2020, section 124D.09, subdivision 3, is amended to read:
59.2 		Subd. 3.Definitions. For purposes of this section, the following terms have the meanings 
59.3 	given to them.
59.4 	(a) "Eligible institution" means a Minnesota public postsecondary institution, a private, 
59.5 	nonprofit two-year trade and technical school granting associate degrees, an opportunities 
59.6 	industrialization center accredited by an accreditor recognized by the United States 
59.7 	Department of Education, or a private, residential, two-year or four-year, liberal arts, 
59.8 	degree-granting college or university located in Minnesota. An eligible institution cannot 
59.9 	require or base any part of the admission decision on a student's race, color, creed, religion, 
59.10 	national origin, sex, age, marital status, status with regard to public assistance, sexual 
59.11 	orientation, disability, or gender.
59.12 	(b) "Course" means a course or program.
59.13 	(c) "Concurrent enrollment" means nonsectarian courses in which an eligible pupil under 
59.14 	subdivision 5 or 5b enrolls to earn both secondary and postsecondary credits, are taught by 
59.15 	a secondary teacher or a postsecondary faculty member, and are offered at a high school 
59.16 	for which the district is eligible to receive concurrent enrollment program aid under section 
59.17 	124D.091.

59.18 	Sec. 41. Minnesota Statutes 2020, section 124D.09, subdivision 5, is amended to read:
59.19 		Subd. 5.Authorization; notification. Notwithstanding any other law to the contrary, 
59.20 	an 11th or 12th grade pupil enrolled in a school or an American Indian-controlled tribal 
59.21 	contract or grant school eligible for aid under section 124D.83, except a foreign exchange 
59.22 	pupil enrolled in a district under a cultural exchange program, may apply to an eligible 
59.23 	institution, as defined in subdivision 3, to enroll in nonsectarian courses offered by that 
59.24 	postsecondary institution. If an institution accepts a secondary pupil for enrollment under 
59.25 	this section, the institution shall send written notice to the pupil, the pupil's school or school 
59.26 	district, and the commissioner. The notice must indicate the course and hours of enrollment 
59.27 	of that pupil. If the pupil enrolls in a course for postsecondary credit, the institution must 
59.28 	notify:
59.29 	(1) the pupil about payment in the customary manner used by the institution.; and
59.30 	(2) the pupil's school as soon as practicable if the student withdraws from the course or 
59.31 	stops attending the course.

59.32 	EFFECTIVE DATE. This section is effective July 1, 2021.

60.1 	Sec. 42. Minnesota Statutes 2020, section 124D.09, subdivision 7, is amended to read:
60.2 		Subd. 7.Dissemination of information; Notification of intent to enroll. By the earlier 
60.3 	of (1) three weeks prior to the date by which a student must register for district courses for 
60.4 	the following school year, or (2) March 1 of each year, a district must provide up-to-date 
60.5 	information on the district's website and in materials that are distributed to parents and 
60.6 	students about the program, including information about enrollment requirements and the 
60.7 	ability to earn postsecondary credit to all pupils in grades 8, 9, 10, and 11. To assist the 
60.8 	district in planning, a pupil must inform the district by May 30 of each year of the pupil's 
60.9 	intent to enroll in postsecondary courses during the following school year. A pupil is bound 
60.10 	by notifying or not notifying the district by May 30 term. A pupil who does not notify the 
60.11 	district of their intent to enroll by May 30 for the fall term or October 30 for the spring term 
60.12 	may not enroll in postsecondary courses under this section.

60.13 	Sec. 43. Minnesota Statutes 2020, section 124D.09, subdivision 8, is amended to read:
60.14 		Subd. 8.Limit on participation. A pupil who first enrolls in grade 9 may not enroll in 
60.15 	postsecondary courses under this section for secondary credit for more than the equivalent 
60.16 	of four academic years. A pupil who first enrolls in grade 10 may not enroll in postsecondary 
60.17 	courses under this section for secondary credit for more than the equivalent of three academic 
60.18 	years. A pupil who first enrolls in grade 11 may not enroll in postsecondary courses under 
60.19 	this section for secondary credit for more than the equivalent of two academic years. A 
60.20 	pupil who first enrolls in grade 12 may not enroll in postsecondary courses under this section 
60.21 	for secondary credit for more than the equivalent of one academic year. If a pupil in grade 
60.22 	9, 10, 11, or 12 first enrolls in a postsecondary course for secondary credit during the school 
60.23 	year, the time of participation shall be reduced proportionately. If a pupil is in a learning 
60.24 	year or other year-round program and begins each grade in the summer session, summer 
60.25 	sessions shall not be counted against the time of participation. If a school district determines 
60.26 	a pupil is not on track to graduate, the limit on participation does not apply to that pupil. A 
60.27 	pupil who has graduated from high school cannot participate in a program under this section.
60.28 	A pupil who has completed course requirements for graduation but who has not received a 
60.29 	diploma may participate in the program under this section may only participate in the 
60.30 	program under this section until the earlier of the end of the school year in which those 
60.31 	requirements are met or the school year in which the pupil's peers graduated.

61.1 	Sec. 44. Minnesota Statutes 2020, section 124D.09, subdivision 12, is amended to read:
61.2 		Subd. 12.Credits; grade point average weighting policy. (a) A pupil must not audit 
61.3 	a course under this section.
61.4 	(b) A district shall must grant academic credit to a pupil enrolled in a course for secondary 
61.5 	credit if the pupil successfully completes the course. Seven quarter or four semester college 
61.6 	credits equal at least one full year of high school credit. Fewer college credits may be 
61.7 	prorated. A district must also grant academic credit to a pupil enrolled in a course for 
61.8 	postsecondary credit if secondary credit is requested by a pupil. If no comparable course is 
61.9 	offered by the district, the district must, as soon as possible, notify the commissioner, who 
61.10 	shall must determine the number of credits that shall must be granted to a pupil who 
61.11 	successfully completes a course. If a comparable course is offered by the district, the school 
61.12 	board shall must grant a comparable number of credits to the pupil. If there is a dispute 
61.13 	between the district and the pupil regarding the number of credits granted for a particular 
61.14 	course, the pupil may appeal the board's decision to the commissioner. The commissioner's 
61.15 	decision regarding the number of credits shall be is final.
61.16 	(c) A school board must adopt a policy regarding weighted grade point averages for any 
61.17 	high school or dual enrollment course. The policy must state whether the district offers 
61.18 	weighted grades. A school board must annually publish on its website a list of courses for 
61.19 	which a student may earn a weighted grade.
61.20 	(d) The secondary credits granted to a pupil must be counted toward the graduation 
61.21 	requirements and subject area requirements of the district. Evidence of successful completion 
61.22 	of each course and secondary credits granted must be included in the pupil's secondary 
61.23 	school record. A pupil shall must provide the school with a copy of the pupil's grade grades
61.24 	in each course taken for secondary credit under this section, including interim or nonfinal 
61.25 	grades earned during the academic term. Upon the request of a pupil, the pupil's secondary 
61.26 	school record must also include evidence of successful completion and credits granted for 
61.27 	a course taken for postsecondary credit. In either case, the record must indicate that the 
61.28 	credits were earned at a postsecondary institution.
61.29 	(e) If a pupil enrolls in a postsecondary institution after leaving secondary school, the 
61.30 	postsecondary institution must award postsecondary credit for any course successfully 
61.31 	completed for secondary credit at that institution. Other postsecondary institutions may 
61.32 	award, after a pupil leaves secondary school, postsecondary credit for any courses 
61.33 	successfully completed under this section. An institution may not charge a pupil for the 
61.34 	award of credit.
62.1 	(f) The Board of Trustees of the Minnesota State Colleges and Universities and the 
62.2 	Board of Regents of the University of Minnesota must, and private nonprofit and proprietary 
62.3 	postsecondary institutions should, award postsecondary credit for any successfully completed 
62.4 	courses in a program certified by the National Alliance of Concurrent Enrollment Partnerships 
62.5 	offered according to an agreement under subdivision 10. Consistent with section 135A.101, 
62.6 	subdivision 3, all MnSCU institutions must give full credit to a secondary pupil who 
62.7 	completes for postsecondary credit a postsecondary course or program that is part or all of 
62.8 	a goal area or a transfer curriculum at a MnSCU institution when the pupil enrolls in a 
62.9 	MnSCU institution after leaving secondary school. Once one MnSCU institution certifies 
62.10 	as completed a secondary student's postsecondary course or program that is part or all of a 
62.11 	goal area or a transfer curriculum, every MnSCU institution must consider the student's 
62.12 	course or program for that goal area or the transfer curriculum as completed.

62.13 	EFFECTIVE DATE. This section is effective July 1, 2021.

62.14 	Sec. 45. Minnesota Statutes 2020, section 124D.09, subdivision 13, is amended to read:
62.15 		Subd. 13.Financial arrangements. For a pupil enrolled in a course under this section, 
62.16 	the department must make payments according to this subdivision for courses that were 
62.17 	taken for secondary credit.
62.18 	The department must not make payments to a school district or postsecondary institution 
62.19 	for a course taken for postsecondary credit only. The department must not make payments 
62.20 	to a postsecondary institution for a course from which a student officially withdraws during 
62.21 	the first 14 ten business days of the postsecondary institution's quarter or semester or who 
62.22 	has been absent from the postsecondary institution for the first 15 consecutive school ten 
62.23 	business days of the postsecondary institution's quarter or semester and is not receiving 
62.24 	instruction in the home or hospital.
62.25 	A postsecondary institution shall receive the following:
62.26 	(1) for an institution granting quarter credit, the reimbursement per credit hour shall be 
62.27 	an amount equal to 88 percent of the product of the formula allowance minus $425, multiplied 
62.28 	by 1.2, and divided by 45; or
62.29 	(2) for an institution granting semester credit, the reimbursement per credit hour shall 
62.30 	be an amount equal to 88 percent of the product of the general revenue formula allowance 
62.31 	minus $425, multiplied by 1.2, and divided by 30.
62.32 	The department must pay to each postsecondary institution 100 percent of the amount 
62.33 	in clause (1) or (2) within 45 days of receiving initial enrollment information each quarter 
63.1 	or semester. If changes in enrollment occur during a quarter or semester, the change shall 
63.2 	be reported by the postsecondary institution at the time the enrollment information for the 
63.3 	succeeding quarter or semester is submitted. At any time the department notifies a 
63.4 	postsecondary institution that an overpayment has been made, the institution shall promptly 
63.5 	remit the amount due.

63.6 	Sec. 46. Minnesota Statutes 2020, section 124D.095, subdivision 2, is amended to read:
63.7 		Subd. 2.Definitions. For purposes of this section, the following terms have the meanings 
63.8 	given them.
63.9 	(a) "Digital learning" is learning facilitated by technology that offers students an element 
63.10 	of control over the time, place, path, or pace of their learning and includes blended and 
63.11 	online learning.
63.12 	(b) "Blended learning" is a form of digital learning that occurs when a student learns 
63.13 	part time in a supervised physical setting and part time through digital delivery of instruction, 
63.14 	or a student learns in a supervised physical setting where technology is used as a primary 
63.15 	method to deliver instruction.
63.16 	(c) "Online learning" is a form of digital learning delivered by an approved online 
63.17 	learning provider under paragraph (d) (e).
63.18 	(d) "Hybrid learning" uses blended learning in a way that combines scheduled in-person 
63.19 	instruction and distance learning.
63.20 	(e) "Online learning provider" is a school district, an intermediate school district, an 
63.21 	organization of two or more school districts operating under a joint powers agreement, or 
63.22 	a charter school located in Minnesota that provides online learning to students and is approved 
63.23 	by the department to provide online learning courses.
63.24 	(e) (f) "Student" is a Minnesota resident enrolled in a school under section 120A.22, 
63.25 	subdivision 4, in kindergarten through grade 12.
63.26 	(f) (g) "Online learning student" is a student enrolled in an online learning course or 
63.27 	program delivered by an online learning provider under paragraph (d) (e).
63.28 	(g) (h) "Enrolling district" means the school district or charter school in which a student 
63.29 	is enrolled under section 120A.22, subdivision 4, for purposes of compulsory attendance.
63.30 	(h) (i) "Supplemental online learning" means an online learning course taken in place 
63.31 	of a course period at a local district school.
64.1 	(i) (j) "Full-time online learning provider" means an enrolling school authorized by the 
64.2 	department to deliver comprehensive public education at any or all of the elementary, middle, 
64.3 	or high school levels.
64.4 	(j) (k) "Online learning course syllabus" is a written document that an online learning 
64.5 	provider transmits to the enrolling district using a format prescribed by the commissioner 
64.6 	to identify the state academic standards embedded in an online course, the course content 
64.7 	outline, required course assessments, expectations for actual teacher contact time and other 
64.8 	student-to-teacher communications, and the academic support available to the online learning 
64.9 	student.

64.10 	Sec. 47. Minnesota Statutes 2020, section 124D.095, subdivision 7, is amended to read:
64.11 		Subd. 7.Department of Education. (a) The department must review and approve or 
64.12 	disapprove online learning providers within 90 calendar days of receiving an online learning 
64.13 	provider's completed application. The commissioner, using research-based standards of 
64.14 	quality for online learning programs, must review all approved online learning providers 
64.15 	on a cyclical three-year basis. Approved online learning providers annually must submit 
64.16 	program data to, confirm statements of assurances for, and provide program updates including 
64.17 	a current course list to the commissioner.
64.18 	(b) The online learning courses and programs must be rigorous, aligned with state 
64.19 	academic standards, and contribute to grade progression in a single subject. The online 
64.20 	learning provider, other than a digital learning provider offering digital learning to its enrolled 
64.21 	students only under subdivision 4, paragraph (d), must give the commissioner written 
64.22 	assurance that: (1) all courses meet state academic standards; and (2) the online learning 
64.23 	curriculum, instruction, and assessment, expectations for actual teacher-contact time or 
64.24 	other student-to-teacher communication, and academic support meet nationally recognized 
64.25 	professional standards and are described as such in an online learning course syllabus that 
64.26 	meets the commissioner's requirements. Once an online learning provider is approved under 
64.27 	this paragraph, all of its online learning course offerings are eligible for payment under this 
64.28 	section unless a course is successfully challenged by an enrolling district or the department 
64.29 	under paragraph (c).
64.30 	(c) An enrolling district may challenge the validity of a course offered by an online 
64.31 	learning provider. The department must review such challenges based on the approval 
64.32 	procedures under paragraph (b). The department may initiate its own review of the validity 
64.33 	of an online learning course offered by an online learning provider.
65.1 	(d) The department may collect a fee not to exceed $250 for approving online learning 
65.2 	providers or $50 per course for reviewing a challenge by an enrolling district.
65.3 	(e) The department must develop, publish, and maintain a list of online learning providers 
65.4 	that it has reviewed and approved.
65.5 	(f) The department may review a complaint about an online learning provider, or a 
65.6 	complaint about a provider based on the provider's response to notice of a violation. If the 
65.7 	department determines that an online learning provider violated a law or rule, the department 
65.8 	may:
65.9 	(1) create a compliance plan for the provider; or
65.10 	(2) withhold funds from the provider under sections 124D.095, 124E.25, and 127A.42. 
65.11 	The department must notify an online learning provider in writing about withholding funds 
65.12 	and provide detailed calculations.
65.13 	(g) An online learning program fee administration account is created in the special 
65.14 	revenue fund. Funds retained under paragraph (d) shall be deposited in the account. Money 
65.15 	in the account is appropriated to the commissioner for costs associated with administering 
65.16 	and monitoring online and digital learning programs.

65.17 	Sec. 48. Minnesota Statutes 2020, section 124D.128, subdivision 1, is amended to read:
65.18 		Subdivision 1.Program established. A learning year program provides instruction 
65.19 	throughout the year on an extended year calendar, extended school day calendar, or both. 
65.20 	A pupil may participate in the program and accelerate attainment of grade level requirements 
65.21 	or graduation requirements. A learning year program may begin after the close of the regular 
65.22 	school year in June. The program may be for students in one or more grade levels from 
65.23 	kindergarten through grade 12.

65.24 	Sec. 49. Minnesota Statutes 2020, section 124D.128, subdivision 3, is amended to read:
65.25 		Subd. 3.Student planning. A district, charter school, or state-approved alternative 
65.26 	program must inform all pupils and their parents about the learning year program and that 
65.27 	participation in the program is optional. A continual learning plan must be developed at 
65.28 	least annually for each pupil with the participation of the pupil, parent or guardian, teachers, 
65.29 	and other staff; each participant must sign and date the plan. The plan must specify the 
65.30 	learning experiences that must occur during the entire fiscal year and are necessary for grade 
65.31 	progression or, for secondary students, graduation. The plan must include:
66.1 	(1) the pupil's learning objectives and experiences, including courses or credits the pupil 
66.2 	plans to complete each year and, for a secondary pupil, the graduation requirements the 
66.3 	student must complete;
66.4 	(2) the assessment measurements used to evaluate a pupil's objectives;
66.5 	(3) requirements for grade level or other appropriate progression; and
66.6 	(4) for pupils generating more than one average daily membership in a given grade, an 
66.7 	indication of which objectives were unmet.
66.8 	The plan may be modified to conform to district schedule changes. The district may not 
66.9 	modify the plan if the modification would result in delaying the student's time of graduation.

66.10 	Sec. 50. Minnesota Statutes 2020, section 124D.74, subdivision 1, is amended to read:
66.11 		Subdivision 1.Program described. American Indian education programs are programs 
66.12 	in public elementary and secondary schools, nonsectarian nonpublic, community, Tribal, 
66.13 	charter, or alternative schools enrolling American Indian children designed to:
66.14 	(1) support postsecondary preparation for pupils;
66.15 	(2) support the academic achievement of American Indian students;
66.16 	(3) make the curriculum relevant to the needs, interests, and cultural heritage of American 
66.17 	Indian pupils;
66.18 	(4) provide positive reinforcement of the self-image of American Indian pupils;
66.19 	(5) develop intercultural awareness among pupils, parents, and staff; and
66.20 	(6) supplement, not supplant, state and federal educational and cocurricular programs.
66.21 	Program services designed to increase completion and graduation rates of American Indian 
66.22 	students must emphasize academic achievement, retention, and attendance; development 
66.23 	of support services for staff, including in-service training and technical assistance in methods 
66.24 	of teaching American Indian pupils; research projects, including innovative teaching 
66.25 	approaches and evaluation of methods of relating to American Indian pupils; provision of 
66.26 	career counseling to American Indian pupils; modification of curriculum, instructional 
66.27 	methods, and administrative procedures to meet the needs of American Indian pupils; and 
66.28 	supplemental instruction in American Indian language, literature, history, and culture. 
66.29 	Districts offering programs may make contracts for the provision of program services by 
66.30 	establishing cooperative liaisons with Tribal programs and American Indian social service 
67.1 	agencies. These programs may also be provided as components of early childhood and 
67.2 	family education programs.

67.3 	Sec. 51. Minnesota Statutes 2020, section 124D.74, subdivision 3, is amended to read:
67.4 		Subd. 3.Enrollment of other children; shared time enrollment. To the extent it is 
67.5 	economically feasible that the unique educational and culturally related academic needs of 
67.6 	American Indian people are met and American Indian student accountability factors are the 
67.7 	same or higher than their non-Indian peers, a district or participating school may make 
67.8 	provision for the voluntary enrollment of non-American Indian children in the instructional 
67.9 	components of an American Indian education program in order that they may acquire an 
67.10 	understanding of the cultural heritage of the American Indian children for whom that 
67.11 	particular program is designed. However, in determining eligibility to participate in a 
67.12 	program, priority must be given to American Indian children. American Indian children 
67.13 	and other children enrolled in an existing nonpublic school system may be enrolled on a 
67.14 	shared time basis in American Indian education programs.

67.15 	Sec. 52. Minnesota Statutes 2020, section 124D.78, subdivision 1, is amended to read:
67.16 		Subdivision 1.Parent committee. School boards and American Indian schools must 
67.17 	provide for the maximum involvement of parents of children enrolled in education programs, 
67.18 	programs for elementary and secondary grades, special education programs, and support 
67.19 	services. Accordingly, the board of a school district in which there are ten or more American 
67.20 	Indian students enrolled and each American Indian school must establish an American 
67.21 	Indian education parent advisory committee. For purposes of this section, American Indian 
67.22 	students are defined as persons having origins in any of the original peoples of North America 
67.23 	who maintain cultural identification through Tribal affiliation or community recognition. 
67.24 	If a committee whose membership consists of a majority of parents of American Indian 
67.25 	children has been or is established according to federal, Tribal, or other state law, that 
67.26 	committee may serve as the committee required by this section and is subject to, at least, 
67.27 	the requirements of this subdivision and subdivision 2.
67.28 	The American Indian education parent advisory committee must develop its 
67.29 	recommendations in consultation with the curriculum advisory committee required by 
67.30 	section 120B.11, subdivision 3. This committee must afford parents the necessary information 
67.31 	and the opportunity effectively to express their views concerning all aspects of American 
67.32 	Indian education and the educational needs of the American Indian children enrolled in the 
67.33 	school or program. The school board or American Indian school must ensure that programs 
68.1 	are planned, operated, and evaluated with the involvement of and in consultation with parents 
68.2 	of students served by the programs.

68.3 	Sec. 53. Minnesota Statutes 2020, section 124D.78, subdivision 3, is amended to read:
68.4 		Subd. 3.Membership. The American Indian education parent advisory committee must 
68.5 	be composed of parents of children eligible to be enrolled in American Indian education 
68.6 	programs; secondary students eligible to be served; American Indian language and culture 
68.7 	education teachers and paraprofessionals; American Indian teachers; counselors; adult 
68.8 	American Indian people enrolled in educational programs; and representatives from 
68.9 	community groups. A majority of each committee must be parents of American Indian
68.10 	children enrolled or eligible to be enrolled in the programs. The number of parents of 
68.11 	American Indian and non-American Indian children shall reflect approximately the proportion 
68.12 	of children of those groups enrolled in the programs.

68.13 	Sec. 54. Minnesota Statutes 2020, section 124D.791, subdivision 4, is amended to read:
68.14 		Subd. 4.Duties; powers. The Indian education director shall oversee:
68.15 	(1) serve as the liaison for the department relations with the Tribal Nations Education 
68.16 	Committee, the 11 Tribal communities in Minnesota, the Minnesota Chippewa Tribe, and 
68.17 	the Minnesota Indian Affairs Council;
68.18 	(2) evaluate the evaluation of the state of American Indian education in Minnesota;
68.19 	(3) engage the engagement of Tribal bodies, community groups, parents of children 
68.20 	eligible to be served by American Indian education programs, American Indian administrators 
68.21 	and teachers, persons experienced in the training of teachers for American Indian education 
68.22 	programs, the Tribally controlled schools, and other persons knowledgeable in the field of 
68.23 	American Indian education and seek their advice on policies that can improve the quality 
68.24 	of American Indian education;
68.25 	(4) advise advice to the commissioner on American Indian education issues, including:
68.26 	(i) issues facing American Indian students;
68.27 	(ii) policies for American Indian education;
68.28 	(iii) awarding scholarships to eligible American Indian students and in administering 
68.29 	the commissioner's duties regarding awarding of American Indian education grants to school 
68.30 	districts; and
69.1 	(iv) administration of the commissioner's duties under sections 124D.71 to 124D.82 and 
69.2 	other programs for the education of American Indian people;
69.3 	(5) propose proposals to the commissioner on legislative changes that will improve the 
69.4 	quality of American Indian education;
69.5 	(6) develop development of a strategic plan and a long-term framework for American 
69.6 	Indian education, in conjunction with the Minnesota Indian Affairs Council, that is updated 
69.7 	every five years and implemented by the commissioner, with goals to:
69.8 	(i) increase American Indian student achievement, including increased levels of 
69.9 	proficiency and growth on statewide accountability assessments;
69.10 	(ii) increase the number of American Indian teachers in public schools;
69.11 	(iii) close the achievement gap between American Indian students and their more 
69.12 	advantaged peers;
69.13 	(iv) increase the statewide graduation rate for American Indian students; and
69.14 	(v) increase American Indian student placement in postsecondary programs and the 
69.15 	workforce; and
69.16 	(7) keep keeping the American Indian community informed about the work of the 
69.17 	department by reporting to the Tribal Nations Education Committee at each committee 
69.18 	meeting.

69.19 	Sec. 55. [124D.792] GRADUATION CEREMONIES; TRIBAL REGALIA AND 
69.20 	OBJECTS OF CULTURAL SIGNIFICANCE.
69.21 	A school district or charter school must not prohibit an American Indian student from 
69.22 	wearing American Indian regalia, Tribal regalia, or objects of cultural significance at 
69.23 	graduation ceremonies.

69.24 	EFFECTIVE DATE. This section is effective the day following final enactment.

69.25 	Sec. 56. Minnesota Statutes 2020, section 124D.81, is amended to read:
69.26 	124D.81 AMERICAN INDIAN EDUCATION AID.
69.27 		Subdivision 1. Procedures. A school district, charter school, cooperative unit as defined 
69.28 	in section 123A.24, subdivision 2, or American Indian-controlled tribal contract or grant 
69.29 	school enrolling at least 20 American Indian students on October 1 of the previous school 
69.30 	year and operating an American Indian education program according to section 124D.74 is 
70.1 	eligible for Indian education aid if it meets the requirements of this section. Programs may 
70.2 	provide for contracts for the provision of program components by nonsectarian nonpublic, 
70.3 	community, tribal, charter, or alternative schools. The commissioner shall prescribe the 
70.4 	form and manner of application for aids, and no aid shall be made for a program not 
70.5 	complying with the requirements of sections 124D.71 to 124D.82.
70.6 		Subd. 2.Plans. To qualify for aid, an eligible district, charter school, cooperative unit 
70.7 	as defined in section 123A.24, subdivision 2, or tribal contract school must develop and 
70.8 	submit a plan for approval by the Indian education director that shall:
70.9 	(a) Identify the measures to be used to meet the requirements of sections 124D.71 to 
70.10 	124D.82;
70.11 	(b) Identify the activities, methods and programs to meet the identified educational needs 
70.12 	of the children to be enrolled in the program;
70.13 	(c) Describe how district goals and objectives as well as the objectives of sections 
70.14 	124D.71 to 124D.82 are to be achieved;
70.15 	(d) Demonstrate that required and elective courses as structured do not have a 
70.16 	discriminatory effect within the meaning of section 124D.74, subdivision 5;
70.17 	(e) Describe how each school program will be organized, staffed, coordinated, and 
70.18 	monitored; and
70.19 	(f) Project expenditures for programs under sections 124D.71 to 124D.82.
70.20 		Subd. 2a.American Indian education aid. (a) The American Indian education aid 
70.21 	allowance equals $358 for fiscal years 2022 and 2023. The American Indian education aid 
70.22 	allowance for fiscal year 2024 and later equals the product of $358 times the ratio of the 
70.23 	formula allowance under section 126C.10, subdivision 2, for the current fiscal year to the 
70.24 	formula allowance under section 126C.10, subdivision 2, for fiscal year 2023.
70.25 	(b) The American Indian education aid minimum equals $20,000 for fiscal years 2022 
70.26 	and 2023. The American Indian education aid minimum for fiscal year 2024 and later equals 
70.27 	the product of $20,000 times the ratio of the formula allowance under section 126C.10, 
70.28 	subdivision 2, for the current fiscal year to the formula allowance under section 126C.10, 
70.29 	subdivision 2, for fiscal year 2023.
70.30 	(a) (c) The American Indian education aid for an eligible district, cooperative unit, or 
70.31 	tribal contract school equals the greater of (1) the sum of $20,000 the American Indian 
70.32 	education aid minimum plus the product of $358 the American Indian education aid 
70.33 	allowance times the difference between the number of American Indian students enrolled 
71.1 	on October 1 of the previous school year and 20; or (2) if the district or school received a 
71.2 	grant under this section for fiscal year 2015, the amount of the grant for fiscal year 2015.
71.3 	(b) (d) Notwithstanding paragraph (a) (c), the American Indian education aid must not 
71.4 	exceed the district, cooperative unit, or tribal contract school's actual expenditure according 
71.5 	to the approved plan under subdivision 2.
71.6 		Subd. 3.Additional requirements. Each district or cooperative unit receiving aid under 
71.7 	this section must each year conduct a count of American Indian children in the schools of 
71.8 	the district; test for achievement; identify the extent of other educational needs of the children 
71.9 	to be enrolled in the American Indian education program; and classify the American Indian 
71.10 	children by grade, level of educational attainment, age and achievement. Participating 
71.11 	schools must maintain records concerning the needs and achievements of American Indian 
71.12 	children served.
71.13 		Subd. 4.Nondiscrimination; testing. In accordance with recognized professional 
71.14 	standards, all testing and evaluation materials and procedures utilized for the identification, 
71.15 	testing, assessment, and classification of American Indian children must be selected and 
71.16 	administered so as not to be racially or culturally discriminatory and must be valid for the 
71.17 	purpose of identifying, testing, assessing, and classifying American Indian children.
71.18 		Subd. 5.Records. Participating schools and, districts, and cooperative units must keep 
71.19 	records and afford access to them as the commissioner finds necessary to ensure that 
71.20 	American Indian education programs are implemented in conformity with sections 124D.71
71.21 	to 124D.82. Each school district, cooperative unit, or participating school must keep accurate, 
71.22 	detailed, and separate revenue and expenditure accounts for pilot American Indian education 
71.23 	programs funded under this section.
71.24 		Subd. 6.Money from other sources. A district, cooperative unit, or participating school 
71.25 	providing American Indian education programs shall be eligible to receive moneys for these 
71.26 	programs from other government agencies and from private sources when the moneys are 
71.27 	available.
71.28 		Subd. 7.Exceptions. Nothing in sections 124D.71 to 124D.82 shall be construed as 
71.29 	prohibiting a district, cooperative unit, or school from implementing an American Indian 
71.30 	education program which is not in compliance with sections 124D.71 to 124D.82 if the 
71.31 	proposal and plan for that program is not funded pursuant to this section.

71.32 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

72.1 	Sec. 57. Minnesota Statutes 2020, section 124D.861, subdivision 2, is amended to read:
72.2 		Subd. 2.Plan implementation; components. (a) The school board of each eligible 
72.3 	district must formally develop and implement a long-term plan under this section. The plan 
72.4 	must be incorporated into the district's comprehensive strategic plan under section 120B.11. 
72.5 	Plan components may include: innovative and integrated prekindergarten through grade 12 
72.6 	learning environments that offer students school enrollment choices; family engagement 
72.7 	initiatives that involve families in their students' academic life and success; professional 
72.8 	development opportunities for teachers and administrators focused on improving the academic 
72.9 	achievement of all students, including teachers and administrators who are members of 
72.10 	populations underrepresented among the licensed teachers or administrators in the district 
72.11 	or school and who reflect the diversity of students under section 120B.35, subdivision 3, 
72.12 	paragraph (b), clause (2), who are enrolled in the district or school; increased programmatic 
72.13 	opportunities and effective and more diverse instructors focused on rigor and college and 
72.14 	career readiness for underserved students, including students enrolled in alternative learning 
72.15 	centers under section 123A.05, public alternative programs under section 126C.05, 
72.16 	subdivision 15, and contract alternative programs under section 124D.69, among other 
72.17 	underserved students; or recruitment and retention of teachers and administrators with 
72.18 	diverse racial and ethnic backgrounds.
72.19 	(b) The plan must contain goals for:
72.20 	(1) reducing the disparities in academic achievement and in equitable access to effective 
72.21 	and more diverse teachers among all students and specific categories of students under 
72.22 	section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender, 
72.23 	disability, and English learners; and
72.24 	(2) increasing racial and economic diversity and integration in schools and districts.
72.25 	(c) The plan must include strategies to validate, affirm, embrace, and integrate cultural 
72.26 	and community strengths of all students, families, and employees in the district's curriculum 
72.27 	as well as learning and work environments, and to address issues of institutional racism as 
72.28 	defined in section 120B.11, subdivision 1, in schools that create opportunity and achievement 
72.29 	gaps for students, families, and staff who are of color or American Indian. Examples of 
72.30 	institutional racism experienced by students who are of color or American Indian include 
72.31 	policies and practices that intentionally or unintentionally result in disparate discipline 
72.32 	referrals and suspension, inequitable access to advanced coursework, overrepresentation in 
72.33 	lower-level coursework, inequitable participation in cocurricular activities, inequitable 
72.34 	parent involvement, and lack of equitable access to racially and ethnically diverse teachers 
73.1 	who reflect the racial or ethnic diversity of students because it has not been a priority to 
73.2 	hire or retain such teachers.
73.3 	(d) School districts must use local data, to the extent practicable, to develop plan 
73.4 	components and strategies. Plans may include:
73.5 	(1) innovative and integrated prekindergarten through grade 12 learning environments 
73.6 	that offer students school enrollment choices;
73.7 	(2) family engagement initiatives that involve families in their students' academic life 
73.8 	and success and improve relations between home and school;
73.9 	(3) opportunities for students, families, staff, and community members who are of color 
73.10 	or American Indian to share their experiences in the school setting with school staff and 
73.11 	administration and to inform development of specific proposals for making school 
73.12 	environments more validating, affirming, embracing, and integrating of their cultural and 
73.13 	community strengths;
73.14 	(4) professional development opportunities for teachers and administrators focused on 
73.15 	improving the academic achievement of all students, including knowledge, skills, and 
73.16 	dispositions needed to be anti-racist and culturally sustaining as defined in section 120B.11, 
73.17 	subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;
73.18 	(5) recruitment and retention of teachers, administrators, cultural and family liaisons, 
73.19 	paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented 
73.20 	in the student population to strengthen relationships with all students, families, and other 
73.21 	members of the community;
73.22 	(6) collection, examination, and evaluation of academic and discipline data for 
73.23 	institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and 
73.24 	practices that result in the education disparities, in order to propose anti-racist changes as 
73.25 	defined in section 120B.11, subdivision 1, that increase access, meaningful participation, 
73.26 	representation, and positive outcomes for students of color and American Indian students;
73.27 	(7) increased programmatic opportunities and effective and more diverse instructors 
73.28 	focused on rigor and college and career readiness for students who are impacted by racial, 
73.29 	gender, linguistic, and economic disparities, including students enrolled in area learning 
73.30 	centers or alternative learning programs under section 123A.05, state-approved alternative 
73.31 	programs under section 126C.05, subdivision 15, and contract alternative programs under 
73.32 	section 124D.69, among other underserved students;
74.1 	(8) ethnic studies curriculum as defined in section 120B.11, subdivision 1, to provide 
74.2 	all students with opportunities to learn about their own and others' cultures and historical 
74.3 	experiences; or
74.4 	(9) examination and revision of district curricula in all subjects to be inclusive of diverse 
74.5 	racial and ethnic groups while meeting state academic standards and being culturally 
74.6 	sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied 
74.7 	about any group is accurate and based in knowledge from that group.
74.8 	(b) (e) Among other requirements, an eligible district must implement effective, 
74.9 	research-based interventions that include formative multiple measures of assessment practices
74.10 	and engagement in order to reduce the eliminate academic disparities in student academic 
74.11 	performance among the specific categories of students as measured by student progress and 
74.12 	growth on state reading and math assessments and for students impacted by racial, gender, 
74.13 	linguistic, and economic inequities as aligned with section 120B.11.
74.14 	(c) (f) Eligible districts must create efficiencies and eliminate duplicative programs and 
74.15 	services under this section, which may include forming collaborations or a single, 
74.16 	seven-county metropolitan areawide partnership of eligible districts for this purpose.

74.17 	EFFECTIVE DATE. This section is effective for all plans reviewed and updated after 
74.18 	the day following final enactment.

74.19 	Sec. 58. Minnesota Statutes 2020, section 125A.094, is amended to read:
74.20 	125A.094 RESTRICTIVE PROCEDURES FOR CHILDREN WITH 
74.21 	DISABILITIES.
74.22 	The use of restrictive procedures for children with disabilities for all pupils attending 
74.23 	public school is governed by sections 125A.0941 and 125A.0942.

74.24 	Sec. 59. Minnesota Statutes 2020, section 125A.0942, is amended to read:
74.25 	125A.0942 STANDARDS FOR RESTRICTIVE PROCEDURES.
74.26 		Subdivision 1.Restrictive procedures plan. (a) Schools that intend to use restrictive 
74.27 	procedures shall maintain and make publicly accessible in an electronic format on a school 
74.28 	or district website or make a paper copy available upon request describing a restrictive 
74.29 	procedures plan for children with disabilities that at least:
74.30 	(1) lists the restrictive procedures the school intends to use;
75.1 	(2) describes how the school will implement a range of positive behavior strategies and 
75.2 	provide links to mental health services;
75.3 	(3) describes how the school will provide training on de-escalation techniques, consistent 
75.4 	with section 122A.187, subdivision 4;
75.5 	(4) describes how the school will monitor and review the use of restrictive procedures, 
75.6 	including:
75.7 	(i) conducting post-use debriefings, consistent with subdivision 3, paragraph (a), clause 
75.8 	(5); and
75.9 	(ii) convening an oversight committee to undertake a quarterly review of the use of 
75.10 	restrictive procedures based on patterns or problems indicated by similarities in the time of 
75.11 	day, day of the week, duration of the use of a procedure, the individuals involved, or other 
75.12 	factors associated with the use of restrictive procedures; the number of times a restrictive 
75.13 	procedure is used schoolwide and for individual children; the number and types of injuries, 
75.14 	if any, resulting from the use of restrictive procedures; whether restrictive procedures are 
75.15 	used in nonemergency situations; the need for additional staff training; disproportionality 
75.16 	or racial disparities in the usage of restrictive procedures; the usage of school resource 
75.17 	officer's handling of the behaviors; student documentation to determine if the staff followed 
75.18 	the standards for using restrictive procedures and if there is updated information about 
75.19 	whether the restrictive procedures are contraindicated for the particular student; and proposed 
75.20 	actions to minimize the use of restrictive procedures; and
75.21 	(5) includes a written description and documentation of the training staff completed 
75.22 	under subdivision 5.
75.23 	(b) Schools annually must publicly identify oversight committee members who must at 
75.24 	least include:
75.25 	(1) a mental health professional, school psychologist, or school social worker;
75.26 	(2) an expert in positive behavior strategies;
75.27 	(3) a special education administrator; and
75.28 	(4) a general education administrator.
75.29 		Subd. 2.Restrictive procedures. (a) Restrictive procedures may be used only by a 
75.30 	licensed special education teacher, school social worker, school psychologist, behavior 
75.31 	analyst certified by the National Behavior Analyst Certification Board, a person with a 
75.32 	master's degree in behavior analysis, other licensed education professional, paraprofessional 
76.1 	under section 120B.363, or mental health professional under section 245.4871, subdivision 
76.2 	27, who has completed the training program under subdivision 5.
76.3 	(b) A school shall make reasonable efforts to notify the parent on the same day a 
76.4 	restrictive procedure is used on the child, or if the school is unable to provide same-day 
76.5 	notice, notice is sent within two days by written or electronic means or as otherwise indicated 
76.6 	by the child's parent under paragraph (f).
76.7 	(c) The district must hold a meeting of the individualized education program team, if 
76.8 	the student is a student with a disability, or a meeting of relevant members of the student's 
76.9 	team including a parent, if the student is not a student with a disability, conduct or review 
76.10 	a functional behavioral analysis, review data, consider developing additional or revised 
76.11 	positive behavioral interventions and supports, consider actions to reduce the use of restrictive 
76.12 	procedures, and modify the individualized education program or behavior intervention plan 
76.13 	as appropriate. The district must hold the meeting: within ten calendar days after district 
76.14 	staff use restrictive procedures on two separate school days within 30 calendar days or a 
76.15 	pattern of use emerges and the child's individualized education program or behavior 
76.16 	intervention plan does not provide for using restrictive procedures in an emergency; or at 
76.17 	the request of a parent or the district after restrictive procedures are used. The district must 
76.18 	review use of restrictive procedures at a child's annual individualized education program 
76.19 	meeting when the child's individualized education program provides for using restrictive 
76.20 	procedures in an emergency.
76.21 	(d) If the individualized education program meeting team under paragraph (c) determines 
76.22 	that existing interventions and supports are ineffective in reducing the use of restrictive 
76.23 	procedures or the district uses restrictive procedures on a child on ten or more school days 
76.24 	during the same school year, the team, as appropriate, either must consult with other 
76.25 	professionals working with the child; consult with experts in behavior analysis, mental 
76.26 	health, communication, or autism; consult with culturally competent professionals; review 
76.27 	existing evaluations, resources, and successful strategies; or consider whether to reevaluate 
76.28 	the child.
76.29 	(e) At the individualized education program meeting under paragraph (c), the team must 
76.30 	review any known medical or psychological limitations, including any medical information 
76.31 	the parent provides voluntarily, that contraindicate the use of a restrictive procedure, consider 
76.32 	whether to prohibit that restrictive procedure, and document any prohibition in the 
76.33 	individualized education program or behavior intervention plan.
77.1 	(f) An individualized education program team may plan for using restrictive procedures 
77.2 	and may include these procedures in a child's individualized education program or behavior 
77.3 	intervention plan; however, the restrictive procedures may be used only in response to 
77.4 	behavior that constitutes an emergency, consistent with this section. The individualized 
77.5 	education program or behavior intervention plan shall indicate how the parent wants to be 
77.6 	notified when a restrictive procedure is used.
77.7 		Subd. 3.Physical holding or seclusion. (a) Physical holding or seclusion may be used 
77.8 	only in an emergency. A school that uses physical holding or seclusion shall meet the 
77.9 	following requirements:
77.10 	(1) physical holding or seclusion is the least intrusive intervention that effectively 
77.11 	responds to the emergency;
77.12 	(2) physical holding or seclusion is not used to discipline a noncompliant child;
77.13 	(3) physical holding or seclusion ends when the threat of harm ends and the staff 
77.14 	determines the child can safely return to the classroom or activity;
77.15 	(4) staff directly observes the child while physical holding or seclusion is being used;
77.16 	(5) each time physical holding or seclusion is used, the staff person who implements or 
77.17 	oversees the physical holding or seclusion documents, as soon as possible after the incident 
77.18 	concludes, the following information:
77.19 	(i) a description of the incident that led to the physical holding or seclusion;
77.20 	(ii) why a less restrictive measure failed or was determined by staff to be inappropriate 
77.21 	or impractical;
77.22 	(iii) the time the physical holding or seclusion began and the time the child was released; 
77.23 	and
77.24 	(iv) a brief record of the child's behavioral and physical status; and
77.25 	(v) a brief description of the post-use debriefing process that occurred following the use 
77.26 	of the restrictive procedure;
77.27 	(6) the room used for seclusion must:
77.28 	(i) be at least six feet by five feet;
77.29 	(ii) be well lit, well ventilated, adequately heated, and clean;
77.30 	(iii) have a window that allows staff to directly observe a child in seclusion;
78.1 	(iv) have tamperproof fixtures, electrical switches located immediately outside the door, 
78.2 	and secure ceilings;
78.3 	(v) have doors that open out and are unlocked, locked with keyless locks that have 
78.4 	immediate release mechanisms, or locked with locks that have immediate release mechanisms 
78.5 	connected with a fire and emergency system; and
78.6 	(vi) not contain objects that a child may use to injure the child or others; and
78.7 	(7) before using a room for seclusion, a school must:
78.8 	(i) receive written notice from local authorities that the room and the locking mechanisms 
78.9 	comply with applicable building, fire, and safety codes; and
78.10 	(ii) register the room with the commissioner, who may view that room.
78.11 	(b) By February 1, 2015, and annually thereafter, stakeholders may, as necessary, 
78.12 	recommend to the commissioner specific and measurable implementation and outcome 
78.13 	goals for reducing the use of restrictive procedures and the commissioner must submit to 
78.14 	the legislature a report on districts' progress in reducing the use of restrictive procedures 
78.15 	that recommends how to further reduce these procedures and eliminate the use of seclusion. 
78.16 	The statewide plan includes the following components: measurable goals; the resources, 
78.17 	training, technical assistance, mental health services, and collaborative efforts needed to 
78.18 	significantly reduce districts' use of seclusion; and recommendations to clarify and improve 
78.19 	the law governing districts' use of restrictive procedures. The commissioner must consult 
78.20 	with interested stakeholders when preparing the report, including representatives of advocacy 
78.21 	organizations, special education directors, teachers, paraprofessionals, intermediate school 
78.22 	districts, school boards, day treatment providers, county social services, state human services 
78.23 	department staff, mental health professionals, and autism experts. Beginning with the 
78.24 	2016-2017 school year, in a form and manner determined by the commissioner, districts 
78.25 	must report data quarterly to the department by January 15, April 15, July 15, and October 
78.26 	15 about individual students who have been secluded. By July 15 each year, districts must 
78.27 	report summary data on their use of restrictive procedures to the department for the prior 
78.28 	school year, July 1 through June 30, in a form and manner determined by the commissioner. 
78.29 	The summary data must include information about the use of restrictive procedures, including 
78.30 	use of reasonable force under section 121A.582.
78.31 		Subd. 4.Prohibitions. The following actions or procedures are prohibited:
78.32 	(1) engaging in conduct prohibited under section 121A.58;
79.1 	(2) requiring a child to assume and maintain a specified physical position, activity, or 
79.2 	posture that induces physical pain;
79.3 	(3) totally or partially restricting a child's senses as punishment;
79.4 	(4) presenting an intense sound, light, or other sensory stimuli using smell, taste, 
79.5 	substance, or spray as punishment;
79.6 	(5) denying or restricting a child's access to equipment and devices such as walkers, 
79.7 	wheelchairs, hearing aids, and communication boards that facilitate the child's functioning, 
79.8 	except when temporarily removing the equipment or device is needed to prevent injury to 
79.9 	the child or others or serious damage to the equipment or device, in which case the equipment 
79.10 	or device shall be returned to the child as soon as possible;
79.11 	(6) interacting with a child in a manner that constitutes sexual abuse, neglect, or physical 
79.12 	abuse under chapter 260E;
79.13 	(7) withholding regularly scheduled meals or water;
79.14 	(8) denying access to bathroom facilities;
79.15 	(9) physical holding that restricts or impairs a child's ability to breathe, restricts or impairs 
79.16 	a child's ability to communicate distress, places pressure or weight on a child's head, throat, 
79.17 	neck, chest, lungs, sternum, diaphragm, back, or abdomen, or results in straddling a child's 
79.18 	torso; and
79.19 	(10) prone restraint.; and
79.20 	(11) utilizing a restrictive procedure on any child under the age of five.
79.21 		Subd. 5.Training for staff. (a) To meet the requirements of subdivision 1, staff who 
79.22 	use restrictive procedures, including paraprofessionals, shall complete training in the 
79.23 	following skills and knowledge areas:
79.24 	(1) positive behavioral interventions;
79.25 	(2) communicative intent of behaviors;
79.26 	(3) relationship building;
79.27 	(4) alternatives to restrictive procedures, including techniques to identify events and 
79.28 	environmental factors that may escalate behavior;
79.29 	(5) de-escalation methods;
79.30 	(6) standards for using restrictive procedures only in an emergency;
80.1 	(7) obtaining emergency medical assistance;
80.2 	(8) the physiological and psychological impact of physical holding and seclusion;
80.3 	(9) monitoring and responding to a child's physical signs of distress when physical 
80.4 	holding is being used;
80.5 	(10) recognizing the symptoms of and interventions that may cause positional asphyxia 
80.6 	when physical holding is used;
80.7 	(11) district policies and procedures for timely reporting and documenting each incident 
80.8 	involving use of a restricted procedure; and
80.9 	(12) schoolwide programs on positive behavior strategies.
80.10 	(b) The commissioner, after consulting with the commissioner of human services, must 
80.11 	develop and maintain a list of training programs that satisfy the requirements of paragraph 
80.12 	(a). The commissioner also must develop and maintain a list of experts to help individualized 
80.13 	education program teams reduce the use of restrictive procedures. The district shall maintain 
80.14 	records of staff who have been trained and the organization or professional that conducted 
80.15 	the training. The district may collaborate with children's community mental health providers 
80.16 	to coordinate trainings.
80.17 		Subd. 6.Behavior supports; reasonable force. (a) School districts are encouraged to 
80.18 	establish effective schoolwide systems of positive behavior interventions and supports.
80.19 	(b) Nothing in this section or section 125A.0941 precludes the use of reasonable force 
80.20 	under sections 121A.582; 609.06, subdivision 1; and 609.379. For the 2014-2015 school 
80.21 	year and later, districts must collect and submit to the commissioner summary data, consistent 
80.22 	with subdivision 3, paragraph (b), on district use of reasonable force that is consistent with 
80.23 	the definition of physical holding or seclusion for a child with a disability under this section.

80.24 	Sec. 60. Minnesota Statutes 2020, section 144.4165, is amended to read:
80.25 	144.4165 TOBACCO PRODUCTS PROHIBITED IN PUBLIC SCHOOLS.
80.26 	(a) No person shall at any time smoke, chew, or otherwise ingest tobacco, or carry or 
80.27 	use an activated electronic delivery device as defined in section 609.685, subdivision 1, in 
80.28 	a public school, as defined in section 120A.05, subdivisions 9, 11, and 13, or in a charter 
80.29 	school governed by chapter 124E. This prohibition extends to all facilities, whether owned, 
80.30 	rented, or leased, and all vehicles that a school district owns, leases, rents, contracts for, or 
80.31 	controls.
81.1 	(b) Nothing in this section shall prohibit the lighting of tobacco by an adult as a part of 
81.2 	a traditional Indian spiritual or cultural ceremony. An American Indian may carry a medicine 
81.3 	pouch containing loose tobacco intended in observance of traditional spiritual or cultural 
81.4 	practices. For purposes of this section, an Indian is a person who is a member of an Indian 
81.5 	Tribe as defined in section 260.755, subdivision 12, or a person who maintains cultural 
81.6 	identification through Tribal affiliation or community recognition.

81.7 	Sec. 61. Laws 2019, First Special Session chapter 11, article 2, section 33, subdivision 5, 
81.8 	as amended by Laws 2020, chapter 116, article 6, section 9, is amended to read:
81.9 		Subd. 5.Tribal contract school aid. For tribal contract school aid under Minnesota 
81.10 	Statutes, section 124D.83:

81.11		$
	2,766,000
	.....
	2020
	
81.1381.12
		$
	3,106,000
2,319,000
	.....
	2021
	
81.14 	The 2020 appropriation includes $299,000 for 2019 and $2,467,000 for 2020.
81.15 	The 2021 appropriation includes $274,000 for 2020 and $2,832,000 $2,045,000 for 
81.16 	2021.

81.17 	EFFECTIVE DATE. This section is effective the day following final enactment.

81.18 	Sec. 62. Laws 2019, First Special Session chapter 11, article 2, section 33, subdivision 
81.19 	27, is amended to read:
81.20 		Subd. 27.Singing-based pilot program to improve student reading. (a) For a grant 
81.21 	to pilot a research-supported, computer-based educational program that uses singing to 
81.22 	improve the reading ability of students in grades 2 through 5:

81.2481.23
		$
	230,000
155,000
	.....
	2020
	
81.25 	(b) The commissioner of education shall award a grant to the Rock 'n' Read Project to 
81.26 	implement a research-supported, computer-based educational program that uses singing to 
81.27 	improve the reading ability of students in grades 2 through 5. The grantee shall be responsible 
81.28 	for selecting participating school sites; providing any required hardware and software, 
81.29 	including software licenses, for the duration of the grant period; providing technical support, 
81.30 	training, and staff to install required project hardware and software; providing on-site 
81.31 	professional development and instructional monitoring and support for school staff and 
81.32 	students; administering preintervention and postintervention reading assessments; evaluating 
81.33 	the impact of the intervention; and other project management services as required. To the 
82.1 	extent practicable, the grantee must select participating schools in urban, suburban, and 
82.2 	greater Minnesota, and give priority to schools in which a high proportion of students do 
82.3 	not read proficiently at grade level and are eligible for free or reduced-price lunch.
82.4 	(c) By February 15, 2021, the grantee must submit a report detailing expenditures and 
82.5 	outcomes of the grant to the commissioner of education and the chairs and ranking minority 
82.6 	members of the legislative committees with primary jurisdiction over kindergarten through 
82.7 	grade 12 education policy and finance.
82.8 	(d) Any balance in the first year does not cancel but is available in the second year.
82.9 	(e) This is a onetime appropriation. $75,000 of the initial fiscal year 2020 appropriation 
82.10 	is canceled to the general fund on June 29, 2021.

82.11 	EFFECTIVE DATE. This section is effective the day following final enactment.

82.12 	Sec. 63. ONETIME AMERICAN INDIAN TRIBAL CONTRACT COMPENSATORY 
82.13 	AID; FISCAL YEAR 2022.
 82.14 	Notwithstanding Minnesota Statutes, section 124D.83, for fiscal year 2022 only, 
82.15 	American Indian Tribal contract aid shall be increased by an amount equal to the greater 
82.16 	of zero or the product of:
82.17 	(1) the number of pupils enrolled at the school on October 1, 2020; and
82.18 	(2) the difference between the amount generated for fiscal year 2021 by compensation 
82.19 	revenue pupil units divided by the pupils enrolled on October 1, 2019, and the amount 
82.20 	generated for fiscal year 2022 by compensation revenue pupil units divided by the pupils 
82.21 	enrolled on October 1, 2020.

82.22 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022.

82.23 	Sec. 64. EXTENSION FOR POSTING STUDENT PROGRESS AND OTHER DATA.
 82.24 	Notwithstanding Minnesota Statutes, section 120B.36, subdivision 2, for the 2020-2021 
82.25 	school year only, the commissioner must post federal expectations and state student, learning, 
82.26 	and outcome data to the department's public website no later than October 1, 2021.

82.27 	EFFECTIVE DATE. This section is effective the day following final enactment.

82.28 	Sec. 65. INSTRUCTION MODEL WORKING GROUP.
 82.29 		Subdivision 1.Working group. A working group is established to review how school 
82.30 	districts and charter schools implemented distance and hybrid instruction due to disruptions 
83.1 	to on-site instruction caused by COVID-19 and make recommendations to increase flexibility 
83.2 	for school districts and charter schools to implement instruction models that meet students' 
83.3 	diverse learning needs.
83.4 		Subd. 2.Definitions. (a) For purposes of this section, the following terms have the 
83.5 	meanings given them.
83.6 	(b) "Distance instruction" means instruction provided to students remotely, with students 
83.7 	and teachers interacting through synchronous and other online interactions, and students 
83.8 	being provided appropriate education materials.
83.9 	(c) "Hybrid instruction" means a manner of instruction that includes both on-site 
83.10 	instruction and distance instruction.
83.11 	(d) "On-site instruction" means instruction delivered in person by a teacher at a school 
83.12 	facility.
83.13 		Subd. 3.Duties. (a) The working group must study the outcomes, challenges, and 
83.14 	successes of distance instruction during the 2019-2020 and 2020-2021 school years. In 
83.15 	particular, the group must consider:
83.16 	(1) the impact of lower class sizes on student engagement and academic growth;
83.17 	(2) how modifications to the school calendar would affect learning retention and student 
83.18 	engagement;
83.19 	(3) the impact of distance instruction on students requiring special education services 
83.20 	and supports, students identified as English learners, and students experiencing homelessness 
83.21 	or who are highly mobile;
83.22 	(4) the effect of distance instruction on students' social and emotional growth, student 
83.23 	discipline, and bullying;
83.24 	(5) how students' educational needs vary by age group; and
83.25 	(6) students' access to technology.
83.26 	(b) The working group must report its findings and recommendations to the chairs and 
83.27 	ranking minority members of the legislative committees with jurisdiction over kindergarten 
83.28 	through grade 12 education by January 17, 2022. The report must be submitted in accordance 
83.29 	with Minnesota Statutes, section 3.195.
83.30 	(c) The commissioner of education must provide technical assistance and public data 
83.31 	on student academic needs and performance, to the extent it is available, to help the working 
83.32 	group make evidence-based recommendations.
84.1 	(d) The working group expires January 18, 2022.
84.2 		Subd. 4.Members. (a) The commissioner of education or the commissioner's designee 
84.3 	must serve as a member of the working group. In addition, by July 1, 2021, the commissioner 
84.4 	of education must review applications to be named to the group and appoint the following 
84.5 	group members:
84.6 	(1) two superintendents;
84.7 	(2) two elementary school teachers;
84.8 	(3) two secondary school teachers;
84.9 	(4) one special education teacher;
84.10 	(5) one teacher in a state-approved alternative program;
84.11 	(6) one school counselor;
84.12 	(7) two school board members;
84.13 	(8) two students;
84.14 	(9) one curriculum director;
84.15 	(10) one assessment coordinator;
84.16 	(11) one technology director;
84.17 	(12) one technology coordinator;
84.18 	(13) one parent of a student enrolled in a school district or charter school;
84.19 	(14) one special education director; and
84.20 	(15) one teacher and one administrator from an online learning provider approved under 
84.21 	Minnesota Statutes, section 124D.095.
84.22 	(b) When appointing members to the working group, the commissioner must consider 
84.23 	whether the working group represents communities of color, American Indian communities, 
84.24 	and communities from throughout Minnesota.
84.25 		Subd. 5.Meetings. (a) The commissioner of education must convene the first meeting 
84.26 	of the working group no later than August 30, 2021. The working group must select a chair 
84.27 	or cochairs from among its members at the first meeting. The working group must meet 
84.28 	periodically.
84.29 	(b) The commissioner must provide technical and administrative assistance to the working 
84.30 	group upon request.
85.1 	(c) Working group members are not eligible to receive expenses or per diem payments 
85.2 	for serving on the working group.

85.3 	EFFECTIVE DATE. This section is effective the day following final enactment.

85.4 	Sec. 66. DISTANCE AND HYBRID LEARNING.
 85.5 		Subdivision 1.Definitions. (a) For purposes of this section, the following terms have 
85.6 	the meanings given them.
85.7 	(b) "Distance learning" means learning in which a student has access to appropriate 
85.8 	educational materials and interacts with a licensed teacher.
85.9 	(c) "Hybrid learning" means learning that combines distance learning with scheduled 
85.10 	in-person instruction by a licensed teacher in a supervised physical setting.
85.11 		Subd. 2.Distance and hybrid learning options. (a) In response to the COVID-19 
85.12 	pandemic, a school district or charter school may offer distance and hybrid learning options 
85.13 	to enrolled students. A student may participate in distance or hybrid learning options only 
85.14 	if the student and family so choose. Districts and charter schools must provide students 
85.15 	participating in distance or hybrid learning options the option to participate in in-person 
85.16 	instruction on the same basis as other enrolled students subject to reasonable limits on 
85.17 	students changing between in-person and distance or hybrid learning options. Districts and 
85.18 	charter schools must not prevent students from enrolling in courses offered by online learning 
85.19 	providers approved under Minnesota Statutes, section 124D.095.
85.20 	(b) A school district or charter school offering distance or hybrid learning options must:
85.21 	(1) ensure that students and families in a distance or hybrid learning options program 
85.22 	have access to digital devices, in-home broadband that meets or exceeds Federal 
85.23 	Communications Commission's recommendations of 25 megabytes to download and three 
85.24 	megabytes to upload, and digital literacy skills support;
85.25 	(2) employ or contract with another district or a cooperative unit for licensed teachers 
85.26 	to provide online instruction to no more than 40 students in an online learning course. The 
85.27 	contract of a teacher employed by a district must meet the requirements of Minnesota 
85.28 	Statutes, section 122A.40 or 122A.41, and a charter school must employ or contract with 
85.29 	a teacher in accordance with Minnesota Statutes, section 124E.12, subdivision 1;
85.30 	(3) provide direct supervision and control of the education program by an administrator 
85.31 	holding an appropriate license;
86.1 	(4) provide a curriculum that meets state academic standards under Minnesota Statutes, 
86.2 	section 120B.021, and locally established learning goals consistent with those provided in 
86.3 	the in-person school settings;
86.4 	(5) provide instruction that meets the school calendar's instructional days and hours 
86.5 	requirements;
86.6 	(6) provide a student with a disability with special instruction and services as defined 
86.7 	in Minnesota Statutes, section 125A.03, in accordance with Minnesota Statutes, chapter 
86.8 	125A, Minnesota Rules, chapter 3525, and the Individuals with Disabilities Education Act, 
86.9 	including special education evaluation and development of individualized education programs 
86.10 	under Minnesota Statutes, section 125A.08. A district offering distance or hybrid learning 
86.11 	options must develop systems designed to identify pupils with disabilities under Minnesota 
86.12 	Rules, part 3525.0750;
86.13 	(7) provide students identified as English learners with instruction by a teacher licensed 
86.14 	to teach bilingual education or English as a second language, and differentiated instruction 
86.15 	in all courses consistent with state and federal law, and communicate with the families of 
86.16 	students identified as English learners and encourage their involvement in the students' 
86.17 	educational program; and
86.18 	(8) provide meals for students participating in distance learning, including an option for 
86.19 	delivery of weekly meals.
86.20 	(c) A school district or charter school that offers distance learning does not generate 
86.21 	revenue as an online learning provider and is not subject to application approval under 
86.22 	Minnesota Statutes, section 124D.095.
86.23 	(d) A school district or charter school offering distance or hybrid learning options must 
86.24 	not require a teacher to provide simultaneous instruction to students in person and doing 
86.25 	online learning at the same time.
86.26 	(e) A district or charter school must provide an additional 30 minutes of daily preparation 
86.27 	time to a teacher providing instruction to students in person and to students doing online 
86.28 	learning at different times in one day. The district or charter school must provide the 
86.29 	additional preparation time in one or two uninterrupted blocks of time during the regular 
86.30 	school day. A district or charter school and the exclusive representative of teachers may 
86.31 	agree to waive, limit, or modify the additional preparation time requirement.

86.32 	EFFECTIVE DATE. This section is effective for the 2021-2022 school year only.

87.1 	Sec. 67. PROFESSIONAL DEVELOPMENT ON LITERACY INSTRUCTION.
 87.2 	Notwithstanding any law to the contrary, a district must use up to 0.5 percent of its staff 
87.3 	development revenue under Minnesota Statutes, section 122A.61, or its literacy incentive 
87.4 	aid under Minnesota Statutes, section 124D.98, on rigorous professional development for 
87.5 	teachers based on the science of reading that includes:
87.6 	(1) explicit, systematic, and sequential instruction in foundational reading skills and 
87.7 	higher-order literacy skills;
87.8 	(2) instruction on using structured, phonemic, phonetic multisensory methods to teach 
87.9 	students to read; and
87.10 	(3) instruction on assessing student needs and interpreting student assessment data.

87.11 	EFFECTIVE DATE. This section is effective for the 2021-2022 and 2022-2023 school 
87.12 	years only.

87.13 	Sec. 68. ONETIME AMERICAN INDIAN TRIBAL CONTRACT DECLINING 
87.14 	ENROLLMENT AID; FISCAL YEAR 2021.
 87.15 	Notwithstanding Minnesota Statutes, section 124D.83, for fiscal year 2021 only, 
87.16 	American Indian Tribal contract aid shall be increased by an amount equal to the greater 
87.17 	of zero or the product of:
87.18 	(1) 20.5 percent of the formula allowance for fiscal year 2021; and
87.19 	(2) the difference between the adjusted pupil units for fiscal year 2020 and the adjusted 
87.20 	pupil units for fiscal year 2021.

87.21 	EFFECTIVE DATE. This section is effective the day following final enactment for 
87.22 	fiscal year 2021.

87.23 	Sec. 69. ACADEMIC STANDARDS.
 87.24 		Subdivision 1.Social studies standards. (a) The commissioner of education must ensure 
87.25 	that the revised social studies standards adopted as a result of the review beginning in the 
87.26 	2020-2021 school year include personal finance standards that improve students' financial 
87.27 	literacy. The related benchmarks must address creating a household budget, taking out loans 
87.28 	and accruing debt, how interest works, home mortgages, how to file taxes, the impact of 
87.29 	student loan debt, and how to read a paycheck and payroll deductions. In developing the 
87.30 	standards and benchmarks, the commissioner must consider the needs of young adults, 
87.31 	low-income individuals, immigrants, and American Indian students or students of color. 
88.1 	The commissioner is encouraged to consult with the Minnesota Council on Economic 
88.2 	Education, the University of Minnesota Extension, and community-based organizations 
88.3 	that promote financial literacy in underserved communities.
88.4 	(b) The commissioner of education must ensure that the revised social studies standards 
88.5 	adopted as a result of the review beginning in the 2020-2021 school year include benchmarks 
88.6 	in government and citizenship in 11th or 12th grade.
88.7 		Subd. 2.Other standards. Notwithstanding Minnesota Statutes, section 120B.021, the 
88.8 	commissioner of education must suspend the review and revision of academic standards 
88.9 	and related benchmarks in mathematics and the implementation of revised physical education 
88.10 	and arts academic standards under Minnesota Statutes, section 120B.021, until June 1, 2022. 
88.11 	This suspension does not prevent the commissioner from supporting schools and districts 
88.12 	with future implementation, continuing with current rulemaking activities, or developing 
88.13 	future statewide assessments in science or reading. The commissioner must implement a 
88.14 	review and revision of the academic standards and related benchmarks in mathematics 
88.15 	beginning in the 2022-2023 school year.

88.16 	EFFECTIVE DATE. This section is effective the day following final enactment.

88.17 	Sec. 70. APPROPRIATIONS.
 88.18 		Subdivision 1.Department of Education. The sums indicated in this section are 
88.19 	appropriated from the general fund to the Department of Education for the fiscal years 
88.20 	designated.
88.21 		Subd. 2.Achievement and integration aid. For achievement and integration aid under 
88.22 	Minnesota Statutes, section 124D.862:

88.23		$
	84,057,000
	.....
	2022
	
88.24		$
	83,431,000
	.....
	2023
	
88.25 	The 2022 appropriation includes $7,912,000 for 2021 and $76,145,000 for 2022.
88.26 	The 2023 appropriation includes $8,460,000 for 2022 and $74,971,000 for 2023.
88.27 		Subd. 3.American Indian education aid. For American Indian education aid under 
88.28 	Minnesota Statutes, section 124D.81, subdivision 2a:

88.29		$
	11,351,000
	.....
	2022
	
88.30		$
	11,775,000
	.....
	2023
	
88.31 	The 2022 appropriation includes $1,087,000 for 2021 and $10,264,000 for 2022.
89.1 	The 2023 appropriation includes $1,140,000 for 2022 and $10,635,000 for 2023.
89.2 		Subd. 4.Charter school building lease aid. For building lease aid under Minnesota 
89.3 	Statutes, section 124E.22:

89.4		$
	93,547,000
	.....
	2022
	
89.5		$
	99,819,000
	.....
	2023
	
89.6 	The 2022 appropriation includes $8,806,000 for 2021 and $84,741,000 for 2022.
89.7 	The 2023 appropriation includes $9,415,000 for 2022 and $90,404,000 for 2023.
89.8 		Subd. 5.Civic education grants. (a) For the Minnesota Civic Education Coalition for 
89.9 	grants to Youth in Government, the Learning Law and Democracy Foundation, and the 
89.10 	YMCA Center for Youth Voice to support civic education programs for youth age 18 and 
89.11 	under to provide teacher professional development, educational resources, and program 
89.12 	support:

89.13		$
	75,000
	.....
	2022
	
89.14		$
	75,000
	.....
	2023
	
89.15 	(b) The programs must instruct students in:
89.16 	(1) the constitutional principles and the democratic foundation of our national, state, 
89.17 	and local institutions; and
89.18 	(2) the political processes and structures of government, grounded in the understanding 
89.19 	of constitutional government and individual rights.
89.20 	(c) Any balance in the first year does not cancel but is available in the second year.
89.21 	(d) The base for fiscal year 2024 is $0.
89.22 		Subd. 6.College entrance examination reimbursement. (a) To reimburse districts for 
89.23 	the costs of college entrance examination fees of free or reduced-price meal eligible students 
89.24 	who take the ACT or SAT test under Minnesota Statutes, section 120B.30, subdivision 1, 
89.25 	paragraph (e):

89.26		$
	1,011,000
	.....
	2022
	
89.27		$
	1,011,000
	.....
	2023
	
89.28 	(b) Any balance in the first year does not cancel but is available in the second year.
89.29 		Subd. 7.Concurrent enrollment aid. (a) For concurrent enrollment aid under Minnesota 
89.30 	Statutes, section 124D.091:

90.1		$
	5,000,000
	.....
	2022
	
90.2		$
	5,000,000
	.....
	2023
	
90.3 	(b) If the appropriation is insufficient, the commissioner must proportionately reduce 
90.4 	the aid payment to each school district.
90.5 	(c) Any balance in the first year does not cancel but is available in the second year.
90.6 		Subd. 8.Early childhood literacy programs. (a) For early childhood literacy programs 
90.7 	under Minnesota Statutes, section 119A.50, subdivision 3:

90.8		$
	7,950,000
	.....
	2022
	
90.9		$
	7,950,000
	.....
	2023
	
90.10 	(b) Up to $7,950,000 each year is for leveraging federal and private funding to support 
90.11 	AmeriCorps members serving in the Minnesota reading corps program established by 
90.12 	ServeMinnesota, including costs associated with training and teaching early literacy skills 
90.13 	to children ages three through grade 3 and evaluating the impact of the program under 
90.14 	Minnesota Statutes, sections 124D.38, subdivision 2, and 124D.42, subdivision 6.
90.15 	(c) Any balance in the first year does not cancel but is available in the second year.
90.16 		Subd. 9.Equitable school enhancement grants. (a) To support schools in their efforts 
90.17 	to close opportunity and achievement gaps under Minnesota Statutes, section 120B.113:

90.18		$
	3,000,000
	.....
	2022
	
90.19		$
	3,000,000
	.....
	2023
	
90.20 	(b) The department may use up to five percent of this appropriation to administer the 
90.21 	grant program.
90.22 	(c) Any balance in the first year does not cancel but is available in the second year.
90.23 		Subd. 10.Examination fees; teacher training and support programs. (a) For students' 
90.24 	advanced placement and international baccalaureate examination fees under Minnesota 
90.25 	Statutes, section 120B.13, subdivision 3, and the training and related costs for teachers and 
90.26 	other interested educators under Minnesota Statutes, section 120B.13, subdivision 1:

90.27		$
	4,500,000
	.....
	2022
	
90.28		$
	4,500,000
	.....
	2023
	
90.29 	(b) The advanced placement program shall receive 75 percent of the appropriation each 
90.30 	year and the international baccalaureate program shall receive 25 percent of the appropriation 
90.31 	each year. The department, in consultation with representatives of the advanced placement 
90.32 	and international baccalaureate programs selected by the Advanced Placement Advisory 
91.1 	Council and International Baccalaureate Minnesota, respectively, shall determine the amounts 
91.2 	of the expenditures each year for examination fees and training and support programs for 
91.3 	each program.
91.4 	(c) Notwithstanding Minnesota Statutes, section 120B.13, subdivision 1, at least $500,000 
91.5 	each year is for teachers to attend subject matter summer training programs and follow-up 
91.6 	support workshops approved by the advanced placement or international baccalaureate 
91.7 	programs. The amount of the subsidy for each teacher attending an advanced placement or 
91.8 	international baccalaureate summer training program or workshop shall be the same. The 
91.9 	commissioner shall determine the payment process and the amount of the subsidy.
91.10 	(d) The commissioner shall pay all examination fees for all students of low-income 
91.11 	families under Minnesota Statutes, section 120B.13, subdivision 3, and to the extent of 
91.12 	available appropriations, shall also pay examination fees for students sitting for an advanced 
91.13 	placement examination, international baccalaureate examination, or both.
91.14 	(e) Any balance in the first year does not cancel but is available in the second year.
91.15 		Subd. 11.Expand rigorous coursework for Black students, Indigenous students, 
91.16 	students of color, and students in greater Minnesota. (a) For grants to expand rigorous 
91.17 	coursework primarily for but not limited to disadvantaged and underrepresented students 
91.18 	and students in greater Minnesota, such as through advanced placement courses, international 
91.19 	baccalaureate programs, career and technical education, and concurrent enrollment courses:

91.20		$
	3,730,000
	.....
	2022
	
91.21		$
	3,730,000
	.....
	2023
	
91.22 	(b) Eligible recipients include school districts, charter schools, intermediate school 
91.23 	districts, and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 
91.24 	2.
91.25 	(c) Of this amount, $1,300,000 each year is for grants to support professional development 
91.26 	and incentives for high school teachers to develop and expand course offerings approved 
91.27 	by the state. An eligible recipient must offer the professional development or course through 
91.28 	a regional partnership or statewide program. Compensation for teachers to teach courses 
91.29 	beyond the contract day or year is an allowable expenditure. Funds may supplement, but 
91.30 	not replace, current state and federal program funds. Grants are limited to $50,000 per 
91.31 	recipient.
91.32 	(d) Of this amount, $2,430,000 each year is for matching grants to support rigorous 
91.33 	course expansion and statewide career and technical education program quality 
92.1 	improvements. The department must provide technical support and guidance. Funds may 
92.2 	supplement, but not replace, current state and federal program funds. Grants are limited to 
92.3 	$100,000 per recipient.
92.4 	(e) The department must require an applicant for grant funds to submit a plan that 
92.5 	describes how the applicant would use grant funds to increase participation by disadvantaged 
92.6 	and underrepresented students in rigorous coursework. The department must consider an 
92.7 	applicant's goals, strategies, and capacity to increase participation by disadvantaged and 
92.8 	underrepresented students when awarding funds.
92.9 	(f) At least 50 percent of the funds in this subdivision must be appropriated to grant 
92.10 	recipients in greater Minnesota.
92.11 	(g) Up to five percent of this appropriation is available for program and grant 
92.12 	administration.
92.13 	(h) Any balance in the first year does not cancel but is available in the second year.
92.14 	(i) The base for fiscal year 2024 and later is $3,530,000.
92.15 		Subd. 12.Full-service community schools. (a) For comprehensive program support 
92.16 	for full-service community schools:

92.17		$
	5,000,000
	.....
	2022
	
92.18		$
	5,000,000
	.....
	2023
	
92.19 	(b) Of this amount, priority must be given to programs in the following order:
92.20 	(1) current grant recipients issued under Minnesota Statutes, section 124D.231;
92.21 	(2) schools identified as low-performing under the federal Every Student Succeeds Act; 
92.22 	and
92.23 	(3) any other applicants.
92.24 	(c) Any balance in the first year does not cancel but is available in the second year.
92.25 		Subd. 13.Girls in Action grant. (a) For a grant to the Girls in Action program to enable 
92.26 	Girls in Action to continue to provide and expand Twin Cities metropolitan area school and 
92.27 	community-based programs that encourage and support low-income girls of color:

92.28		$
	1,500,000
	.....
	2022
	
92.29		$
	0
	.....
	2023
	
93.1 	(b) Of the appropriated funds, $1,000,000 must be used to sustain 16 current Girls in 
93.2 	Action program sites and expand to reach an additional four sites in inner ring suburban 
93.3 	communities with growing ethnic diversity among students.
93.4 	(c) Of the appropriated funds, $500,000 must be used to sustain three community-based 
93.5 	Girls in Action programs for Asian, East African, and Latina girls in Hennepin, Ramsey, 
93.6 	and Dakota Counties, and to expand an additional two community-based programs in these 
93.7 	counties to reach Native American and African American girls.
93.8 	(d) Girls in Action programs supported by these funds must include programs focused 
93.9 	on:
93.10 	(1) increasing academic performance, high school graduation rates, and enrollment in 
93.11 	postsecondary education for girls faced with social, demographic, racial, and economic 
93.12 	barriers and challenges;
93.13 	(2) increasing mentoring, literacy, career development, positive community engagement, 
93.14 	and number of qualified female employees of color in the workforce pipeline, particularly 
93.15 	in the science, technology, engineering, and mathematics fields;
93.16 	(3) providing coaching, mentoring, health and wellness counseling, resources to girls 
93.17 	whose experience with sexual assault has negatively impacted their academics and behavior, 
93.18 	and culturally sensitive therapy resources and counseling services to sexual assault victims; 
93.19 	and
93.20 	(4) increasing financial literacy and knowledge of options for financing college or 
93.21 	postsecondary education.
93.22 	(e) This is a onetime appropriation.
93.23 	(f) Any balance in the first year does not cancel but is available until June 30, 2024.
93.24 		Subd. 14.Grants to increase science, technology, engineering, and math course 
93.25 	offerings. (a) For grants to schools to encourage low-income and other underserved students 
93.26 	to participate in advanced placement and international baccalaureate programs according 
93.27 	to Minnesota Statutes, section 120B.132:

93.28		$
	250,000
	.....
	2022
	
93.29		$
	250,000
	.....
	2023
	
93.30 	(b) The commissioner must consider grant applications from schools located in greater 
93.31 	Minnesota and from schools located in the seven-county metropolitan area.
93.32 	(c) Any balance in the first year does not cancel but is available in the second year.
94.1 		Subd. 15.Indigenous education for all. (a) For the implementation of indigenous 
94.2 	education for all legislation based on the standards and benchmarks in place with the 
94.3 	contributions of Minnesota's Tribal Nations and communities under Minnesota Statutes, 
94.4 	section 120B.17:

94.5		$
	887,000
	.....
	2022
	
94.6		$
	437,000
	.....
	2023
	
94.7 	(b) Of this amount, $450,000 in 2022 is for onetime competitive grants to provide 
94.8 	curricular resources to schools.
94.9 	(c) Of this amount, $150,000 annually is for a grant to the Tribal Nations Education 
94.10 	Committee.
94.11 	(d) Of this amount, $287,000 annually is for department administration and 
94.12 	implementation of the standards.
94.13 		Subd. 16.Interdistrict desegregation or integration transportation grants. For 
94.14 	interdistrict desegregation or integration transportation grants under Minnesota Statutes, 
94.15 	section 124D.87:

94.16		$
	12,310,000
	.....
	2022
	
94.17		$
	14,823,000
	.....
	2023
	
94.18 		Subd. 17.Literacy incentive aid. For literacy incentive aid under Minnesota Statutes, 
94.19 	section 124D.98:

94.20		$
	45,075,000
	.....
	2022
	
94.21		$
	45,968,000
	.....
	2023
	
94.22 	The 2022 appropriation includes $4,463,000 for 2021 and $40,612,000 for 2022.
94.23 	The 2023 appropriation includes $4,512,000 for 2022 and $41,456,000 for 2023.
94.24 		Subd. 18.Minnesota Council on Economic Education. (a) For a grant to the Minnesota 
94.25 	Council on Economic Education:

94.26		$
	250,000
	.....
	2022
	
94.27		$
	250,000
	.....
	2023
	
94.28 	(b) The grant must be used to:
94.29 	(1) provide professional development to Minnesota's kindergarten through grade 12 
94.30 	teachers implementing state graduation standards in learning areas related to economic 
94.31 	education;
95.1 	(2) support the direct-to-student ancillary economic and personal finance programs that 
95.2 	Minnesota teachers supervise and coach; and
95.3 	(3) provide support to geographically diverse affiliated higher education-based centers 
95.4 	for economic education, including those based at Minnesota State University Mankato, 
95.5 	Minnesota State University Moorhead, St. Cloud State University, St. Catherine University, 
95.6 	and the University of St. Thomas, as their work relates to activities in clauses (1) and (2).
95.7 	(c) By February 15 of each year following the receipt of a grant, the Minnesota Council 
95.8 	on Economic Education must report to the commissioner of education on the number and 
95.9 	type of in-person and online teacher professional development opportunities provided by 
95.10 	the Minnesota Council on Economic Education or its affiliated state centers for economic 
95.11 	education. The report must include a description of the content, length, and location of the 
95.12 	programs; the number of preservice and licensed teachers receiving professional development 
95.13 	through each of these opportunities; and a summary of evaluations of teacher professional 
95.14 	opportunities.
95.15 	(d) On August 15, 2021, the Department of Education must pay the full amount of the 
95.16 	grant for fiscal year 2022 to the Minnesota Council on Economic Education. On August 
95.17 	15, 2022, the Department of Education must pay the full amount of the grant for fiscal year 
95.18 	2023 to the Minnesota Council on Economic Education. The Minnesota Council on Economic 
95.19 	Education must submit its fiscal reporting in the form and manner specified by the 
95.20 	commissioner. The commissioner may request additional information as necessary.
95.21 	(e) Any balance in the first year does not cancel but is available in the second year.
95.22 	(f) The base for fiscal year 2024 is $0.
95.23 		Subd. 19.Minnesota Independence College and Community. (a) For transfer to the 
95.24 	Office of Higher Education for grants to Minnesota Independence College and Community 
95.25 	for tuition reduction and institutional support:

95.26		$
	625,000
	.....
	2022
	
95.27		$
	625,000
	.....
	2023
	
95.28 	(b) Any balance in the first year does not cancel but is available in the second year.
95.29 		Subd. 20.Minnesota math corps program. (a) For the Minnesota math corps program 
95.30 	under Minnesota Statutes, section 124D.42, subdivision 9:

95.31		$
	2,500,000
	.....
	2022
	
95.32		$
	2,500,000
	.....
	2023
	
95.33 	(b) Any balance in the first year does not cancel but is available in the second year.
96.1 		Subd. 21.Minnesota Principals Academy. (a) For grants to the University of Minnesota 
96.2 	College of Education and Human Development for the operation of the Minnesota Principals 
96.3 	Academy:

96.4		$
	200,000
	.....
	2022
	
96.5		$
	200,000
	.....
	2023
	
96.6 	(b) Of these amounts, $50,000 must be used to pay the costs of attendance for principals 
96.7 	and school leaders from schools identified for intervention under the state's accountability 
96.8 	system as implemented to comply with the federal Every Student Succeeds Act. To the 
96.9 	extent funds are available, the Department of Education is encouraged to use up to $200,000 
96.10 	of federal Title II funds to support additional participation in the Principals Academy by 
96.11 	principals and school leaders from schools identified for intervention under the state's 
96.12 	accountability system as implemented to comply with the federal Every Student Succeeds 
96.13 	Act.
96.14 	(c) Any balance in the first year does not cancel but is available in the second year.
96.15 		Subd. 22.Minnesota Youth Council. (a) For grants to the Minnesota Alliance With 
96.16 	Youth for the activities of the Minnesota Youth Council:

96.17		$
	187,000
	.....
	2022
	
96.18		$
	187,000
	.....
	2023
	
96.19 	(b) Any balance in the first year does not cancel but is available in the second year.
96.20 		Subd. 23.Multitiered systems of support. (a) For the Minnesota Department of 
96.21 	Education to support schools in reinforcing systemic approaches to meet the needs of 
96.22 	individual students and ensure effective implementation of multitiered systems of support 
96.23 	in the areas of academics, social and emotional learning, and physical health services:

96.24		$
	5,000,000
	.....
	2022
	
96.25		$
	5,000,000
	.....
	2023
	
96.26 	(b) Of this amount, $3,200,000 is for regional centers of excellence under the Minnesota 
96.27 	service cooperatives to fund staff to support the implementation of multitiered systems of 
96.28 	support, ensuring research-validated models are supported for prekindergarten through 
96.29 	grade 12 in school districts and charter schools.
96.30 	(c) Of this amount, $1,800,000 is reserved for grants to school districts and charter 
96.31 	schools to partner with community-based organizations and programs.
96.32 	(d) Grant funds must be used for implementation of evidence-based policies, procedures, 
96.33 	and practices within the multitiered systems of support prioritizing before and after school 
97.1 	programming for historically underserved students and access to mental health services for 
97.2 	students.
97.3 	(e) Eligible grantees include school districts, charter schools, intermediate school districts, 
97.4 	and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2.
97.5 	(f) Up to five percent of this appropriation is available for program and grant 
97.6 	administration.
97.7 	(g) Any balance in the first year does not cancel but is available in the second year.
97.8 		Subd. 24.Museums and education centers. (a) For grants to museums and education 
97.9 	centers:

97.10		$
	610,000
	.....
	2022
	
97.11		$
	610,000
	.....
	2023
	
97.12 	(b) $269,000 each year is for the Minnesota Children's Museum.
97.13 	(c) $50,000 each year is for the Minnesota Children's Museum, Rochester.
97.14 	(d) $50,000 each year is for the Duluth Children's Museum.
97.15 	(e) $41,000 each year is for the Minnesota Academy of Science.
97.16 	(f) $50,000 each year is for the Headwaters Science Center.
97.17 	(g) $50,000 each year is for the Children's Museum of Southern Minnesota.
97.18 	(h) $50,000 each year is for the Works Museum in Bloomington.
97.19 	(i) $50,000 each year is for the Children's Discovery Museum of Grand Rapids.
97.20 	(j) A recipient of a grant under this subdivision must use the funds to encourage and 
97.21 	increase access for historically underserved communities.
97.22 	(k) Any balance in the first year does not cancel but is available in the second year.
97.23 		Subd. 25.P-TECH schools. (a) For P-TECH support grants under Minnesota Statutes, 
97.24 	section 124D.093, subdivision 5:

97.25		$
	791,000
	.....
	2022
	
97.26		$
	791,000
	.....
	2023
	
97.27 	(b) The amounts in this subdivision are for grants to a public-private partnership that 
97.28 	includes Independent School District No. 535, Rochester.
97.29 	(c) Any balance in the first year does not cancel but is available in the second year.
98.1 		Subd. 26.Recovery program grants. (a) For recovery program grants under Minnesota 
98.2 	Statutes, section 124D.695:

98.3		$
	750,000
	.....
	2022
	
98.4		$
	750,000
	.....
	2023
	
98.5 	(b) Any balance in the first year does not cancel but is available in the second year.
98.6 		Subd. 27.Rural career and technical education consortium. (a) For rural career and 
98.7 	technical education consortium grants:

98.8		$
	3,000,000
	.....
	2022
	
98.9		$
	3,000,000
	.....
	2023
	
98.10 	(b) Any balance in the first year does not cancel but is available in the second year.
98.11 		Subd. 28.Sanneh Foundation. (a) For grants to the Sanneh Foundation for purposes 
98.12 	of subdivision 3:

98.13		$
	2,000,000
	.....
	2022
	
98.14		$
	2,000,000
	.....
	2023
	
98.15 	(b) The grants to the Sanneh Foundation must be directed toward programs for 
98.16 	low-performing and chronically absent students with a focus on low-income students and 
98.17 	students of color. The goals of the grants include decreasing absenteeism, encouraging 
98.18 	school engagement, improving grades, and improving graduation rates. The grants may be 
98.19 	used to:
98.20 	(1) provide all-day, in-school academic and behavioral interventions and social and 
98.21 	emotional learning throughout the school year;
98.22 	(2) provide year-round, out-of-school behavioral, social, and emotional learning 
98.23 	interventions and enrichment activities;
98.24 	(3) enhance career exploration opportunities, including exposure to businesses and 
98.25 	business activities; and
98.26 	(4) develop pathways in cooperation with businesses or higher education partners for 
98.27 	participants to pursue careers in education and youth development.
98.28 	(c) Any balance in the first year does not cancel but is available in the second year.
98.29 	(d) The base for fiscal year 2024 is $1,000,000.
98.30 		Subd. 29.ServeMinnesota program. (a) For funding ServeMinnesota programs under 
98.31 	Minnesota Statutes, sections 124D.37 to 124D.45:

99.1		$
	900,000
	.....
	2022
	
99.2		$
	900,000
	.....
	2023
	
99.3 	(b) A grantee organization may provide health and child care coverage to the dependents 
99.4 	of each participant enrolled in a full-time ServeMinnesota program to the extent such 
99.5 	coverage is not otherwise available.
99.6 	(c) Any balance in the first year does not cancel but is available in the second year.
99.7 		Subd. 30.Singing-based pilot program to improve student reading. (a) For a grant 
99.8 	to pilot a research-supported, computer-based educational program that uses singing to 
99.9 	improve the reading ability of students in grades 2 through 5:

99.10		$
	75,000
	.....
	2022
	
99.11 	(b) The commissioner of education shall award a grant to the Rock 'n' Read Project to 
99.12 	implement a research-supported, computer-based educational program that uses singing to 
99.13 	improve the reading ability of students in grades 2 through 5. The grantee shall be responsible 
99.14 	for selecting participating school sites; providing any required hardware and software, 
99.15 	including software licenses, for the duration of the grant period; providing technical support, 
99.16 	training, and staff to install required project hardware and software; providing on-site 
99.17 	professional development and instructional monitoring and support for school staff and 
99.18 	students; administering preintervention and postintervention reading assessments; evaluating 
99.19 	the impact of the intervention; and other project management services as required. To the 
99.20 	extent practicable, the grantee must select participating schools in urban, suburban, and 
99.21 	greater Minnesota, and give priority to schools in which a high proportion of students do 
99.22 	not read proficiently at grade level and are eligible for free or reduced-price lunch.
99.23 	(c) By February 15, 2023, the grantee must submit a report detailing expenditures and 
99.24 	outcomes of the grant to the commissioner of education and the chairs and ranking minority 
99.25 	members of the legislative committees with jurisdiction over kindergarten through grade 
99.26 	12 education policy and finance.
99.27 	(d) Any balance in the first year does not cancel but is available in the second year.
99.28 	(e) This is a onetime appropriation.
99.29 		Subd. 31.Starbase MN. (a) For a grant to Starbase MN for a rigorous science, 
99.30 	technology, engineering, and math (STEM) program providing students in grades 4 through 
99.31 	6 with a multisensory learning experience and a hands-on curriculum in an aerospace 
99.32 	environment using state-of-the-art technology:

100.1		$
	500,000
	.....
	2022
	
100.2		$
	500,000
	.....
	2023
	
100.3 	(b) Any balance in the first year does not cancel but is available in the second year.
100.4 		Subd. 32.Statewide testing and reporting system. (a) For the statewide testing and 
100.5 	reporting system under Minnesota Statutes, section 120B.30:

100.6		$
	9,692,000
	.....
	2022
	
100.7		$
	9,692,000
	.....
	2023
	
100.8 	(b) Any balance in the first year does not cancel but is available in the second year.
100.9 	(c) The base in 2024 and 2025 is $10,892,000 per year.
100.10 		Subd. 33.Student organizations. (a) For student organizations:

100.11		$
	768,000
	.....
	2022
	
100.12		$
	768,000
	.....
	2023
	
100.13 	(b) $46,000 each year is for student organizations serving health occupations (HOSA).
100.14 	(c) $100,000 each year is for student organizations serving trade and industry occupations 
100.15 	(Skills USA, secondary and postsecondary).
100.16 	(d) $95,000 each year is for student organizations serving business occupations (BPA, 
100.17 	secondary and postsecondary).
100.18 	(e) $193,000 each year is for student organizations serving agriculture occupations (FFA, 
100.19 	PAS).
100.20 	(f) $185,000 each year is for student organizations serving family and consumer science 
100.21 	occupations (FCCLA). Notwithstanding Minnesota Rules, part 3505.1000, subparts 28 and 
100.22 	31, the student organizations serving FCCLA shall continue to serve students younger than 
100.23 	grade 9.
100.24 	(g) $109,000 each year is for student organizations serving marketing occupations (DECA 
100.25 	and DECA collegiate).
100.26 	(h) $40,000 each year is for the Minnesota Foundation for Student Organizations.
100.27 	(i) Any balance in the first year does not cancel but is available in the second year.
100.28 		Subd. 34.Tribal contract school aid. For Tribal contract school aid under Minnesota 
100.29 	Statutes, section 124D.83, and Tribal contract onetime compensatory aid:

100.30		$
	2,775,000
	.....
	2022
	
100.31		$
	3,138,000
	.....
	2023
	
101.1 	The 2022 appropriation includes $227,000 for 2021 and $2,548,000 for 2022.
101.2 	The 2023 appropriation includes $283,000 for 2022 and $2,855,000 for 2023.

101.3 	Sec. 71. REVISOR INSTRUCTION.
 101.4 	The revisor of statutes shall renumber each section of Minnesota Statutes listed in column 
101.5 	A with the number listed in column B. The revisor shall also make necessary cross-reference 
101.6 	changes consistent with the renumbering. The revisor shall also make any technical language 
101.7 	and other changes necessitated by the renumbering and cross-reference changes in this act.

101.8		Column A
	Column B
	
101.9	General Requirements Statewide Assessments
	
101.10		120B.30, subdivision 1a, paragraph (h)
	120B.30, subdivision 1
	
101.11		120B.30, subdivision 1, paragraph (q)
	120B.30, subdivision 2
	
101.12		120B.30, subdivision 1a, paragraph (g)
	120B.30, subdivision 3
	
101.13		120B.30, subdivision 1b
	120B.30, subdivision 4
	
101.14		120B.30, subdivision 1, paragraph (n)
	120B.30, subdivision 5, paragraph (a)
	
101.15		120B.30, subdivision 1, paragraph (a)
	120B.30, subdivision 5, paragraph (b)
	
101.16		120B.30, subdivision 1a, paragraph (e)
	120B.30, subdivision 6, paragraph (a)
	
101.17		120B.30, subdivision 2, paragraph (a)
	120B.30, subdivision 6, paragraph (b)
	
101.18
101.19		120B.30, subdivision 2, paragraph (b), 
clauses (1) and (2)
	120B.30, subdivision 6, paragraph (c)
	
101.20		120B.30, subdivision 2
	120B.30, subdivision 6, paragraph (d)
	
101.21		120B.30, subdivision 4
	120B.30, subdivision 7
	
101.22		120B.30, subdivision 5
	120B.30, subdivision 8
	
101.23		120B.30, subdivision 6
	120B.30, subdivision 9
	
101.24		120B.30, subdivision 1, paragraph (e)
	120B.30, subdivision 10
	
101.25	General Requirements Test Design
	
101.26
101.27		120B.30, subdivision 1a, paragraph (a), 
clauses (1) to (5)
	120B.301, subdivision 1
	
101.28		120B.30, subdivision 1, paragraph (a)
	120B.301, subdivision 2
	
101.29		120B.30, subdivision 1, paragraph (b)
	120B.301, subdivision 3, paragraph (a)
	
101.30		120B.30, subdivision 1, paragraph (n)
	120B.301, subdivision 3, paragraph (b)
	
101.31		120B.30, subdivision 1a, paragraph (b)
	120B.301, subdivision 3, paragraph (c)
	
101.32
101.33		120B.30, subdivision 1a, paragraph (c), 
clauses (1) and (2)
	120B.301, subdivision 3, paragraph (d)
	
101.34	Assessment Graduation Requirements
	
101.35
101.36		120B.30, subdivision 1, paragraph (c), 
clauses (1) and (2)
	120B.304, subdivision 1
	
101.37		120B.30, subdivision 1, paragraph (d)
	120B.304, subdivision 2
	
102.1		120B.30, subdivision 1, paragraph (i)
	120B.304, subdivision 3
	
102.2	Assessment Reporting Requirements
	
102.3
102.4		120B.30, subdivision 1a, paragraph (f), 
clauses (1) to (3)
	120B.305, subdivision 1
	
102.5
102.6		120B.30, subdivision 1a, paragraph (d), 
clauses (1) to (4)
	120B.305, subdivision 2, paragraph (a)
	
102.7		120B.30, subdivision 1, paragraph (m)
	120B.305, subdivision 2, paragraph (b)
	
102.8		120B.30, subdivision 1, paragraph (n)
	120B.305, subdivision 2, paragraph (c)
	
102.9102.10
		120B.30, subdivision 1, paragraph (o), 
clauses (1) to (4)
	120B.305, subdivision 3, paragraph (a)
	
102.11		120B.30, subdivision 3
	120B.305, subdivision 3, paragraph (b)
	
102.12	District Assessment Requirements
	
102.13		120B.301, paragraphs (a) to (c)
	120B.306, subdivision 1
	
102.14		120B.304, paragraphs (a) and (b)
	120B.306, subdivision 2
	
102.15	College and Career Readiness
	
102.16		120B.30, subdivision 1, paragraph (p)
	120B.307, subdivision 1
	
102.17		120B.30, subdivision 1, paragraph (d)
	120B.307, subdivision 2
	
102.18		120B.30, subdivision 1, paragraph (f)
	120B.307, subdivision 3
	
102.19		120B.30, subdivision 1, paragraph (g)
	120B.307, subdivision 4, paragraph (a)
	
102.20		120B.30, subdivision 1, paragraph (h)
	120B.307, subdivision 4, paragraph (b)
	
102.21		120B.30, subdivision 1, paragraph (j)
	120B.307, subdivision 4, paragraph (c)
	
102.22		120B.30, subdivision 1, paragraph (k)
	120B.307, subdivision 4, paragraph (d)
	
102.23		120B.30, subdivision 1, paragraph (l)
	120B.307, subdivision 4, paragraph (e)

102.24 	Sec. 72. REPEALER.
 102.25 	Minnesota Statutes 2020, section 120B.35, subdivision 5, is repealed.

102.26 	ARTICLE 3
102.27 	TEACHERS

102.28 	Section 1. [120B.117] INCREASING PERCENTAGE OF TEACHERS OF COLOR 
102.29 	AND AMERICAN INDIAN TEACHERS IN MINNESOTA.
102.30 		Subdivision 1.Purpose. This section sets short-term and long-term state goals for 
102.31 	increasing the percentage of teachers of color and American Indian teachers in Minnesota 
102.32 	and for ensuring all students have equitable access to effective and racially and ethnically 
102.33 	diverse teachers who reflect the diversity of students. The goals and report required under 
102.34 	this section are also important for meeting state goals for the world's best workforce under 
102.35 	section 120B.11, achievement and integration under section 124D.861, and higher education 
103.1 	attainment under section 135A.012, all of which have been established to close persistent 
103.2 	opportunity and achievement gaps that limit students' success in school and life and impede 
103.3 	the state's economic growth.
103.4 		Subd. 2.Equitable access to racially and ethnically diverse teachers. The percentage 
103.5 	of teachers who are of color or American Indian in Minnesota should increase at least two 
103.6 	percentage points per year to have a teaching workforce that more closely reflects the state's 
103.7 	increasingly diverse student population and to ensure all students have equitable access to 
103.8 	effective and diverse teachers by 2040.
103.9 		Subd. 3.Rights not created. The attainment goal in this section is not to the exclusion 
103.10 	of any other goals and does not confer a right or create a claim for any person.
103.11 		Subd. 4.Reporting. Beginning in 2022 and every even-numbered year thereafter, the 
103.12 	Professional Educator Licensing and Standards Board must collaborate with the Department 
103.13 	of Education and the Office of Higher Education to publish a summary report of each of 
103.14 	the programs they administer and any other programs receiving state appropriations that 
103.15 	have or include an explicit purpose of increasing the racial and ethnic diversity of the state's 
103.16 	teacher workforce to more closely reflect the diversity of students. The report must include 
103.17 	programs under sections 122A.094, 122A.63, 122A.635, 122A.70, 124D.09, 124D.861, 
103.18 	136A.1275, and 136A.1791, along with any other programs or initiatives that receive state 
103.19 	appropriations to address the shortage of teachers of color and American Indian teachers. 
103.20 	The board must, in coordination with the Office of Higher Education and Department of 
103.21 	Education, provide policy and funding recommendations related to state-funded programs 
103.22 	to increase the recruitment, preparation, licensing, hiring, and retention of racially and 
103.23 	ethnically diverse teachers and the state's progress toward meeting or exceeding the goals 
103.24 	of this section. The report must also include recommendations for state policy and funding 
103.25 	needed to achieve the goals of this section, as well as plans for sharing the report and 
103.26 	activities of grant recipients, and opportunities among grant recipients of various programs 
103.27 	to share effective practices with each other. The 2022 report must include a recommendation 
103.28 	of whether a state advisory council should be established to address the shortage of racially 
103.29 	and ethnically diverse teachers and what the composition and charge of such an advisory 
103.30 	council would be if established. The board must consult with the Indian Affairs Council 
103.31 	and other ethnic councils along with other community partners, including students of color 
103.32 	and American Indian students, in developing the report. By November 1 of each 
103.33 	even-numbered year, the board must submit the report to the chairs and ranking minority 
103.34 	members of the legislative committees with jurisdiction over education and higher education 
103.35 	policy and finance. The report must be available to the public on the board's website.

104.1 	EFFECTIVE DATE. This section is effective the day following final enactment.

104.2 	Sec. 2. [120B.25] CURRICULUM POLICY.
104.3 	A school board must adopt a written policy that prohibits discrimination or discipline 
104.4 	for a teacher or principal on the basis of incorporating into curriculum contributions by 
104.5 	persons in a federally protected class or protected class under section 363A.13, consistent 
104.6 	with local collective bargaining agreements.

104.7 	Sec. 3. [122A.04] LICENSE REQUIRED.
104.8 	Pursuant to section 120A.22, subdivision 10, a teacher must hold a license or a permission 
104.9 	aligned to the content area and scope of the teacher's assignment to provide instruction in 
104.10 	a public school or a charter school.

104.11 	Sec. 4. Minnesota Statutes 2020, section 122A.06, subdivision 2, is amended to read:
104.12 		Subd. 2.Teacher. "Teacher" means a classroom teacher or other similar professional 
104.13 	employee required by law to hold a license or permission from the Professional Educator 
104.14 	Licensing and Standards Board.

104.15 	Sec. 5. Minnesota Statutes 2020, section 122A.06, subdivision 5, is amended to read:
104.16 		Subd. 5.Field. A "field," "licensure area," or "subject area" means the content area in 
104.17 	which a teacher may become licensed to teach.

104.18 	Sec. 6. Minnesota Statutes 2020, section 122A.06, subdivision 6, is amended to read:
104.19 		Subd. 6.Shortage area. "Shortage area" means:
104.20 	(1) licensure fields and economic development regions reported by the commissioner 
104.21 	of education Office of Higher Education or the Professional Educator Licensing and 
104.22 	Standards Board as experiencing a teacher shortage; and
104.23 	(2) economic development regions where there is a shortage of licensed teachers who 
104.24 	reflect the racial or ethnic diversity of students in the region. the aggregate percentage of 
104.25 	Indigenous teachers and teachers of color in the region is lower than the aggregate percentage 
104.26 	of kindergarten through grade 12 Indigenous students and students of color in that region. 
104.27 	Only individuals who close the gap between these percentages qualify as filling a shortage 
104.28 	by this definition.

105.1 	Sec. 7. Minnesota Statutes 2020, section 122A.06, subdivision 7, is amended to read:
105.2 		Subd. 7.Teacher preparation program. "Teacher preparation program" means a 
105.3 	program approved by the Professional Educator Licensing and Standards Board for the 
105.4 	purpose of preparing individuals for a specific teacher licensure field in Minnesota. Teacher 
105.5 	preparation programs include traditional programs delivered by postsecondary institutions, 
105.6 	alternative teacher preparation programs, and nonconventional teacher preparation programs.

105.7 	Sec. 8. Minnesota Statutes 2020, section 122A.06, subdivision 8, is amended to read:
105.8 		Subd. 8.Teacher preparation program provider. "Teacher preparation program 
105.9 	provider" or "unit" means an entity that has primary responsibility for overseeing and 
105.10 	delivering a teacher preparation program. Teacher preparation program providers include 
105.11 	postsecondary institutions and alternative teacher preparation providers aligned to section 
105.12 	122A.094.

105.13 	Sec. 9. Minnesota Statutes 2020, section 122A.06, is amended by adding a subdivision to 
105.14 	read:
105.15 		Subd. 9.District. "District" means a public school district or charter school.

105.16 	Sec. 10. [122A.094] TEACHER PREPARATION PROVIDERS.
105.17 		Subdivision 1.Purpose. Teacher preparation providers must be approved by the 
105.18 	Professional Educator Licensing and Standards Board to prepare candidates for teacher 
105.19 	licensure in Minnesota. To provide alternative pathways toward Minnesota teacher licensure 
105.20 	outside of the traditional means, improve ethnic and cultural diversity in the classroom, and 
105.21 	to close the achievement gap, the Professional Educator Licensing and Standards Board 
105.22 	must approve qualified teacher preparation providers and programs under this section that 
105.23 	are a means to acquire a Tier 2 license under section 122A.182 and prepare for acquiring a 
105.24 	Tier 3 license under section 122A.183.
105.25 		Subd. 2.Eligibility. The following organizations are eligible to seek approval to be a 
105.26 	teacher preparation provider:
105.27 	(1) Minnesota institutions of higher education;
105.28 	(2) school districts;
105.29 	(3) charter schools; and
105.30 	(4) nonprofit corporations organized under chapter 317A for an education-related purpose.
106.1 		Subd. 3.Requirements for provider approval. An eligible entity must be approved 
106.2 	as a provider before being approved to provide programs toward licensure. The Professional 
106.3 	Educator Licensing and Standards Board must approve an eligible entity under subdivision 
106.4 	3 that meets the following requirements:
106.5 	(1) has evidence and history of fiscal solvency, capacity, and operation;
106.6 	(2) possesses necessary infrastructure to provide accurate, timely, and secure data for 
106.7 	the purposes of admission, candidate monitoring, testing, and program completion 
106.8 	requirements;
106.9 	(3) has policies and procedures in place ensuring the security of candidate records under 
106.10 	the federal Family Educational Rights and Privacy Act;
106.11 	(4) has developed a research-based, results-oriented curriculum that focuses on the skills 
106.12 	teachers need to be effective;
106.13 	(5) provides a clinical experience that meets criteria set in rule for initial and additional 
106.14 	licensure programs;
106.15 	(6) includes a common core of teaching knowledge and skills. The Professional Educator 
106.16 	Licensing and Standards Board must adopt and revise rules to maintain a common core of 
106.17 	teaching knowledge and skills;
106.18 	(7) includes instruction on the knowledge and skills needed to provide appropriate 
106.19 	instruction to English learners to support and accelerate their academic literacy, including 
106.20 	oral academic language and achievement in content areas in a regular classroom setting; 
106.21 	and
106.22 	(8) includes culturally competent training on instructional strategies consistent with 
106.23 	section 120B.30, subdivision 1, paragraph (q), and Minnesota Rules, part 8710.0310, subpart 
106.24 	1, item D.
106.25 		Subd. 4.Program approval. The board must adopt and revise rules outlining the criteria 
106.26 	by which programs offered by approved providers may be approved. If the board determines 
106.27 	that a teacher preparation provider or licensure program fails to meet or is deficient in any 
106.28 	of the requirements in rule, it may suspend or revoke the approval of the provider or program 
106.29 	after it notifies the provider of the deficiencies and gives the provider an opportunity to 
106.30 	remedy the deficiencies.
106.31 		Subd. 5.Specialized credentials. The board may adopt and revise rules creating flexible, 
106.32 	specialized teaching licenses, credentials, and other endorsement forms.
107.1 		Subd. 6.Teacher educators. (a) The board must adopt and revise rules requiring teacher 
107.2 	educators to work directly with elementary or secondary school teachers in elementary or 
107.3 	secondary schools to obtain periodic exposure to the elementary and secondary teaching 
107.4 	environments.
107.5 	(b) The board must adopt and revise rules for the qualifications for teacher educators. 
107.6 	The board may use nontraditional criteria to determine qualifications of teacher educators, 
107.7 	including permitting instructors to hold a baccalaureate degree only. Nontraditional criteria 
107.8 	may include previous work experiences, teaching experiences, educator evaluations, 
107.9 	industry-recognized certifications, and other equivalent demonstrations of qualifications.
107.10 		Subd. 7.Reading strategies. (a) A teacher preparation provider approved by the 
107.11 	Professional Educator Licensing and Standards Board to prepare persons for classroom 
107.12 	teacher licensure must include in its teacher preparation programs research-based best 
107.13 	practices in reading, consistent with section 122A.06, subdivision 4, that enable the licensure 
107.14 	candidate to teach reading in the candidate's content areas. Teacher candidates must be 
107.15 	instructed in using students' native languages as a resource in creating effective differentiated 
107.16 	instructional strategies for English learners developing literacy skills. A teacher preparation 
107.17 	provider must also prepare early childhood and elementary teacher candidates for Tier 3 
107.18 	and Tier 4 teaching licenses under sections 122A.183 and 122A.184, respectively, for the 
107.19 	portion of the examination under section 122A.185, subdivision 1, paragraph (c), covering 
107.20 	assessment of reading instruction.
107.21 	(b) Board-approved teacher preparation programs for teachers of elementary education 
107.22 	must require instruction in applying comprehensive, scientifically based or evidence-based, 
107.23 	and structured reading instruction programs that:
107.24 	(1) teach students to read using foundational knowledge, practices, and strategies 
107.25 	consistent with section 122A.06, subdivision 4, so that all students achieve continuous 
107.26 	progress in reading; and
107.27 	(2) teach specialized instruction in reading strategies, interventions, and remediations 
107.28 	that enable students of all ages and proficiency levels to become proficient readers.
107.29 	(c) Board-approved teacher preparation programs for teachers of elementary education, 
107.30 	early childhood education, special education, and reading intervention must include 
107.31 	instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation 
107.32 	programs may consult with the Department of Education, including the dyslexia specialist 
107.33 	under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia 
108.1 	must be modeled on practice standards of the International Dyslexia Association and must 
108.2 	address:
108.3 	(1) the nature and symptoms of dyslexia;
108.4 	(2) resources available for students who show characteristics of dyslexia;
108.5 	(3) evidence-based instructional strategies for students who show characteristics of 
108.6 	dyslexia, including the structured literacy approach; and
108.7 	(4) outcomes of intervention and lack of intervention for students who show 
108.8 	characteristics of dyslexia.
108.9 	(d) Nothing in this section limits the authority of a school district to select a school's 
108.10 	reading program or curriculum.
108.11 		Subd. 8.Technology strategies. All preparation providers approved by the Professional 
108.12 	Educator Licensing and Standards Board to prepare persons for classroom teacher licensure 
108.13 	must include in their teacher preparation programs the knowledge and skills teacher 
108.14 	candidates need to engage students with technology and deliver digital and blended learning 
108.15 	and curriculum.
108.16 		Subd. 9.Reports. (a) The Professional Educator Licensing and Standards Board must 
108.17 	report annually to the education committees of the legislature on the performance of teacher 
108.18 	candidates aligned to section 122A.091, subdivision 1.
108.19 	(b) The board must also submit a biennial report on the alternative teacher preparation 
108.20 	providers to legislative committees with jurisdiction over kindergarten through grade 12 
108.21 	education policy and finance by January 15 of each odd-numbered year.

108.22 	Sec. 11. Minnesota Statutes 2020, section 122A.15, subdivision 1, is amended to read:
108.23 		Subdivision 1.Teachers. The term "teachers" for the purpose of licensure, means all 
108.24 	persons employed in a public school or education district or by a service cooperative as 
108.25 	members of the instructional, supervisory, and support staff including superintendents, 
108.26 	principals, supervisors, secondary vocational and other classroom teachers, librarians, school 
108.27 	counselors, school psychologists, school nurses, school social workers, audio-visual directors 
108.28 	and coordinators, recreation personnel, media generalists, media supervisors, and speech 
108.29 	therapists school speech-language pathologists. This definition does not apply to sections 
108.30 	122A.05 to 122A.093.

109.1 	Sec. 12. Minnesota Statutes 2020, section 122A.16, is amended to read:
109.2 	122A.16 QUALIFIED TEACHER DEFINED.
109.3 	A qualified teacher is one holding a valid license, or permission under this chapter, to 
109.4 	perform the particular service for which the teacher is employed in a public school.

109.5 	Sec. 13. Minnesota Statutes 2020, section 122A.18, subdivision 7a, is amended to read:
109.6 		Subd. 7a.PermissionLicense to substitute teach. (a) The Professional Educator 
109.7 	Licensing and Standards Board must issue licenses to substitute teach to applicants who 
109.8 	meet the qualifications prescribed in this subdivision and in Minnesota Rules.
109.9 	(a) (b) The Professional Educator Licensing and Standards Board may allow a person
109.10 	issue a short-call substitute teaching license to an applicant who otherwise qualifies for a 
109.11 	Tier 1 license in accordance with section 122A.181, subdivision 2, or is enrolled in and 
109.12 	making satisfactory progress in a board-approved state-approved teacher program and who 
109.13 	has successfully completed student teaching to be employed as a short-call substitute teacher.
109.14 	(b) (c) The Professional Educator Licensing and Standards Board may issue a lifetime 
109.15 	qualified short-call or long-call substitute teaching license to a person an applicant who:
109.16 	(1) was a qualified teacher under section 122A.16 while holding a Tier 3 or Tier 4 
109.17 	teaching license issued by the board, under sections 122A.183 and 122A.184, respectively, 
109.18 	and receives a retirement annuity from the Teachers Retirement Association or the St. Paul 
109.19 	Teachers Retirement Fund Association;
109.20 	(2) holds an out-of-state teaching license and receives a retirement annuity as a result 
109.21 	of the person's teaching experience; or
109.22 	(3) held a Tier 3 or Tier 4 teaching license issued by the board, under sections 122A.183
109.23 	and 122A.184, respectively, taught at least three school years in an accredited nonpublic 
109.24 	school in Minnesota, and receives a retirement annuity as a result of the person's teaching 
109.25 	experience.
109.26 	A person holding a lifetime qualified short-call or long-call substitute teaching license is 
109.27 	not required to complete continuing education clock hours. A person holding this license 
109.28 	may reapply to the board for either:
109.29 	(i) a Tier 3 or Tier 4 teaching license under sections 122A.183 and 122A.184, 
109.30 	respectively, and must again complete continuing education clock hours renewal requirements 
109.31 	pursuant to section 122A.187 one school year after receiving the Tier 3 or Tier 4 teaching 
109.32 	license; or
110.1 	(ii) a Tier 1 license under section 122A.181, provided that the candidate applicant has 
110.2 	a bachelor's degree, an associate's degree, or an appropriate professional credential in the 
110.3 	content area the candidate applicant will teach, in accordance with section 122A.181, 
110.4 	subdivision 2.

110.5 	Sec. 14. Minnesota Statutes 2020, section 122A.18, subdivision 8, is amended to read:
110.6 		Subd. 8.Background checks studies. (a) The Professional Educator Licensing and 
110.7 	Standards Board and the Board of School Administrators must obtain initiate a criminal 
110.8 	history background check study on all first-time teaching applicants for educator licenses 
110.9 	under their jurisdiction. Applicants must include with their licensure applications:
110.10 	(1) an executed criminal history consent form, including fingerprints; and
110.11 	(2) payment to conduct the background check. The Professional Educator Licensing and 
110.12 	Standards Board must deposit payments received under this subdivision in an account in 
110.13 	the special revenue fund. Amounts in the account are annually appropriated to the 
110.14 	Professional Educator Licensing and Standards Board to pay for the costs of background 
110.15 	checks on applicants for licensure.
110.16 	(b) The background check for all first-time teaching applicants for licenses must include 
110.17 	a review of information from the Bureau of Criminal Apprehension, including criminal 
110.18 	history data as defined in section 13.87, and must also include a review of the national 
110.19 	criminal records repository. The superintendent of the Bureau of Criminal Apprehension 
110.20 	is authorized to exchange fingerprints with the Federal Bureau of Investigation for purposes 
110.21 	of the criminal history check. The superintendent shall recover the cost to the bureau of a 
110.22 	background check through the fee charged to the applicant under paragraph (a).
110.23 	(c) The Professional Educator Licensing and Standards Board must contract with and 
110.24 	the Board of School Administrators may initiate criminal background studies through the 
110.25 	commissioner of human services to conduct background checks and obtain background 
110.26 	check data required under this chapter.

110.27 	Sec. 15. Minnesota Statutes 2020, section 122A.18, subdivision 10, is amended to read:
110.28 		Subd. 10.Licensure via portfolio. (a) The Professional Educator Licensing and Standards 
110.29 	Board must adopt and revise rules establishing a process for an eligible candidate applicant
110.30 	to obtain any teacher an initial Tier 3 license under subdivision 1, or to add a licensure field,
110.31 	to a Tier 3 or Tier 4 license via portfolio. The portfolio licensure application process must 
110.32 	be consistent with the requirements in this subdivision.
111.1 	(b) A candidate An applicant for a an initial Tier 3 license via portfolio must submit to 
111.2 	the board one portfolio demonstrating pedagogical competence and one portfolio 
111.3 	demonstrating content competence.
111.4 	(c) A candidate An applicant seeking to add a licensure field via portfolio must submit 
111.5 	to the board one portfolio demonstrating content competence for each licensure field the 
111.6 	candidate seeks to add.
111.7 	(d) The board must notify a candidate an applicant who submits a portfolio under 
111.8 	paragraph (b) or (c) within 90 120 calendar days after the portfolio is received whether or 
111.9 	not the portfolio is approved. If the portfolio is not approved, the board must immediately
111.10 	inform the candidate applicant how to revise the portfolio to successfully demonstrate the 
111.11 	requisite competence. The candidate applicant may resubmit a revised portfolio at any time
111.12 	within two years and the board must approve or disapprove the revised portfolio within 60
111.13 	90 calendar days of receiving it.
111.14 	(e) A candidate An applicant must pay a fee for a portfolio in accordance with section 
111.15 	122A.21, subdivision 4.

111.16 	Sec. 16. Minnesota Statutes 2020, section 122A.181, subdivision 1, is amended to read:
111.17 		Subdivision 1.Application requirements. The Professional Educator Licensing and 
111.18 	Standards Board must approve a request from a district or charter school to issue a Tier 1 
111.19 	license in a specified content area to a candidate an application for a Tier 1 license in a 
111.20 	specified content area if:
111.21 	(1) the application has been submitted jointly by the applicant and the district;
111.22 	(2) the application has been paid for by the district or the applicant;
111.23 	(3) the candidate applicant meets the professional requirement in subdivision 2;
111.24 	(2) (4) the district or charter school affirms that the candidate applicant has the necessary 
111.25 	skills and knowledge to teach in the specified content area; and
111.26 	(3) (5) the district or charter school demonstrates that: (i) a criminal background check 
111.27 	under section 122A.18, subdivision 8, has been completed on the candidate applicant; and
111.28 	(ii) (6) the district or charter school has posted the teacher position but was unable to 
111.29 	hire an acceptable teacher with a Tier 2, 3, or 4 license for the position.

112.1 	Sec. 17. Minnesota Statutes 2020, section 122A.181, subdivision 2, is amended to read:
112.2 		Subd. 2.Professional requirements. (a) A candidate An applicant for a Tier 1 license 
112.3 	must have a bachelor's degree to teach a class or course outside a career and technical 
112.4 	education or career pathways course of study, unless specifically exempt by state statute or 
112.5 	rule.
112.6 	(b) A candidate for a Tier 1 license must have one of the following credentials in a 
112.7 	relevant content area to teach a class in a career and technical education or career pathways 
112.8 	course of study:
112.9 	(1) an associate's degree;
112.10 	(2) a professional certification; or
112.11 	(3) five years of relevant work experience.

112.12 	Sec. 18. Minnesota Statutes 2020, section 122A.181, is amended by adding a subdivision 
112.13 	to read:
112.14 		Subd. 2a.Exemptions from a bachelor's degree. (a) The following applicants for a 
112.15 	Tier 1 license are exempt from the requirement to hold a bachelor's degree in subdivision 
112.16 	2:
112.17 	(1) an applicant for a Tier 1 license to teach career and technical education or career 
112.18 	pathways courses of study if the applicant has:
112.19 	(i) an associate's degree;
112.20 	(ii) a professional certification; or
112.21 	(iii) five years of relevant work experience;
112.22 	(2) an applicant for a Tier 1 license to teach world languages and culture pursuant to 
112.23 	Minnesota Rules, part 8710.4950, if the applicant is a native speaker of the language;
112.24 	(3) an applicant for a Tier 1 license in the performing or visual arts pursuant to Minnesota 
112.25 	Rules, parts 8710.4300 (dance and theater), 8710.4310 (dance), 8710.4320 (theater), 
112.26 	8710.4650 (vocal music and instrumental music), and 8710.4900 (visual arts), if the applicant 
112.27 	has at least five years of relevant work experience; and
112.28 	(4) an applicant for a Tier 1 license who is enrolled in a state-approved teacher preparation 
112.29 	program classified as a residency model aligned to the scope and field of the assignment. 
112.30 	The residency program must lead to a bachelor's degree unless the program is aligned to 
112.31 	one of the licensure areas outlined in this subdivision.
113.1 	(b) The Professional Educator Licensing and Standards Board must adopt and revise 
113.2 	rules regarding the qualifications and determinations for applicants exempt from paragraph 
113.3 	(a).

113.4 	Sec. 19. Minnesota Statutes 2020, section 122A.181, subdivision 3, is amended to read:
113.5 		Subd. 3.Term of license and renewal. (a) The Professional Educator Licensing and 
113.6 	Standards Board must issue an initial Tier 1 license for a term of one year. A Tier 1 license 
113.7 	may be renewed subject to paragraphs (b) and (c). The board may submit written comments 
113.8 	to the district or charter school that requested the renewal regarding the candidate.
113.9 	(b) The Professional Educator Licensing and Standards Board must renew a Tier 1 
113.10 	license if:
113.11 	(1) the district or charter school requesting the renewal demonstrates that it has posted 
113.12 	the teacher position but was unable to hire an acceptable teacher with a Tier 2, 3, or 4 license 
113.13 	for the position;
113.14 	(2) the teacher holding the Tier 1 license took a content examination in accordance with 
113.15 	section 122A.185 and submitted the examination results to the teacher's employing district 
113.16 	or charter school within one year of the board approving the request for the initial Tier 1 
113.17 	license;
113.18 	(3) (2) the teacher holding the Tier 1 license participated in cultural competency training 
113.19 	consistent with section 120B.30, subdivision 1, paragraph (q), within one year of the board 
113.20 	approving the request for the initial Tier 1 license; and
113.21 	(4) (3) the teacher holding the Tier 1 license met the mental illness training renewal 
113.22 	requirement under section 122A.187, subdivision 6.; and
113.23 	The requirement in clause (2) does not apply to a teacher that teaches a class in a career and 
113.24 	technical education or career pathways course of study.
113.25 	(4) the district demonstrates professional development opportunities and other supports 
113.26 	provided to move the teacher from a Tier 1 license to a higher tier.
113.27 	(c) A Tier 1 license must not be renewed more than three times, unless the requesting 
113.28 	district or charter school can show good cause for additional renewals. A Tier 1 license 
113.29 	issued to teach (1) a class or course in a career and technical education or career pathway 
113.30 	course of study or (2) in a shortage area, as defined in section 122A.06, subdivision 6, may 
113.31 	be renewed without limitation.

114.1 	Sec. 20. Minnesota Statutes 2020, section 122A.181, subdivision 4, is amended to read:
114.2 		Subd. 4.Application. The Professional Educator Licensing and Standards Board must 
114.3 	accept and review applications for a Tier 1 teaching license beginning July 1 of the school 
114.4 	year for which the license is requested and must issue or deny the Tier 1 teaching license 
114.5 	within 30 days of receiving the completed application, unless permitted by the board to 
114.6 	accept and review applications earlier.

114.7 	Sec. 21. Minnesota Statutes 2020, section 122A.181, subdivision 5, is amended to read:
114.8 		Subd. 5.Limitations on license. (a) A Tier 1 license is limited to the content matter 
114.9 	indicated on the application for the initial Tier 1 license under subdivision 1, clause (2), and 
114.10 	limited to the district or charter school that requested the initial Tier 1 license.
114.11 	(b) A Tier 1 license does not bring an individual within the definition of a teacher for 
114.12 	purposes of section 122A.40, subdivision 1, or 122A.41, subdivision 1, clause (a).
114.13 	(c) A Tier 1 license does not bring an individual within the definition of a teacher under 
114.14 	section 179A.03, subdivision 18.

114.15 	Sec. 22. Minnesota Statutes 2020, section 122A.181, subdivision 6, is amended to read:
114.16 		Subd. 6.Mentorship and evaluation. (a) A teacher holding a Tier 1 license must 
114.17 	participate in the employing district or charter school's mentorship program and professional 
114.18 	development. A district that hires a Tier 1 teacher must provide mentorship aligned to 
114.19 	board-adopted criteria and professional development opportunities to that teacher.
114.20 	(b) A teacher holding a Tier 1 license must participate in an evaluation aligned, to the 
114.21 	extent practicable, with the evaluation under section 122A.40, subdivision 8, or 122A.41, 
114.22 	subdivision 5.

114.23 	Sec. 23. Minnesota Statutes 2020, section 122A.182, subdivision 1, is amended to read:
114.24 		Subdivision 1.Requirements. (a) The Professional Educator Licensing and Standards 
114.25 	Board must approve a request from a district or charter school to issue an application for a 
114.26 	Tier 2 license in a specified content area to a candidate if:
114.27 	(1) the candidate meets the educational or professional requirements in paragraph (b) 
114.28 	or (c) the application has been submitted jointly by the applicant and the district;
114.29 	(2) the candidate:
114.30 	(i) has completed the coursework required under subdivision 2;
115.1 	(ii) is enrolled in a Minnesota-approved teacher preparation program; or
115.2 	(iii) has a master's degree in the specified content area; and
115.3 	(3) the district or charter school demonstrates that a criminal background check under 
115.4 	section 122A.18, subdivision 8, has been completed on the candidate.
115.5 	(b) A candidate for a Tier 2 license must have a bachelor's degree to teach a class outside 
115.6 	a career and technical education or career pathways course of study.
115.7 	(c) A candidate for a Tier 2 license must have one of the following credentials in a 
115.8 	relevant content area to teach a class or course in a career and technical education or career 
115.9 	pathways course of study:
115.10 	(1) an associate's degree;
115.11 	(2) a professional certification; or
115.12 	(3) five years of relevant work experience.
115.13 	(2) the application has been paid for by the district or the applicant;
115.14 	(3) the applicant holds a bachelor's degree, unless specifically exempt by statute or rule;
115.15 	(4) the district demonstrates that a criminal background check under section 122A.18, 
115.16 	subdivision 8, has been completed for the applicant; and
115.17 	(5) the applicant:
115.18 	(i) has a master's degree in the specified content area;
115.19 	(ii) is enrolled in a state-approved teacher preparation program; or
115.20 	(iii) for a license to teach career and technical education and career pathways, has 
115.21 	completed two years of field-specific teaching experience on a Tier 1 license and completed 
115.22 	training in classroom management, cultural competency, and teacher ethics.

115.23 	Sec. 24. Minnesota Statutes 2020, section 122A.182, subdivision 2, is amended to read:
115.24 		Subd. 2.Coursework Exemptions from a bachelor's degree. (a) A candidate for a 
115.25 	Tier 2 license must meet the coursework requirement by demonstrating completion of two 
115.26 	of the following:
115.27 	(1) at least eight upper division or graduate-level credits in the relevant content area;
115.28 	(2) field-specific methods of training, including coursework;
116.1 	(3) at least two years of teaching experience in a similar content area in any state, as 
116.2 	determined by the board;
116.3 	(4) a passing score on the pedagogy and content exams under section 122A.185; or
116.4 	(5) completion of a state-approved teacher preparation program.
116.5 	(b) For purposes of paragraph (a), "upper division" means classes normally taken at the 
116.6 	junior or senior level of college which require substantial knowledge and skill in the field. 
116.7 	Candidates must identify the upper division credits that fulfill the requirement in paragraph 
116.8 	(a), clause (1).
116.9 	(a) The following applicants for a Tier 2 license are exempt from the requirement to 
116.10 	hold a bachelor's degree in subdivision 1:
116.11 	(1) an applicant for a Tier 2 license to teach career and technical education or career 
116.12 	pathways courses of study when the applicant has:
116.13 	(i) an associate's degree;
116.14 	(ii) a professional certification; or
116.15 	(iii) five years of relevant work experience;
116.16 	(2) an applicant for a Tier 2 license to teach world languages and culture pursuant to 
116.17 	Minnesota Rules, part 8710.4950, when the applicant is a native speaker of the language.
116.18 	(3) an applicant for a Tier 2 license in the performing or visual arts pursuant to Minnesota 
116.19 	Rules, parts 8710.4300 (dance and theater), 8710.4310 (dance), 8710.4320 (theater), 
116.20 	8710.4650 (vocal music and instrumental music), and 8710.4900 (visual arts), when the 
116.21 	applicant has at least five years of relevant work experience.
116.22 	(b) The Professional Educator Licensing and Standards Board must adopt and revise 
116.23 	rules regarding the qualifications and determinations for applicants exempt from the 
116.24 	requirement to hold a bachelor's degree in subdivision 1.

116.25 	Sec. 25. Minnesota Statutes 2020, section 122A.182, subdivision 3, is amended to read:
116.26 		Subd. 3.Term of license and renewal. (a) The Professional Educator Licensing and 
116.27 	Standards Board must issue an initial Tier 2 license for a term of two years. A Tier 2 license 
116.28 	may be renewed three two times. The board must adopt rules establishing good cause 
116.29 	justifications for additional renewals after the initial license has been renewed two times.
116.30 	(b) A teacher holding a Tier 2 license in career and technical education or career pathways 
116.31 	course of study may receive unlimited renewals.
117.1 	(c) Before a Tier 2 license is renewed for the first time, a teacher holding a Tier 2 license 
117.2 	must participate in cultural competency training consistent with section 120B.30, subdivision 
117.3 	1, paragraph (q), and; mental illness training under section 122A.187, subdivision 6. The 
117.4 	board must issue rules setting forth the conditions for additional renewals after the initial 
117.5 	license has been renewed three times; and the district demonstrates professional development 
117.6 	opportunities and other supports provided to move the teacher to a higher tier.

117.7 	Sec. 26. Minnesota Statutes 2020, section 122A.182, subdivision 4, is amended to read:
117.8 		Subd. 4.Application. The Professional Educator Licensing and Standards Board must 
117.9 	accept and review applications for a Tier 2 teaching license beginning July 1 of the school 
117.10 	year for which the license is requested and must issue or deny the Tier 2 teaching license 
117.11 	within 30 days of receiving the completed application, unless permitted by the board to 
117.12 	accept and review applications earlier.

117.13 	Sec. 27. Minnesota Statutes 2020, section 122A.182, subdivision 7, is amended to read:
117.14 		Subd. 7.Mentorship and evaluation. (a) A teacher holding a Tier 2 license must 
117.15 	participate in the employing district or charter school's mentorship and evaluation program, 
117.16 	including an individual growth and development plan that includes cultural competency 
117.17 	under section 120B.30, subdivision 1, paragraph (q). A district that hires a teacher holding 
117.18 	a Tier 2 license must provide mentorship aligned to board-adopted criteria to that teacher 
117.19 	and professional development opportunities.
117.20 	(b) A teacher holding a Tier 2 license must participate in an evaluation aligned, to the 
117.21 	extent practicable, with the evaluation under section 122A.40, subdivision 8, or section 
117.22 	122A.41, subdivision 5.

117.23 	Sec. 28. Minnesota Statutes 2020, section 122A.183, subdivision 1, is amended to read:
117.24 		Subdivision 1.Requirements. (a) The Professional Educator Licensing and Standards 
117.25 	Board must issue a Tier 3 license to a candidate an applicant who provides information 
117.26 	sufficient to demonstrate all of the following:
117.27 	(1) the candidate meets the educational or professional requirements in paragraphs (b) 
117.28 	and (c);
117.29 	(2) the candidate has obtained a passing score on the required licensure exams under 
117.30 	section 122A.185; and
118.1 	(1) the applicant for a Tier 3 license must have a bachelor's degree to teach a class or 
118.2 	course, unless specifically exempt by state statute or rule; and
118.3 	(3) (2) the candidate applicant has completed the coursework required under subdivision 
118.4 	2.
118.5 	(b) A candidate for a Tier 3 license must have a bachelor's degree to teach a class or 
118.6 	course outside a career and technical education or career pathways course of study.
118.7 	(c) A candidate for a Tier 3 license must have one of the following credentials in a 
118.8 	relevant content area to teach a class or course in a career and technical education or career 
118.9 	pathways course of study:
118.10 	(1) an associate's degree;
118.11 	(2) a professional certification; or
118.12 	(3) five years of relevant work experience.
118.13 	In consultation with the governor's Workforce Development Board established under section 
118.14 	116L.665, the board must establish a list of qualifying certifications, and may add additional 
118.15 	professional certifications in consultation with school administrators, teachers, and other 
118.16 	stakeholders.

118.17 	Sec. 29. Minnesota Statutes 2020, section 122A.183, subdivision 2, is amended to read:
118.18 		Subd. 2.Coursework. A candidate An applicant for a Tier 3 license must meet the 
118.19 	coursework requirement by demonstrating one of the following:
118.20 	(1) completion of a Minnesota-approved teacher preparation program;
118.21 	(2) completion of a state-approved teacher preparation program approved by another 
118.22 	state, territory, or country, including culturally specific Minority Serving Institutions in the 
118.23 	United States, such as Historically Black Colleges and Universities, Tribal Colleges, or 
118.24 	Hispanic-Serving Institutions including those in Puerto Rico, that includes field-specific 
118.25 	student teaching equivalent to field-specific student teaching in Minnesota-approved teacher 
118.26 	preparation programs. The field-specific student teaching requirement does not apply to a 
118.27 	candidate an applicant that has two years of field-specific teaching experience;
118.28 	(3) submission of a content-specific licensure portfolio;
118.29 	(4) a professional teaching license from another state, evidence that the candidate's
118.30 	applicant's license is in good standing, and two years of field-specific teaching experience; 
118.31 	or
119.1 	(5) the applicant fills a shortage area under section 122A.06, subdivision 6, clause (2), 
119.2 	and has three years of teaching experience under a Tier 2 license and evidence of summative 
119.3 	teacher evaluations that did not result in placing or otherwise keeping the teacher on an 
119.4 	improvement process pursuant to section 122A.40, subdivision 8, or section 122A.41, 
119.5 	subdivision 5.

119.6 	Sec. 30. Minnesota Statutes 2020, section 122A.183, is amended by adding a subdivision 
119.7 	to read:
119.8 		Subd. 2a.Exemptions from a bachelor's degree. (a) The following applicants for a 
119.9 	Tier 3 license are exempt from the requirement to hold a bachelor's degree in subdivision 
119.10 	1:
119.11 	(1) an applicant for a Tier 3 license to teach career and technical education or career 
119.12 	pathways courses of study when the applicant has:
119.13 	(i) an associate's degree;
119.14 	(ii) a professional certification; or
119.15 	(iii) five years of relevant work experience;
119.16 	(2) an applicant for a Tier 3 license to teach world languages and culture pursuant to 
119.17 	Minnesota Rules, part 8710.4950, if the applicant is a native speaker of the language; and
119.18 	(3) an applicant for a Tier 3 license in the performing or visual arts pursuant to Minnesota 
119.19 	Rules, parts 8710.4300 (dance and theater), 8710.4310 (dance), 8710.4320 (theater), 
119.20 	8710.4650 (vocal music and instrumental music), and 8710.4900 (visual arts), if the applicant 
119.21 	has at least five years of relevant work experience.
119.22 	(b) The Professional Educator Licensing and Standards Board must adopt and revise 
119.23 	rules regarding the qualifications and determinations for applicants exempt from subdivision 
119.24 	1.

119.25 	Sec. 31. Minnesota Statutes 2020, section 122A.183, subdivision 3, is amended to read:
119.26 		Subd. 3.Term of license and renewal. The Professional Educator Licensing and 
119.27 	Standards Board must issue an initial Tier 3 license for a term of three years. Before a Tier 
119.28 	3 license is renewed for the first time, the applicant must meet initial teacher renewal 
119.29 	requirements in section 122A.187. A Tier 3 license may be renewed every three years 
119.30 	without limitation.

120.1 	Sec. 32. Minnesota Statutes 2020, section 122A.184, subdivision 1, is amended to read:
120.2 		Subdivision 1.Requirements. The Professional Educator Licensing and Standards 
120.3 	Board must issue a Tier 4 license to a candidate an applicant who provides information 
120.4 	sufficient to demonstrate all of the following:
120.5 	(1) the candidate applicant meets all requirements for a Tier 3 license under section 
120.6 	122A.183, and has completed a teacher preparation program under section 122A.183, 
120.7 	subdivision 2, clause (1) or (2);
120.8 	(2) the candidate applicant has at least three years of field-specific teaching experience 
120.9 	in Minnesota as a teacher of record;
120.10 	(3) the candidate applicant has obtained a passing score on all required licensure exams 
120.11 	under section 122A.185; and
120.12 	(4) the candidate's most recent summative teacher evaluation did not result in placing 
120.13 	or otherwise keeping the teacher in an improvement process pursuant to section 122A.40, 
120.14 	subdivision 8, or 122A.41, subdivision 5 if the applicant previously held a Tier 3 license 
120.15 	under section 122A.183, the applicant has completed the initial teacher renewal requirements 
120.16 	in section 122A.187.

120.17 	Sec. 33. Minnesota Statutes 2020, section 122A.184, subdivision 2, is amended to read:
120.18 		Subd. 2.Term of license and renewal. The Professional Educator Licensing and 
120.19 	Standards Board must issue an initial Tier 4 license for a term of five years. A Tier 4 license 
120.20 	may be renewed every five years without limitation if the applicant meets the continuing 
120.21 	teacher renewal requirements in section 122A.187.

120.22 	Sec. 34. Minnesota Statutes 2020, section 122A.185, subdivision 1, is amended to read:
120.23 		Subdivision 1.Tests. (a) The Professional Educator Licensing and Standards Board 
120.24 	must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted 
120.25 	examination of skills in reading, writing, and mathematics before being granted a Tier 4 
120.26 	teaching license under section 122A.184 to provide direct instruction to pupils in elementary, 
120.27 	secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier 
120.28 	3 license to provide direct instruction to pupils in elementary, secondary, or special education 
120.29 	programs if candidates meet the other requirements in section 122A.181, 122A.182, or 
120.30 	122A.183, respectively.
120.31 	(b) (a) The board must adopt and revise rules requiring candidates applicants for Tier 3 
120.32 	and Tier 4 licenses to pass an examination or performance assessment of general pedagogical 
121.1 	knowledge and examinations of licensure field specific content, including an examination 
121.2 	taken in another state, if the applicant has not completed a board-approved preparation 
121.3 	program assuring candidates from the program recommended for licensure meet content 
121.4 	and pedagogy licensure standards in Minnesota. The content examination requirement does 
121.5 	not apply if no relevant content exam exists. Applicants who have satisfactorily completed 
121.6 	a preparation program in another state and passed licensure examinations in that state are 
121.7 	not additionally required to pass similar examinations required in Minnesota.
121.8 	(c) Candidates (b) Applicants for initial Tier 3 and Tier 4 licenses to teach elementary 
121.9 	students must pass test items assessing the candidates' applicants' knowledge, skill, and 
121.10 	ability in comprehensive, scientifically based reading instruction under section 122A.06, 
121.11 	subdivision 4, knowledge and understanding of the foundations of reading development, 
121.12 	development of reading comprehension and reading assessment and instruction, and the 
121.13 	ability to integrate that knowledge and understanding into instruction strategies under section 
121.14 	122A.06, subdivision 4.
121.15 	(d) The requirement to pass a board-adopted reading, writing, and mathematics skills 
121.16 	examination does not apply to nonnative English speakers, as verified by qualified Minnesota 
121.17 	school district personnel or Minnesota higher education faculty, who, after meeting the 
121.18 	content and pedagogy requirements under this subdivision, apply for a teaching license to 
121.19 	provide direct instruction in their native language or world language instruction under section 
121.20 	120B.022, subdivision 1.
121.21 	(c) All testing centers in the state must provide regular opportunities for extended time 
121.22 	content and pedagogy examinations. These opportunities must be advertised on the test 
121.23 	registration website. The board must require the exam vendor to provide other equitable 
121.24 	opportunities to pass exams, including providing financial assistance for test takers who 
121.25 	qualify for federal grants; providing free, multiple, full-length practice tests for each exam 
121.26 	and free, comprehensive study guides on the test registration website; making content and 
121.27 	pedagogy exams available in languages other than English for teachers seeking licensure 
121.28 	to teach in language immersion programs; and providing a free, detailed exam results analysis 
121.29 	by test objective to assist candidates who do not pass an exam in identifying areas for 
121.30 	improvement. Any candidate who has not passed a required exam after two attempts must 
121.31 	be allowed to retake the exam, including new versions of the exam, without being charged 
121.32 	an additional fee.

122.1 	Sec. 35. Minnesota Statutes 2020, section 122A.185, subdivision 4, is amended to read:
122.2 		Subd. 4.Remedial assistance. (a) A board-approved teacher preparation program must 
122.3 	make available upon request remedial assistance that includes a formal diagnostic component 
122.4 	to persons enrolled in their institution teacher preparation program who did not achieve a 
122.5 	qualifying score on a board-adopted skills examination, including those for whom English 
122.6 	is a second language. The teacher preparation programs must make available assistance in 
122.7 	the specific academic areas of candidates' deficiency. Teacher preparation providers must 
122.8 	report annually on supports provided, number of candidates supported, and demographic 
122.9 	data of those candidates.
122.10 	(b) School districts may make available upon request similar, appropriate, and timely 
122.11 	remedial assistance that includes a formal diagnostic component to those persons employed 
122.12 	by the district who completed their teacher education program, who did not achieve a 
122.13 	qualifying score on a board-adopted skills examination, and who received a Tier 1, Tier 2, 
122.14 	or Tier 3 license under section 122A.181, 122A.182, or 122A.183, respectively, to teach in 
122.15 	Minnesota.

122.16 	Sec. 36. Minnesota Statutes 2020, section 122A.187, is amended to read:
122.17 	122A.187 EXPIRATION AND RENEWAL.
122.18 		Subdivision 1.License form requirements. Each license issued under this chapter must 
122.19 	bear the date of issue and the name of the state-approved teacher training provider or 
122.20 	alternative teaching program, as applicable. Licenses must expire and be renewed according 
122.21 	to rules adopted by the Professional Educator Licensing and Standards Board or the Board 
122.22 	of School Administrators. The rules adopted by the Professional Educator Licensing and 
122.23 	Standards Board for renewing a Tier 3 or Tier 4 license under sections 122A.183 and 
122.24 	122A.184, respectively, must include showing satisfactory evidence of successful teaching 
122.25 	or administrative experience for at least one school year during the period covered by the 
122.26 	license in grades or subjects for which the license is valid or completing such additional 
122.27 	preparation as required under this section, or as the Professional Educator Licensing and 
122.28 	Standards Board prescribes. The Board of School Administrators shall establish requirements 
122.29 	for renewing the licenses of supervisory personnel except athletic coaches. The Professional 
122.30 	Educator Licensing and Standards Board shall establish requirements for renewing the 
122.31 	licenses of athletic coaches.
122.32 		Subd. 2.Local committees. The Professional Educator Licensing and Standards Board 
122.33 	must receive recommendations from local committees as established by the board for the 
122.34 	renewal of teaching licenses.
123.1 		Subd. 3.Professional growth. (a) Applicants for license renewal for a Tier 3 or Tier 4 
123.2 	license under sections 122A.183 and 122A.184, respectively, who have been employed as 
123.3 	a teacher during the renewal period of the expiring license, as a condition of license renewal, 
123.4 	must present to their local continuing education and relicensure committee or other local 
123.5 	relicensure committee evidence of work that demonstrates professional reflection and growth 
123.6 	in best teaching practices, including among other things, cultural competence in accordance 
123.7 	with section 120B.30, subdivision 1, paragraph (q), and practices in meeting the varied 
123.8 	needs of English learners, from young children to adults under section 124D.59, subdivisions 
123.9 	2 and 2a. A teacher may satisfy the requirements of this paragraph by submitting the teacher's 
123.10 	most recent summative evaluation or improvement plan under section 122A.40, subdivision 
123.11 	8, or 122A.41, subdivision 5.
123.12 	(b) The Professional Educator Licensing and Standards Board must ensure that its teacher 
123.13 	relicensing requirements include paragraph (a).
123.14 	(c) The board may adopt and revise rule setting criteria for initial Tier 3 license renewal 
123.15 	requirements that must be completed before a teacher may move to a Tier 4 license.
123.16 		Subd. 4.Behavior interventions. The Professional Educator Licensing and Standards 
123.17 	Board must adopt and revise rules that require all licensed teachers who are renewing a Tier 
123.18 	3 or Tier 4 teaching license under sections 122A.183 and 122A.184, respectively, to include 
123.19 	in the renewal requirements further preparation in the areas of using positive behavior 
123.20 	interventions and in accommodating, modifying, and adapting curricula, materials, and 
123.21 	strategies to appropriately meet the needs of individual students and ensure adequate progress 
123.22 	toward the state's graduation rule.
123.23 		Subd. 5.Reading preparation. The Professional Educator Licensing and Standards 
123.24 	Board must adopt and revise rules that require all licensed teachers who are renewing a Tier 
123.25 	3 or Tier 4 teaching license under sections 122A.183 and 122A.184, respectively, to include 
123.26 	in the renewal requirements further reading preparation, consistent with section 122A.06, 
123.27 	subdivision 4. The rules do not take effect until they are approved by law. Teachers who 
123.28 	do not provide direct instruction including, at least, counselors, school psychologists, school 
123.29 	nurses, school social workers, audiovisual directors and coordinators, and recreation 
123.30 	personnel are exempt from this section.
123.31 		Subd. 6.Mental illness health. The Professional Educator Licensing and Standards 
123.32 	Board must adopt and revise rules that require all licensed teachers renewing a teaching 
123.33 	license under sections 122A.181 to 122A.184 to include in the renewal requirements at least 
123.34 	one hour of suicide prevention best practices training in each licensure renewal period based 
124.1 	on nationally recognized evidence-based programs and practices, among the continuing 
124.2 	education credits required to renew a license under this subdivision. Initial training must 
124.3 	include understanding the key warning signs of early-onset mental illness in children and 
124.4 	adolescents, and during subsequent licensure renewal periods, training must include a more 
124.5 	in-depth understanding of students' mental illness trauma, accommodations for students' 
124.6 	mental illness, parents' roles in addressing students' mental illness, Fetal Alcohol Spectrum 
124.7 	Disorders, autism, the requirements of section 125A.0942 governing restrictive procedures, 
124.8 	and de-escalation methods, among other similar topics.
124.9 		Subd. 7.Cultural competency. The Professional Educator Licensing and Standards 
124.10 	Board must adopt and revise rules that require all licensed teachers renewing a Tier 3 or 
124.11 	Tier 4 license under sections 122A.183 and 122A.184, respectively, to include cultural 
124.12 	competency training.
124.13 		Subd. 8.Meeting needs of multilingual learners. The Professional Educator Licensing 
124.14 	and Standards Board must adopt and revise rules requiring all licensed teachers renewing 
124.15 	a Tier 3 or Tier 4 license under sections 122A.183 and 122A.184, respectively, to include 
124.16 	a training on meeting the varied needs of multilingual learners from young children to adults 
124.17 	under section 124D.59, subdivisions 2 and 2a.
124.18 		Subd. 9.Mandatory renewal requirements. The board must adopt and revise rules 
124.19 	setting forth standards that meet all mandatory renewal requirements. All trainings meeting 
124.20 	the renewal requirements for subdivisions 4 to 8 must align to board-adopted criteria. Any 
124.21 	training provided outside of a district, charter school, cooperative unit, or state agency must 
124.22 	be approved by the board to be accepted to meet this renewal requirement.

124.23 	Sec. 37. Minnesota Statutes 2020, section 122A.19, subdivision 4, is amended to read:
124.24 		Subd. 4.Teacher preparation programs. (a) For the purpose of licensing bilingual 
124.25 	and English as a second language teachers, the board may approve teacher preparation
124.26 	programs at colleges or universities designed for their training.
124.27 	(b) Programs that prepare English as a second language teachers must provide instruction 
124.28 	in implementing research-based practices designed specifically for English learners. The 
124.29 	programs must focus on developing English learners' academic language proficiency in 
124.30 	English, including oral academic language, giving English learners meaningful access to 
124.31 	the full school curriculum, developing culturally relevant teaching practices appropriate for 
124.32 	immigrant students, and providing more intensive instruction and resources to English 
124.33 	learners with lower levels of academic English proficiency and varied needs, consistent 
124.34 	with section 124D.59, subdivisions 2 and 2a.

125.1 	Sec. 38. Minnesota Statutes 2020, section 122A.26, subdivision 2, is amended to read:
125.2 		Subd. 2.Exceptions. (a) A person who teaches in a community education program 
125.3 	which that qualifies for aid pursuant to section 124D.52 shall continue to meet licensure 
125.4 	requirements as a teacher. A person who teaches in an early childhood and family education 
125.5 	program which that is offered through a community education program and which that
125.6 	qualifies for community education aid pursuant to section 124D.20 or early childhood and 
125.7 	family education aid pursuant to section 124D.135 shall continue to meet licensure 
125.8 	requirements as a teacher. A person who teaches in a community education course which
125.9 	that is offered for credit for graduation to persons under 18 years of age shall continue to 
125.10 	meet licensure requirements as a teacher.
125.11 	(b) A person who teaches a driver training course which that is offered through a 
125.12 	community education program to persons under 18 years of age shall be licensed by the 
125.13 	Professional Educator Licensing and Standards Board or be subject to section 171.35. A 
125.14 	license which is required for an instructor in a community education program pursuant to 
125.15 	this subdivision paragraph shall not be construed to bring an individual within the definition 
125.16 	of a teacher for purposes of section 122A.40, subdivision 1, or 122A.41, subdivision 1, 
125.17 	clause paragraph (a).

125.18 	Sec. 39. Minnesota Statutes 2020, section 122A.40, subdivision 5, is amended to read:
125.19 		Subd. 5.Probationary period. (a) The first three consecutive years of a teacher's first 
125.20 	teaching experience in Minnesota in a single district is deemed to be a probationary period 
125.21 	of employment, and, the probationary period in each district in which the teacher is thereafter 
125.22 	employed shall be one year. The school board must adopt a plan for written evaluation of 
125.23 	teachers during the probationary period that is consistent with subdivision 8. Evaluation 
125.24 	must occur at least three times periodically throughout each school year for a teacher 
125.25 	performing services during that school year; the first evaluation must occur within the first 
125.26 	90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops, 
125.27 	and other staff development opportunities and days on which a teacher is absent from school 
125.28 	must not be included in determining the number of school days on which a teacher performs 
125.29 	services. Except as otherwise provided in paragraph (b), during the probationary period any 
125.30 	annual contract with any teacher may or may not be renewed as the school board shall see 
125.31 	fit. However, the board must give any such teacher whose contract it declines to renew for 
125.32 	the following school year written notice to that effect before July 1. If the teacher requests 
125.33 	reasons for any nonrenewal of a teaching contract, the board must give the teacher its reason 
125.34 	in writing, including a statement that appropriate supervision was furnished describing the 
126.1 	nature and the extent of such supervision furnished the teacher during the employment by 
126.2 	the board, within ten days after receiving such request. The school board may, after a hearing 
126.3 	held upon due notice, discharge a teacher during the probationary period for cause, effective 
126.4 	immediately, under section 122A.44.
126.5 	(b) A board must discharge a probationary teacher, effective immediately, upon receipt 
126.6 	of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's license has 
126.7 	been revoked due to a conviction for child abuse or sexual abuse.
126.8 	(c) A probationary teacher whose first three years of consecutive employment are 
126.9 	interrupted for active military service and who promptly resumes teaching consistent with 
126.10 	federal reemployment timelines for uniformed service personnel under United States Code, 
126.11 	title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes 
126.12 	of paragraph (a).
126.13 	(d) A probationary teacher whose first three years of consecutive employment are 
126.14 	interrupted for maternity, paternity, or medical leave and who resumes teaching within 12 
126.15 	months of when the leave began is considered to have a consecutive teaching experience 
126.16 	for purposes of paragraph (a) if the probationary teacher completes a combined total of 
126.17 	three years of teaching service immediately before and after the leave.
126.18 	(e) A probationary teacher must complete at least 120 days of teaching service each year 
126.19 	during the probationary period. Days devoted to parent-teacher conferences, teachers' 
126.20 	workshops, and other staff development opportunities and days on which a teacher is absent 
126.21 	from school do not count as days of teaching service under this paragraph.
126.22 	(f) Notwithstanding any law to the contrary, a teacher who has taught for three 
126.23 	consecutive years in a single school district or charter school in Minnesota or another state 
126.24 	must serve a one-year probationary period in a Minnesota school district.
126.25 	(g) A board may renew a probationary teacher while placing teachers with continuing 
126.26 	contract on unrequested leave of absence pursuant to a plan adopted under subdivisions 10 
126.27 	and 10a.

126.28 	EFFECTIVE DATE. Paragraph (f) is effective for collective bargaining agreements 
126.29 	effective July 1, 2021, and thereafter. Paragraph (g) is effective the day following final 
126.30 	enactment.

126.31 	Sec. 40. Minnesota Statutes 2020, section 122A.40, subdivision 8, is amended to read:
126.32 		Subd. 8.Development, evaluation, and peer coaching for continuing contract 
126.33 	teachers. (a) To improve student learning and success, a school board and an exclusive 
127.1 	representative of the teachers in the district, consistent with paragraph (b), may develop a 
127.2 	teacher evaluation and peer review process for probationary and continuing contract teachers 
127.3 	through joint agreement. If a school board and the exclusive representative of the teachers 
127.4 	do not agree to an annual teacher evaluation and peer review process, then the school board 
127.5 	and the exclusive representative of the teachers must implement the state teacher evaluation 
127.6 	plan under paragraph (c). The process must include having trained observers serve as peer 
127.7 	coaches or having teachers participate in professional learning communities, consistent with 
127.8 	paragraph (b).
127.9 	(b) To develop, improve, and support qualified teachers and effective teaching practices, 
127.10 	improve student learning and success, and provide all enrolled students in a district or school 
127.11 	with improved and equitable access to more effective and diverse teachers, the annual 
127.12 	evaluation process for teachers:
127.13 	(1) must, for probationary teachers, provide for all evaluations required under subdivision 
127.14 	5;
127.15 	(2) must establish a three-year professional review cycle for each teacher that includes 
127.16 	an individual growth and development plan, a peer review process, and at least one 
127.17 	summative evaluation performed by a qualified and trained evaluator such as a school 
127.18 	administrator. For the years when a tenured teacher is not evaluated by a qualified and 
127.19 	trained evaluator, the teacher must be evaluated by a peer review;
127.20 	(3) must be based on professional teaching standards established in rule create, adopt, 
127.21 	or revise a rubric of performance standards for teacher practice that (i) is based on 
127.22 	professional teaching standards established in rule, (ii) includes culturally responsive 
127.23 	methodologies, and (iii) provides common descriptions of effectiveness using at least three 
127.24 	levels of performance;
127.25 	(4) must coordinate staff development activities under sections 122A.60 and 122A.61 
127.26 	with this evaluation process and teachers' evaluation outcomes;
127.27 	(5) may provide time during the school day and school year for peer coaching and teacher 
127.28 	collaboration;
127.29 	(6) may include job-embedded learning opportunities such as professional learning 
127.30 	communities;
127.31 	(7) may include mentoring and induction programs for teachers, including teachers who 
127.32 	are members of populations underrepresented among the licensed teachers in the district or 
128.1 	school and who reflect the diversity of students under section 120B.35, subdivision 3, 
128.2 	paragraph (b), clause (2), who are enrolled in the district or school;
128.3 	(8) must include an option for teachers to develop and present a portfolio demonstrating 
128.4 	evidence of reflection and professional growth, consistent with section 122A.187, subdivision 
128.5 	3, and include teachers' own performance assessment based on student work samples and 
128.6 	examples of teachers' work, which may include video among other activities for the 
128.7 	summative evaluation;
128.8 	(9) must use data from valid and reliable assessments aligned to state and local academic 
128.9 	standards and must use state and local measures of student growth and literacy that may 
128.10 	include value-added models or student learning goals to determine 35 percent of teacher 
128.11 	evaluation results;
128.12 	(10) must use longitudinal data on student engagement and connection, and other student 
128.13 	outcome measures explicitly aligned with the elements of curriculum for which teachers 
128.14 	are responsible, including academic literacy, oral academic language, and achievement of 
128.15 	content areas of English learners;
128.16 	(11) must require qualified and trained evaluators such as school administrators to 
128.17 	perform summative evaluations and ensure school districts and charter schools provide for 
128.18 	effective evaluator training specific to teacher development and evaluation;
128.19 	(12) must give teachers not meeting professional teaching standards under clauses (3) 
128.20 	through (11) support to improve through a teacher improvement process that includes 
128.21 	established goals and timelines; and
128.22 	(13) must discipline a teacher for not making adequate progress in the teacher 
128.23 	improvement process under clause (12) that may include a last chance warning, termination, 
128.24 	discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline 
128.25 	a school administrator determines is appropriate.
128.26 	Data on individual teachers generated under this subdivision are personnel data under 
128.27 	section 13.43. The observation and interview notes of peer coaches may only be disclosed 
128.28 	to other school officials with the consent of the teacher being coached.
128.29 	(c) The department, in consultation with parents who may represent parent organizations 
128.30 	and teacher and administrator representatives appointed by their respective organizations, 
128.31 	representing the Professional Educator Licensing and Standards Board, the Minnesota 
128.32 	Association of School Administrators, the Minnesota School Boards Association, the 
128.33 	Minnesota Elementary and Secondary Principals Associations, Education Minnesota, and 
129.1 	representatives of the Minnesota Assessment Group, the Minnesota Business Partnership, 
129.2 	the Minnesota Chamber of Commerce, and Minnesota postsecondary institutions with 
129.3 	research expertise in teacher evaluation, must create and publish a teacher evaluation process 
129.4 	that complies with the requirements in paragraph (b) and applies to all teachers under this 
129.5 	section and section 122A.41 for whom no agreement exists under paragraph (a) for an annual 
129.6 	teacher evaluation and peer review process. The teacher evaluation process created under 
129.7 	this subdivision does not create additional due process rights for probationary teachers under 
129.8 	subdivision 5.
129.9 	(d) Consistent with the measures of teacher effectiveness under this subdivision:
129.10 	(1) for students in kindergarten through grade 4, a school administrator must not place 
129.11 	or approve the placement of a student in the classroom of a teacher who is in the improvement 
129.12 	process referenced in paragraph (b), clause (12), or has not had a summative evaluation if, 
129.13 	in the prior year, that student was in the classroom of a teacher who received discipline 
129.14 	pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that 
129.15 	grade; and
129.16 	(2) for students in grades 5 through 12, a school administrator must not place or approve 
129.17 	the placement of a student in the classroom of a teacher who is in the improvement process 
129.18 	referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the 
129.19 	prior year, that student was in the classroom of a teacher who received discipline pursuant 
129.20 	to paragraph (b), clause (13), unless no other teacher at the school teaches that subject area 
129.21 	and grade.
129.22 	All data created and used under this paragraph retains its classification under chapter 13.

129.23 	EFFECTIVE DATE. This section is effective July 1, 2023.

129.24 	Sec. 41. Minnesota Statutes 2020, section 122A.40, subdivision 10, is amended to read:
129.25 		Subd. 10.Negotiated unrequested leave of absence. (a) The school board and the 
129.26 	exclusive bargaining representative of the teachers must negotiate a plan providing for 
129.27 	unrequested leave of absence without pay or fringe benefits for as many teachers as may 
129.28 	be necessary because of discontinuance of position, lack of pupils, financial limitations, or 
129.29 	merger of classes caused by consolidation of districts.
129.30 	(b) A plan may include a process to exempt up to five percent of the teachers in the 
129.31 	district from unrequested leave of absence or nonrenewal regardless of a teacher's 
129.32 	probationary status or seniority if the plan meets the requirements of subdivision 10a, and 
130.1 	if the board and the exclusive representative of the teachers agree in writing to the process 
130.2 	by October 1 of each school year.

130.3 	EFFECTIVE DATE. This section is effective the day following final enactment.

130.4 	Sec. 42. Minnesota Statutes 2020, section 122A.40, is amended by adding a subdivision 
130.5 	to read:
130.6 		Subd. 10a.Unrequested leave of absence exemption process. (a) A plan to exempt 
130.7 	up to five percent of the teachers in the district from unrequested leave of absence or 
130.8 	nonrenewal must establish a committee to select teachers to receive the exemption. The 
130.9 	committee must have an equal number of representatives selected by the superintendent 
130.10 	and the exclusive representative, and must have at least three representatives appointed by 
130.11 	the superintendent and three representatives appointed by the exclusive representative. 
130.12 	School districts and exclusive representatives are strongly encouraged to include members 
130.13 	of underrepresented communities as their committee representatives. The committee must 
130.14 	complete comprehensive anti-racism training by a training provider approved by the 
130.15 	Professional Educator Licensing and Standards Board before beginning the selection process.
130.16 	(b) A teacher selected for exemption from unrequested leave of absence or nonrenewal 
130.17 	must have demonstrated excellent teaching or professional performance, as determined by 
130.18 	colleagues, mentors, and administrators. In addition, the teacher must be a member of a 
130.19 	protected class that:
130.20 	(1) is underrepresented among either (i) teachers in the district relative to the percentage 
130.21 	of students in the protected class enrolled in the district, or (ii) licensed teachers in Minnesota; 
130.22 	and
130.23 	(2) has experienced systemic barriers to entering and remaining in the teaching profession, 
130.24 	as determined by the committee.
130.25 	(c) The district and exclusive representative may negotiate additional criteria for the 
130.26 	committee to consider, including licensure tier. The committee may annually determine by 
130.27 	majority vote the percentage of teachers eligible for the exemption, not to exceed five percent 
130.28 	of teachers in the district.
130.29 	(d) The committee must make final decisions and notify affected teachers no later than 
130.30 	February 1 of each school year. The exemption is valid for the school year in which the 
130.31 	exemption is granted unless the committee renews the exemption in a subsequent year. The 
130.32 	committee may, by majority vote, grant a teacher a two-year exemption from nonrenewal.
131.1 	(e) If the committee is unable to reach a consensus regarding its selections, the committee 
131.2 	must vote on each candidate for the exemption. The candidates receiving the most votes 
131.3 	must be granted the exemption until the number of teachers receiving the exemption reaches 
131.4 	the lower of five percent of the teachers in the district or the percentage determined by 
131.5 	majority vote of the committee.
131.6 	(f) Data on individual teachers collected, created, received, maintained, or disseminated 
131.7 	by the committee are private personnel data pursuant to section 13.43.
131.8 	(g) A dispute over violations of procedures under this section is subject to the grievance 
131.9 	procedure in the applicable collective bargaining agreement.

131.10 	EFFECTIVE DATE. This section is effective the day following final enactment.

131.11 	Sec. 43. Minnesota Statutes 2020, section 122A.41, subdivision 2, is amended to read:
131.12 		Subd. 2.Probationary period; discharge or demotion. (a) All teachers in the public 
131.13 	schools in cities of the first class during the first three years of consecutive employment 
131.14 	shall be deemed to be in a probationary period of employment during which period any 
131.15 	annual contract with any teacher may, or may not, be renewed as the school board, after 
131.16 	consulting with the peer review committee charged with evaluating the probationary teachers 
131.17 	under subdivision 3, shall see fit. The school site management team or the school board if 
131.18 	there is no school site management team, shall adopt a plan for a written evaluation of 
131.19 	teachers during the probationary period according to subdivisions 3 and 5. Evaluation by 
131.20 	the peer review committee charged with evaluating probationary teachers under subdivision 
131.21 	3 shall occur at least three times periodically throughout each school year for a teacher 
131.22 	performing services during that school year; the first evaluation must occur within the first 
131.23 	90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops, 
131.24 	and other staff development opportunities and days on which a teacher is absent from school 
131.25 	shall not be included in determining the number of school days on which a teacher performs 
131.26 	services. The school board may, during such probationary period, discharge or demote a 
131.27 	teacher for any of the causes as specified in this code. A written statement of the cause of 
131.28 	such discharge or demotion shall be given to the teacher by the school board at least 30 
131.29 	days before such removal or demotion shall become effective, and the teacher so notified 
131.30 	shall have no right of appeal therefrom.
131.31 	(b) A probationary teacher whose first three years of consecutive employment are 
131.32 	interrupted for active military service and who promptly resumes teaching consistent with 
131.33 	federal reemployment timelines for uniformed service personnel under United States Code, 
132.1 	title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes 
132.2 	of paragraph (a).
132.3 	(c) A probationary teacher whose first three years of consecutive employment are 
132.4 	interrupted for maternity, paternity, or medical leave and who resumes teaching within 12 
132.5 	months of when the leave began is considered to have a consecutive teaching experience 
132.6 	for purposes of paragraph (a) if the probationary teacher completes a combined total of 
132.7 	three years of teaching service immediately before and after the leave.
132.8 	(d) A probationary teacher must complete at least 120 days of teaching service each year 
132.9 	during the probationary period. Days devoted to parent-teacher conferences, teachers' 
132.10 	workshops, and other staff development opportunities and days on which a teacher is absent 
132.11 	from school do not count as days of teaching service under this paragraph.
132.12 	(e) Notwithstanding any law to the contrary, a teacher who has taught for three 
132.13 	consecutive years in a single school district or charter school in Minnesota or another state 
132.14 	must serve a one-year probationary period in a Minnesota school district.
132.15 	(f) A board may renew a probationary teacher while placing teachers with continuing 
132.16 	contract on unrequested leave of absence pursuant to a plan adopted under subdivisions 14a 
132.17 	and 14b.

132.18 	EFFECTIVE DATE. Paragraph (e) is effective for collective bargaining agreements 
132.19 	effective July 1, 2021, and thereafter. Paragraph (f) is effective the day following final 
132.20 	enactment.

132.21 	Sec. 44. Minnesota Statutes 2020, section 122A.41, subdivision 5, is amended to read:
132.22 		Subd. 5.Development, evaluation, and peer coaching for continuing contract 
132.23 	teachers. (a) To improve student learning and success, a school board and an exclusive 
132.24 	representative of the teachers in the district, consistent with paragraph (b), may develop an 
132.25 	annual teacher evaluation and peer review process for probationary and nonprobationary 
132.26 	teachers through joint agreement. If a school board and the exclusive representative of the 
132.27 	teachers in the district do not agree to an annual teacher evaluation and peer review process, 
132.28 	then the school board and the exclusive representative of the teachers must implement the 
132.29 	state teacher evaluation plan developed under paragraph (c). The process must include 
132.30 	having trained observers serve as peer coaches or having teachers participate in professional 
132.31 	learning communities, consistent with paragraph (b).
132.32 	(b) To develop, improve, and support qualified teachers and effective teaching practices 
132.33 	and improve student learning and success, and provide all enrolled students in a district or 
133.1 	school with improved and equitable access to more effective and diverse teachers, the annual 
133.2 	evaluation process for teachers:
133.3 	(1) must, for probationary teachers, provide for all evaluations required under subdivision 
133.4 	2;
133.5 	(2) must establish a three-year professional review cycle for each teacher that includes 
133.6 	an individual growth and development plan, a peer review process, and at least one 
133.7 	summative evaluation performed by a qualified and trained evaluator such as a school 
133.8 	administrator;
133.9 	(3) must be based on professional teaching standards established in rule create, adopt, 
133.10 	or revise a rubric of performance standards for teacher practice that (i) is based on 
133.11 	professional teaching standards established in rule, (ii) includes culturally responsive 
133.12 	methodologies, and (iii) provides common descriptions of effectiveness using at least three 
133.13 	levels of performance;
133.14 	(4) must coordinate staff development activities under sections 122A.60 and 122A.61 
133.15 	with this evaluation process and teachers' evaluation outcomes;
133.16 	(5) may provide time during the school day and school year for peer coaching and teacher 
133.17 	collaboration;
133.18 	(6) may include job-embedded learning opportunities such as professional learning 
133.19 	communities;
133.20 	(7) may include mentoring and induction programs for teachers, including teachers who 
133.21 	are members of populations underrepresented among the licensed teachers in the district or 
133.22 	school and who reflect the diversity of students under section 120B.35, subdivision 3, 
133.23 	paragraph (b), clause (2), who are enrolled in the district or school;
133.24 	(8) must include an option for teachers to develop and present a portfolio demonstrating 
133.25 	evidence of reflection and professional growth, consistent with section 122A.187, subdivision 
133.26 	3, and include teachers' own performance assessment based on student work samples and 
133.27 	examples of teachers' work, which may include video among other activities for the 
133.28 	summative evaluation;
133.29 	(9) must use data from valid and reliable assessments aligned to state and local academic 
133.30 	standards and must use state and local measures of student growth and literacy that may 
133.31 	include value-added models or student learning goals to determine 35 percent of teacher 
133.32 	evaluation results;
134.1 	(10) must use longitudinal data on student engagement and connection and other student 
134.2 	outcome measures explicitly aligned with the elements of curriculum for which teachers 
134.3 	are responsible, including academic literacy, oral academic language, and achievement of 
134.4 	English learners;
134.5 	(11) must require qualified and trained evaluators such as school administrators to 
134.6 	perform summative evaluations and ensure school districts and charter schools provide for 
134.7 	effective evaluator training specific to teacher development and evaluation;
134.8 	(12) must give teachers not meeting professional teaching standards under clauses (3) 
134.9 	through (11) support to improve through a teacher improvement process that includes 
134.10 	established goals and timelines; and
134.11 	(13) must discipline a teacher for not making adequate progress in the teacher 
134.12 	improvement process under clause (12) that may include a last chance warning, termination, 
134.13 	discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline 
134.14 	a school administrator determines is appropriate.
134.15 	Data on individual teachers generated under this subdivision are personnel data under 
134.16 	section 13.43. The observation and interview notes of peer coaches may only be disclosed 
134.17 	to other school officials with the consent of the teacher being coached.
134.18 	(c) The department, in consultation with parents who may represent parent organizations 
134.19 	and teacher and administrator representatives appointed by their respective organizations, 
134.20 	representing the Professional Educator Licensing and Standards Board, the Minnesota 
134.21 	Association of School Administrators, the Minnesota School Boards Association, the 
134.22 	Minnesota Elementary and Secondary Principals Associations, Education Minnesota, and 
134.23 	representatives of the Minnesota Assessment Group, the Minnesota Business Partnership, 
134.24 	the Minnesota Chamber of Commerce, and Minnesota postsecondary institutions with 
134.25 	research expertise in teacher evaluation, must create and publish a teacher evaluation process 
134.26 	that complies with the requirements in paragraph (b) and applies to all teachers under this 
134.27 	section and section 122A.40 for whom no agreement exists under paragraph (a) for an annual 
134.28 	teacher evaluation and peer review process. The teacher evaluation process created under 
134.29 	this subdivision does not create additional due process rights for probationary teachers under 
134.30 	subdivision 2.
134.31 	(d) Consistent with the measures of teacher effectiveness under this subdivision:
134.32 	(1) for students in kindergarten through grade 4, a school administrator must not place 
134.33 	or approve the placement of a student in the classroom of a teacher who is in the improvement 
134.34 	process referenced in paragraph (b), clause (12), or has not had a summative evaluation if, 
135.1 	in the prior year, that student was in the classroom of a teacher who received discipline 
135.2 	pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that 
135.3 	grade; and
135.4 	(2) for students in grades 5 through 12, a school administrator must not place or approve 
135.5 	the placement of a student in the classroom of a teacher who is in the improvement process 
135.6 	referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the 
135.7 	prior year, that student was in the classroom of a teacher who received discipline pursuant 
135.8 	to paragraph (b), clause (13), unless no other teacher at the school teaches that subject area 
135.9 	and grade.
135.10 	All data created and used under this paragraph retains its classification under chapter 13.

135.11 	EFFECTIVE DATE. This section is effective July 1, 2023.

135.12 	Sec. 45. Minnesota Statutes 2020, section 122A.41, subdivision 14a, is amended to read:
135.13 		Subd. 14a.Negotiated unrequested leave of absence. (a) The school board and the 
135.14 	exclusive bargaining representative of the teachers must negotiate a plan providing for 
135.15 	unrequested leave of absence without pay or fringe benefits for as many teachers as may 
135.16 	be necessary because of discontinuance of position, lack of pupils, financial limitations, or 
135.17 	merger of classes caused by consolidation of districts.
135.18 	(b) A plan may include a process to exempt up to five percent of the teachers in the 
135.19 	district from unrequested leave of absence or nonrenewal regardless of a teacher's 
135.20 	probationary status or seniority if the plan meets the requirements of subdivision 10a, and 
135.21 	if the board and the exclusive representative of the teachers agree in writing to the process 
135.22 	by October 1 of each school year.

135.23 	EFFECTIVE DATE. This section is effective the day following final enactment.

135.24 	Sec. 46. Minnesota Statutes 2020, section 122A.41, is amended by adding a subdivision 
135.25 	to read:
135.26 		Subd. 14b.Unrequested leave of absence exemption process. (a) A plan to exempt 
135.27 	up to five percent of the teachers in the district from unrequested leave of absence or 
135.28 	nonrenewal must establish a committee to select teachers to receive the exemption. The 
135.29 	committee must have an equal number of representatives selected by the superintendent 
135.30 	and the exclusive representative, and must have at least three representatives appointed by 
135.31 	the superintendent and three representatives appointed by the exclusive representative. 
135.32 	School districts and exclusive representatives are strongly encouraged to include members 
136.1 	of underrepresented communities as their committee representatives. The committee must 
136.2 	complete comprehensive anti-racism training by a training provider approved by the 
136.3 	Professional Educator Licensing and Standards Board before beginning the selection process.
136.4 	(b) A teacher selected for exemption from unrequested leave of absence or nonrenewal 
136.5 	must have demonstrated excellent teaching or professional performance, as determined by 
136.6 	colleagues, mentors, and administrators. In addition, the teacher must be a member of a 
136.7 	protected class that:
136.8 	(1) is underrepresented among either (i) teachers in the district relative to the percentage 
136.9 	of students in the protected class enrolled in the district, or (ii) licensed teachers in Minnesota; 
136.10 	and
136.11 	(2) has experienced systemic barriers to entering and remaining in the teaching profession, 
136.12 	as determined by the committee.
136.13 	(c) The district and exclusive representative may negotiate additional criteria for the 
136.14 	committee to consider, including licensure tier. The committee may annually determine by 
136.15 	majority vote the percentage of teachers eligible for the exemption, not to exceed five percent 
136.16 	of teachers in the district.
136.17 	(d) The committee must make final decisions and notify affected teachers no later than 
136.18 	February 1 of each school year. The exemption is valid for the school year in which the 
136.19 	exemption is granted unless the committee renews the exemption in a subsequent year. The 
136.20 	committee may, by majority vote, grant a teacher a two-year exemption from nonrenewal.
136.21 	(e) If the committee is unable to reach a consensus regarding its selections, the committee 
136.22 	must vote on each candidate for the exemption. The candidates receiving the most votes 
136.23 	must be granted the exemption until the number of teachers receiving the exemption reaches 
136.24 	the lower of five percent of the teachers in the district or the percentage determined by 
136.25 	majority vote of the committee.
136.26 	(f) Data on individual teachers collected, created, received, maintained, or disseminated 
136.27 	by the committee are private personnel data pursuant to section 13.43.
136.28 	(g) A dispute over violations of procedures under this section is subject to the grievance 
136.29 	procedure in the applicable collective bargaining agreement.

136.30 	EFFECTIVE DATE. This section is effective the day following final enactment.

137.1 	Sec. 47. [122A.59] COME TEACH IN MINNESOTA HIRING BONUSES.
137.2 		Subdivision 1.Purpose. This section establishes a program to support districts and 
137.3 	schools recruiting and offering hiring bonuses for licensed teachers who are American 
137.4 	Indian or a person of color from another state or country in order to meet staffing needs in 
137.5 	shortage areas in economic development regions in Minnesota.
137.6 		Subd. 2.Eligibility. A district or school must verify that the hiring bonus is given to 
137.7 	teachers licensed in another state who:
137.8 	(1) qualify for a Tier 3 or Tier 4 Minnesota license;
137.9 	(2) have moved to the economic development region in Minnesota where they were 
137.10 	hired; and
137.11 	(3) belong to a racial or ethnic group that is underrepresented among teachers compared 
137.12 	to students in the district or school under section 120B.35, subdivision 3, paragraph (b), 
137.13 	clause (2).
137.14 		Subd. 3.Bonus amount. A district or school may offer a signing and retention bonus 
137.15 	of a minimum of $2,500 and a maximum of $5,000 to a teacher who meets the eligibility 
137.16 	requirements. A teacher who meets the eligibility requirements and meets a licensure shortage 
137.17 	area in the economic development region of the state where the school is located may be 
137.18 	offered a signing bonus of a minimum of $4,000 and a maximum of $8,000. A teacher must 
137.19 	be paid half of the bonus when starting employment and half after completing four years 
137.20 	of service in the hiring district or school if the teacher has demonstrated teaching effectiveness 
137.21 	and is not on a professional improvement plan under section 122A.40, subdivision 8, 
137.22 	paragraph (b), clause (12) or (13), or section 122A.41, subdivision 5, paragraph (b), clause 
137.23 	(12) or (13), or is not being considered for termination under section 122A.40, subdivision 
137.24 	9. A teacher who does not complete their first school year upon receiving a hiring bonus 
137.25 	must repay the hiring bonus.
137.26 		Subd. 4.Administration. The commissioner must establish a process for districts or 
137.27 	schools to seek reimbursement for hiring bonuses given to teachers in shortage areas moving 
137.28 	to and working in Minnesota schools experiencing specific shortages. The commissioner 
137.29 	must provide guidance for districts to seek repayment of a hiring bonus from a teacher who 
137.30 	does not complete the first year of employment. The department may conduct a pilot program 
137.31 	with a small number of teachers during the 2022-2023 biennium to establish feasibility. 
137.32 	The department must submit a report by December 1, 2022, to the chairs and ranking minority 
137.33 	members of the legislative committees with jurisdiction over kindergarten through grade 
138.1 	12 education detailing the effectiveness of the program and recommendations for 
138.2 	improvement in future years.
138.3 		Subd. 5.Account established. A Come Teach in Minnesota Hiring Bonus program 
138.4 	account is created in the special revenue fund for depositing money appropriated to or 
138.5 	received by the department for this program. Money deposited in the account is appropriated 
138.6 	to the commissioner, does not cancel, and is continuously available for reimbursements to 
138.7 	districts under this section.

138.8 	EFFECTIVE DATE. This section applies to teacher contracts entered into on or after 
138.9 	July 1, 2021.

138.10 	Sec. 48. Minnesota Statutes 2020, section 122A.61, subdivision 1, is amended to read:
138.11 		Subdivision 1.Staff development revenue. (a) A district is required to reserve an amount 
138.12 	equal to at least two percent of the basic revenue under section 126C.10, subdivision 2, for:
138.13 	(1) teacher development and evaluation under section 122A.40, subdivision 8, or 122A.41, 
138.14 	subdivision 5;
138.15 	(2) principal development and evaluation under section 123B.147, subdivision 3;
138.16 	(3) professional development under section 122A.60; and
138.17 	(4) in-service education for programs under section 120B.22, subdivision 2.; and
138.18 	(5) teacher mentorship under section 122A.70, subdivision 1.
138.19 	(b) To the extent extra funds remain, staff development revenue may be used for staff 
138.20 	development plans, including plans for challenging instructional activities and experiences 
138.21 	under section 122A.60, and for curriculum development and programs, other in-service 
138.22 	education, teachers' mentoring under section 122A.70 and evaluation, teachers' workshops, 
138.23 	teacher conferences, the cost of substitute teachers for staff development purposes, preservice 
138.24 	and in-service education for special education professionals and paraprofessionals, and 
138.25 	other related costs for staff development efforts.
138.26 	(c) A district may annually waive the requirement to reserve their basic revenue under 
138.27 	this section if a majority vote of the licensed teachers in the district and a majority vote of 
138.28 	the school board agree to a resolution to waive the requirement. A district in statutory 
138.29 	operating debt is exempt from reserving basic revenue according to this section. Districts 
138.30 	may expend an additional amount of unreserved revenue for staff development based on 
138.31 	their needs.

138.32 	EFFECTIVE DATE. This section is effective July 1, 2021.

139.1 	Sec. 49. Minnesota Statutes 2020, section 122A.63, subdivision 6, is amended to read:
139.2 		Subd. 6.Eligibility for scholarships Eligible students. (a) The following American 
139.3 	Indian people are eligible for scholarships An eligible student is a person who:
139.4 	(1) a student having has origins in any of the original peoples of North America and 
139.5 	maintaining maintains cultural identification through tribal affiliation or community 
139.6 	recognition; and
139.7 	(2) is:
139.8 	(i) a student, including a teacher aide employed by a district receiving a joint grant or 
139.9 	their contracted partner school, who intends to become a teacher or who is interested in the 
139.10 	field of education, and who is enrolled in a postsecondary institution or their contracted 
139.11 	partner institutions receiving a joint grant;
139.12 	(3) (ii) a licensed employee of a district receiving a joint grant or a contracted partner 
139.13 	institution, who is enrolled in a master of education program; and or
139.14 	(4) (iii) a student who, after applying for federal and state financial aid and an American 
139.15 	Indian scholarship according to section 136A.126, has financial needs that remain unmet. 
139.16 	Financial need must be determined according to the congressional methodology for needs 
139.17 	determination or as otherwise set in federal law.
139.18 	(b) Priority must be given first to a student eligible students who is are tribally enrolled 
139.19 	in a federally or state recognized Tribe and then to first- and second-generation descendants.

139.20 	Sec. 50. Minnesota Statutes 2020, section 122A.63, subdivision 9, is amended to read:
139.21 		Subd. 9.Eligible programming. (a) The grantee institutions and their contracted partner 
139.22 	institutions may provide scholarships to eligible students progressing toward educational 
139.23 	goals in any area of teacher licensure, including an associate's, bachelor's, master's, or 
139.24 	doctoral degree in the following:
139.25 	(1) any educational certification necessary for employment;
139.26 	(2) early childhood family education or prekindergarten licensure;
139.27 	(3) elementary and secondary education;
139.28 	(4) school administration; or
139.29 	(5) any educational program that provides services to American Indian students in 
139.30 	prekindergarten through grade 12.
140.1 	(b) Scholarships may be used to cover an eligible student's cost of attendance under 
140.2 	section 136A.126, subdivision 3.
140.3 	(b) (c) For purposes of recruitment, the grantees or their contracted partner institutions 
140.4 	must agree to work with their respective organizations to hire an American Indian work-study 
140.5 	student or other American Indian staff to conduct initial information queries and to contact 
140.6 	persons working in schools to provide programming regarding education professions to 
140.7 	high school students who may be interested in education as a profession.
140.8 	(c) (d) At least 80 percent of the grants awarded under this section must be used for 
140.9 	student scholarships. No more than 20 percent of the grants awarded under this section may 
140.10 	be used for recruitment or administration of the student scholarships.

140.11 	Sec. 51. Minnesota Statutes 2020, section 122A.635, subdivision 3, is amended to read:
140.12 		Subd. 3.Grant program administration. The Professional Educator Licensing and 
140.13 	Standards Board may enter into an interagency agreement with the Office of Higher 
140.14 	Education. The agreement may include a transfer of funds to the Office of Higher Education 
140.15 	to help establish and administer the competitive grant process. The board must award grants 
140.16 	to institutions located in various economic development regions throughout the state, but 
140.17 	must not predetermine the number of institutions to be awarded grants under this section 
140.18 	or set a limit for the amount that any one institution may receive as part of the competitive 
140.19 	grant application process. All grants must be awarded by August 15 of the fiscal year in 
140.20 	which the grants are to be used except that, for initial competitive grants awarded for fiscal 
140.21 	year 2020, grants must be awarded by September 15. Grants awarded after fiscal year 2021 
140.22 	must be awarded for a two-year grant period. An institution that receives a grant under this 
140.23 	section may use the grant funds over a two- to four-year period to support teacher candidates.

140.24 	Sec. 52. Minnesota Statutes 2020, section 122A.635, subdivision 4, is amended to read:
140.25 		Subd. 4.Report. (a) By January 15 June 30 of each year, an institution awarded a grant 
140.26 	under this section must prepare for the legislature and the board a detailed report regarding 
140.27 	the expenditure of grant funds, including the amounts used to recruit, retain, and induct 
140.28 	teacher candidates of color or who are American Indian. The report must include the total 
140.29 	number of teacher candidates of color, disaggregated by race or ethnic group, who are 
140.30 	recruited to the institution, are newly admitted to the licensure program, are enrolled in the 
140.31 	licensure program, have completed student teaching, have graduated, are licensed, and are 
140.32 	newly employed as Minnesota teachers in their licensure field. A grant recipient must report 
140.33 	the total number of teacher candidates of color or who are American Indian at each stage 
141.1 	from recruitment to licensed teaching as a percentage of total candidates seeking the same 
141.2 	licensure at the institution.
141.3 	(b) By September 1 of each year, the board must post a report on its website summarizing 
141.4 	the activities and outcomes of grant recipients and results that promote sharing of effective 
141.5 	practices among grant recipients.

141.6 	Sec. 53. Minnesota Statutes 2020, section 122A.70, is amended to read:
141.7 	122A.70 TEACHER MENTORSHIP AND RETENTION OF EFFECTIVE 
141.8 	TEACHERS.
141.9 		Subdivision 1.Teacher mentoring, induction, and retention programs. (a) School 
141.10 	districts are encouraged to must develop teacher mentoring programs for teachers new to 
141.11 	the profession or district, including teaching residents, teachers of color, teachers who are 
141.12 	American Indian, teachers in license shortage areas, teachers with special needs, or 
141.13 	experienced teachers in need of peer coaching.
141.14 	(b) Teacher mentoring programs must be included in or aligned with districts' teacher 
141.15 	evaluation and peer review processes under sections 122A.40, subdivision 8, and 122A.41, 
141.16 	subdivision 5. A district may use staff development revenue under section 122A.61, special 
141.17 	grant programs established by the legislature, or another funding source to pay a stipend to 
141.18 	a mentor who may be a current or former teacher who has taught at least three years and is 
141.19 	not on an improvement plan. Other initiatives using such funds or funds available under 
141.20 	sections 124D.861 and 124D.862 may include:
141.21 	(1) additional stipends as incentives to mentors of color or who are American Indian;
141.22 	(2) financial supports for professional learning community affinity groups across schools 
141.23 	within and between districts for teachers from underrepresented racial and ethnic groups to 
141.24 	come together throughout the school year. For purposes of this section, "affinity groups" 
141.25 	are groups of educators who share a common racial or ethnic identity in society as persons 
141.26 	of color or who are American Indian;
141.27 	(3) programs for induction aligned with the district or school mentorship program during 
141.28 	the first three years of teaching, especially for teachers from underrepresented racial and 
141.29 	ethnic groups; or
141.30 	(4) grants supporting licensed and nonlicensed educator participation in professional 
141.31 	development, such as workshops and graduate courses, related to increasing student 
141.32 	achievement for students of color and American Indian students in order to close opportunity 
141.33 	and achievement gaps.
142.1 	(c) A school or district that receives a grant must negotiate additional retention strategies 
142.2 	or protection from unrequested leave of absences in the beginning years of employment for 
142.3 	teachers of color and teachers who are American Indian. Retention strategies may include 
142.4 	providing financial incentives for teachers of color and teachers who are American Indian 
142.5 	to work in the school or district for at least five years and placing American Indian educators 
142.6 	at sites with other American Indian educators and educators of color at sites with other 
142.7 	educators of color to reduce isolation and increase opportunity for collegial support.
142.8 		Subd. 2.Applications Board grants. The Professional Educator Licensing and Standards 
142.9 	Board must make grant application forms available to sites interested in developing or 
142.10 	expanding a mentorship program. A school district; a group of school districts; a coalition 
142.11 	of districts, teachers, and teacher education institutions; or a coalition of schools, teachers, 
142.12 	or nonlicensed educators may apply for a program grant. The Professional Educator Licensing 
142.13 	and Standards Board, in consultation with the teacher mentoring task force, must approve 
142.14 	or disapprove the applications. To the extent possible, the approved applications must reflect 
142.15 	effective mentoring, professional development, and retention components, and be 
142.16 	geographically distributed throughout the state. The Professional Educator Licensing and 
142.17 	Standards Board must encourage the selected sites to consider the use of its assessment 
142.18 	procedures.
142.19 		Subd. 3.Criteria for selection. At a minimum, applicants for grants under subdivision 
142.20 	2 must express commitment to:
142.21 	(1) allow staff participation;
142.22 	(2) assess skills of both beginning and mentor teachers;
142.23 	(3) provide appropriate in-service to needs identified in the assessment;
142.24 	(4) provide leadership to the effort;
142.25 	(5) cooperate with higher education institutions;
142.26 	(6) provide facilities and other resources;
142.27 	(7) share findings, materials, and techniques with other school districts; and
142.28 	(8) retain teachers of color and teachers who are American Indian.
142.29 		Subd. 4.Additional funding. Grant applicants are required to must seek additional 
142.30 	funding and assistance from sources such as school districts, postsecondary institutions, 
142.31 	foundations, and the private sector.
143.1 		Subd. 5.Program implementation. New and expanding mentorship sites that are funded
143.2 	receive a board grant under subdivision 2 to design, develop, implement, and evaluate their 
143.3 	program must participate in activities that support program development and implementation. 
143.4 	The Professional Educator Licensing and Standards Board must provide resources and 
143.5 	assistance to support new sites in their program efforts. These activities and services may 
143.6 	include, but are not limited to: planning, planning guides, media, training, conferences, 
143.7 	institutes, and regional and statewide networking meetings. Nonfunded schools or districts 
143.8 	interested in getting started may participate. Fees may be charged for meals, materials, and 
143.9 	the like.
143.10 		Subd. 6.Report. By June 30 of each year after receiving a grant, recipients must submit 
143.11 	a report to the Professional Educator Licensing and Standards Board on program efforts 
143.12 	that describes mentoring and induction activities and assesses the impact of these programs 
143.13 	on teacher effectiveness and retention.

143.14 	EFFECTIVE DATE. This section is effective July 1, 2021.

143.15 	Sec. 54. Minnesota Statutes 2020, section 122A.76, is amended to read:
143.16 	122A.76 STATEWIDE CONCURRENT ENROLLMENT TEACHER TRAINING 
143.17 	PROGRAM PARTNERSHIP.
143.18 		Subdivision 1.Definition. (a) For purposes of this section, the following terms have the 
143.19 	meanings given them.
143.20 	(b) "Northwest Regional Partnership""Concurrent Enrollment Teacher Partnership" 
143.21 	means a voluntary association of the Lakes Country Service Cooperative, the Northwest 
143.22 	Service Cooperative, andthe Metropolitan Education Cooperative Service Unit, Minnesota 
143.23 	State University-Moorhead, and other interested Minnesota State Colleges and Universities
143.24 	that workswork together to provide coordinated higher learning opportunities for teachers.
143.25 	(c) "State Partnership" means a voluntary association of the Northwest Regional 
143.26 	Partnership and the Metropolitan Educational Cooperative Service Unit.
143.27 	(d) "Eligible postsecondary institution" means a public or private postsecondary institution 
143.28 	that awards graduate credits.
143.29 	(e)(d) "Eligible teacher" means a licensed teacher of secondary school courses for 
143.30 	postsecondary credit.
143.31 		Subd. 1a.Fiscal host.  Lakes Country Service Cooperative is the fiscal host for the 
143.32 	Concurrent Enrollment Teacher Partnership.
144.1 		Subd. 2.Establishment. (a) Lakes Country Service Cooperative, in consultation with 
144.2 	the Northwest Service Cooperative,The Concurrent Enrollment Teacher Partnership may 
144.3 	develop a continuing education program to allow eligible teachers to attain the requisite 
144.4 	graduate credits necessary to be qualified to teach secondary school courses for postsecondary 
144.5 	credit.
144.6 	(b) If established, the State PartnershipThe Concurrent Enrollment Teacher Partnership 
144.7 	must contract with one or more eligible postsecondary institutions to establish a continuing 
144.8 	education credit program to allow eligible teachers to attain sufficient graduate credits to 
144.9 	qualify to teach secondary school courses for postsecondary credit. Members of the State
144.10 	Concurrent Enrollment Teacher Partnership must work to eliminate duplication of service 
144.11 	and develop the continuing education credit program efficiently and cost-effectively.
144.12 		Subd. 3.Curriculum development. The continuing education program must use flexible 
144.13 	delivery models, such as an online education curriculum, that allow eligible secondary 
144.14 	school teachers to attain graduate credit at a reduced credit rate. Information about the 
144.15 	curriculum, including course length and course requirements, must be posted on the website 
144.16 	of the eligible institution offering the course at least two weeks before eligible teachers are 
144.17 	required to register for courses in the continuing education program.
144.18 		Subd. 4.Funding for course participation; course development; scholarships; 
144.19 	stipends participation incentives. (a) Lakes Country Service Cooperative, in consultation 
144.20 	with the other members of the Northwest RegionalConcurrent Enrollment Teacher 
144.21 	Partnership, shall: must
144.22 	(1) provide funding for course developmenteligible teachers to participate in the program 
144.23 	for up to 18 credits in applicable postsecondary subject areas;.
144.24 	(2) provide scholarships for eligible teachers to enroll in the continuing education 
144.25 	program; and
144.26 	(3) develop criteria for awarding educator stipends on a per-credit basis to incentivize 
144.27 	participation in the continuing education program.
144.28 	(b) If established, the State Partnership must:
144.29 	(1) provide funding for course development for up to 18 credits in applicable 
144.30 	postsecondary subject areas;
144.31 	(2) provide scholarships for eligible teachers to enroll in the continuing education 
144.32 	program; and
145.1 	(3) develop criteria for awarding educator stipends on a per-credit basis to incentivize 
145.2 	participation in the continuing education program.
145.3 	(b) The Concurrent Enrollment Teacher Partnership may:
145.4 	(1) provide funding for course development in applicable postsecondary subject areas;
145.5 	(2) work with school districts to develop incentives for teachers to participate in the 
145.6 	program; and
145.7 	(3) enroll college faculty, as space permits, and provide financial assistance if state aid 
145.8 	remains available.
145.9 		Subd. 5.Private funding. The partnerships may receive private resources to supplement 
145.10 	the available public money. All money received in fiscal year 2017 shall be administered 
145.11 	by the Lakes Country Service Cooperative. All money received in fiscal year 2018 and later 
145.12 	shall be administered by the State Partnership.
145.13 		Subd. 6.Report required. (a) The Northwest Regional Partnership must submit a report 
145.14 	by January 15, 2018, on the progress of its activities to the legislature, commissioner of 
145.15 	education, and Board of Trustees of the Minnesota State Colleges and Universities. The 
145.16 	report shall contain a financial report for the preceding year.
145.17 	(b) If established, the StateThe Concurrent Enrollment Teacher Partnership must submit 
145.18 	an annual joint report to the legislature and the Office of Higher Education by January 15 
145.19 	of each year on the progress of its activities. The report must include the number of teachers 
145.20 	participating in the program, the geographic location of the teachers, the number of credits 
145.21 	earned, and the subject areas of the courses in which participants earned credit. The report 
145.22 	must include a financial report for the preceding year.

145.23 	EFFECTIVE DATE. This section is effective July 1, 2021.

145.24 	Sec. 55. Minnesota Statutes 2020, section 123B.147, subdivision 3, is amended to read:
145.25 		Subd. 3.Duties; evaluation. (a) The principal shall provide administrative, supervisory, 
145.26 	and instructional leadership services, under the supervision of the superintendent of schools 
145.27 	of the district and according to the policies, rules, and regulations of the school board, for 
145.28 	the planning, management, operation, and evaluation of the education program of the building 
145.29 	or buildings to which the principal is assigned.
145.30 	(b) To enhance a principal's culturally responsive leadership skills and support and 
145.31 	improve teaching practices, school performance, and student achievement for diverse student 
145.32 	populations, including at-risk students, children with disabilities, English learners, and gifted 
146.1 	students, among others, a district must develop and implement a performance-based system 
146.2 	for annually evaluating school principals assigned to supervise a school building within the 
146.3 	district. The evaluation must be designed to improve teaching and learning by supporting 
146.4 	the principal in shaping the school's professional environment and developing teacher 
146.5 	quality, performance, and effectiveness. The annual evaluation must:
146.6 	(1) support and improve a principal's instructional leadership, organizational management, 
146.7 	and professional development, and strengthen the principal's capacity in the areas of 
146.8 	instruction, supervision, evaluation, and teacher development;
146.9 	(2) support and improve a principal's culturally responsive leadership practices that 
146.10 	create inclusive and respectful teaching and learning environments for all students, families, 
146.11 	and employees;
146.12 	(2) (3) include formative and summative evaluations based on multiple measures of 
146.13 	student progress toward career and college readiness;
146.14 	(3) (4) be consistent with a principal's job description, a district's long-term plans and 
146.15 	goals, and the principal's own professional multiyear growth plans and goals, all of which 
146.16 	must support the principal's leadership behaviors and practices, rigorous curriculum, school 
146.17 	performance, and high-quality instruction;
146.18 	(4) (5) include on-the-job observations and previous evaluations;
146.19 	(5) (6) allow surveys to help identify a principal's effectiveness, leadership skills and 
146.20 	processes, and strengths and weaknesses in exercising leadership in pursuit of school success;
146.21 	(6) (7) use longitudinal data on student academic growth as 35 percent of the evaluation 
146.22 	and incorporate district achievement goals and targets;
146.23 	(7) (8) be linked to professional development that emphasizes improved teaching and 
146.24 	learning, curriculum and instruction, student learning, culturally responsive leadership 
146.25 	practices, and a collaborative professional culture; and
146.26 	(8) (9) for principals not meeting standards of professional practice or other criteria 
146.27 	under this subdivision, implement a plan to improve the principal's performance and specify 
146.28 	the procedure and consequence if the principal's performance is not improved.
146.29 	The provisions of this paragraph are intended to provide districts with sufficient flexibility 
146.30 	to accommodate district needs and goals related to developing, supporting, and evaluating 
146.31 	principals.

146.32 	EFFECTIVE DATE. This section is effective July 1, 2023.

147.1 	Sec. 56. Minnesota Statutes 2020, section 125A.08, is amended to read:
147.2 	125A.08 INDIVIDUALIZED EDUCATION PROGRAMS.
147.3 	(a) At the beginning of each school year, each school district shall have in effect, for 
147.4 	each child with a disability, an individualized education program.
147.5 	(b) As defined in this section, every district must ensure the following:
147.6 	(1) all students with disabilities are provided the special instruction and services which 
147.7 	are appropriate to their needs. Where the individualized education program team has 
147.8 	determined appropriate goals and objectives based on the student's needs, including the 
147.9 	extent to which the student can be included in the least restrictive environment, and where 
147.10 	there are essentially equivalent and effective instruction, related services, or assistive 
147.11 	technology devices available to meet the student's needs, cost to the district may be among 
147.12 	the factors considered by the team in choosing how to provide the appropriate services, 
147.13 	instruction, or devices that are to be made part of the student's individualized education 
147.14 	program. The individualized education program team shall consider and may authorize 
147.15 	services covered by medical assistance according to section 256B.0625, subdivision 26. 
147.16 	Before a school district evaluation team makes a determination of other health disability 
147.17 	under Minnesota Rules, part 3525.1335, subparts 1 and 2, item A, subitem (1), the evaluation 
147.18 	team must seek written documentation of the student's medically diagnosed chronic or acute 
147.19 	health condition signed by a licensed physician or a licensed health care provider acting 
147.20 	within the scope of the provider's practice. The student's needs and the special education 
147.21 	instruction and services to be provided must be agreed upon through the development of 
147.22 	an individualized education program. The program must address the student's need to develop 
147.23 	skills to live and work as independently as possible within the community. The individualized 
147.24 	education program team must consider positive behavioral interventions, strategies, and 
147.25 	supports that address behavior needs for children. During grade 9, the program must address 
147.26 	the student's needs for transition from secondary services to postsecondary education and 
147.27 	training, employment, community participation, recreation, and leisure and home living. In 
147.28 	developing the program, districts must inform parents of the full range of transitional goals 
147.29 	and related services that should be considered. The program must include a statement of 
147.30 	the needed transition services, including a statement of the interagency responsibilities or 
147.31 	linkages or both before secondary services are concluded. If the individualized education 
147.32 	program meets the plan components in section 120B.125, the individualized education 
147.33 	program satisfies the requirement and no additional transition plan is needed;
148.1 	(2) children with a disability under age five and their families are provided special 
148.2 	instruction and services appropriate to the child's level of functioning and needs;
148.3 	(3) children with a disability and their parents or guardians are guaranteed procedural 
148.4 	safeguards and the right to participate in decisions involving identification, assessment 
148.5 	including assistive technology assessment, and educational placement of children with a 
148.6 	disability;
148.7 	(4) eligibility and needs of children with a disability are determined by an initial 
148.8 	evaluation or reevaluation, which may be completed using existing data under United States 
148.9 	Code, title 20, section 33, et seq.;
148.10 	(5) to the maximum extent appropriate, children with a disability, including those in 
148.11 	public or private institutions or other care facilities, are educated with children who are not 
148.12 	disabled, and that special classes, separate schooling, or other removal of children with a 
148.13 	disability from the regular educational environment occurs only when and to the extent that 
148.14 	the nature or severity of the disability is such that education in regular classes with the use 
148.15 	of supplementary services cannot be achieved satisfactorily;
148.16 	(6) in accordance with recognized professional standards, testing and evaluation materials, 
148.17 	and procedures used for the purposes of classification and placement of children with a 
148.18 	disability are selected and administered so as not to be racially or culturally discriminatory; 
148.19 	and
148.20 	(7) the rights of the child are protected when the parents or guardians are not known or 
148.21 	not available, or the child is a ward of the state.
148.22 	(c) For all paraprofessionals employed to work in programs whose role in part is to 
148.23 	provide direct support to students with disabilities, the school board in each district shall 
148.24 	ensure that:
148.25 	(1) before or beginning at the time of employment, each paraprofessional must develop 
148.26 	sufficient knowledge and skills in emergency procedures, building orientation, roles and 
148.27 	responsibilities, confidentiality, vulnerability, and reportability, among other things, to begin 
148.28 	meeting the needs, especially disability-specific and behavioral needs, of the students with 
148.29 	whom the paraprofessional works;
148.30 	(2) before beginning work alone with an individual student with a disability, the assigned 
148.31 	paraprofessional must be either given paid time, or time during the school day, to review a 
148.32 	student's individualized education program or be briefed on the student's specific needs by 
148.33 	appropriate staff, and in the case of a student transferring into the school during the school 
149.1 	year, the assigned paraprofessional must be given up to five days after the student's transfer 
149.2 	to review the student's individualized education program;
149.3 	(2) (3) annual training opportunities are required to enable the paraprofessional to 
149.4 	continue to further develop the knowledge and skills that are specific to the students with 
149.5 	whom the paraprofessional works, including understanding disabilities, the unique and 
149.6 	individual needs of each student according to the student's disability and how the disability 
149.7 	affects the student's education and behavior, following lesson plans, and implementing 
149.8 	follow-up instructional procedures and activities; and
149.9 	(4) a minimum of 16 hours of paid orientation or professional development must be 
149.10 	provided annually to all paraprofessionals, Title I aides, and other instructional support 
149.11 	staff. Eight of the 16 hours must be completed before the first instructional day of the school 
149.12 	year or within 30 days of hire. The orientation or professional development must be relevant 
149.13 	to the employee's occupation and may include collaboration time with classroom teachers 
149.14 	and planning for the school year. For paraprofessionals who provide direct support to 
149.15 	students, at least 50 percent of the professional development or orientation must be dedicated 
149.16 	to meeting the requirements of this section. Professional development for paraprofessionals 
149.17 	may also address the requirements of section 120B.363, subdivision 3. A school administrator 
149.18 	must keep a record of, and provide to each paraprofessional, an annual certification of 
149.19 	compliance with this requirement; and
149.20 	(3) (5) a districtwide process obligates each paraprofessional to work under the ongoing 
149.21 	direction of a licensed teacher and, where appropriate and possible, the supervision of a 
149.22 	school nurse.
149.23 	(d) A school district may conduct a functional behavior assessment as defined in 
149.24 	Minnesota Rules, part 3525.0210, subpart 22, as a stand-alone evaluation without conducting 
149.25 	a comprehensive evaluation of the student in accordance with prior written notice provisions 
149.26 	in section 125A.091, subdivision 3a. A parent or guardian may request that a school district 
149.27 	conduct a comprehensive evaluation of the parent's or guardian's student.

149.28 	Sec. 57. [125A.755] PARAPROFESSIONAL TRAINING AID.
149.29 	Beginning in fiscal year 2022, each school district, charter school, and cooperative 
149.30 	organization serving pupils is eligible for paraprofessional training aid. Professional training 
149.31 	aid equals $196 times the number of paraprofessionals, Title I aides, and other instructional 
149.32 	support staff employed by the school district, charter school, or cooperative organization 
149.33 	during the previous school year. A school district must reserve paraprofessional training 
149.34 	aid and spend it only on the training required in section 125A.08.

150.1 	EFFECTIVE DATE. This section is effective for fiscal year 2022 and later.

150.2 	Sec. 58. Minnesota Statutes 2020, section 179A.03, subdivision 19, is amended to read:
150.3 		Subd. 19.Terms and conditions of employment. "Terms and conditions of employment" 
150.4 	means the hours of employment, the compensation therefor including fringe benefits except 
150.5 	retirement contributions or benefits other than employer payment of, or contributions to, 
150.6 	premiums for group insurance coverage of retired employees or severance pay, class sizes 
150.7 	in Minnesota school districts and charter schools, student testing, student-to-personnel ratios 
150.8 	in Minnesota school districts, and the employer's personnel policies affecting the working 
150.9 	conditions of the employees. In the case of professional employees the term does not mean 
150.10 	educational policies of a school district. "Terms and conditions of employment" is subject 
150.11 	to section 179A.07.

150.12 	Sec. 59. GRANTS FOR GROW YOUR OWN PROGRAMS.
 150.13 		Subdivision 1.Establishment. The commissioner of education must award grants for 
150.14 	the three types of Grow Your Own programs established under this section in order to 
150.15 	develop a teaching workforce that more closely reflects the state's increasingly diverse 
150.16 	student population and ensure all students have equitable access to effective and diverse 
150.17 	teachers.
150.18 		Subd. 2.Definitions. (a) For purposes of this section, the following terms have the 
150.19 	meanings given.
150.20 	(b) "Eligible district" means a school district, charter school, or cooperative unit under 
150.21 	section 123A.24, subdivision 2.
150.22 	(c) "Grow Your Own program" means a program established by an eligible district in 
150.23 	partnership with a Professional Educator Licensing and Standards Board-approved teacher 
150.24 	preparation program provider or by a Head Start program under section 119A.50 to provide 
150.25 	a pathway for candidates to enter the teaching profession and teach at any level from early 
150.26 	childhood to secondary school.
150.27 	(d) "Residency program" means a Professional Educator Licensing and Standards 
150.28 	Board-approved teacher preparation program established by an eligible district and a 
150.29 	board-approved teacher preparation program provider that uses a cohort-based model and 
150.30 	includes a yearlong clinical experience integrating coursework and student teaching.
150.31 	(e) "Resident" means a teacher candidate participating in a residency program.
151.1 		Subd. 3.Grants for residency programs. (a) An eligible district may apply for grants 
151.2 	to develop, maintain, or expand effective residency programs. A residency program must 
151.3 	pair a resident with a teacher of record who must hold a Tier 3 or Tier 4 license. The 
151.4 	residency program must provide the teacher of record with ongoing professional development 
151.5 	in co-teaching, mentoring, and coaching skills and must ensure that the resident and teacher 
151.6 	of record co-teach and participate in required teacher professional development activities 
151.7 	for at least 80 percent of the contracted week for a full academic year.
151.8 	(b) A grant recipient must use at least 80 percent of grant funds to provide tuition 
151.9 	scholarships or stipends to enable employees or community members seeking a teaching 
151.10 	license, who are of color or American Indian, to participate in a residency program. A grant 
151.11 	recipient may request permission from the commissioner to use the remaining grant funds 
151.12 	to provide tuition scholarships to employees who are not persons of color or American 
151.13 	Indian and who seek to teach in a licensure area in which the eligible district has a shortage 
151.14 	of Tier 3 or Tier 4 licensed teachers.
151.15 	(c) An eligible district using grant funds under this subdivision to provide financial 
151.16 	support to teacher candidates may require a commitment from a candidate to teach in the 
151.17 	eligible district for a reasonable amount of time not to exceed five years.
151.18 		Subd. 4.Grants for programs serving adults. (a) An eligible district or Head Start 
151.19 	program under section 119A.50 may apply for grants to provide financial assistance, 
151.20 	mentoring, and other experiences to support persons of color or American Indian persons 
151.21 	to become licensed teachers or preschool teachers.
151.22 	(b) An eligible district or Head Start program must use grant funds awarded under this 
151.23 	subdivision for:
151.24 	(1) tuition scholarships or stipends to eligible Tier 2 licensed teachers, education 
151.25 	assistants, cultural liaisons, or other nonlicensed employees who are of color or American 
151.26 	Indian and are enrolled in undergraduate or graduate-level coursework that is part of a 
151.27 	board-approved teacher preparation program leading to a Tier 3 teacher license;
151.28 	(2) developing and implementing pathway programs with local community-based 
151.29 	organizations led by and for communities of color or American Indian communities that 
151.30 	provide stipends or tuition scholarships to parents and community members who are of 
151.31 	color or American Indian to change careers and obtain a Tier 3 license or other credential 
151.32 	needed to teach in a Head Start program; or
151.33 	(3) collaborating with a board-approved teacher preparation program provided by a 
151.34 	postsecondary institution to develop and implement innovative teacher preparation programs 
152.1 	that lead to Tier 2 or Tier 3 licensure, involve more intensive and extensive clinical 
152.2 	experiences with more professional coaching or mentorship than are typically required in 
152.3 	traditional college or university campus-based teacher preparation programs, provide 
152.4 	candidates with support that is responsive to the unique needs of candidates who are of 
152.5 	color or American Indian, and have more than half of their candidates identify as persons 
152.6 	of color or American Indian.
152.7 	(c) An eligible district or Head Start program providing financial assistance to individuals 
152.8 	under this subdivision may require a commitment from candidates to teach in the eligible 
152.9 	school or Head Start program for a reasonable amount of time not to exceed five years.
152.10 		Subd. 5.Grants for programs serving secondary school students. (a) In addition to 
152.11 	grants for developing and offering dual-credit postsecondary course options in schools for 
152.12 	"Introduction to Teaching" or "Introduction to Education" courses under section 124D.09, 
152.13 	subdivision 10, a school district or charter school may apply for grants under this section 
152.14 	to offer other innovative programs that encourage secondary school students, especially 
152.15 	students of color and American Indian students, to pursue teaching. To be eligible for a 
152.16 	grant under this subdivision, a school district or charter school must ensure that the aggregate 
152.17 	percentage of secondary school students of color and American Indian students participating 
152.18 	in the program is equal to or greater than the aggregate percentage of students of color and 
152.19 	American Indian students in the school district or charter school.
152.20 	(b) A grant recipient must use grant funds awarded under this subdivision for:
152.21 	(1) supporting future teacher clubs or service-learning opportunities that provide middle 
152.22 	and high school students who are of color or American Indian with experiential learning 
152.23 	that supports the success of younger students or peers and increases students' interest in 
152.24 	pursuing a teaching career;
152.25 	(2) providing direct support, including wrap-around services, for students who are of 
152.26 	color or American Indian to enroll and be successful in postsecondary enrollment options 
152.27 	courses under section 124D.09 that would meet degree requirements for teacher licensure; 
152.28 	or
152.29 	(3) offering scholarships to graduating high school students who are of color or American 
152.30 	Indian to enroll in board-approved undergraduate teacher preparation programs at a college 
152.31 	or university in Minnesota.
152.32 		Subd. 6.Grant procedure. (a) An eligible district or Head Start program must apply 
152.33 	for a grant under this section in the form and manner specified by the commissioner. The 
153.1 	commissioner must give priority to eligible districts or Head Start programs with the highest 
153.2 	total number or percentage of students who are of color or American Indian.
153.3 	(b) For the 2022-2023 school year and later, grant applications for new and existing 
153.4 	programs must be received by the commissioner no later than January 15 of the year prior 
153.5 	to the school year in which the grant will be used. The commissioner must review all 
153.6 	applications and notify grant recipients by March 15 or as soon as practicable of the 
153.7 	anticipated amount awarded. If the commissioner determines that sufficient funding is 
153.8 	unavailable for the grants, the commissioner must notify grant applicants by June 30 or as 
153.9 	soon as practicable that there are insufficient funds.
153.10 	(c) For the 2021-2022 school year, the commissioner must set a timetable for awarding 
153.11 	grants as soon as practicable.
153.12 		Subd. 7.Account established. A Grow Your Own program account is created in the 
153.13 	special revenue fund for depositing money appropriated to or received by the department 
153.14 	for Grow Your Own programs. Money deposited in the account is appropriated to the 
153.15 	commissioner, does not cancel, and is continuously available for grants under this section. 
153.16 	Grant recipients may apply to use grant money over a period of up to 60 months.
153.17 		Subd. 8.Report. Grant recipients must annually report to the commissioner in the form 
153.18 	and manner determined by the commissioner on their activities under this section, including 
153.19 	the number of participants, the percentage of participants who are of color or American 
153.20 	Indian, and an assessment of program effectiveness, including participant feedback, areas 
153.21 	for improvement, the percentage of participants continuing to pursue teacher licensure, and 
153.22 	where applicable, the number of participants hired in the school or district as teachers after 
153.23 	completing preparation programs. The commissioner must publish a report for the public 
153.24 	that summarizes the activities and outcomes of grant recipients and what was done to promote 
153.25 	sharing of effective practices among grant recipients and potential grant applicants.

153.26 	EFFECTIVE DATE. This section is effective July 1, 2021.

153.27 	Sec. 60. APPROPRIATIONS; DEPARTMENT OF EDUCATION.
 153.28 		Subdivision 1.Department of Education. The sums indicated in this section are 
153.29 	appropriated from the general fund to the Department of Education for the fiscal years 
153.30 	designated.
153.31 		Subd. 2.Black Men Teach Twin Cities grant. (a) For a grant to Black Men Teach 
153.32 	Twin Cities:

154.1		$
	750,000
	.....
	2022
	
154.2 	(b) Grant funds must be used to establish partnerships with eight school district 
154.3 	elementary schools or elementary charter schools with a goal of increasing the number of 
154.4 	black male teachers to 20 percent of the teachers at each school site.
154.5 	(c) The grant recipient must provide a detailed report to the chairs and ranking minority 
154.6 	members of the legislative committees having jurisdiction over kindergarten through grade 
154.7 	12 education and higher education by January 15 of each year until 2027 describing how 
154.8 	the grant funds were used. The report must describe the progress made toward the goal of 
154.9 	increasing the number of black male teachers at each school site and strategies used.
154.10 	(d) Any balance does not cancel but is available until June 30, 2024.
154.11 		Subd. 3.Concurrent enrollment teacher partnership. (a) To the Lakes Country Service 
154.12 	Cooperative for the concurrent enrollment teacher partnership under Minnesota Statutes, 
154.13 	section 122A.76:

154.14		$
	1,000,000
	.....
	2022
	
154.15		$
	1,000,000
	.....
	2023
	
154.16 	(b) Any balance in the first year does not cancel but is available in the second year.
154.17 		Subd. 4.Grow Your Own. (a) For grants to develop, continue, or expand Grow Your 
154.18 	Own new teacher programs:

154.19		$
	8,535,000
	.....
	2022
	
154.20		$
	9,285,000
	.....
	2023
	
154.21 	(b) Of this amount in each fiscal year, at least $3,000,000 is for teacher residency 
154.22 	programs.
154.23 	(c) The department may retain up to $100,000 of the appropriation amount to monitor 
154.24 	and administer the grant program.
154.25 	(d) Any balance in the first year does not cancel but is available in the second year.
154.26 		Subd. 5.Equity, diversity, and inclusion anti-bias professional development. (a) For 
154.27 	grants to districts and charter schools to implement professional development for staff 
154.28 	focused on anti-bias instructional practices:

154.29		$
	4,000,000
	.....
	2022
	
154.30 	(b) The department must develop tools and programs on anti-bias instructional practices.
155.1 	(c) Eligible grantees include school districts, charter schools, intermediate school districts, 
155.2 	and cooperative units as defined in section 123A.24, subdivision 2.
155.3 	(d) The department may retain up to five percent of the appropriation to administer the 
155.4 	program and grants.
155.5 	(e) This is a onetime appropriation.
155.6 	(f) Any balance in the first year does not cancel but is available in the second year.
155.7 		Subd. 6.Nonexclusionary discipline. (a) For grants to school districts and charter 
155.8 	schools to provide training for school staff on nonexclusionary disciplinary practices:

155.9		$
	5,000,000
	.....
	2022
	
155.10		$
	5,000,000
	.....
	2023
	
155.11 	(b) Up to $475,000 is to develop training and to work with schools to train staff on 
155.12 	nonexclusionary disciplinary practices that maintain the respect, trust, and attention of 
155.13 	students and help keep students in classrooms. These funds may also be used for grant 
155.14 	administration.
155.15 	(c) Eligible grantees include school districts, charter schools, intermediate school districts, 
155.16 	and cooperative units as defined in section 123A.24, subdivision 2.
155.17 	(d) Any balance in the first year does not cancel but is available in the second year.
155.18 		Subd. 7.Expanded concurrent enrollment grants. (a) For grants to institutions offering 
155.19 	"Introduction to Teaching" or "Introduction to Education" college in the schools courses 
155.20 	under Minnesota Statutes, section 124D.09, subdivision 10, paragraph (b):

155.21		$
	500,000
	.....
	2022
	
155.22		$
	500,000
	.....
	2023
	
155.23 	(b) The department may retain up to five percent of the appropriation amount to monitor 
155.24 	and administer the grant program.
155.25 	(c) Any balance in the first year does not cancel but is available in the second year.
155.26 		Subd. 8.Alternative teacher compensation aid. (a) For alternative teacher compensation 
155.27 	aid under Minnesota Statutes, section 122A.415, subdivision 4:

155.28		$
	88,896,000
	.....
	2022
	
155.29		$
	88,898,000
	.....
	2023
	
155.30 	(b) The 2022 appropriation includes $8,877,000 for 2021 and $80,019,000 for 2022.
155.31 	(c) The 2023 appropriation includes $8,891,000 for 2022 and $80,007,000 for 2023.
156.1 		Subd. 9.Agricultural educator grants. (a) For agricultural educator grants under Laws 
156.2 	2017, First Special Session chapter 5, article 2, section 51:

156.3		$
	250,000
	.....
	2022
	
156.4		$
	250,000
	.....
	2023
	
156.5 	(b) Any balance in the first year does not cancel but is available in the second year.
156.6 		Subd. 10.American Indian teacher preparation grants. (a) For joint grants to assist 
156.7 	people who are American Indian to become teachers under Minnesota Statutes, section 
156.8 	122A.63:

156.9		$
	600,000
	.....
	2022
	
156.10		$
	600,000
	.....
	2023
	
156.11 	(b) Any balance in the first year does not cancel but is available in the second year.
156.12 		Subd. 11.Come Teach in Minnesota hiring bonuses. (a) For the Come Teach in 
156.13 	Minnesota hiring bonuses pilot program under Minnesota Statutes, section 122A.59:

156.14		$
	350,000
	.....
	2022
	
156.15		$
	350,000
	.....
	2023
	
156.16 	(b) The department may use up to $35,000 of the appropriation amount to develop and 
156.17 	administer the program under this subdivision.
156.18 	(c) Any balance in the first year does not cancel but is available in the second year.
156.19 		Subd. 12.Minnesota Science Teachers Association. (a) For a grant to the Minnesota 
156.20 	Science Teachers Association to provide professional development for up to 1,150 teachers 
156.21 	to implement the 2019 revised science standards:

156.22		$
	611,000
	.....
	2022
	
156.23 	(b) Grant funds must be used for current high school teachers to prepare to take the 
156.24 	content test for additional licensure in earth science, and to provide pedagogical and content 
156.25 	professional development to 6th grade and high school teachers to be effective teachers of 
156.26 	earth and space science. Professional development must be offered at multiple locations 
156.27 	across the state, including outside the seven-county metropolitan area, and online.
156.28 	(c) This appropriation is available until June 30, 2023.
156.29 	(d) The department may use up to five percent of this appropriation for administrative 
156.30 	costs.
157.1 		Subd. 13.Paraprofessional training. For costs associated with paid orientation and 
157.2 	professional development for paraprofessionals under Minnesota Statutes, section 125A.08:

157.3		$
	6,300,000
	.....
	2022
	
157.4		$
	7,000,000
	.....
	2023
	
157.5 	(b) The 2022 appropriation includes $0 for 2021 and $6,300,000 for 2022.
157.6 	(c) The 2023 appropriation includes $700,000 for 2022 and $6,300,000 for 2023.
157.7 		Subd. 14.Tribal relations training. (a) For grants to school districts and charter schools 
157.8 	to provide Tribal relations training to school leaders:

157.9		$
	250,000
	.....
	2022
	
157.10		$
	250,000
	.....
	2023
	
157.11 	(b) Eligible grantees include school districts, charter schools, intermediate school districts, 
157.12 	and cooperative units as defined in section 123A.24, subdivision 2.
157.13 	(c) Up to five percent of this amount is available to the department for grant and program 
157.14 	administration costs.
157.15 	(d) Any balance in the first year does not cancel but is available in the second year.

157.16 	Sec. 61. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND 
157.17 	STANDARDS BOARD.
 157.18 		Subdivision 1.Professional Educator Licensing and Standards Board. The sums 
157.19 	indicated in this section are appropriated from the general fund to the Professional Educator 
157.20 	Licensing and Standards Board for the fiscal years designated.
157.21 		Subd. 2.Collaborative urban and greater Minnesota educators of color grants. (a) 
157.22 	For collaborative urban and greater Minnesota educators of color competitive grants under 
157.23 	Minnesota Statutes, section 122A.635:

157.24		$
	1,500,000
	.....
	2022
	
157.25		$
	1,500,000
	.....
	2023
	
157.26 	(b) Any balance does not cancel but is available in the following fiscal year.
157.27 	(c) The board may retain up to three percent of the appropriation amount to monitor and 
157.28 	administer the grant program.
157.29 		Subd. 3.Mentoring, induction, and retention incentive program grants for teachers 
157.30 	of color. (a) For the development and expansion of mentoring, induction, and retention 
158.1 	programs designed for teachers of color or American Indian teachers under Minnesota 
158.2 	Statutes, section 122A.70:

158.3		$
	3,000,000
	.....
	2022
	
158.4		$
	3,000,000
	.....
	2023
	
158.5 	(b) Any balance does not cancel but is available in the following fiscal year.
158.6 	(c) The base appropriation for grants under Minnesota Statutes, section 122A.70, for 
158.7 	fiscal year 2024 and later is $4,500,000, of which at least $3,500,000 each fiscal year must 
158.8 	be granted for the development and expansion of mentoring, induction, and retention 
158.9 	programs designed for teachers of color or American Indian teachers.
158.10 	(d) The board may retain up to three percent of the appropriation amount to monitor and 
158.11 	administer the grant program.
158.12 		Subd. 4.Reports on increasing percentage of teachers of color and American Indian 
158.13 	teachers. For a report on the efforts and impact of all state-funded programs to increase the 
158.14 	percentage of teachers of color and American Indian teachers in Minnesota schools developed 
158.15 	in consultation with the Department of Education, Office of Higher Education, grant 
158.16 	recipients, and stakeholders:

158.17		$
	15,000
	.....
	2022
	
158.18 	The base appropriation for fiscal year 2024 and each even-numbered later fiscal year is 
158.19 	$15,000.
158.20 		Subd. 5.Teacher recruitment marketing campaign. (a) To develop two contracts to 
158.21 	develop and implement an outreach and marketing campaign under this subdivision:

158.22		$
	500,000
	.....
	2022
	
158.23		$
	500,000
	.....
	2023
	
158.24 	(b) The Professional Educator Licensing and Standards Board must issue a request for 
158.25 	proposals to develop and implement an outreach and marketing campaign to elevate the 
158.26 	profession and recruit teachers, especially teachers of color and American Indian teachers. 
158.27 	Outreach efforts should include and support current and former Teacher of the Year finalists 
158.28 	interested in being recruitment fellows to encourage prospective educators throughout the 
158.29 	state.
158.30 	(c) The outreach and marketing campaign must focus on making the following individuals 
158.31 	become interested in teaching in Minnesota public schools:
159.1 	(1) high school and college students of color or American Indian students who have not 
159.2 	chosen a career path; or
159.3 	(2) adults from racial or ethnic groups underrepresented in the teacher workforce who 
159.4 	may be seeking to change careers.
159.5 	(d) The board must award two $250,000 grants each year to firms or organizations that 
159.6 	demonstrate capacity to reach wide and varied audiences of prospective teachers based on 
159.7 	a work plan with quarterly deliverables. Preferences should be given to firms or organizations 
159.8 	that are led by people of color and that have people of color working on the campaign with 
159.9 	a proven record of success. The grant recipients must recognize current pathways or programs 
159.10 	to become a teacher and must partner with educators, schools, institutions, and racially 
159.11 	diverse communities. The grant recipients are encouraged to provide in-kind contributions 
159.12 	or seek funds from nonstate sources to supplement the grant award.
159.13 	(e) The board may use no more than three percent of the appropriation amount to 
159.14 	administer the program under this subdivision, and may have an interagency agreement 
159.15 	with the Department of Education including transfer of funds to help administer the program.
159.16 	(f) Any balance in the first year does not cancel but is available in the second year.

159.17 	EFFECTIVE DATE. This section is effective July 1, 2021.

159.18 	Sec. 62. REPEALER.
 159.19 	Minnesota Statutes 2020, sections 122A.091, subdivisions 3 and 6; 122A.092; 122A.18, 
159.20 	subdivision 7c; 122A.184, subdivision 3; 122A.23, subdivision 3; and 122A.2451, are 
159.21 	repealed.

159.22 	ARTICLE 4
159.23 	CHARTER SCHOOLS

159.24 	Section 1. Minnesota Statutes 2020, section 124E.02, is amended to read:
159.25 	124E.02 DEFINITIONS.
159.26 	(a) For purposes of this chapter, the terms defined in this section have the meanings 
159.27 	given them.
159.28 	(b) "Affidavit" means a written statement the authorizer submits to the commissioner 
159.29 	for approval to establish a charter school under section 124E.06, subdivision 4, attesting to 
159.30 	its review and approval process before chartering a school.
160.1 	(c) "Affiliate" means a person that directly or indirectly, through one or more 
160.2 	intermediaries, controls, is controlled by, or is under common control with another person.
160.3 	(d) "Charter management organization" means any nonprofit entity that contracts with 
160.4 	a charter school board of directors to provide, manage, or oversee all or substantially all of 
160.5 	a charter school's educational design or implementation or a charter school's administrative, 
160.6 	financial, business, or operational functions.
160.7 	(d) (e) "Control" means the ability to affect the management, operations, or policy actions 
160.8 	or decisions of a person, whether by owning voting securities, by contract, or otherwise.
160.9 	(f) "Education management organization" means any for-profit entity that provides, 
160.10 	manages, or oversees all or substantially all of the educational design or implementation 
160.11 	for a charter school or a charter school's administrative, financial, business, or operational 
160.12 	functions.
160.13 	(e) (g) "Immediate family" means an individual whose relationship by blood, marriage, 
160.14 	adoption, or partnership is no more remote than first cousin.
160.15 	(h) "Online education service provider" means an organization that provides an online 
160.16 	learning management system, virtual learning environment, or online student management 
160.17 	system for a charter school and services for the implementation and operation of an online 
160.18 	education program for the charter school.
160.19 	(f) (i) "Person" means an individual or entity of any kind.
160.20 	(g) (j) "Related party" means an affiliate or immediate relative of the other interested 
160.21 	party, an affiliate of an immediate relative who is the other interested party, or an immediate 
160.22 	relative of an affiliate who is the other interested party.
160.23 	(h) (k) For purposes of this chapter, the terms defined in section 120A.05 have the same 
160.24 	meanings.

160.25 	Sec. 2. Minnesota Statutes 2020, section 124E.03, subdivision 2, is amended to read:
160.26 		Subd. 2.Certain federal, state, and local requirements. (a) A charter school shall 
160.27 	meet all federal, state, and local health and safety requirements applicable to school districts.
160.28 	(b) A school must comply with statewide accountability requirements governing standards 
160.29 	and assessments in chapter 120B.
160.30 	(c) A charter school must comply with the Minnesota Public School Fee Law, sections 
160.31 	123B.34 to 123B.39.
161.1 	(d) A charter school is a district for the purposes of tort liability under chapter 466.
161.2 	(e) A charter school must comply with the Pledge of Allegiance requirement under 
161.3 	section 121A.11, subdivision 3.
161.4 	(f) A charter school and charter school board of directors must comply with chapter 181 
161.5 	governing requirements for employment.
161.6 	(g) A charter school must comply with continuing truant notification under section 
161.7 	260A.03.
161.8 	(h) A charter school must develop and implement a teacher evaluation and peer review 
161.9 	process under section 122A.40, subdivision 8, paragraph (b), clauses (2) to (13), and place 
161.10 	students in classrooms in accordance with section 122A.40, subdivision 8, paragraph (d). 
161.11 	The teacher evaluation process in this paragraph does not create any additional employment 
161.12 	rights for teachers.
161.13 	(i) A charter school must adopt a policy, plan, budget, and process, consistent with 
161.14 	section 120B.11, to review curriculum, instruction, and student achievement and strive for 
161.15 	the world's best workforce.
161.16 	(j) A charter school is subject to and must comply with section 121A.575 and the Pupil 
161.17 	Fair Dismissal Act, sections 121A.40 to 121A.56.
161.18 	(k) A charter school is subject to and must comply with the uniform municipal contracting 
161.19 	law according to section 471.345 in the same manner as school districts.

161.20 	Sec. 3. Minnesota Statutes 2020, section 124E.03, is amended by adding a subdivision to 
161.21 	read:
161.22 		Subd. 8.English learners. A charter school is subject to and must comply with the 
161.23 	Education for English Learners Act, sections 124D.58 to 124D.64, as though it were a 
161.24 	district.

161.25 	Sec. 4. Minnesota Statutes 2020, section 124E.03, is amended by adding a subdivision to 
161.26 	read:
161.27 		Subd. 9.Corporal punishment. A charter school is subject to and must comply with 
161.28 	section 121A.58 as though it were a district.

162.1 	Sec. 5. Minnesota Statutes 2020, section 124E.05, subdivision 4, is amended to read:
162.2 		Subd. 4.Application content. (a) To be approved as an authorizer, an applicant must 
162.3 	include in its application to the commissioner at least the following:
162.4 	(1) how the organization carries out its mission by chartering schools;
162.5 	(2) a description of the capacity of the organization to serve as an authorizer, including 
162.6 	the positions allocated to authorizing duties, the qualifications for those positions, the 
162.7 	full-time equivalencies of those positions, and the financial resources available to fund the 
162.8 	positions;
162.9 	(3) the application and review process the authorizer uses to decide whether to grant 
162.10 	charters;
162.11 	(4) the type of contract it arranges with the schools it charters to meet the provisions of 
162.12 	section 124E.10;
162.13 	(5) the process for overseeing the school, consistent with clause (4), to ensure that the 
162.14 	schools chartered comply with applicable law and rules and the contract;
162.15 	(6) the criteria and process the authorizer uses to approve applications adding grades or 
162.16 	sites under section 124E.06, subdivision 5;
162.17 	(7) the process for renewing or terminating the school's charter based on evidence 
162.18 	showing the academic, organizational, and financial competency of the school, including 
162.19 	its success in increasing student achievement and meeting the goals of the charter school 
162.20 	agreement; and
162.21 	(8) an assurance specifying that the organization is committed to serving as an authorizer 
162.22 	for the full five-year term until the commissioner terminates the organization's ability to 
162.23 	authorize charter schools under subdivision 6 or the organization formally withdraws as an 
162.24 	approved authorizer under subdivision 7.
162.25 	(b) Notwithstanding paragraph (a), an authorizer that is a school district may satisfy the 
162.26 	requirements of paragraph (a), clauses (1) and (2), and any requirement governing a conflict 
162.27 	of interest between an authorizer and its charter schools or ongoing evaluation or continuing 
162.28 	education of an administrator or other professional support staff by submitting to the 
162.29 	commissioner a written promise to comply with the requirements.

162.30 	Sec. 6. Minnesota Statutes 2020, section 124E.05, subdivision 6, is amended to read:
162.31 		Subd. 6.Corrective action. (a) If, consistent with this chapter, the commissioner finds 
162.32 	that an authorizer has not met the requirements of this chapter, the commissioner may subject 
163.1 	the authorizer to a corrective action plan, which may include terminating the contract with 
163.2 	the charter school board of directors of a school it chartered. last no longer than 130 business 
163.3 	days. The commissioner may prohibit an authorizer on a corrective plan from accepting a 
163.4 	transfer application from a charter school and an application to establish a charter school.
163.5 	(b) The commissioner must notify the authorizer in writing of that the authorizer has 
163.6 	been placed on a corrective plan. The notice must include any findings that may subject the 
163.7 	authorizer to corrective action at the conclusion of the corrective plan and the authorizer 
163.8 	then has 15 business days to request an informal hearing before the commissioner takes 
163.9 	corrective action. The commissioner must hold an informal hearing within 15 business days 
163.10 	of the request. If the issues identified as the basis for the corrective action are not resolved 
163.11 	at the informal hearing, the authorizer must make the requested improvements and notify 
163.12 	the commissioner of the improvements within 45 business days. Within 20 business days, 
163.13 	the commissioner must review the changes and notify the authorizer of any remaining issues 
163.14 	to be resolved. An authorizer must address the remaining issues as directed by the 
163.15 	commissioner within 20 business days. Within 15 business days, the commissioner must 
163.16 	review the changes and notify the authorizer whether all issues in the corrective plan have 
163.17 	been resolved.
163.18 	(c) If the commissioner terminates a contract between an authorizer and a charter school 
163.19 	under this paragraph the authorizer's ability to charter a school, the commissioner may must
163.20 	assist the affected charter school in acquiring a new authorizer. A charter school board of 
163.21 	directors may submit to the commissioner a request to transfer to a new authorizer without 
163.22 	the approval or consent of the current authorizer if that authorizer has been under a corrective 
163.23 	action plan for more than 130 business days.
163.24 	(b) (d) The commissioner may at any time take corrective action against an authorizer, 
163.25 	including terminating an authorizer's ability to charter a school, terminating a contract with 
163.26 	a charter school, and other appropriate sanctions for:
163.27 	(1) failing to demonstrate the criteria under subdivision 3 under which the commissioner 
163.28 	approved the authorizer;
163.29 	(2) violating a term of the chartering contract between the authorizer and the charter 
163.30 	school board of directors;
163.31 	(3) unsatisfactory performance as an approved authorizer; or
163.32 	(4) any good cause shown that gives the commissioner a legally sufficient reason to take 
163.33 	corrective action against an authorizer.; or
164.1 	(5) failing to meet the terms of a corrective action plan by the specified deadline.

164.2 	EFFECTIVE DATE. This section is effective July 1, 2021.

164.3 	Sec. 7. Minnesota Statutes 2020, section 124E.05, subdivision 7, is amended to read:
164.4 		Subd. 7.Withdrawal. If the governing board of an approved authorizer votes to withdraw 
164.5 	as an approved authorizer for a reason unrelated to any cause under section 124E.10, 
164.6 	subdivision 4 124E.07, subdivision 6, the authorizer must notify all its chartered schools 
164.7 	and the commissioner in writing by March 1 of its intent to withdraw as an authorizer on 
164.8 	June 30 in the next calendar year, regardless of when the authorizer's five-year term of 
164.9 	approval ends. Upon notification of the schools and commissioner, the authorizer must 
164.10 	provide a letter to the school for distribution to families of students enrolled in the school 
164.11 	that explains the decision to withdraw as an authorizer. The commissioner may approve the 
164.12 	transfer of a charter school to a new authorizer under section 124E.10, subdivision 5.

164.13 	Sec. 8. Minnesota Statutes 2020, section 124E.06, subdivision 1, is amended to read:
164.14 		Subdivision 1.Individuals eligible to organize. (a) An authorizer, after receiving an 
164.15 	application from a charter school developer, may charter either a licensed teacher under 
164.16 	section 122A.18, subdivision 1, or a group of individuals that includes one or more licensed 
164.17 	teachers under section 122A.18, subdivision 1, to operate a school subject to the 
164.18 	commissioner's approval of the authorizer's affidavit under subdivision 4.
164.19 	(b) "Application" under this section means the charter school business plan a charter 
164.20 	school developer submits to an authorizer for approval to establish a charter school. This 
164.21 	application must include:
164.22 	(1) the school developer's:
164.23 	(i) mission statement;
164.24 	(ii) school purposes;
164.25 	(iii) program design;
164.26 	(iv) financial plan;
164.27 	(v) market need and demand study;
164.28 	(v) (vi) governance and management structure; and
164.29 	(vi) (vii) background and experience;
164.30 	(2) any other information the authorizer requests; and
165.1 	(3) a "statement of assurances" of legal compliance prescribed by the commissioner.
165.2 	(c) "Market need and demand study" means a study that includes the following for any 
165.3 	proposed location of a new school, grade or site expansion, or preschool program:
165.4 	(1) current and projected demographic information;
165.5 	(2) student enrollment patterns;
165.6 	(3) information on existing schools and types of educational programs currently available;
165.7 	(4) characteristics of proposed students and families;
165.8 	(5) availability of properly zoned and classified facilities; and
165.9 	(6) quantification of existing demand for the new school, grade or site expansion, or 
165.10 	preschool program.
165.11 	(c) (d) An authorizer shall not approve an application submitted by a charter school 
165.12 	developer under paragraph (a) if the application does not comply with subdivision 3, 
165.13 	paragraph (e), and section 124E.01, subdivision 1. The commissioner shall not approve an 
165.14 	affidavit submitted by an authorizer under subdivision 4 if the affidavit does not comply 
165.15 	with subdivision 3, paragraph (e), and section 124E.01, subdivision 1.

165.16 	Sec. 9. Minnesota Statutes 2020, section 124E.06, subdivision 4, is amended to read:
165.17 		Subd. 4.Authorizer's affidavit; approval process. (a) Before an operator may establish 
165.18 	and operate a school, the authorizer must file an affidavit with the commissioner stating its 
165.19 	intent to charter a school. An authorizer must file a separate affidavit for each school it 
165.20 	intends to charter. An authorizer must file an affidavit at least 14 months before July 1 of 
165.21 	the year the new charter school plans to serve students. The affidavit must state:
165.22 	(1) the terms and conditions under which the authorizer would charter a school, including 
165.23 	market research that addresses the need, demand, and potential market for the proposed 
165.24 	charter school in the community where the school intends to locate; and
165.25 	(2) how the authorizer intends to oversee:
165.26 	(i) the fiscal and student performance of the charter school; and
165.27 	(ii) compliance with the terms of the written contract between the authorizer and the 
165.28 	charter school board of directors under section 124E.10, subdivision 1.
165.29 	(b) The commissioner must approve or disapprove the authorizer's affidavit within 60 
165.30 	business days of receiving the affidavit. If the commissioner disapproves the affidavit, the 
165.31 	commissioner shall notify the authorizer of the deficiencies in the affidavit and the authorizer 
166.1 	then has 20 business days to address the deficiencies. The commissioner must notify the 
166.2 	authorizer of the commissioner's final approval or final disapproval within 15 business days 
166.3 	after receiving the authorizer's response to the deficiencies in the affidavit. If the authorizer 
166.4 	does not address deficiencies to the commissioner's satisfaction, the commissioner's 
166.5 	disapproval is final. An authorizer who fails to obtain the commissioner's approval is 
166.6 	precluded from chartering the school that is the subject of this affidavit.

166.7 	Sec. 10. Minnesota Statutes 2020, section 124E.06, subdivision 5, is amended to read:
166.8 		Subd. 5.Adding grades or sites. (a) A charter school may apply to the authorizer to 
166.9 	amend the school charter to add grades or primary enrollment sites beyond those defined 
166.10 	in the original affidavit approved by the commissioner. After approving the school's 
166.11 	application, the authorizer shall submit a supplemental affidavit in the form and manner 
166.12 	prescribed by the commissioner. The authorizer must file a supplemental affidavit to the 
166.13 	commissioner by October 1 to be eligible to add grades or sites in the next school year. The 
166.14 	supplemental affidavit must document to the authorizer's satisfaction:
166.15 	(1) the need for the additional grades or sites with supporting long-range enrollment 
166.16 	projections;
166.17 	(2) a longitudinal record of student academic performance and growth on statewide 
166.18 	assessments under chapter 120B or on other academic assessments that measure longitudinal 
166.19 	student performance and growth approved by the charter school's board of directors and 
166.20 	agreed upon with the authorizer;
166.21 	(3) a history of sound school finances and a plan to add grades or sites that sustains the 
166.22 	school's finances; and
166.23 	(4) board capacity to administer and manage the additional grades or sites.; and
166.24 	(5) market need and demand study.
166.25 	(b) The commissioner shall have 30 business days to review and comment on the 
166.26 	supplemental affidavit. The commissioner shall notify the authorizer in writing of any 
166.27 	deficiencies in the supplemental affidavit and the authorizer then has 20 business days to 
166.28 	address any deficiencies in the supplemental affidavit to the commissioner's satisfaction. 
166.29 	The commissioner must notify the authorizer of final approval or final disapproval within 
166.30 	15 business days after receiving the authorizer's response to the deficiencies in the affidavit. 
166.31 	The school may not add grades or sites until the commissioner has approved the supplemental 
166.32 	affidavit. The commissioner's approval or disapproval of a supplemental affidavit is final.

167.1 	Sec. 11. Minnesota Statutes 2020, section 124E.11, is amended to read:
167.2 	124E.11 ADMISSION REQUIREMENTS AND ENROLLMENT.
167.3 	(a) A charter school, including its preschool or prekindergarten program established 
167.4 	under section 124E.06, subdivision 3, paragraph (b), may limit admission to:
167.5 	(1) pupils within an age group or grade level;
167.6 	(2) pupils who are eligible to participate in the graduation incentives program under 
167.7 	section 124D.68; or
167.8 	(3) residents of a specific geographic area in which the school is located when the 
167.9 	majority of students served by the school are members of underserved populations.
167.10 	(b) A charter school, including its preschool or prekindergarten program established 
167.11 	under section 124E.06, subdivision 3, paragraph (b), shall enroll an eligible pupil who 
167.12 	submits a timely application, unless the number of applications exceeds the capacity of a 
167.13 	program, class, grade level, or building. In this case, pupils must be accepted by lot. The 
167.14 	charter school must develop and publish, including on its website, a lottery policy and 
167.15 	process that it must use when accepting pupils by lot.
167.16 	(c) A charter school shall give enrollment preference to a sibling of an enrolled pupil 
167.17 	and to a foster child of that pupil's parents and may give preference for enrolling children 
167.18 	of the school's staff before accepting other pupils by lot. A charter school that is located in 
167.19 	Duluth township in St. Louis County and admits students in kindergarten through grade 6 
167.20 	must give enrollment preference to students residing within a five-mile radius of the school 
167.21 	and to the siblings of enrolled children. A charter school may give enrollment preference 
167.22 	to children currently enrolled in the school's free preschool or prekindergarten program 
167.23 	under section 124E.06, subdivision 3, paragraph (b), who are eligible to enroll in kindergarten 
167.24 	in the next school year.
167.25 	(d) Admission to a charter school must be free to any person who resides within the state 
167.26 	of Minnesota, and Minnesota students have preference over out-of-state residents. A person 
167.27 	shall not be admitted to a charter school (1) as a kindergarten pupil, unless the pupil is at 
167.28 	least five years of age on September 1 of the calendar year in which the school year for 
167.29 	which the pupil seeks admission commences; or (2) as a first grade student, unless the pupil 
167.30 	is at least six years of age on September 1 of the calendar year in which the school year for 
167.31 	which the pupil seeks admission commences or has completed kindergarten; except that a 
167.32 	charter school may establish and publish on its website a policy for admission of selected 
167.33 	pupils at an earlier age, consistent with the enrollment process in paragraphs (b) and (c).
168.1 	(e) Except as permitted in paragraph (d), a charter school, including its preschool or 
168.2 	prekindergarten program established under section 124E.06, subdivision 3, paragraph (b), 
168.3 	may not limit admission to pupils on the basis of intellectual ability, measures of achievement 
168.4 	or aptitude, or athletic ability and may not establish any criteria or requirements for admission 
168.5 	that are inconsistent with this section.
168.6 	(f) The charter school shall not distribute any services or goods of value to students, 
168.7 	parents, or guardians as an inducement, term, or condition of enrolling a student in a charter 
168.8 	school.
168.9 	(g) Once a student is enrolled in the school, the student is considered enrolled in the 
168.10 	school until the student formally withdraws or is expelled under the Pupil Fair Dismissal 
168.11 	Act in sections 121A.40 to 121A.56.
168.12 	(h) A charter school with at least 90 percent of enrolled students who are eligible for 
168.13 	special education services and have a primary disability of deaf or hard-of-hearing may 
168.14 	enroll prekindergarten pupils with a disability under section 126C.05, subdivision 1, 
168.15 	paragraph (a), and must comply with the federal Individuals with Disabilities Education 
168.16 	Act under Code of Federal Regulations, title 34, section 300.324, subsection (2), clause 
168.17 	(iv).

168.18 	Sec. 12. Minnesota Statutes 2020, section 124E.12, subdivision 1, is amended to read:
168.19 		Subdivision 1.Teachers. A charter school must employ necessary teachers or contract 
168.20 	with a cooperative formed under chapter 308A to provide necessary teachers, as defined 
168.21 	by section 122A.15, subdivision 1 122A.06, subdivision 2, who hold valid licenses to 
168.22 	perform the particular service for which they are employed in the school. The commissioner 
168.23 	may reduce the charter school's state aid under section 127A.43 if the school employs a 
168.24 	teacher who is not appropriately licensed or approved by the Professional Educator Licensing 
168.25 	and Standards Board. The school may employ necessary employees who are not required 
168.26 	to hold teaching licenses to perform duties other than teaching and may contract for other 
168.27 	services. The school may discharge teachers and nonlicensed employees. The charter school 
168.28 	board is subject to section 181.932 governing whistle-blowers. When offering employment 
168.29 	to a prospective employee, a charter school must give that employee a written description 
168.30 	of the terms and conditions of employment and the school's personnel policies.

168.31 	Sec. 13. Minnesota Statutes 2020, section 124E.13, subdivision 1, is amended to read:
168.32 		Subdivision 1.Leased space. A charter school may lease space from: an independent 
168.33 	or special school board; other public organization; private, nonprofit, nonsectarian 
169.1 	organization; private property owner; or a sectarian organization; and if the leased space is
169.2 	owned by the lessor and is constructed as a school facility. The commissioner must review 
169.3 	and approve or disapprove leases in a timely manner to determine eligibility for lease aid 
169.4 	under section 124E.22.

169.5 	Sec. 14. Minnesota Statutes 2020, section 124E.16, subdivision 1, is amended to read:
169.6 		Subdivision 1.Audit report. (a) A charter school is subject to the same financial audits, 
169.7 	audit procedures, and audit requirements as a district, except as required under this 
169.8 	subdivision. Audits must be conducted in compliance with generally accepted governmental 
169.9 	auditing standards, the federal Single Audit Act, if applicable, and section 6.65 governing 
169.10 	auditing procedures. A charter school is subject to and must comply with sections 15.054; 
169.11 	118A.01; 118A.02; 118A.03; 118A.04; 118A.05; 118A.06 governing government property 
169.12 	and financial investments; and sections 471.38; 471.391; 471.392; and 471.425 governing 
169.13 	municipal contracting. The audit must comply with the requirements of sections 123B.75
169.14 	to 123B.83 governing school district finance, except when the commissioner and authorizer 
169.15 	approve a deviation made necessary because of school program finances. The commissioner, 
169.16 	state auditor, legislative auditor, or authorizer may conduct financial, program, or compliance 
169.17 	audits. A charter school in statutory operating debt under sections 123B.81 to 123B.83 must 
169.18 	submit a plan under section 123B.81, subdivision 4.
169.19 	(b) The charter school must submit an audit report to the commissioner and its authorizer 
169.20 	annually by December 31. The charter school's charter management organization or 
169.21 	educational management organization must submit an audit report to the commissioner 
169.22 	annually by December 31.
169.23 	(c) The charter school, with the assistance of the auditor conducting the audit, must 
169.24 	include with the report, as supplemental information: (1) a copy of management agreements 
169.25 	with a charter management organization or an educational management organization and 
169.26 	(2) service agreements or contracts over the lesser of $100,000 or ten percent of the school's 
169.27 	most recent annual audited expenditures. The agreements must detail the terms of the 
169.28 	agreement, including the services provided and the annual costs for those services. If the 
169.29 	entity that provides the professional services to the charter school is exempt from taxation 
169.30 	under section 501 of the Internal Revenue Code of 1986, that entity must file with the 
169.31 	commissioner by February 15 a copy of the annual return required under section 6033 of 
169.32 	the Internal Revenue Code of 1986.
170.1 	(d) A charter school independent audit report shall include audited financial data of an 
170.2 	affiliated building corporation under section 124E.13, subdivision 3, or other component 
170.3 	unit.
170.4 	(e) If the audit report finds that a material weakness exists in the financial reporting 
170.5 	systems of a charter school, the charter school must submit a written report to the 
170.6 	commissioner explaining how the charter school will resolve that material weakness. An 
170.7 	auditor, as a condition of providing financial services to a charter school, must agree to 
170.8 	make available information about a charter school's financial audit to the commissioner and 
170.9 	authorizer upon request.

170.10 	Sec. 15. Minnesota Statutes 2020, section 124E.25, subdivision 1a, is amended to read:
170.11 		Subd. 1a.School closures; payments. (a) Notwithstanding subdivision 1 and section 
170.12 	127A.45, for a charter school ceasing operation on or before June 30, for the payment periods 
170.13 	occurring after the school ceases serving students, the commissioner shall withhold the 
170.14 	estimated state aid owed the school. The charter school board of directors and authorizer 
170.15 	must submit to the commissioner a closure plan under chapter 308A or 317A, and financial 
170.16 	information about the school's liabilities and assets. After receiving the closure plan, financial 
170.17 	information, an audit of pupil counts, and documented lease expenditures from the charter 
170.18 	school and monitoring special education expenditures, the commissioner may release cash 
170.19 	withheld and may continue regular payments up to the current year payment percentages 
170.20 	if further amounts are owed. If, based on audits and monitoring, the school received state 
170.21 	aid in excess of the amount owed, the commissioner shall retain aid withheld sufficient to 
170.22 	eliminate the aid overpayment.
170.23 	(b) For a charter school ceasing operations before or at the end of a school year, 
170.24 	notwithstanding section 127A.45, subdivision 3, the commissioner may make preliminary 
170.25 	final payments after the school submits the closure plan, an audit of pupil counts, documented 
170.26 	lease expenditures, and Uniform Financial Accounting and Reporting Standards (UFARS) 
170.27 	financial data and the commissioner monitors special education expenditures for the final 
170.28 	year of operation. The commissioner may make the final payment after receiving audited 
170.29 	financial statements under section 123B.77, subdivision 3.
170.30 	(c) Notwithstanding sections 317A.701 to 317A.791, after closing a charter school and 
170.31 	satisfying creditors, remaining cash and investment balances shall be returned by the 
170.32 	commissioner to the state general fund.

171.1 	ARTICLE 5
171.2 	SPECIAL EDUCATION

171.3 	Section 1. Minnesota Statutes 2020, section 124E.21, subdivision 1, is amended to read:
171.4 		Subdivision 1.Special education aid. (a) Except as provided in section 124E.23, special 
171.5 	education aid, excluding cross subsidy reduction aid under section 125A.76, subdivision 
171.6 	2e, must be paid to a charter school according to section 125A.76, as though it were a school 
171.7 	district.
171.8 	(b) For fiscal year 2020 and later, The special education aid paid to the charter school 
171.9 	shall be adjusted as follows:
171.10 	(1) if the charter school does not receive general education revenue on behalf of the 
171.11 	student according to section 124E.20, the aid shall be adjusted as provided in section 
171.12 	125A.11; or
171.13 	(2) if the charter school receives general education revenue on behalf of the student 
171.14 	according to section 124E.20, the aid shall be adjusted as provided in section 127A.47, 
171.15 	subdivision 7, paragraphs (b) to (e), and if the tuition adjustment is computed under section 
171.16 	127A.47, subdivision 7, paragraph (c), it shall also receive an adjustment equal to five 
171.17 	percent for fiscal year 2020 or ten percent for fiscal year 2021 and later of the unreimbursed 
171.18 	cost of providing special education and services for the student and the amount in paragraph 
171.19 	(c).
171.20 	(c) A charter school special education tuition adjustment aid equals the difference between 
171.21 	the charter school's unreimbursed costs without a rate cap and the district's unreimbursed 
171.22 	costs with the rate cap, times the adjustment factor for that year. For fiscal years 2021, 2022, 
171.23 	and 2023, the adjustment factor equals 100 percent. For fiscal year 2024, the adjustment 
171.24 	factor equals 75 percent. For fiscal year 2025, the adjustment factor equals 50 percent. For 
171.25 	fiscal year 2026 and later, the adjustment factor equals 25 percent.

171.26 	EFFECTIVE DATE. This section is effective July 1, 2021.

171.27 	Sec. 2. Minnesota Statutes 2020, section 125A.21, subdivision 1, is amended to read:
171.28 		Subdivision 1.Obligation to pay. (a) Nothing in sections 125A.03 to 125A.24 and 
171.29 	125A.65 relieves an insurer or similar third party from an otherwise valid obligation to pay, 
171.30 	or changes the validity of an obligation to pay, for services rendered to a child with a 
171.31 	disability, and the child's family.
172.1 	(b) For purposes of this section, "school district" and "district" mean a school district, 
172.2 	charter school, or cooperative unit defined under section 123A.24, subdivision 2, providing 
172.3 	direct special education services to students.
172.4 	(c) A school district shall pay the nonfederal share of medical assistance services provided 
172.5 	according to section 256B.0625, subdivision 26. Eligible expenditures must not be made 
172.6 	from federal funds or funds used to match other federal funds. Any federal disallowances 
172.7 	are the responsibility of the school district. A school district may pay or reimburse 
172.8 	co-payments, coinsurance, deductibles, and other enrollee cost-sharing amounts, on behalf 
172.9 	of the student or family, in connection with health and related services provided under an 
172.10 	individual educational plan or individualized family service plan.

172.11 	Sec. 3. Minnesota Statutes 2020, section 125A.21, subdivision 2, is amended to read:
172.12 		Subd. 2.Third-party reimbursement. (a) Beginning July 1, 2000, Districts shall seek 
172.13 	reimbursement from insurers and similar third parties for the cost of services provided by 
172.14 	the district whenever the services provided by the district are otherwise covered by the 
172.15 	child's health coverage. Districts shall request, but may not require, the child's family to 
172.16 	provide information about the child's health coverage when a child with a disability begins 
172.17 	to receive services from the district of a type that may be reimbursable, and shall request, 
172.18 	but may not require, updated information after that as needed.
172.19 	(b) For children enrolled in medical assistance under chapter 256B or MinnesotaCare 
172.20 	under chapter 256L who have no other health coverage, a district shall provide an initial 
172.21 	and annual written notice to the enrolled child's parent or legal representative of its intent 
172.22 	to seek reimbursement from medical assistance or MinnesotaCare for:
172.23 	(1) the evaluations required as part of the individualized education program process or 
172.24 	individualized family service plan process; and
172.25 	(2) health-related services provided by the district according to the individualized 
172.26 	education program or individualized family service plan.
172.27 	The initial notice must give the child's parent or legal representative the right to request a 
172.28 	copy of the child's education records on the health-related services that the district provided 
172.29 	to the child and disclosed to a third-party payer.
172.30 	(c) The district shall give the parent or legal representative annual written notice of:
172.31 	(1) the district's intent to seek reimbursement from medical assistance or MinnesotaCare 
172.32 	for evaluations required as part of the individualized education program process or 
172.33 	individualized family service plan process, and for health-related services provided by the 
173.1 	district according to the individualized education program or individualized family service 
173.2 	plan;
173.3 	(2) the right of the parent or legal representative to request a copy of all records 
173.4 	concerning individualized education program or individualized family service plan 
173.5 	health-related services disclosed by the district to any third party; and
173.6 	(3) the right of the parent or legal representative to withdraw consent for disclosure of 
173.7 	a child's records at any time without consequence.
173.8 	The written notice shall be provided as part of the written notice required by Code of Federal 
173.9 	Regulations, title 34, section 300.504 or 303.520. The district must ensure that the parent 
173.10 	of a child with a disability is given notice, in understandable language, of federal and state 
173.11 	procedural safeguards available to the parent under this paragraph and paragraph (b).
173.12 	(d) In order to access the private health care coverage of a child who is covered by private 
173.13 	health care coverage in whole or in part, a district must:
173.14 	(1) obtain annual written informed consent from the parent or legal representative, in 
173.15 	compliance with subdivision 5; and
173.16 	(2) inform the parent or legal representative that a refusal to permit the district or state 
173.17 	Medicaid agency to access their private health care coverage does not relieve the district of 
173.18 	its responsibility to provide all services necessary to provide free and appropriate public 
173.19 	education at no cost to the parent or legal representative.
173.20 	(e) If the commissioner of human services obtains federal approval to exempt covered 
173.21 	individualized education program or individualized family service plan health-related 
173.22 	services from the requirement that private health care coverage refuse payment before 
173.23 	medical assistance may be billed, paragraphs (b), (c), and (d) shall also apply to students 
173.24 	with a combination of private health care coverage and health care coverage through medical 
173.25 	assistance or MinnesotaCare.
173.26 	(f) In the event that Congress or any federal agency or the Minnesota legislature or any 
173.27 	state agency establishes lifetime limits, limits for any health care services, cost-sharing 
173.28 	provisions, or otherwise provides that individualized education program or individualized 
173.29 	family service plan health-related services impact benefits for persons enrolled in medical 
173.30 	assistance or MinnesotaCare, the amendments to this subdivision adopted in 2002 are 
173.31 	repealed on the effective date of any federal or state law or regulation that imposes the 
173.32 	limits. In that event, districts must obtain informed consent consistent with this subdivision 
173.33 	as it existed prior to the 2002 amendments and subdivision 5, before seeking reimbursement 
174.1 	for children enrolled in medical assistance under chapter 256B or MinnesotaCare under 
174.2 	chapter 256L who have no other health care coverage.
174.3 	(g) To the extent practicable, a charter school must seek reimbursements under this 
174.4 	section in the same manner as school districts. The commissioner may provide training and 
174.5 	technical assistance to a charter school seeking third-party reimbursement.

174.6 	Sec. 4. Minnesota Statutes 2020, section 125A.76, subdivision 2e, is amended to read:
174.7 		Subd. 2e.Cross subsidy reduction aid. (a) A school district's annual cross subsidy 
174.8 	reduction aid equals the school district's initial special education cross subsidy for the 
174.9 	previous fiscal year times the cross subsidy aid factor for that fiscal year.
174.10 	(b) The cross subsidy aid factor equals 2.6 percent for fiscal year 2020 and 6.43 percent 
174.11 	for fiscal year 2021 and later. The cross subsidy aid factor equals 9.33 percent for fiscal 
174.12 	year 2022 and 12.11 percent for fiscal year 2023 and later.

174.13 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

174.14 	Sec. 5. Minnesota Statutes 2020, section 127A.47, subdivision 7, is amended to read:
174.15 		Subd. 7.Alternative attendance programs. (a) The general education aid and special 
174.16 	education aid for districts must be adjusted for each pupil attending a nonresident district 
174.17 	under sections 123A.05 to 123A.08, 124D.03, 124D.08, and 124D.68. The adjustments 
174.18 	must be made according to this subdivision.
174.19 	(b) For purposes of this subdivision, the "unreimbursed cost of providing special 
174.20 	education and services" means the difference between: (1) the actual cost of providing 
174.21 	special instruction and services, including special transportation and unreimbursed building 
174.22 	lease and debt service costs for facilities used primarily for special education, for a pupil 
174.23 	with a disability, as defined in section 125A.02, or a pupil, as defined in section 125A.51, 
174.24 	who is enrolled in a program listed in this subdivision, including special transportation and 
174.25 	unreimbursed building lease and debt service costs for facilities used primarily for special 
174.26 	education, minus (2) if the pupil receives special instruction and services outside the regular 
174.27 	classroom for more than 60 percent of the school day, the amount of general education 
174.28 	revenue, if the pupil receives special instruction and services outside the regular classroom 
174.29 	for more than 60 percent of the school day, excluding local optional revenue, plus local 
174.30 	optional aid and referendum equalization aid as defined in section 125A.11, subdivision 1, 
174.31 	paragraph (d), attributable to that pupil for the portion of time the pupil receives special 
174.32 	instruction and services outside of the regular classroom, excluding portions attributable to 
175.1 	district and school administration, district support services, operations and maintenance, 
175.2 	capital expenditures, and pupil transportation, minus (3) special education aid under section 
175.3 	125A.76, excluding cross subsidy reduction aid under section 125A.76, subdivision 2e, 
175.4 	attributable to that pupil, that is received by the district providing special instruction and 
175.5 	services. For purposes of this paragraph, general education revenue and referendum 
175.6 	equalization aid attributable to a pupil must be calculated using the serving district's average 
175.7 	general education revenue and referendum equalization aid per adjusted pupil unit.
175.8 	(c) For fiscal year 2020, special education aid paid to a resident district must be reduced 
175.9 	by an amount equal to 85 percent of the unreimbursed cost of providing special education 
175.10 	and services. For fiscal year 2021 and later, Special education aid paid to a resident district 
175.11 	must be reduced by an amount equal to 80 percent of the unreimbursed cost of providing 
175.12 	special education and services.
175.13 	(d) Notwithstanding paragraph (c), special education aid paid to a resident district must 
175.14 	be reduced by an amount equal to 100 percent of the unreimbursed cost of providing special 
175.15 	education and services provided to students at an intermediate district, cooperative, or charter 
175.16 	school where the percent of students eligible for special education services is at least 70 
175.17 	percent of the charter school's total enrollment.
175.18 	(e) Notwithstanding paragraph (c), special education aid paid to a resident district must 
175.19 	be reduced under paragraph (d) for students at a charter school receiving special education 
175.20 	aid under section 124E.21, subdivision 3, calculated as if the charter school received special 
175.21 	education aid under section 124E.21, subdivision 1.
175.22 	(f) Special education aid paid to the district or cooperative providing special instruction 
175.23 	and services for the pupil, or to the fiscal agent district for a cooperative, must be increased 
175.24 	by the amount of the reduction in the aid paid to the resident district under paragraphs (c) 
175.25 	and (d). If the resident district's special education aid is insufficient to make the full 
175.26 	adjustment under paragraphs (c), (d), and (e), the remaining adjustment shall be made to 
175.27 	other state aids due to the district.
175.28 	(g) Notwithstanding paragraph (a), general education aid paid to the resident district of 
175.29 	a nonspecial education student for whom an eligible special education charter school receives 
175.30 	general education aid under section 124E.20, subdivision 1, paragraph (c), must be reduced 
175.31 	by an amount equal to the difference between the general education aid attributable to the 
175.32 	student under section 124E.20, subdivision 1, paragraph (c), and the general education aid 
175.33 	that the student would have generated for the charter school under section 124E.20, 
175.34 	subdivision 1, paragraph (a). For purposes of this paragraph, "nonspecial education student" 
176.1 	means a student who does not meet the definition of pupil with a disability as defined in 
176.2 	section 125A.02 or the definition of a pupil in section 125A.51.
176.3 	(h) An area learning center operated by a service cooperative, intermediate district, 
176.4 	education district, or a joint powers cooperative may elect through the action of the 
176.5 	constituent boards to charge the resident district tuition for pupils rather than to have the 
176.6 	general education revenue paid to a fiscal agent school district. Except as provided in 
176.7 	paragraph (f), the district of residence must pay tuition equal to at least 90 and no more than 
176.8 	100 percent of the district average general education revenue per pupil unit minus an amount 
176.9 	equal to the product of the formula allowance according to section 126C.10, subdivision 2, 
176.10 	times .0466, calculated without compensatory revenue, local optional revenue, and 
176.11 	transportation sparsity revenue, times the number of pupil units for pupils attending the area 
176.12 	learning center.
176.13 	(i) For a charter school located outside of Minneapolis or St. Paul, notwithstanding 
176.14 	paragraph (b), unreimbursed tuition reimbursement amounts for a charter school, not 
176.15 	including a charter school for which the tuition adjustment is calculated under paragraph 
176.16 	(d) or (e), must be computed according to this paragraph. For purposes of this paragraph:
176.17 	(1) "regular school year statewide district cap rate" means the unreimbursed regular 
176.18 	school year cost per service hour, calculated statewide for all districts and averaged across 
176.19 	the current year;
176.20 	(2) "extended school year statewide district cap rate" means the unreimbursed extended 
176.21 	school year cost per service hour, calculated statewide for all districts and averaged across 
176.22 	the current year;
176.23 	(3) "special education one-to-one paraprofessional statewide district cap rate" means 
176.24 	the unreimbursed special education one-to-one paraprofessional cost per hour, calculated 
176.25 	statewide for all districts and averaged across the current year; and
176.26 	(4) "unreimbursed cost of providing special education and services" means the lesser of 
176.27 	(i) the amount calculated under paragraph (b), or (ii) the regular school year statewide district 
176.28 	cap rate multiplied by the regular school year service hours, plus the extended school year 
176.29 	statewide district cap rate multiplied by the extended school year service hours, plus the 
176.30 	special education one-to-one paraprofessional statewide district cap rate times instructional 
176.31 	hours.
176.32 	(j) For a charter school located in the city of Minneapolis, the commissioner must 
176.33 	substitute the Minneapolis school district's cap rates for the statewide cap rates for that year. 
177.1 	For a charter school located in the city of St. Paul, the commissioner must substitute the St. 
177.2 	Paul school district's cap rates for the statewide cap rates for that year.
177.3 	(k) For purposes of paragraphs (i) and (j), for each capped rate, the unreimbursed cap 
177.4 	rate for the charter school must not exceed 200 percent of the capped rate for fiscal year 
177.5 	2024, 175 percent of the capped rate for fiscal year 2025, 150 percent of the capped rate 
177.6 	for fiscal year 2026, and 125 percent of the capped rate for fiscal year 2027 and later.
177.7 	(l) Notwithstanding paragraph (b), the department may disallow tuition expenses for a 
177.8 	charter school if the department determines that the charter school failed to pursue third-party 
177.9 	billing for qualifying special education services.

177.10 	EFFECTIVE DATE. This section is effective for fiscal year 2023 and later.

177.11 	Sec. 6. SPECIAL EDUCATION RECOVERY SERVICES AND SUPPORTS.
 177.12 		Subdivision 1.Special education recovery. The commissioner of education, school 
177.13 	districts, and charter schools must collaborate with families of students with disabilities as 
177.14 	provided in this section to address the impact of disruptions to in-person instruction on 
177.15 	students' access to a free appropriate public education related to the COVID-19 pandemic.
177.16 		Subd. 2.Special education services and supports. (a) A school district or charter school 
177.17 	that serves one or more students with disabilities must invite the parents of a student with 
177.18 	a disability to a meeting of each individualized education program (IEP) team as soon as 
177.19 	practicable but no later than December 1, 2021, to determine whether special education 
177.20 	services and supports are necessary to address lack of progress on IEP goals or in the general 
177.21 	education curriculum or loss of learning or skills due to disruptions related to the COVID-19 
177.22 	pandemic. The services and supports may include but are not limited to extended school 
177.23 	year services, additional IEP services, compensatory services, or other appropriate services. 
177.24 	This meeting may occur in an annual or other regularly scheduled IEP meeting. If the IEP 
177.25 	team determines that the services and supports are necessary, the team shall determine what 
177.26 	services and supports are appropriate for the student and when and how those services 
177.27 	should be provided, in accordance with relevant guidance from the Minnesota Department 
177.28 	of Education and the United States Department of Education. The services and supports 
177.29 	must be included in the IEP of the student. A district or charter school must report to the 
177.30 	commissioner, in the form and manner determined by the commissioner, the services and 
177.31 	supports provided to students with disabilities under this section, including the cost of 
177.32 	providing the services.
178.1 	(b) In determining whether a student is eligible for services and supports described in 
178.2 	paragraph (a), and what services and supports are appropriate for the student, the IEP team 
178.3 	must consider, in conjunction with any other considerations advised by guidance from the 
178.4 	Minnesota Department of Education or the United States Department of Education:
178.5 	(1) services and supports provided to the student before the disruptions to in-person 
178.6 	instruction related to the COVID-19 pandemic;
178.7 	(2) the ability of the student to access services and supports;
178.8 	(3) the student's progress toward IEP goals, including the goals in the IEP in effect before 
178.9 	disruptions to in-person instruction related to the COVID-19 pandemic, and progress in the 
178.10 	general education curriculum;
178.11 	(4) the student's regression or lost skills resulting from disruptions to instruction;
178.12 	(5) other significant influences on the student's ability to participate in and benefit from 
178.13 	instruction related to the COVID-19 pandemic, including family loss, changed family 
178.14 	circumstances, other trauma, and illness; and
178.15 	(6) the types of services and supports that would benefit the student and improve the 
178.16 	student's ability to benefit from school, including academic supports, behavioral supports, 
178.17 	mental health supports, related services, and other services and supports.
178.18 	(c) When considering how and when the services and supports described in paragraph 
178.19 	(a) should be provided, the IEP team must take into account the timing and delivery method 
178.20 	most appropriate for the student, such as time of day, day of the week, or time of year, and 
178.21 	the availability of other services accessible to the student to address learning loss. The IEP 
178.22 	team may determine that providers in addition to school district or charter school staff are 
178.23 	most appropriate to provide the services and supports described in paragraph (a).
178.24 	(d) A school district or charter school must make available the services and supports 
178.25 	included in an IEP, as described in paragraph (a), until the IEP team determines that services 
178.26 	and supports are no longer necessary to address lack of progress on IEP goals or in the 
178.27 	general education curriculum or loss of learning or skills due to disruptions related to the 
178.28 	COVID-19 pandemic.
178.29 	(e) A school district providing special education services on a shared time basis to a 
178.30 	student enrolled in a nonpublic school must offer the student special education services and 
178.31 	supports in accordance with this section.
178.32 	(f) The commissioner may identify school district, charter school, and cooperative unit 
178.33 	pandemic-related expenses incurred under this section, and if the commissioner determines 
179.1 	the costs are eligible for funding using the additional funds set aside under the American 
179.2 	Rescue Plan Act, section 2014, for the Individuals with Disabilities Education Act, the 
179.3 	commissioner may allocate the federal funds for 100 percent of the costs of the services 
179.4 	provided under this section and exclude these expenses from state special education aid 
179.5 	under Minnesota Statutes, sections 125A.76 and 125A.79.

179.6 	Sec. 7. THIRD-PARTY REIMBURSEMENT.
 179.7 	The commissioner of education and commissioner of human services must consult with 
179.8 	stakeholders to identify strategies to streamline access and reimbursement for behavioral 
179.9 	health services for children who are enrolled in medical assistance and have individualized 
179.10 	education programs or individualized family services plans, and to avoid duplication of 
179.11 	services and procedures to the extent practicable. The commissioners must review models 
179.12 	used in other states and identify strategies to reduce administrative burdens for schools 
179.13 	while ensuring continuity of care for students accessing services when not in school. By 
179.14 	November 1, 2021, the commissioners must report their findings and recommendations for 
179.15 	statutory changes to the chairs and ranking members of the committees with jurisdiction 
179.16 	over early learning through grade 12 education and human services in accordance with 
179.17 	Minnesota Statutes, section 3.195.

179.18 	EFFECTIVE DATE. This section is effective the day following final enactment.

179.19 	Sec. 8. APPROPRIATIONS.
 179.20 		Subdivision 1.Department of Education. The sums indicated in this section are 
179.21 	appropriated from the general fund to the Department of Education for the fiscal years 
179.22 	designated.
179.23 		Subd. 2.Special education; regular. For special education aid under Minnesota Statutes, 
179.24 	section 125A.75:

179.25		$
	1,844,261,000
	.....
	2022
	
179.26		$
	1,994,392,000
	.....
	2023
	
179.27 	The 2022 appropriation includes $215,125,000 for 2021 and $1,629,136,000 for 2022.
179.28 	The 2023 appropriation includes $229,335,000 for 2022 and $1,765,057,000 for 2023.
179.29 		Subd. 3.Aid for children with disabilities. For aid under Minnesota Statutes, section 
179.30 	125A.75, subdivision 3, for children with disabilities placed in residential facilities within 
179.31 	the district boundaries for whom no district of residence can be determined:

180.1		$
	1,818,000
	.....
	2022
	
180.2		$
	2,010,000
	.....
	2023
	
180.3 	If the appropriation for either year is insufficient, the appropriation for the other year is 
180.4 	available.
180.5 		Subd. 4.Travel for home-based services. For aid for teacher travel for home-based 
180.6 	services under Minnesota Statutes, section 125A.75, subdivision 1:

180.7		$
	465,000
	.....
	2022
	
180.8		$
	512,000
	.....
	2023
	
180.9 	The 2022 appropriation includes $23,000 for 2021 and $442,000 for 2022.
180.10 	The 2023 appropriation includes $49,000 for 2022 and $463,000 for 2023.
180.11 		Subd. 5.Court-placed special education revenue. For reimbursing serving school 
180.12 	districts for unreimbursed eligible expenditures attributable to children placed in the serving 
180.13 	school district by court action under Minnesota Statutes, section 125A.79, subdivision 4:

180.14		$
	24,000
	.....
	2022
	
180.15		$
	25,000
	.....
	2023
	
180.16 		Subd. 6.Special education out-of-state tuition. For special education out-of-state 
180.17 	tuition under Minnesota Statutes, section 125A.79, subdivision 8:

180.18		$
	250,000
	.....
	2022
	
180.19		$
	250,000
	.....
	2023

180.20 	ARTICLE 6
180.21 	HEALTH AND SAFETY

180.22 	Section 1. Minnesota Statutes 2020, section 120B.21, is amended to read:
180.23 	120B.21 MENTAL HEALTH EDUCATION.
180.24 	School districts and charter schools are encouraged to must provide mental health 
180.25 	instruction for students in grades 4 through 12 aligned with local health education standards 
180.26 	and integrated into existing programs, curriculum, or the general school environment 
180.27 	activities of a district or charter school. The commissioner, in consultation with the 
180.28 	commissioner of human services, commissioner of health, and mental health organizations, 
180.29 	must, by July 1, 2020, and July 1 of each even-numbered year thereafter, provide districts 
180.30 	and charter schools with resources gathered by Minnesota mental health advocates, including:
181.1 	(1) age-appropriate model learning activities for grades 4 through 12 that encompass 
181.2 	the mental health components of the National Health Education Standards and the 
181.3 	benchmarks developed by the department's quality teaching network in health and best 
181.4 	practices in mental health education; and
181.5 	(2) a directory of resources for planning and implementing age-appropriate mental health 
181.6 	curriculum and instruction in grades 4 through 12 that includes resources on suicide and 
181.7 	self-harm prevention. A district or charter school providing instruction or presentations on 
181.8 	preventing suicide or self-harm must use either the resources provided by the commissioner 
181.9 	or other evidence-based instruction.

181.10 	EFFECTIVE DATE. This section is effective July 1, 2022.

181.11 	Sec. 2. Minnesota Statutes 2020, section 121A.031, subdivision 5, is amended to read:
181.12 		Subd. 5.Safe and supportive schools programming. (a) Districts and schools are 
181.13 	encouraged to must provide developmentally appropriate programmatic instruction to help 
181.14 	students identify, prevent, and reduce prohibited conduct; value diversity in school and 
181.15 	society; develop and improve students' knowledge and skills for solving problems, managing 
181.16 	conflict, engaging in civil discourse, and recognizing, responding to, and reporting prohibited 
181.17 	conduct; and make effective prevention and intervention programs available to students. 
181.18 	Upon request, the school safety technical assistance center under section 127A.052 must 
181.19 	assist a district or school in helping students understand social media and cyberbullying. 
181.20 	Districts and schools must establish by establishing strategies for creating a positive school 
181.21 	climate and use evidence-based social-emotional learning to prevent and reduce 
181.22 	discrimination and other improper conduct.
181.23 	(b) Districts and schools are encouraged to must:
181.24 	(1) engage all students in creating a safe and supportive school environment;
181.25 	(2) partner with parents and other community members to develop and implement 
181.26 	prevention and intervention programs;
181.27 	(3) engage all students and adults in integrating education, intervention, and other 
181.28 	remedial responses into the school environment;
181.29 	(4) train student bystanders to intervene in and report incidents of prohibited conduct to 
181.30 	the school's primary contact person;
181.31 	(5) teach students to advocate for themselves and others;
182.1 	(6) prevent inappropriate referrals to special education of students who may engage in 
182.2 	prohibited conduct; and
182.3 	(7) foster student collaborations that foster a safe and supportive school climate.

182.4 	Sec. 3. Minnesota Statutes 2020, section 121A.031, subdivision 6, is amended to read:
182.5 		Subd. 6.State model policy. (a) The commissioner, in consultation with the 
182.6 	commissioner of human rights, shall develop and maintain a state model policy. A district 
182.7 	or school that does not adopt and implement a local policy under subdivisions 3 to 5 must 
182.8 	implement and may supplement the provisions of the state model policy. The commissioner 
182.9 	must assist districts and schools under this subdivision to implement the state policy. The 
182.10 	state model policy must:
182.11 	(1) define prohibited conduct, consistent with this section;
182.12 	(2) apply the prohibited conduct policy components in this section;
182.13 	(3) for a child with a disability, whenever an evaluation by an individualized education 
182.14 	program team or a section 504 team indicates that the child's disability affects the child's 
182.15 	social skills development or the child is vulnerable to prohibited conduct because of the 
182.16 	child's disability, the child's individualized education program or section 504 plan may 
182.17 	address the skills and proficiencies the child needs to not engage in and respond to such 
182.18 	conduct; and
182.19 	(4) encourage violence prevention and character development education programs under 
182.20 	section 120B.232, subdivision 1.
182.21 	(b) The commissioner shall develop and post departmental procedures for:
182.22 	(1) periodically reviewing district and school programs and policies for compliance with 
182.23 	this section;
182.24 	(2) investigating, reporting, and responding to noncompliance with this section, which 
182.25 	may include an annual review of plans to improve and provide a safe and supportive school 
182.26 	climate; and
182.27 	(3) allowing students, parents, and educators to file a complaint about noncompliance 
182.28 	with the commissioner.
182.29 	(c) The commissioner must post on the department's website information indicating that 
182.30 	when districts and schools allow non-curriculum-related student groups access to school 
182.31 	facilities, the district or school must give all student groups equal access to the school 
182.32 	facilities regardless of the content of the group members' speech.
183.1 	(d) The commissioner must develop and maintain resources to assist a district or school 
183.2 	in implementing strategies for creating a positive school climate and use evidence-based 
183.3 	social-emotional learning to prevent and reduce discrimination and other improper conduct.
183.4 	(e) The commissioner must develop and adopt state-level social-emotional learning 
183.5 	standards.

183.6 	Sec. 4. [121A.20] SCHOOL MENTAL HEALTH SYSTEMS.
183.7 	Mental health is defined as the social, emotional, and behavioral well-being of students. 
183.8 	Comprehensive school mental health systems provide an array of supports and services that 
183.9 	promote positive school climate, social-emotional learning, and mental health and well-being, 
183.10 	while reducing the prevalence and severity of mental illness. School mental health systems 
183.11 	are built on a strong foundation of district and school professionals, including administrators, 
183.12 	educators, and specialized instructional support personnel including school psychologists, 
183.13 	school social workers, school counselors, school nurses, and other school health professionals, 
183.14 	all in strategic partnership with students and families, as well as community health and 
183.15 	mental health partners. School mental health systems also assess and address the social and 
183.16 	environmental factors that impact mental health, including public policies and social norms 
183.17 	that shape mental health outcomes.

183.18 	Sec. 5. [121A.201] MULTI-TIERED SYSTEM OF SUPPORTS.
183.19 	The Minnesota Multi-Tiered System of Supports is a systemic, continuous improvement 
183.20 	framework for ensuring positive social, emotional, behavioral, developmental, and academic 
183.21 	outcomes for every student. The Multi-Tiered System of Supports provides access to layered 
183.22 	tiers of culturally and linguistically responsive, evidence-based practices. The Multi-Tiered 
183.23 	System of Supports framework relies on the understanding and belief that every student 
183.24 	can learn and thrive, and it engages an anti-racist approach to examining policies and 
183.25 	practices and ensuring equitable distribution of resources and opportunity. This systemic 
183.26 	framework requires:
183.27 	(1) design and delivery of culturally and linguistically responsive, effective, 
183.28 	standards-based core instruction in safe, supportive environments inclusive of every student 
183.29 	as a necessary foundation for tiered supports;
183.30 	(2) layered tiers of culturally and linguistically responsive supplemental and intensive 
183.31 	supports to meet each student's needs;
184.1 	(3) developing collective knowledge and experience through engagement in representative 
184.2 	partnerships with students, education professionals, families, and communities;
184.3 	(4) multidisciplinary teams of education professionals that review and use data to prevent 
184.4 	and solve problems, inform instruction and supports, and ensure effective implementation 
184.5 	in partnership with students and families;
184.6 	(5) effective and timely use of meaningful, culturally relevant data disaggregated by 
184.7 	student groups identified in section 121A.031 that includes but is not limited to universal 
184.8 	screening, frequent progress monitoring, implementation fidelity, and multiple qualitative 
184.9 	and quantitative sources; and
184.10 	(6) ongoing professional learning on the Multi-Tiered System of Supports systemic 
184.11 	framework using anti-racist approaches to training and coaching.

184.12 	Sec. 6. [121A.24] SEIZURE TRAINING AND ACTION PLAN.
184.13 		Subdivision 1.Seizure action plan. (a) For purposes of this section, "seizure action 
184.14 	plan" means a written individualized health plan designed to acknowledge and prepare for 
184.15 	the health care needs of a student with a seizure disorder diagnosed by the student's treating 
184.16 	licensed health care provider.
184.17 	(b) The requirements of this subdivision apply to a school district or charter school where 
184.18 	an enrolled student's parent or guardian has notified the school district or charter school that 
184.19 	the student has a diagnosed seizure disorder and has seizure rescue medication or medication 
184.20 	prescribed by the student's licensed health care provider to treat seizure disorder symptoms 
184.21 	approved by the United States Food and Drug Administration. The parent or guardian of a 
184.22 	student with a diagnosed seizure disorder must collaborate with school personnel to 
184.23 	implement the seizure action plan.
184.24 	(c) A seizure action plan must:
184.25 	(1) identify a school nurse or a designated individual at each school site who is on duty 
184.26 	during the regular school day and can administer or assist with the administration of seizure 
184.27 	rescue medication or medication prescribed to treat seizure disorder symptoms approved 
184.28 	by the United States Food and Drug Administration;
184.29 	(2) require training on seizure medications for an employee identified under clause (1), 
184.30 	recognition of signs and symptoms of seizures, and appropriate steps to respond to seizures;
184.31 	(3) be provided to the person identified under clause (1); and
185.1 	(4) be filed in the office of the school principal or licensed school nurse or, in the absence 
185.2 	of a licensed school nurse, a professional nurse or designated individual.
185.3 	(d) A school district or charter school employee or volunteer responsible for the 
185.4 	supervision or care of a student with a diagnosed seizure disorder must be given notice and 
185.5 	a copy of the seizure action plan, the name or position of the employee identified under 
185.6 	paragraph (c), clause (1), and the method by which the trained school employee may be 
185.7 	contacted in an emergency.
185.8 		Subd. 2.Training requirements. A school district or charter school must provide all 
185.9 	licensed school nurses or, in the absence of a licensed school nurse, a professional nurse or 
185.10 	designated individual, and other school staff working with students with self-study materials 
185.11 	on seizure disorder signs, symptoms, medications, and appropriate responses.

185.12 	EFFECTIVE DATE. This section is effective for the 2022-2023 school year and later.

185.13 	Sec. 7. [124D.901] STUDENT SUPPORT PERSONNEL AID.
185.14 		Subdivision 1.Definitions. For the purposes of this section, the following terms have 
185.15 	the meanings given:
185.16 	(1) "new position" means a student support services personnel full-time or part-time 
185.17 	position not under contract by a school district, charter school, or cooperative unit at the 
185.18 	start of the 2021-2022 school year; and
185.19 	(2) "student support services personnel" means an individual licensed to serve as a school 
185.20 	counselor, school psychologist, school social worker, school nurse, or chemical dependency 
185.21 	counselor in Minnesota.
185.22 		Subd. 2.Purpose. The purpose of student support personnel aid is to:
185.23 	(1) address shortages of student support services personnel within Minnesota schools;
185.24 	(2) decrease caseloads for existing student support services personnel to ensure effective 
185.25 	services;
185.26 	(3) ensure that students receive effective academic guidance and integrated and 
185.27 	comprehensive services to improve prekindergarten through grade 12 school outcomes and 
185.28 	career and college readiness;
185.29 	(4) ensure that student support services personnel serve within the scope and practice 
185.30 	of their training and licensure;
186.1 	(5) fully integrate learning supports, instruction, and school management within a 
186.2 	comprehensive approach that facilitates interdisciplinary collaboration; and
186.3 	(6) improve school safety and school climate to support academic success and career 
186.4 	and college readiness.
186.5 		Subd. 3.Aid eligibility and application. A school district, charter school, intermediate 
186.6 	school district, or other cooperative unit is eligible to apply for student support personnel 
186.7 	aid under this section. The commissioner must prescribe the form and manner of the 
186.8 	application, which must include a plan describing how the aid will be used.
186.9 		Subd. 4.Student support personnel aid. (a) The initial student support personnel aid 
186.10 	for a school district equals the greater of $20 times the number of pupils enrolled at the 
186.11 	district on October 1 of the previous fiscal year or $31,500. The initial student support 
186.12 	personnel aid for a charter school equals $20 times the number of pupils enrolled at the 
186.13 	charter school on October 1 of the previous fiscal year.
186.14 	(b) The cooperative student support personnel aid for a school district that is a member 
186.15 	of an intermediate school district or other cooperative unit that enrolls students equals $6 
186.16 	times the number of pupils enrolled at the district on October 1 of the previous fiscal year. 
186.17 	If a district is a member of more than one cooperative unit that enrolls students, the revenue 
186.18 	must be allocated among the cooperative units.
186.19 	(c) Notwithstanding paragraphs (a) and (b), the student support personnel aid must not 
186.20 	exceed the district or cooperative unit's actual expenditure according to the approved plan 
186.21 	under subdivision 3.
186.22 		Subd. 5.Allowed uses; match requirements. (a) Aid under this section must be used 
186.23 	to hire new positions for student support services personnel.
186.24 	(b) Cooperative student support personnel aid must be transferred to the intermediate 
186.25 	district or other cooperative unit of which the district is a member and used to hire new 
186.26 	positions for student support services personnel at the intermediate district or cooperative 
186.27 	unit.
186.28 	(c) If a school district, charter school, or cooperative unit is not able to hire a new full-time 
186.29 	equivalent position with student support personnel aid, the aid may be used for contracted 
186.30 	services from individuals licensed to serve as a school counselor, school psychologist, school 
186.31 	social worker, school nurse, or chemical dependency counselor in Minnesota.
187.1 	(d) Student support personnel hired or contracted before the start of the 2021-2022 school 
187.2 	year with federal funding related to COVID-19, including the American Rescue Plan, Public 
187.3 	Law 117-2, is considered personnel hired for new positions.
187.4 		Subd. 6.Report required. By February 1 following any fiscal year in which student 
187.5 	support personnel aid was received, a school district, charter school, or cooperative unit 
187.6 	must submit a written report to the commissioner indicating how the new position affected 
187.7 	two or more of the following measures:
187.8 	(1) school climate;
187.9 	(2) attendance rates;
187.10 	(3) academic achievement;
187.11 	(4) career and college readiness;
187.12 	(5) postsecondary completion rates; and
187.13 	(6) student health.

187.14 	EFFECTIVE DATE. This section is effective for revenue in fiscal year 2023 and later.

187.15 	Sec. 8. APPROPRIATIONS.
 187.16 		Subdivision 1.Department of Education. The sums indicated in this section are 
187.17 	appropriated from the general fund to the Department of Education in the fiscal years 
187.18 	designated.
187.19 		Subd. 2.Student support personnel aid. For aid to support schools in addressing 
187.20 	students' social, emotional, and physical health under Minnesota Statutes, section 124D.901:

187.21		$
	17,223,000
	.....
	2023
	
187.22 		Subd. 3.Suicide prevention training for teachers. (a) For transfer to the commissioner 
187.23 	of health for a grant to a nationally recognized provider of evidence-based online training 
187.24 	on suicide prevention and engagement of students experiencing mental distress:

187.25		$
	265,000
	.....
	2022
	
187.26 	(b) Training funded by the grant must be accessible to teachers in every school district, 
187.27 	charter school, intermediate school district, service cooperative, and Tribal school in 
187.28 	Minnesota.
187.29 	(c) The grant recipient must report to the commissioner of health the number of teachers 
187.30 	completing the online training, average length of time to complete training, and length of 
188.1 	average stay using the online training. The commissioner must survey online training users 
188.2 	to determine their perception of the online training. By January 8, 2023, the commissioner 
188.3 	must report the grant recipient's information and the survey results to the chairs and ranking 
188.4 	minority members of the legislative committees with jurisdiction over kindergarten through 
188.5 	grade 12 education and suicide prevention.
188.6 	(d) This is a onetime appropriation and is available until June 30, 2023.
188.7 		Subd. 4.Equity diversity and inclusion trauma-informed grants. (a) For grants to 
188.8 	districts and charter schools to implement professional development for staff focused on 
188.9 	trauma-informed practices:

188.10		$
	6,000,000
	.....
	2022
	
188.11		$
	6,000,000
	.....
	2023
	
188.12 	(b) The department must develop best practices and other resources for trauma-informed 
188.13 	practices.
188.14 	(c) Eligible grantees include school districts, charter schools, intermediate school districts, 
188.15 	and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2.
188.16 	(d) The department may retain up to five percent of the appropriation for the 
188.17 	administration of the program and grants.
188.18 	(e) This is a onetime appropriation.
188.19 	(f) Any balance in the first year does not cancel but is available in the second year.

188.20 	ARTICLE 7
188.21 	FACILITIES

188.22 	Section 1. [121A.336] NOTIFICATION OF ENVIRONMENTAL HAZARDS.
188.23 	Upon notification by the Department of Health or Pollution Control Agency to a school 
188.24 	district, charter school, or nonpublic school of environmental hazards that may affect the 
188.25 	health of students or school staff, the school must notify school staff, students, and parents 
188.26 	of the hazards as soon as practicable. The notice must include direction on how to obtain 
188.27 	additional information about the hazard, including any actions that may reduce potential 
188.28 	harm to those affected by the hazard.

188.29 	Sec. 2. Minnesota Statutes 2020, section 123B.595, subdivision 3, is amended to read:
188.30 		Subd. 3.Intermediate districts and other cooperative units. (a) Upon approval through 
188.31 	the adoption of a resolution by each member district school board of an intermediate district 
189.1 	or other cooperative units unit under section 123A.24, subdivision 2, or a joint powers 
189.2 	district under section 471.59, and the approval of the commissioner of education, a school 
189.3 	district may include in its authority under this section a proportionate share of the long-term 
189.4 	maintenance costs of the intermediate district or, cooperative unit, or joint powers district. 
189.5 	The cooperative unit or joint powers district may issue bonds to finance the project costs 
189.6 	or levy for the costs, using long-term maintenance revenue transferred from member districts 
189.7 	to make debt service payments or pay project costs or, for leased facilities, pay the portion 
189.8 	of lease costs attributable to the amortized cost of long-term facilities maintenance projects 
189.9 	completed by the landlord. Authority under this subdivision is in addition to the authority 
189.10 	for individual district projects under subdivision 1.
189.11 	(b) The resolution adopted under paragraph (a) may specify which member districts will 
189.12 	share the project costs under this subdivision, except that debt service payments for bonds 
189.13 	issued by a cooperative unit or joint powers district to finance long-term maintenance project 
189.14 	costs must be the responsibility of all member districts.

189.15 	EFFECTIVE DATE. This section is effective for revenue in fiscal year 2023 and later.

189.16 	Sec. 3. Minnesota Statutes 2020, section 126C.40, subdivision 1, is amended to read:
189.17 		Subdivision 1.To lease building or land. (a) When an independent or a special school 
189.18 	district or a group of independent or special school districts finds it economically 
189.19 	advantageous to rent or lease a building or land for any instructional purposes or for school 
189.20 	storage or furniture repair, and it determines that the operating capital revenue authorized 
189.21 	under section 126C.10, subdivision 13, is insufficient for this purpose, it may apply to the 
189.22 	commissioner for permission to make an additional capital expenditure levy for this purpose. 
189.23 	An application for permission to levy under this subdivision must contain financial 
189.24 	justification for the proposed levy, the terms and conditions of the proposed lease, and a 
189.25 	description of the space to be leased and its proposed use.
189.26 	(b) The criteria for approval of applications to levy under this subdivision must include: 
189.27 	the reasonableness of the price, the appropriateness of the space to the proposed activity, 
189.28 	the feasibility of transporting pupils to the leased building or land, conformity of the lease 
189.29 	to the laws and rules of the state of Minnesota, and the appropriateness of the proposed 
189.30 	lease to the space needs and the financial condition of the district. The commissioner must 
189.31 	not authorize a levy under this subdivision in an amount greater than the cost to the district 
189.32 	of renting or leasing a building or land for approved purposes. The proceeds of this levy 
189.33 	must not be used for custodial or other maintenance services. A district may not levy under 
190.1 	this subdivision for the purpose of leasing or renting a district-owned building or site to 
190.2 	itself.
190.3 	(c) For agreements finalized after July 1, 1997, a district may not levy under this 
190.4 	subdivision for the purpose of leasing: (1) a newly constructed building used primarily for 
190.5 	regular kindergarten, elementary, or secondary instruction; or (2) a newly constructed 
190.6 	building addition or additions used primarily for regular kindergarten, elementary, or 
190.7 	secondary instruction that contains more than 20 percent of the square footage of the 
190.8 	previously existing building.
190.9 	(d) Notwithstanding paragraph (b), a district may levy under this subdivision for the 
190.10 	purpose of leasing or renting a district-owned building or site to itself only if the amount is 
190.11 	needed by the district to make payments required by a lease purchase agreement, installment 
190.12 	purchase agreement, or other deferred payments agreement authorized by law, and the levy 
190.13 	meets the requirements of paragraph (c). A levy authorized for a district by the commissioner 
190.14 	under this paragraph may be in the amount needed by the district to make payments required 
190.15 	by a lease purchase agreement, installment purchase agreement, or other deferred payments 
190.16 	agreement authorized by law, provided that any agreement include a provision giving the 
190.17 	school districts the right to terminate the agreement annually without penalty.
190.18 	(e) The total levy under this subdivision for a district for any year must not exceed $212 
190.19 	times the adjusted pupil units for the fiscal year to which the levy is attributable.
190.20 	(f) For agreements for which a review and comment have been submitted to the 
190.21 	Department of Education after April 1, 1998, the term "instructional purpose" as used in 
190.22 	this subdivision excludes expenditures on stadiums.
190.23 	(g) The commissioner of education may authorize a school district to exceed the limit 
190.24 	in paragraph (e) if the school district petitions the commissioner for approval. The 
190.25 	commissioner shall grant approval to a school district to exceed the limit in paragraph (e) 
190.26 	for not more than five years if the district meets the following criteria:
190.27 	(1) the school district has been experiencing pupil enrollment growth in the preceding 
190.28 	five years;
190.29 	(2) the purpose of the increased levy is in the long-term public interest;
190.30 	(3) the purpose of the increased levy promotes colocation of government services; and
190.31 	(4) the purpose of the increased levy is in the long-term interest of the district by avoiding 
190.32 	over construction of school facilities.
191.1 	(h) A school district that is a member of an intermediate school district or other 
191.2 	cooperative unit under section 123A.24, subdivision 2, or a joint powers district under 
191.3 	section 471.59 may include in its authority under this section the costs associated with leases 
191.4 	of administrative and classroom space for intermediate school district programs of the 
191.5 	intermediate school district or other cooperative unit under section 123A.24, subdivision 
191.6 	2, or joint powers district under section 471.59. This authority must not exceed $65 times 
191.7 	the adjusted pupil units of the member districts. This authority is in addition to any other 
191.8 	authority authorized under this section. The intermediate school district, other cooperative 
191.9 	unit, or joint powers district may specify which member districts will levy for lease costs 
191.10 	under this paragraph.
191.11 	(i) In addition to the allowable capital levies in paragraph (a), for taxes payable in 2012 
191.12 	to 2023, a district that is a member of the "Technology and Information Education Systems" 
191.13 	data processing joint board, that finds it economically advantageous to enter into a lease 
191.14 	agreement to finance improvements to a building and land for a group of school districts 
191.15 	or special school districts for staff development purposes, may levy for its portion of lease 
191.16 	costs attributed to the district within the total levy limit in paragraph (e). The total levy 
191.17 	authority under this paragraph shall not exceed $632,000.
191.18 	(j) (i) Notwithstanding paragraph (a), a district may levy under this subdivision for the 
191.19 	purpose of leasing administrative space if the district can demonstrate to the satisfaction of 
191.20 	the commissioner that the lease cost for the administrative space is no greater than the lease 
191.21 	cost for instructional space that the district would otherwise lease. The commissioner must 
191.22 	deny this levy authority unless the district passes a resolution stating its intent to lease 
191.23 	instructional space under this section if the commissioner does not grant authority under 
191.24 	this paragraph. The resolution must also certify that the lease cost for administrative space 
191.25 	under this paragraph is no greater than the lease cost for the district's proposed instructional 
191.26 	lease.
191.27 	(j) Notwithstanding paragraph (a), a district may levy under this subdivision for the 
191.28 	district's proportionate share of deferred maintenance expenditures for a district-owned 
191.29 	building or site leased to a cooperative unit under section 123A.24, subdivision 2, or a joint 
191.30 	powers district under section 471.59 for any instructional purposes or for school storage.

191.31 	EFFECTIVE DATE. This section is effective for revenue in fiscal year 2023 and later.

192.1 	Sec. 4. Minnesota Statutes 2020, section 126C.44, is amended to read:
192.2 	126C.44 SAFE SCHOOLS LEVY.
192.3 	(a) Each district may make a levy on all taxable property located within the district for 
192.4 	the purposes specified in this section. The maximum amount which may be levied for all 
192.5 	costs under this section shall be equal to $36 multiplied by the district's adjusted pupil units 
192.6 	for the school year.
192.7 	(b) The proceeds of the levy must be reserved and used for directly funding the following 
192.8 	purposes or for reimbursing the cities and counties who contract with the district for the 
192.9 	following purposes:
192.10 	(1) to pay the costs incurred for the salaries, benefits, and transportation costs of peace 
192.11 	officers and sheriffs for liaison in services in the district's schools;
192.12 	(2) to pay the costs for a drug abuse prevention program as defined in section 609.101, 
192.13 	subdivision 3, paragraph (e), in the elementary schools;
192.14 	(3) to pay the costs for a gang resistance education training curriculum in the district's 
192.15 	schools;
192.16 	(4) to pay the costs for security in the district's schools and on school property;
192.17 	(5) to pay the costs for other crime prevention, drug abuse, student and staff safety, 
192.18 	voluntary opt-in suicide prevention tools, and violence prevention measures taken by the 
192.19 	school district;
192.20 	(6) to pay costs for licensed school counselors, licensed school nurses, licensed school 
192.21 	social workers, licensed school psychologists, and licensed alcohol and chemical dependency 
192.22 	counselors to help provide early responses to problems;
192.23 	(7) to pay for facility security enhancements including laminated glass, public 
192.24 	announcement systems, emergency communications devices, and equipment and facility 
192.25 	modifications related to violence prevention and facility security;
192.26 	(8) to pay for costs associated with improving the school climate; or
192.27 	(9) to pay costs for colocating and collaborating with mental health professionals who 
192.28 	are not district employees or contractors.
192.29 	(b) (c) For expenditures under paragraph (a) (b), clause (1), the district must initially 
192.30 	attempt to contract for services to be provided by peace officers or sheriffs with the police 
192.31 	department of each city or the sheriff's department of the county within the district containing 
192.32 	the school receiving the services. If a local police department or a county sheriff's department 
193.1 	does not wish to provide the necessary services, the district may contract for these services 
193.2 	with any other police or sheriff's department located entirely or partially within the school 
193.3 	district's boundaries.
193.4 	(c) (d) A school district that is a member of an intermediate school district may include 
193.5 	in its authority under this section the costs associated with safe schools activities authorized 
193.6 	under paragraph (a) (b) for intermediate school district programs. This authority must not 
193.7 	exceed $15 times the adjusted pupil units of the member districts. This authority is in addition 
193.8 	to any other authority authorized under this section. Revenue raised under this paragraph 
193.9 	must be transferred to the intermediate school district.
193.10 	(e) A school district or charter school receiving revenue under this section must annually 
193.11 	report safe schools expenditures to the commissioner, in the form and manner specified by 
193.12 	the commissioner. The report must conform to uniform financial and reporting standards 
193.13 	established for this purpose and provide a breakdown by functional area.

193.14 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

193.15 	Sec. 5. APPROPRIATIONS.
 193.16 		Subdivision 1.Department of Education. The sums indicated in this section are 
193.17 	appropriated from the general fund to the Department of Education for the fiscal years 
193.18 	designated.
193.19 		Subd. 2.Debt service equalization aid. For debt service equalization aid under 
193.20 	Minnesota Statutes, section 123B.53, subdivision 6:

193.21		$
	25,001,000
	.....
	2022
	
193.22		$
	24,286,000
	.....
	2023
	
193.23 	The 2022 appropriation includes $2,588,000 for 2021 and $22,413,000 for 2022.
193.24 	The 2023 appropriation includes $2,371,000 for 2022 and $21,915,000 for 2023.
193.25 		Subd. 3.Long-term facilities maintenance equalized aid. For long-term facilities 
193.26 	maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:

193.27		$
	108,582,000
	.....
	2022
	
193.28		$
	111,077,000
	.....
	2023
	
193.29 	The 2022 appropriation includes $10,660,000 for 2021 and $97,922,000 for 2022.
193.30 	The 2023 appropriation includes $10,880,000 for 2022 and $100,197,000 for 2023.
194.1 		Subd. 4.Equity in telecommunications access. (a) For equity in telecommunications 
194.2 	access:

194.3		$
	3,750,000
	.....
	2022
	
194.4		$
	3,750,000
	.....
	2023
	
194.5 	(b) If the appropriation amount is insufficient, the commissioner shall reduce the 
194.6 	reimbursement rate in Minnesota Statutes, section 125B.26, subdivisions 4 and 5, and the 
194.7 	revenue for fiscal years 2022 and 2023 shall be prorated.
194.8 	(c) Any balance in the first year does not cancel but is available in the second year.
194.9 		Subd. 5.Maximum effort loan aid. For aid payments to schools under Minnesota 
194.10 	Statutes, section 477A.09.

194.11		$
	3,288,000
	.....
	2022
	
194.12		$
	0
	.....
	2023
	
194.13 	The base for fiscal year 2024 is $0.

194.14 	ARTICLE 8
194.15 	NUTRITION AND LIBRARIES

194.16 	Section 1. Minnesota Statutes 2020, section 124D.111, is amended to read:
194.17 	124D.111 SCHOOL MEAL POLICY; LUNCH AID; FOOD SERVICE 
194.18 	ACCOUNTING.
194.19 		Subdivision 1.School lunch aid computation meal policy. (a) Each Minnesota sponsor 
194.20 	of the national school lunch program or school breakfast program must adopt and post to 
194.21 	its website, or the website of the organization where the meal is served, a school meal policy. 
194.22 	The policy must:
194.23 	(1) be in writing, accessible in multiple languages, and clearly communicate student 
194.24 	meal charges when payment cannot be collected at the point of service;
194.25 	(2) be reasonable and well-defined and maintain the dignity of students by prohibiting 
194.26 	lunch shaming or otherwise ostracizing any student;
194.27 	(3) address whether the sponsor uses a collection agency to collect unpaid school meal 
194.28 	debt;
194.29 	(4) require any communication to collect unpaid school meal debt be done by school 
194.30 	staff trained on the school district's policy on collecting student meal debt;
195.1 	(5) require that all communication relating to school meal debt be delivered only to a 
195.2 	student's parent or guardian and not directly to the student;
195.3 	(6) ensure that once a sponsor has placed a meal on a tray or otherwise served a 
195.4 	reimbursable meal to a student, the meal may not be subsequently withdrawn from the 
195.5 	student by the cashier or other school official because the student has outstanding meal 
195.6 	debt;
195.7 	(7) ensure that a student who has been determined eligible for free and reduced-price 
195.8 	lunch must always be served a reimbursable meal even if the student has outstanding debt;
195.9 	(8) provide the third-party provider with its school meal policy if the school contracts 
195.10 	with a third-party provider for its meal services; and
195.11 	(9) require school nutrition staff be trained on the policy.
195.12 	(b) Any contract between a school and a third-party provider of meal services entered 
195.13 	into or modified on or after July 1, 2021, must ensure that the third-party provider adheres 
195.14 	to the sponsor's school meal policy.
195.15 		Subd. 1a.School lunch aid amounts. Each school year, the state must pay participants
195.16 	sponsors in the national school lunch program the amount of 12.5 cents for each full paid 
195.17 	and free student lunch and 52.5 cents for each reduced-price lunch served to students.
195.18 		Subd. 2.Application. A school district, charter school, nonpublic school, or other 
195.19 	participant sponsor in the national school lunch program shall apply to the department for 
195.20 	this payment on forms provided by the department.
195.21 		Subd. 2a.Federal Child and Adult Care Food Program; criteria and notice. The 
195.22 	commissioner must post on the department's website eligibility criteria and application 
195.23 	information for nonprofit organizations interested in applying to the commissioner for 
195.24 	approval as a multisite sponsoring organization under the federal Child and Adult Care 
195.25 	Food Program. The posted criteria and information must inform interested nonprofit 
195.26 	organizations about:
195.27 	(1) the criteria the commissioner uses to approve or disapprove an application, including 
195.28 	how an applicant demonstrates financial viability for the Minnesota program, among other 
195.29 	criteria;
195.30 	(2) the commissioner's process and time line for notifying an applicant when its 
195.31 	application is approved or disapproved and, if the application is disapproved, the explanation 
195.32 	the commissioner provides to the applicant; and
196.1 	(3) any appeal or other recourse available to a disapproved applicant.
196.2 		Subd. 3.School food service fund. (a) The expenses described in this subdivision must 
196.3 	be recorded as provided in this subdivision.
196.4 	(b) In each district, the expenses for a school food service program for pupils must be 
196.5 	attributed to a school food service fund. Under a food service program, the school food 
196.6 	service may prepare or serve milk, meals, or snacks in connection with school or community 
196.7 	service activities.
196.8 	(c) Revenues and expenditures for food service activities must be recorded in the food 
196.9 	service fund. The costs of processing applications, accounting for meals, preparing and 
196.10 	serving food, providing kitchen custodial services, and other expenses involving the preparing 
196.11 	of meals or the kitchen section of the lunchroom may be charged to the food service fund 
196.12 	or to the general fund of the district. The costs of lunchroom supervision, lunchroom custodial 
196.13 	services, lunchroom utilities, and other administrative costs of the food service program 
196.14 	must be charged to the general fund.
196.15 	That portion of superintendent and fiscal manager costs that can be documented as 
196.16 	attributable to the food service program may be charged to the food service fund provided 
196.17 	that the school district does not employ or contract with a food service director or other 
196.18 	individual who manages the food service program, or food service management company. 
196.19 	If the cost of the superintendent or fiscal manager is charged to the food service fund, the 
196.20 	charge must be at a wage rate not to exceed the statewide average for food service directors 
196.21 	as determined by the department.
196.22 	(d) Capital expenditures for the purchase of food service equipment must be made from 
196.23 	the general fund and not the food service fund, unless the restricted balance in the food 
196.24 	service fund at the end of the last fiscal year is greater than the cost of the equipment to be 
196.25 	purchased.
196.26 	(e) If the condition set out in paragraph (d) applies, the equipment may be purchased 
196.27 	from the food service fund.
196.28 	(f) If a deficit in the food service fund exists at the end of a fiscal year, and the deficit 
196.29 	is not eliminated by revenues from food service operations in the next fiscal year, then the 
196.30 	deficit must be eliminated by a permanent fund transfer from the general fund at the end of 
196.31 	that second fiscal year. However, if a district contracts with a food service management 
196.32 	company during the period in which the deficit has accrued, the deficit must be eliminated 
196.33 	by a payment from the food service management company.
197.1 	(g) Notwithstanding paragraph (f), a district may incur a deficit in the food service fund 
197.2 	for up to three years without making the permanent transfer if the district submits to the 
197.3 	commissioner by January 1 of the second fiscal year a plan for eliminating that deficit at 
197.4 	the end of the third fiscal year.
197.5 	(h) If a surplus in the food service fund exists at the end of a fiscal year for three 
197.6 	successive years, a district may recode for that fiscal year the costs of lunchroom supervision, 
197.7 	lunchroom custodial services, lunchroom utilities, and other administrative costs of the food 
197.8 	service program charged to the general fund according to paragraph (c) and charge those 
197.9 	costs to the food service fund in a total amount not to exceed the amount of surplus in the 
197.10 	food service fund.
197.11 		Subd. 4.No fees. A participant sponsor that receives school lunch aid under this section 
197.12 	must make lunch meals available without charge and must not deny a school lunch or 
197.13 	breakfast to all participating students who qualify for free or reduced-price meals, whether 
197.14 	or not the student has an outstanding balance in the student's meal account attributable to a 
197.15 	la carte purchases or for any other reason. The participant sponsor must also ensure that 
197.16 	any reminders for payment of outstanding student meal balances do not demean or stigmatize 
197.17 	any child participating in the school lunch program or school breakfast program.
197.18 		Subd. 5.Respectful treatment. (a) The sponsor must also provide meals to students in 
197.19 	a respectful manner according to the policy adopted under subdivision 1. The sponsor must 
197.20 	ensure respectful treatment of students, including but not limited to ensuring that: a meal 
197.21 	is not dumped in the trash; no meal that has been served is withdrawn from a student; and 
197.22 	no students with outstanding meals balances have their names announced or listed in a 
197.23 	public manner nor receive a sticker, stamp, or pinned note reminding the students of the 
197.24 	outstanding meals balance. The sponsor must not impose any other restriction prohibited 
197.25 	under section 123B.37 due to unpaid student meal debt. The sponsor must not limit a student's 
197.26 	participation in any school activities, graduation ceremonies, field trips, athletics, activity 
197.27 	clubs, or other extracurricular activities or access to materials, technology, or other items 
197.28 	provided to students due to an unpaid student meal debt.
197.29 	(b) If the commissioner or the commissioner's designee determines a sponsor has violated 
197.30 	the requirement to provide meals to participating students in a respectful manner, the 
197.31 	commissioner or the commissioner's designee must send a letter of noncompliance to the 
197.32 	sponsor. The sponsor is required to respond and, if applicable, remedy the practice within 
197.33 	60 days.
198.1 		Subd. 6.Definitions. (a) For the purposes of this section, the terms defined in this 
198.2 	subdivision have the meanings given.
198.3 	(b) "A la carte" means a food item ordered separately from the school meal.
198.4 	(c) "School meal" means a meal provided to students during the school day.

198.5 	EFFECTIVE DATE. This section is effective July 1, 2021.

198.6 	Sec. 2. Minnesota Statutes 2020, section 124D.1158, is amended to read:
198.7 	124D.1158 SCHOOL BREAKFAST PROGRAM.
198.8 		Subdivision 1.Purpose. The purpose of the school breakfast program is to provide 
198.9 	affordable morning nutrition to children so that they can effectively learn. Public and 
198.10 	nonpublic schools that participate in the federal school breakfast program may receive state 
198.11 	breakfast aid. Schools shall encourage all children to eat a nutritious breakfast, either at 
198.12 	home or at school, and shall work to eliminate barriers to breakfast participation at school 
198.13 	such as inadequate facilities and transportation.
198.14 		Subd. 2.Program; eligibility. Each school year, public and nonpublic schools that 
198.15 	participate in the federal school breakfast program are eligible for the state breakfast program.
198.16 		Subd. 3.Program reimbursement. Each school year, the state must reimburse each 
198.17 	participating school 30 cents for each reduced-price breakfast, 55 cents for each fully paid 
198.18 	breakfast served to students in grades 1 to 12, and $1.30 for each fully paid breakfast served 
198.19 	to a prekindergarten student enrolled in an approved voluntary prekindergarten program 
198.20 	under section 124D.151, early childhood special education students participating in a program 
198.21 	authorized under section 124D.151, or a kindergarten student.
198.22 		Subd. 4.No fees. A school that receives school breakfast aid under this section must 
198.23 	make breakfast available without charge to all participating students in grades 1 to 12 who 
198.24 	qualify for free or reduced-price meals and to all prekindergarten students enrolled in an 
198.25 	approved voluntary prekindergarten program under section 124D.151, early childhood 
198.26 	special education students participating in a program authorized under section 124D.151,
198.27 	and all kindergarten students.

198.28 	Sec. 3. [124D.901] SCHOOL LIBRARIES AND MEDIA CENTERS.
198.29 	A school district or charter school library or school library media center provides equitable 
198.30 	and free access to students, teachers, and administrators. A school library or school library 
198.31 	media center is defined as having the following characteristics:
199.1 	(1) ensures every student has equitable access to resources and is able to locate, access, 
199.2 	and use on-site resources that are organized and cataloged;
199.3 	(2) has a collection development policy that includes but is not limited to materials 
199.4 	selection and de-selection, a challenged materials procedure, and an intellectual and academic 
199.5 	freedom statement;
199.6 	(3) is housed in a central location that provides an environment for expanded learning 
199.7 	to meet the unique needs and interests of individual students;
199.8 	(4) has technology tools and broadband access; and
199.9 	(5) employs a licensed school library media specialist or licensed school librarian.

199.10 	Sec. 4. [134.191] DIGITAL AND ONLINE LIBRARY DATABASE RESOURCES 
199.11 	FOR K-12 STUDENTS.
199.12 		Subdivision 1.Digital and online library database resources. A school district, public 
199.13 	charter school, state agency, public library, or university may offer digital or online library 
199.14 	database resources to students in kindergarten through grade 12 only if the vendor or other 
199.15 	person or entity providing the resources verifies that all the resources will comply with the 
199.16 	provisions of subdivision 2.
199.17 		Subd. 2.Safety policies. Digital or online library database resources offered by school 
199.18 	districts, public charter schools, state agencies, public libraries, or universities to students 
199.19 	in kindergarten through grade 12 must have safety policies and technology protection 
199.20 	measures that:
199.21 	(1) prohibit and prevent a user of the resource from sending, receiving, viewing, or 
199.22 	downloading materials that are deemed to be harmful to minors, as defined in section 
199.23 	617.291; and
199.24 	(2) filter or block access to obscene materials, materials harmful to minors, and materials 
199.25 	that depict the sexual exploitation of a minor, as defined in section 617.241, subdivision 1.
199.26 		Subd. 3.Payments. Notwithstanding any contract provision to the contrary, if a provider 
199.27 	of digital or online library resources fails to comply with the requirements of subdivision 
199.28 	2, the school district, public charter school, state agency, public library, or university shall 
199.29 	withhold further payments, if any, to the provider pending verification of compliance.
199.30 		Subd. 4.Noncompliance. If a provider of digital or online library database resources 
199.31 	fails to timely verify that the provider is in compliance with the safety policies and 
200.1 	requirements of subdivision 2, the school district, public charter school, state agency, public 
200.2 	library, or university shall consider the provider's act of noncompliance a breach of contract.
200.3 		Subd. 5.Report. No later than December 1 of each year, libraries shall submit to the 
200.4 	legislative committees with jurisdiction over education an aggregate written report on any 
200.5 	issues related to provider compliance with technology protection measures required by 
200.6 	subdivision 2.

200.7 	Sec. 5. Minnesota Statutes 2020, section 134.34, subdivision 1, is amended to read:
200.8 		Subdivision 1.Local support levels. (a) Regional library basic system support aid shall 
200.9 	be provided to any regional public library system where there are at least three participating 
200.10 	counties and where each participating city and county is providing for public library service 
200.11 	support the lesser of (a) an amount equivalent to .82 percent of the average of the adjusted 
200.12 	net tax capacity of the taxable property of that city or county, as determined by the 
200.13 	commissioner of revenue for the second, third, and fourth year preceding that calendar year 
200.14 	or (b) a per capita amount calculated under the provisions of this subdivision. The per capita 
200.15 	amount is established for calendar year 1993 as $7.62. In succeeding calendar years, the 
200.16 	per capita amount shall be increased by a percentage equal to one-half of the percentage by 
200.17 	which the total state adjusted net tax capacity of property as determined by the commissioner 
200.18 	of revenue for the second year preceding that calendar year increases over that total adjusted 
200.19 	net tax capacity for the third year preceding that calendar year.
200.20 	(b) The minimum level of support specified under this subdivision or subdivision 4 shall 
200.21 	be certified annually to the participating cities and counties by the Department of Education. 
200.22 	If a city or county chooses to reduce its local support in accordance with subdivision 4, 
200.23 	paragraph (b) or (c), it shall notify its regional public library system. The regional public 
200.24 	library system shall notify the Department of Education that a revised certification is required. 
200.25 	The revised minimum level of support shall be certified to the city or county by the 
200.26 	Department of Education.
200.27 	(c) A city which is a part of a regional public library system shall not be required to 
200.28 	provide this level of support if the property of that city is already taxable by the county for 
200.29 	the support of that regional public library system. In no event shall the Department of 
200.30 	Education require any city or county to provide a higher level of support than the level of 
200.31 	support specified in this section in order for a system to qualify for regional library basic 
200.32 	system support aid. This section shall not be construed to prohibit a city or county from 
200.33 	providing a higher level of support for public libraries than the level of support specified 
200.34 	in this section.
201.1 	(d) The amounts required to be expended under this section are subject to the reduced 
201.2 	maintenance of effort requirements in section 275.761.

201.3 	Sec. 6. Minnesota Statutes 2020, section 134.355, subdivision 5, is amended to read:
201.4 		Subd. 5.Base aid distribution. Five Fifteen percent of the available aid funds shall be 
201.5 	paid to each system as base aid for basic system services.

201.6 	EFFECTIVE DATE. This section is effective for state aid for fiscal year 2022 and 
201.7 	later.

201.8 	Sec. 7. Minnesota Statutes 2020, section 134.355, subdivision 6, is amended to read:
201.9 		Subd. 6.Adjusted net tax capacity per capita distribution. Twenty-five Fifteen percent 
201.10 	of the available aid funds shall be distributed to regional public library systems based upon 
201.11 	the adjusted net tax capacity per capita for each member county or participating portion of 
201.12 	a county as calculated for the second third year preceding the fiscal year for which aid is 
201.13 	provided. Each system's entitlement shall be calculated as follows:
201.14 	(a) (1) multiply the adjusted net tax capacity per capita for each county or participating 
201.15 	portion of a county by .0082.;
201.16 	(b) (2) add sufficient aid funds that are available under this subdivision to raise the 
201.17 	amount of the county or participating portion of a county with the lowest value calculated 
201.18 	according to paragraph (a) clause (1) to the amount of the county or participating portion 
201.19 	of a county with the next highest value calculated according to paragraph (a) clause (1). 
201.20 	Multiply the amount of the additional aid funds by the population of the county or 
201.21 	participating portion of a county.;
201.22 	(c) (3) continue the process described in paragraph (b) clause (2) by adding sufficient 
201.23 	aid funds that are available under this subdivision to the amount of a county or participating 
201.24 	portion of a county with the next highest value calculated in paragraph (a) clause (1) to raise 
201.25 	it and the amount of counties and participating portions of counties with lower values 
201.26 	calculated in paragraph (a) clause (1) up to the amount of the county or participating portion 
201.27 	of a county with the next highest value, until reaching an amount where funds available 
201.28 	under this subdivision are no longer sufficient to raise the amount of a county or participating 
201.29 	portion of a county and the amount of counties and participating portions of counties with 
201.30 	lower values up to the amount of the next highest county or participating portion of a county.; 
201.31 	and
202.1 	(d) (4) if the point is reached using the process in paragraphs (b) and (c) clauses (2) and 
202.2 	(3) at which the remaining aid funds under this subdivision are not adequate for raising the 
202.3 	amount of a county or participating portion of a county and all counties and participating 
202.4 	portions of counties with amounts of lower value to the amount of the county or participating 
202.5 	portion of a county with the next highest value, those funds are to be divided on a per capita 
202.6 	basis for all counties or participating portions of counties that received aid funds under the 
202.7 	calculation in paragraphs (b) and (c) clauses (2) and (3).

202.8 	EFFECTIVE DATE. This section is effective for state aid for fiscal year 2022 and 
202.9 	later.

202.10 	Sec. 8. Minnesota Statutes 2020, section 134.355, subdivision 7, is amended to read:
202.11 		Subd. 7.Population determination. A regional public library system's population shall 
202.12 	be determined according to must be calculated using the most recent estimate available 
202.13 	under section 477A.011, subdivision 3, at the time the aid amounts are calculated, which 
202.14 	must be by April 1 in the year the calculation is made.

202.15 	EFFECTIVE DATE. This section is effective for state aid for fiscal year 2022 and 
202.16 	later.

202.17 	Sec. 9. COMMUNITY ELIGIBILITY PROVISION SCHOOL SITES; 
202.18 	SUPPLEMENTAL STATE FUNDING.
 202.19 	(a) For fiscal year 2023 only, a school site that participates in the federal community 
202.20 	eligibility provision program is eligible for aid under this section.
202.21 	(b) A district's community eligibility provision aid equals the greater of zero or the 
202.22 	difference between the federal funds under the community eligibility provision program 
202.23 	for lunch and breakfast for that site and the amount necessary for full reimbursement for 
202.24 	breakfast and lunch for that site times the proration factor.
202.25 	(c) The annual community eligibility provision aid entitlement equals $2,500,000.
202.26 	(d) If aid under paragraph (c) is insufficient to cover the full cost of paragraph (b), the 
202.27 	amount in paragraph (b) must be proportionately reduced for each school site.

202.28 	Sec. 10. APPROPRIATIONS.
 202.29 		Subdivision 1.Department of Education. The sums indicated in this section are 
202.30 	appropriated from the general fund to the Department of Education for the fiscal years 
202.31 	designated. Any balance in the first year does not cancel but is available in the second year.
203.1 		Subd. 2.School lunch. For school lunch aid under Minnesota Statutes, section 124D.111, 
203.2 	and Code of Federal Regulations, title 7, section 210.17:

203.3		$
	16,661,000
	.....
	2022
	
203.4		$
	16,954,000
	.....
	2023
	
203.5 		Subd. 3.School breakfast. For traditional school breakfast aid under Minnesota Statutes, 
203.6 	section 124D.1158:

203.7		$
	12,133,000
	.....
	2022
	
203.8		$
	12,485,000
	.....
	2023
	
203.9 		Subd. 4.Kindergarten milk. For kindergarten milk aid under Minnesota Statutes, 
203.10 	section 124D.118:

203.11		$
	656,000
	.....
	2022
	
203.12		$
	658,000
	.....
	2023
	
203.13 		Subd. 5.Summer school food service replacement. For summer school food service 
203.14 	replacement aid under Minnesota Statutes, section 124D.119:

203.15		$
	150,000
	.....
	2022
	
203.16		$
	150,000
	.....
	2023
	
203.17 		Subd. 6.Community eligibility provision aid. (a) For community eligibility provision 
203.18 	aid under section 8:

203.19		$
	2,500,000
	.....
	2023
	
203.20 	(b) This is a onetime appropriation.
203.21 		Subd. 7.Basic system support. For basic system support aid under Minnesota Statutes, 
203.22 	section 134.355:

203.23		$
	15,370,000
	.....
	2022
	
203.24		$
	15,570,000
	.....
	2023
	
203.25 	The 2022 appropriation includes $1,357,000 for 2021 and $14,013,000 for 2022.
203.26 	The 2023 appropriation includes $1,557,000 for 2022 and $14,013,000 for 2023.
203.27 		Subd. 8.Multicounty, multitype library systems. For aid under Minnesota Statutes, 
203.28 	sections 134.353 and 134.354, to multicounty, multitype library systems:

203.29		$
	1,300,000
	.....
	2022
	
203.30		$
	1,300,000
	.....
	2023
	
203.31 	The 2022 appropriation includes $130,000 for 2021 and $1,170,000 for 2022.
204.1 	The 2023 appropriation includes $130,000 for 2022 and $1,170,000 for 2023.
204.2 		Subd. 9.Electronic library for Minnesota. For statewide licenses to online databases 
204.3 	selected in cooperation with the Minnesota Office of Higher Education for school media 
204.4 	centers, public libraries, state government agency libraries, and public or private college or 
204.5 	university libraries:

204.6		$
	900,000
	.....
	2022
	
204.7		$
	900,000
	.....
	2023
	
204.8 		Subd. 10.Regional library telecommunications. For regional library 
204.9 	telecommunications aid under Minnesota Statutes, section 134.355:

204.10		$
	2,300,000
	.....
	2022
	
204.11		$
	2,300,000
	.....
	2023
	
204.12 	The 2022 appropriation includes $230,000 for 2021 and $2,070,000 for 2022.
204.13 	The 2023 appropriation includes $230,000 for 2022 and $2,070,000 for 2023.

204.14 	ARTICLE 9
204.15 	EARLY CHILDHOOD

204.16 	Section 1. Minnesota Statutes 2020, section 119A.52, is amended to read:
204.17 	119A.52 DISTRIBUTION OF APPROPRIATION.
204.18 	(a) The commissioner of education must distribute money appropriated for that purpose 
204.19 	to federally designated Head Start programs to expand services and to serve additional 
204.20 	low-income children. Migrant and Indian reservation programs must be initially allocated 
204.21 	money based on the programs' share of federal funds. in the following order: (1) 10.72 
204.22 	percent of the total Head Start appropriation shall be allocated to federally designated Tribal 
204.23 	Head Start programs; (2) the Tribal Head Start portion of the appropriation shall be allocated 
204.24 	to Tribal Head Start programs based on the programs' share of federal funds; and (3) migrant 
204.25 	programs must then be initially allocated funding based on the programs' share of federal 
204.26 	funds. The remaining money must be initially allocated to the remaining local agencies 
204.27 	based equally on the agencies' share of federal funds and on the proportion of eligible 
204.28 	children in the agencies' service area who are not currently being served. A Head Start 
204.29 	program must be funded at a per child rate equal to its contracted, federally funded base 
204.30 	level at the start of the fiscal year. For all agencies without a federal Early Head Start rate, 
204.31 	the state average federal cost per child for Early Head Start applies. In allocating funds 
204.32 	under this paragraph, the commissioner of education must assure that each Head Start 
205.1 	program in existence in 1993 is allocated no less funding in any fiscal year than was allocated 
205.2 	to that program in fiscal year 1993. Before paying money to the programs, the commissioner 
205.3 	must notify each program of its initial allocation and how the money must be used. Each 
205.4 	program must present a plan under section 119A.535. For any program that cannot utilize 
205.5 	its full allocation at the beginning of the fiscal year, the commissioner must reduce the 
205.6 	allocation proportionately. Money available after the initial allocations are reduced must 
205.7 	be redistributed to eligible programs.
205.8 	(b) The commissioner must develop procedures to make payments to programs based 
205.9 	upon the number of children reported to be enrolled during the required time period of 
205.10 	program operations. Enrollment is defined by federal Head Start regulations. The procedures 
205.11 	must include a reporting schedule, corrective action plan requirements, and financial 
205.12 	consequences to be imposed on programs that do not meet full enrollment after the period 
205.13 	of corrective action. Programs reporting chronic underenrollment, as defined by the 
205.14 	commissioner, will have their subsequent program year allocation reduced proportionately. 
205.15 	Funds made available by prorating payments and allocations to programs with reported 
205.16 	underenrollment will be made available to the extent funds exist to fully enrolled Head Start 
205.17 	programs through a form and manner prescribed by the department.
205.18 	(c) Programs with approved innovative initiatives that target services to high-risk 
205.19 	populations, including homeless families and families living in homeless shelters and 
205.20 	transitional housing, are exempt from the procedures in paragraph (b). This exemption does 
205.21 	not apply to entire programs. The exemption applies only to approved innovative initiatives 
205.22 	that target services to high-risk populations, including homeless families and families living 
205.23 	in homeless shelters, transitional housing, and permanent supportive housing.

205.24 	Sec. 2. [122A.261] PREKINDERGARTEN, SCHOOL READINESS, PRESCHOOL, 
205.25 	AND EARLY EDUCATION PROGRAMS; LICENSURE REQUIREMENT.
205.26 		Subdivision 1.Licensure requirement. A school district or charter school must employ 
205.27 	a qualified teacher, as defined in section 122A.16, to provide instruction in a preschool, 
205.28 	school readiness, school readiness plus, prekindergarten, or other school district or charter 
205.29 	school-based early education program.
205.30 		Subd. 2.Exemptions. A person employed by a school district or charter school as a 
205.31 	teacher in an early education program during the 2020-2021 school year who does not have 
205.32 	a Minnesota teaching license is exempt from the licensure requirement until July 1, 2026, 
205.33 	or until such time as the teacher is able to obtain a Minnesota teaching license, whichever 
206.1 	occurs first. Notwithstanding this exemption from the licensure requirement, these individuals 
206.2 	are teachers under section 179A.03, subdivision 18.

206.3 	Sec. 3. Minnesota Statutes 2020, section 124D.13, subdivision 2, is amended to read:
206.4 		Subd. 2.Program requirements. (a) Early childhood family education programs are 
206.5 	programs for children in the period of life from birth to kindergarten, for the parents and 
206.6 	other relatives of these children, and for expectant parents, and for alloparents. To the extent 
206.7 	that funds are insufficient to provide programs for all children, early childhood family 
206.8 	education programs should emphasize programming for a child from birth to age three and 
206.9 	encourage parents and other relatives to involve four- and five-year-old children in school 
206.10 	readiness programs, and other public and nonpublic early learning programs. A district may 
206.11 	not limit participation to school district residents. Early childhood family education programs 
206.12 	must provide:
206.13 	(1) programs to educate parents and other relatives about the physical, cognitive, social, 
206.14 	and emotional development of children and to enhance the skills of parents and other relatives 
206.15 	in providing for their children's learning and development;
206.16 	(2) structured learning activities requiring interaction between children and their parents 
206.17 	or relatives;
206.18 	(3) structured learning activities for children that promote children's development and 
206.19 	positive interaction with peers, which are held while parents or relatives attend parent 
206.20 	education classes;
206.21 	(4) information on related community resources;
206.22 	(5) information, materials, and activities that support the safety of children, including 
206.23 	prevention of child abuse and neglect;
206.24 	(6) a community needs assessment that identifies new and underserved populations, 
206.25 	identifies child and family risk factors, particularly those that impact children's learning and 
206.26 	development, and assesses family and parenting education needs in the community;
206.27 	(7) programming and services that are tailored to the needs of families and parents 
206.28 	prioritized in the community needs assessment; and
206.29 	(8) information about and, if needed, assist in making arrangements for an early childhood 
206.30 	health and developmental screening under sections 121A.16 and 121A.17, when the child 
206.31 	nears the third birthday.
207.1 	Early childhood family education programs should prioritize programming and services 
207.2 	for families and parents identified in the community needs assessment, particularly those 
207.3 	families and parents with children with the most risk factors birth to age three.
207.4 	Early childhood family education programs are encouraged to provide parents of English 
207.5 	learners with translated oral and written information to monitor the program's impact on 
207.6 	their children's English language development, to know whether their children are progressing 
207.7 	in developing their English and native language proficiency, and to actively engage with 
207.8 	and support their children in developing their English and native language proficiency.
207.9 	The programs must include learning experiences for children, parents, and other relatives 
207.10 	that promote children's early literacy and, where practicable, their native language skills 
207.11 	and activities for children that require substantial involvement of the children's parents or 
207.12 	other relatives. The program may provide parenting education programming or services to 
207.13 	anyone identified in the community needs assessment. Providers must review the program 
207.14 	periodically to assure the instruction and materials are not racially, culturally, or sexually 
207.15 	biased. The programs must encourage parents to be aware of practices that may affect 
207.16 	equitable development of children.
207.17 	(b) For the purposes of this section, "relative" or "relatives" means noncustodial 
207.18 	grandparents or other persons related to a child by blood, marriage, adoption, or foster 
207.19 	placement, excluding parents.

207.20 	Sec. 4. Minnesota Statutes 2020, section 124D.142, is amended to read:
207.21 	124D.142 QUALITY RATING AND IMPROVEMENT SYSTEM.
207.22 		Subdivision 1.System established. (a) There is established a quality rating and 
207.23 	improvement system (QRIS) framework, known as Parent Aware, to ensure that Minnesota's 
207.24 	children have access to high-quality early learning and care programs in a range of settings 
207.25 	so that they are fully ready for kindergarten by 2020. Creation of a standards-based voluntary 
207.26 	quality rating and improvement system includes:
207.27 		Subd. 2.System components. The standards-based, voluntary quality rating and 
207.28 	improvement system includes:
207.29 	(1) quality opportunities in order to improve the educational outcomes of children so 
207.30 	that they are ready for school. The;
207.31 	(2) a framework shall be based on the Minnesota quality rating system rating tool and 
207.32 	a common set of child outcome and program standards and informed by evaluation results;
208.1 	(2) (3) a tool to increase the number of publicly funded and regulated early learning and 
208.2 	care services in both public and private market programs that are high quality.;
208.3 	(4) voluntary participation that ensures that if a program or provider chooses to participate, 
208.4 	the program or provider will be rated and may receive public funding associated with the 
208.5 	rating. The state shall develop a plan to link future early learning and care state funding to 
208.6 	the framework in a manner that complies with federal requirements; and
208.7 	(3) (5) tracking progress toward statewide access to high-quality early learning and care 
208.8 	programs, progress toward the number of low-income children whose parents can access 
208.9 	quality programs, and progress toward increasing the number of children who are fully 
208.10 	prepared to enter kindergarten.
208.11 	(b) In planning a statewide quality rating and improvement system framework in 
208.12 	paragraph (a), the state shall use evaluation results of the Minnesota quality rating system 
208.13 	rating tool in use in fiscal year 2008 to recommend:
208.14 	(1) a framework of a common set of child outcome and program standards for a voluntary 
208.15 	statewide quality rating and improvement system;
208.16 	(2) a plan to link future funding to the framework described in paragraph (a), clause (2); 
208.17 	and
208.18 	(3) a plan for how the state will realign existing state and federal administrative resources 
208.19 	to implement the voluntary quality rating and improvement system framework. The state 
208.20 	shall provide the recommendation in this paragraph to the early childhood education finance 
208.21 	committees of the legislature by March 15, 2011.
208.22 	(c) Prior to the creation of a statewide quality rating and improvement system in paragraph 
208.23 	(a), the state shall employ the Minnesota quality rating system rating tool in use in fiscal 
208.24 	year 2008 in the original Minnesota Early Learning Foundation pilot areas and additional 
208.25 	pilot areas supported by private or public funds with its modification as a result of the 
208.26 	evaluation results of the pilot project.
208.27 		Subd. 3.Evaluation. (a) By February 1, 2022, the commissioner of human services 
208.28 	must arrange an independent evaluation of the quality rating and improvement system's 
208.29 	effectiveness and impact on:
208.30 	(1) children's progress toward school readiness;
208.31 	(2) the quality of the early learning and care system supply and workforce;
209.1 	(3) parents' ability to access and use meaningful information about early learning and 
209.2 	care program quality; and
209.3 	(4) providers' ability to serve children and families, particularly those from racially, 
209.4 	ethnically, or culturally diverse backgrounds.
209.5 	(b) The evaluation must be performed by a staff member from another agency or a 
209.6 	consultant. An evaluator must have experience in program evaluation and must not be 
209.7 	regularly involved in implementation of the quality rating and improvement system.
209.8 	(c) The evaluation findings, along with the commissioner's recommendations for 
209.9 	revisions, potential future evaluations, and plans for continuous improvement, must be 
209.10 	reported to the chairs and ranking members of the legislative committees with jurisdiction 
209.11 	over early childhood programs by December 31, 2024.
209.12 	(d) At a minimum, the evaluation must:
209.13 	(1) analyze the effectiveness of the quality rating and improvement system, including 
209.14 	but not limited to reviewing:
209.15 	(i) whether quality indicators and measures used in the quality rating and improvement 
209.16 	system are consistent with evidence and research findings on early learning and care program 
209.17 	quality; and
209.18 	(ii) patterns or differences in observed quality of participating early learning and care 
209.19 	programs in comparison to programs at other quality rating and improvement system star 
209.20 	rating levels and accounting for other factors;
209.21 	(2) perform evidence-based assessments of children's developmental gains in ways that 
209.22 	are appropriate for children's linguistic and cultural backgrounds and are aligned with the 
209.23 	state early childhood indicators of progress;
209.24 	(3) analyze the extent to which differences in developmental gains among children 
209.25 	correspond to the star ratings of the early learning and care programs, providing disaggregated 
209.26 	findings by:
209.27 	(i) children's demographic factors, including geographic area, family income level, and 
209.28 	racial and ethnic groups;
209.29 	(ii) type of provider, including family child care providers, child care centers, Head Start 
209.30 	and Early Head Start, and school-based early childhood providers; and
209.31 	(iii) any other categories identified by the commissioner, in consultation with the 
209.32 	commissioners of health and education or entity performing the evaluation;
210.1 	(4) analyze the accessibility for providers to participate in the quality rating and 
210.2 	improvement system, including ease of application and supports for a provider to receive 
210.3 	or improve a rating, and provide disaggregated findings by children's demographic factors 
210.4 	and type of provider, as each is defined in clause (3);
210.5 	(5) analyze the availability of providers participating in the quality rating and 
210.6 	improvement system to families, and provide disaggregated findings by children's 
210.7 	demographic factors and type of provider, as each is defined in clause (3);
210.8 	(6) analyze the degree to which the quality rating and improvement system does or does 
210.9 	not account for racial, cultural, linguistic, and ethnic diversity when measuring quality; and
210.10 	(7) analyze the impact of financial or administrative requirements of the quality rating 
210.11 	and improvement system on family child care providers and child care providers serving 
210.12 	racially, ethnically, and culturally diverse communities.
210.13 	(e) The evaluation must include a comparison of the quality rating and improvement 
210.14 	system with at least three other quality metric systems used in other states. The other metric 
210.15 	systems chosen must incorporate methods of assessing and monitoring developmental and 
210.16 	achievement benchmarks in early care and education settings to assess kindergarten readiness, 
210.17 	including for racially, ethnically, and culturally diverse populations.
210.18 		Subd. 4.Equity report.  The Department of Human Services shall conduct outreach to 
210.19 	a racially, ethnically, and geographically diverse group of early learning and care providers 
210.20 	to identify any barriers that prevent them from pursuing a Parent Aware rating. The 
210.21 	department shall summarize and submit the results of the outreach, along with a plan for 
210.22 	reducing those barriers, to the legislative committees with jurisdiction over early learning 
210.23 	and care programs by February 1, 2022.

210.24 	Sec. 5. Minnesota Statutes 2020, section 124D.151, subdivision 2, is amended to read:
210.25 		Subd. 2.Program requirements. (a) A voluntary prekindergarten program provider 
210.26 	must:
210.27 	(1) provide instruction through play-based learning to foster children's social and 
210.28 	emotional development, cognitive development, physical and motor development, and 
210.29 	language and literacy skills, including the native language and literacy skills of English 
210.30 	learners, to the extent practicable;
210.31 	(2) measure each child's cognitive and social skills using a formative measure aligned 
210.32 	to the state's early learning standards when the child enters and again before the child leaves 
211.1 	the program, screening and progress monitoring measures, and other age-appropriate versions 
211.2 	from the state-approved menu of kindergarten entry profile measures;
211.3 	(3) provide comprehensive program content including the implementation of curriculum, 
211.4 	assessment, and instructional strategies aligned with the state early learning standards, and 
211.5 	kindergarten through grade 3 academic standards;
211.6 	(4) provide instructional content and activities that are of sufficient length and intensity 
211.7 	to address learning needs including offering a program with at least 350 hours of instruction 
211.8 	per school year for a prekindergarten student;
211.9 	(5) provide voluntary prekindergarten instructional staff salaries comparable to the 
211.10 	salaries of local kindergarten through grade 12 instructional staff;
211.11 	(6) coordinate appropriate kindergarten transition with families, community-based 
211.12 	prekindergarten programs, and school district kindergarten programs;
211.13 	(7) involve parents in program planning and transition planning by implementing parent 
211.14 	engagement strategies that include culturally and linguistically responsive activities in 
211.15 	prekindergarten through third grade that are aligned with early childhood family education 
211.16 	under section 124D.13;
211.17 	(8) coordinate with relevant community-based services, including health and social 
211.18 	service agencies, to ensure children have access to comprehensive services;
211.19 	(9) coordinate with all relevant school district programs and services including early 
211.20 	childhood special education, homeless students, and English learners;
211.21 	(10) ensure staff-to-child ratios of one-to-ten and a maximum group size of 20 children
211.22 	with at least one licensed teacher;
211.23 	(11) provide high-quality coordinated professional development, training, and coaching 
211.24 	for both school district and community-based early learning providers that is informed by 
211.25 	a measure of adult-child interactions and enables teachers to be highly knowledgeable in 
211.26 	early childhood curriculum content, assessment, native and English language development 
211.27 	programs, and instruction; and
211.28 	(12) implement strategies that support the alignment of professional development, 
211.29 	instruction, assessments, and prekindergarten through grade 3 curricula.
211.30 	(b) A voluntary prekindergarten program must have teachers knowledgeable in early 
211.31 	childhood curriculum content, assessment, native and English language programs, and 
211.32 	instruction.
212.1 	(c) Districts and charter schools must include their strategy for implementing and 
212.2 	measuring the impact of their voluntary prekindergarten program under section 120B.11 
212.3 	and provide results in their world's best workforce annual summary to the commissioner of 
212.4 	education.

212.5 	Sec. 6. Minnesota Statutes 2020, section 124D.151, subdivision 5, is amended to read:
212.6 		Subd. 5.Application process; priority for high poverty schools. (a) To qualify for 
212.7 	program approval for fiscal year 2017, a district or charter school must submit an application 
212.8 	to the commissioner by July 1, 2016. To qualify for program approval for fiscal year 2018 
212.9 	and later, a district or charter school must submit an application to the commissioner by 
212.10 	January 30 of the fiscal year prior to the fiscal year in which the program will be 
212.11 	implemented. The application must include:
212.12 	(1) a description of the proposed program, including the number of hours per week the 
212.13 	program will be offered at each school site or mixed-delivery location;
212.14 	(2) an estimate of the number of eligible children to be served in the program at each 
212.15 	school site or mixed-delivery location; and
212.16 	(3) a statement of assurances signed by the superintendent or charter school director that 
212.17 	the proposed program meets the requirements of subdivision 2.
212.18 	(b) The commissioner must review all applications submitted for fiscal year 2017 by 
212.19 	August 1, 2016, and must review all applications submitted for fiscal year 2018 and later
212.20 	by March 1 of the fiscal year in which the applications are received and determine whether 
212.21 	each application meets the requirements of paragraph (a).
212.22 	(c) The commissioner must divide all applications for new or expanded voluntary 
212.23 	prekindergarten programs under this section meeting the requirements of paragraph (a) and 
212.24 	school readiness plus programs into four groups as follows: the Minneapolis and St. Paul 
212.25 	school districts; other school districts located in the metropolitan equity region as defined 
212.26 	in section 126C.10, subdivision 28; school districts located in the rural equity region as 
212.27 	defined in section 126C.10, subdivision 28; and charter schools. Within each group, the 
212.28 	applications must be ordered by rank using a sliding scale based on the following criteria:
212.29 	(1) concentration of kindergarten students eligible for free or reduced-price lunches by 
212.30 	school site on October 1 of the previous school year. A school site may contract to partner 
212.31 	with a community-based provider or Head Start under subdivision 3 or establish an early 
212.32 	childhood center and use the concentration of kindergarten students eligible for free or 
212.33 	reduced-price meals from a specific school site as long as those eligible children are 
213.1 	prioritized and guaranteed services at the mixed-delivery site or early education center. For 
213.2 	school district programs to be operated at locations that do not have free and reduced-price 
213.3 	lunch concentration data for kindergarten programs for October 1 of the previous school 
213.4 	year, including mixed-delivery programs, the school district average concentration of 
213.5 	kindergarten students eligible for free or reduced-price lunches must be used for the rank 
213.6 	ordering;
213.7 	(2) presence or absence of a three- or four-star Parent Aware rated program within the 
213.8 	school district or close proximity of the district. School sites with the highest concentration 
213.9 	of kindergarten students eligible for free or reduced-price lunches that do not have a three- 
213.10 	or four-star Parent Aware program within the district or close proximity of the district shall 
213.11 	receive the highest priority, and school sites with the lowest concentration of kindergarten 
213.12 	students eligible for free or reduced-price lunches that have a three- or four-star Parent 
213.13 	Aware rated program within the district or close proximity of the district shall receive the 
213.14 	lowest priority; and
213.15 	(3) whether the district has implemented a mixed delivery system.
213.16 	(d) The limit on participation for the programs as specified in subdivision 6 must initially 
213.17 	be allocated among the four groups based on each group's percentage share of the statewide 
213.18 	kindergarten enrollment on October 1 of the previous school year. Within each group, the 
213.19 	participation limit for fiscal years 2018 and 2019 must first be allocated to school sites 
213.20 	approved for aid in the previous year to ensure that those sites are funded for the same 
213.21 	number of participants as approved for the previous year. The remainder of the participation 
213.22 	limit for each group must be allocated among school sites in priority order until that region's 
213.23 	share of the participation limit is reached. If the participation limit is not reached for all 
213.24 	groups, the remaining amount must be allocated to the highest priority school sites, as 
213.25 	designated under this section, not funded in the initial allocation on a statewide basis. For 
213.26 	fiscal year 2020 and later, the participation limit must first be allocated to school sites 
213.27 	approved for aid in fiscal year 2017, and then to school sites approved for aid in fiscal year 
213.28 	2018 based on the statewide rankings under paragraph (c).
213.29 	(e) Once A school site or a mixed delivery site under subdivision 3 is offering a voluntary 
213.30 	prekindergarten or a school readiness plus program approved for aid under this subdivision, 
213.31 	it in fiscal year 2021 shall remain eligible for aid if it continues to meet program 
213.32 	requirements, regardless of changes in the concentration of students eligible for free or 
213.33 	reduced-price lunches.
214.1 	(f) If the total number of participants approved based on applications submitted under 
214.2 	paragraph (a) is less than the participation limit under subdivision 6, the commissioner must 
214.3 	notify all school districts and charter schools of the amount that remains available within 
214.4 	30 days of the initial application deadline under paragraph (a), and complete a second round 
214.5 	of allocations based on applications received within 60 days of the initial application deadline.
214.6 	(g) Procedures for approving applications submitted under paragraph (f) shall be the 
214.7 	same as specified in paragraphs (a) to (d), except that the allocations shall be made to the 
214.8 	highest priority school sites not funded in the initial allocation on a statewide basis.

214.9 	Sec. 7. Minnesota Statutes 2020, section 124D.151, subdivision 6, is amended to read:
214.10 		Subd. 6.Participation limits. (a) Notwithstanding section 126C.05, subdivision 1, 
214.11 	paragraph (d), the pupil units for a voluntary prekindergarten program for an eligible school 
214.12 	district or charter school must not exceed 60 percent of the kindergarten pupil units for that 
214.13 	school district or charter school under section 126C.05, subdivision 1, paragraph (e).
214.14 	(b) In reviewing applications under subdivision 5, the commissioner must limit the total 
214.15 	number of participants in the voluntary prekindergarten and school readiness plus programs 
214.16 	under Laws 2017, First Special Session chapter 5, article 8, section 9, program to not more 
214.17 	than 7,160 participants for fiscal years 2019, 2020, and 2021, and 3,160 participants for 
214.18 	fiscal years 2022 and later.

214.19 	Sec. 8. Minnesota Statutes 2020, section 124D.162, is amended to read:
214.20 	124D.162 KINDERGARTEN READINESS ASSESSMENT.
214.21 		Subdivision 1.Implementation. (a) The commissioner of education may must implement 
214.22 	a kindergarten readiness assessment representative of incoming kindergartners. to:
214.23 	(1) identify preparedness of a child for success in school;
214.24 	(2) inform instructional decision making;
214.25 	(3) improve understanding of connections between kindergarten readiness and later 
214.26 	academic achievement; and
214.27 	(4) produce data that can assist in evaluation of the effectiveness of early childhood 
214.28 	programs.
214.29 	(b) The commissioner must provide districts and charter schools with a process for 
214.30 	measuring the kindergarten readiness of incoming kindergartners on a comparable basis. 
215.1 	The commissioner must approve one or more measurement tools for district and charter 
215.2 	school use.
215.3 		Subd. 2.Assessment development.  The measurement tools used for assessment must 
215.4 	be based on the Department of Education Kindergarten Readiness Assessment at kindergarten 
215.5 	entrance study research-based, developmentally appropriate, valid and reliable, and aligned 
215.6 	to the state early childhood indicators of progress and kindergarten academic standards.
215.7 		Subd. 3.Reporting. Beginning in the 2022-2023 school year, every district and charter 
215.8 	school must use the commissioner-provided process. Every district and charter school must 
215.9 	annually report kindergarten readiness results under this section to the department in the 
215.10 	form and manner determined by the commissioner concurrent with the district's and charter 
215.11 	school's world's best workforce report under section 120B.11. The commissioner must 
215.12 	publicly report kindergarten readiness results as part of the performance reports required 
215.13 	under section 120B.36 and consistent with section 120B.35, subdivision 3, paragraph (a), 
215.14 	clause (2).
215.15 		Subd. 4.Longitudinal data system. Beginning with data reported on incoming 
215.16 	kindergartners in the 2022-2023 school year, the commissioner must integrate kindergarten 
215.17 	readiness data under this section into statewide longitudinal educational data systems.

215.18 	Sec. 9. Minnesota Statutes 2020, section 124D.165, subdivision 2, is amended to read:
215.19 		Subd. 2.Family eligibility. (a) For a family to receive an early learning scholarship, 
215.20 	parents or guardians must meet the following eligibility requirements:
215.21 	(1) have an eligible child; and
215.22 	(2) have income equal to or less than 185 percent of federal poverty level income in the 
215.23 	current calendar year, or be able to document their child's current participation in the free 
215.24 	and reduced-price lunch program or Child and Adult Care Food Program, National School 
215.25 	Lunch Act, United States Code, title 42, sections 1751 and 1766; the Food Distribution 
215.26 	Program on Indian Reservations, Food and Nutrition Act, United States Code, title 7, sections 
215.27 	2011-2036; Head Start under the federal Improving Head Start for School Readiness Act 
215.28 	of 2007; Minnesota family investment program under chapter 256J; child care assistance 
215.29 	programs under chapter 119B; the supplemental nutrition assistance program; or placement 
215.30 	in foster care under section 260C.212.
215.31 	(b) An "eligible child" means a child who has not yet enrolled in kindergarten and is:
215.32 	not yet five years of age on September 1 of the current school year.
215.33 	(1) at least three but not yet five years of age on September 1 of the current school year;
216.1 	(2) a sibling from birth to age five of a child who has been awarded a scholarship under 
216.2 	this section provided the sibling attends the same program as long as funds are available;
216.3 	(3) the child of a parent under age 21 who is pursuing a high school degree or a course 
216.4 	of study for a high school equivalency test; or
216.5 	(4) homeless, in foster care, or in need of child protective services.
216.6 	(c) Notwithstanding the priorities outlined in subdivision 3 of this section, a child who 
216.7 	has received a scholarship under this section must continue to receive a scholarship each 
216.8 	year until that child is eligible for kindergarten under section 120A.20 and as long as funds 
216.9 	are available.
216.10 	(d) Early learning scholarships may not be counted as earned income for the purposes 
216.11 	of medical assistance under chapter 256B, MinnesotaCare under chapter 256L, Minnesota 
216.12 	family investment program under chapter 256J, child care assistance programs under chapter 
216.13 	119B, or Head Start under the federal Improving Head Start for School Readiness Act of 
216.14 	2007.
216.15 	(e) A child from an adjoining state whose family resides at a Minnesota address as 
216.16 	assigned by the United States Postal Service, who has received developmental screening 
216.17 	under sections 121A.16 to 121A.19, who intends to enroll in a Minnesota school district, 
216.18 	and whose family meets the criteria of paragraph (a) is eligible for an early learning 
216.19 	scholarship under this section.

216.20 	Sec. 10. Minnesota Statutes 2020, section 124D.165, subdivision 3, is amended to read:
216.21 		Subd. 3.Administration. (a) The commissioner shall establish application timelines 
216.22 	and determine the schedule for awarding scholarships that meets operational needs of eligible 
216.23 	families and programs. The commissioner must give highest priority to prioritize applications 
216.24 	from children who as follows:
216.25 	(1) first priority is children who have a parent under age 21 who is pursuing a high school 
216.26 	diploma or a course of study for a high school equivalency test, are in foster care or otherwise 
216.27 	in need of protection or services, or have experienced homelessness in the last 24 months, 
216.28 	as defined under the federal McKinney-Vento Homeless Assistance Act, United States 
216.29 	Code, title 42, section 11434a;
216.30 	(2) are in foster care or otherwise in need of protection or services; or second priority 
216.31 	is children who are from birth through age two; and
217.1 	(3) have experienced homelessness in the last 24 months, as defined under the federal 
217.2 	McKinney-Vento Homeless Assistance Act, United States Code, title 42, section 11434a
217.3 	third priority is children who are age three or four.
217.4 	The commissioner may prioritize applications on additional factors including family 
217.5 	income, geographic location, and whether the child's family is on a waiting list for a publicly 
217.6 	funded program providing early education or child care services.
217.7 	(b) The commissioner shall establish a target for the average scholarship amount per 
217.8 	child based on the results of the rate survey conducted under section 119B.02.
217.9 	(c) A four-star rated program that has children eligible for a scholarship enrolled in or 
217.10 	on a waiting list for a program beginning in July, August, or September may notify the 
217.11 	commissioner, in the form and manner prescribed by the commissioner, each year of the 
217.12 	program's desire to enhance program services or to serve more children than current funding 
217.13 	provides. The commissioner may designate a predetermined number of scholarship slots 
217.14 	for that program and notify the program of that number. For fiscal year 2018 and later, the 
217.15 	statewide amount of funding directly designated by the commissioner must not exceed the 
217.16 	funding directly designated for fiscal year 2017. Beginning July 1, 2016, A school district 
217.17 	or Head Start program qualifying under this paragraph may use its established registration 
217.18 	process to enroll scholarship recipients and may verify a scholarship recipient's family 
217.19 	income in the same manner as for other program participants.
217.20 	(d) A scholarship is awarded for a 12-month period. If the scholarship recipient has not 
217.21 	been accepted and subsequently enrolled in a rated program within ten three months of the 
217.22 	awarding of the scholarship, the scholarship cancels and the recipient must reapply in order 
217.23 	to be eligible for another scholarship. If a family is unable to enroll in an eligible program 
217.24 	within three months, they may request an extension based on an established set of criteria 
217.25 	that would be developed under the commissioner's authority. A child may not be awarded 
217.26 	more than one scholarship in a 12-month period.
217.27 	(e) A child who receives a scholarship who has not completed development screening 
217.28 	under sections 121A.16 to 121A.19 must complete that screening within 90 days of first 
217.29 	attending an eligible program or within 90 days after the child's third birthday if awarded 
217.30 	a scholarship under the age of three.
217.31 	(f) For fiscal year 2017 and later, a school district or Head Start program enrolling 
217.32 	scholarship recipients under paragraph (c) may apply to the commissioner, in the form and 
217.33 	manner prescribed by the commissioner, for direct payment of state aid. Upon receipt of 
217.34 	the application, the commissioner must pay each program directly for each approved 
218.1 	scholarship recipient enrolled under paragraph (c) according to the metered payment system 
218.2 	or another schedule established by the commissioner.

218.3 	Sec. 11. [124D.166] LIMIT ON SCREEN TIME FOR CHILDREN IN PRESCHOOL 
218.4 	AND KINDERGARTEN.
218.5 	A child in a publicly funded preschool or kindergarten program may not use an 
218.6 	individual-use screen, such as a tablet, smartphone, or other digital media, without 
218.7 	engagement from a teacher or other students. This section does not apply to a child for 
218.8 	whom the school has in effect an individualized family service plan or an individualized 
218.9 	education program.

218.10 	Sec. 12. Minnesota Statutes 2020, section 126C.05, subdivision 1, is amended to read:
218.11 		Subdivision 1.Pupil unit. Pupil units for each Minnesota resident pupil under the age 
218.12 	of 21 or who meets the requirements of section 120A.20, subdivision 1, paragraph (c), in 
218.13 	average daily membership enrolled in the district of residence, in another district under 
218.14 	sections 123A.05 to 123A.08, 124D.03, 124D.08, or 124D.68; in a charter school under 
218.15 	chapter 124E; or for whom the resident district pays tuition under section 123A.18, 123A.22, 
218.16 	123A.30, 123A.32, 123A.44, 123A.488, 123B.88, subdivision 4, 124D.04, 124D.05, 125A.03 
218.17 	to 125A.24, 125A.51, or 125A.65, shall be counted according to this subdivision.
218.18 	(a) A prekindergarten pupil with a disability who is enrolled in a program approved by 
218.19 	the commissioner and has an individualized education program is counted as the ratio of 
218.20 	the number of hours of assessment and education service to 825 times 1.0 with a minimum 
218.21 	average daily membership of 0.28, but not more than 1.0 pupil unit.
218.22 	(b) A prekindergarten pupil who is assessed but determined not to be disabled is counted 
218.23 	as the ratio of the number of hours of assessment service to 825 times 1.0.
218.24 	(c) A kindergarten pupil with a disability who is enrolled in a program approved by the 
218.25 	commissioner is counted as the ratio of the number of hours of assessment and education 
218.26 	services required in the fiscal year by the pupil's individualized education program to 875, 
218.27 	but not more than one.
218.28 	(d) A prekindergarten pupil who is not included in paragraph (a) or (b) and is enrolled 
218.29 	in an approved voluntary prekindergarten program under section 124D.151 is counted as 
218.30 	the ratio of the number of hours of instruction to 850 times 1.0, but not more than 0.6 pupil 
218.31 	units.
219.1 	(e) A kindergarten pupil who is not included in paragraph (c) is counted as 1.0 pupil 
219.2 	unit if the pupil is enrolled in a free all-day, every day kindergarten program available to 
219.3 	all kindergarten pupils at the pupil's school that meets the minimum hours requirement in 
219.4 	section 120A.41, or is counted as .55 pupil unit, if the pupil is not enrolled in a free all-day, 
219.5 	every day kindergarten program available to all kindergarten pupils at the pupil's school.
219.6 	(f) A pupil who is in any of grades 1 to 6 is counted as 1.0 pupil unit.
219.7 	(g) A pupil who is in any of grades 7 to 12 is counted as 1.2 pupil units.
219.8 	(h) A pupil who is in the postsecondary enrollment options program is counted as 1.2 
219.9 	pupil units.
219.10 	(i) For fiscal years 2018 through 2021, A prekindergarten pupil who:
219.11 	(1) is not included in paragraph (a), (b), or (d);
219.12 	(2) is enrolled in a school readiness plus program under Laws 2017, First Special Session 
219.13 	chapter 5, article 8, section 9; and
219.14 	(3) has one or more of the risk factors specified by the eligibility requirements for a 
219.15 	school readiness plus program,
219.16 	is counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more 
219.17 	than 0.6 pupil units. A pupil qualifying under this paragraph must be counted in the same 
219.18 	manner as a voluntary prekindergarten student for all general education and other school 
219.19 	funding formulas.

219.20 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

219.21 	Sec. 13. Minnesota Statutes 2020, section 126C.05, subdivision 3, is amended to read:
219.22 		Subd. 3.Compensation revenue pupil units. Compensation revenue pupil units for 
219.23 	fiscal year 1998 and thereafter must be computed according to this subdivision.
219.24 	(a) The compensation revenue concentration percentage for each building in a district 
219.25 	equals the product of 100 times the ratio of:
219.26 	(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch 
219.27 	plus one-half of the pupils eligible to receive reduced priced lunch on October 1 of the 
219.28 	previous fiscal year; to
219.29 	(2) the number of pupils enrolled in the building on October 1 of the previous fiscal 
219.30 	year.
220.1 	(b) The compensation revenue pupil weighting factor for a building equals the lesser of 
220.2 	one or the quotient obtained by dividing the building's compensation revenue concentration 
220.3 	percentage by 80.0.
220.4 	(c) The compensation revenue pupil units for a building equals the product of:
220.5 	(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch 
220.6 	and one-half of the pupils eligible to receive reduced priced lunch on October 1 of the 
220.7 	previous fiscal year; times
220.8 	(2) the compensation revenue pupil weighting factor for the building; times
220.9 	(3) .60.
220.10 	(d) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten programs under 
220.11 	section 124D.151, charter schools, and contracted alternative programs in the first year of 
220.12 	operation, compensation revenue pupil units shall be computed using data for the current 
220.13 	fiscal year. If the voluntary prekindergarten program, charter school, or contracted alternative 
220.14 	program begins operation after October 1, compensatory revenue pupil units shall be 
220.15 	computed based on pupils enrolled on an alternate date determined by the commissioner, 
220.16 	and the compensation revenue pupil units shall be prorated based on the ratio of the number 
220.17 	of days of student instruction to 170 days.
220.18 	(e) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten seats discontinued 
220.19 	in fiscal year 2022 due to the reduction in the participation limit under section 124D.151, 
220.20 	subdivision 6, those discontinued seats must not be used to calculate compensation revenue 
220.21 	pupil units for fiscal year 2022.
220.22 	(f) (e) The percentages in this subdivision must be based on the count of individual 
220.23 	pupils and not on a building average or minimum.

220.24 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

220.25 	Sec. 14. AFFORDABLE, HIGH-QUALITY EARLY CARE AND EDUCATION 
220.26 	FOR ALL FAMILIES.
 220.27 	It is the goal of the state for all families to have access to affordable, high-quality early 
220.28 	care and education, for children from birth up to age five, that enriches, nurtures, and supports 
220.29 	children and their families. The goal will be achieved by:
220.30 	(1) creating a system under which no family pays more than seven percent of its income 
220.31 	for early care and education;
221.1 	(2) ensuring that a child's access to high-quality early care and education is not determined 
221.2 	by the child's race, income, or zip code; and
221.3 	(3) increasing compensation, credentials, and professional development opportunities 
221.4 	for the early care and education workforce.

221.5 	Sec. 15. GREAT START FOR ALL MINNESOTA CHILDREN TASK FORCE.
 221.6 		Subdivision 1.Establishment. The Great Start for All Minnesota Children Task Force 
221.7 	is established to develop strategies that will meet the goal of all families in the state having 
221.8 	access to affordable, high-quality early care and education, for children from birth up to 
221.9 	age five, that enriches, nurtures, and supports children and their families.
221.10 		Subd. 2.Membership. (a) The task force shall consist of the following 21 voting 
221.11 	members, appointed by the governor or governor's designee, except as otherwise specified:
221.12 	(1) two members of the house of representatives, appointed first from the majority party 
221.13 	by the speaker of the house and second from the minority party by the minority leader. One 
221.14 	of the members must represent a district outside of the seven-county metropolitan area, and 
221.15 	one member must represent a district that includes the seven-county metropolitan area. The 
221.16 	appointment by the minority leader must ensure that the requirement for geographic diversity 
221.17 	in appointments is met;
221.18 	(2) two members of the senate, appointed first from the majority party by the majority 
221.19 	leader and second from the minority party by the minority leader. One of the members must 
221.20 	represent a district outside of the seven-county metropolitan area, and one member must 
221.21 	represent a district that includes the seven-county metropolitan area. The appointment by 
221.22 	the minority leader must ensure that the requirement for geographic diversity in appointments 
221.23 	is met;
221.24 	(3) one individual who is the director of a licensed child care center with at least 50 
221.25 	percent of its enrolled children eligible for or currently receiving public assistance for early 
221.26 	care and education;
221.27 	(4) two individuals who are license holders of family child care programs, one from 
221.28 	greater Minnesota and one from the seven-county metropolitan area;
221.29 	(5) one individual who is both a licensed early childhood teacher and a member of a 
221.30 	licensed early childhood educator union;
222.1 	(6) two parents of children under the age of five who are enrolled in early care and 
222.2 	education programs, one parent from greater Minnesota and one parent from the seven-county 
222.3 	metropolitan area;
222.4 	(7) one representative of an organization that organizes licensed child care centers and 
222.5 	employees;
222.6 	(8) one representative from the statewide child care resource and referral network, known 
222.7 	as Child Care Aware;
222.8 	(9) one representative of a trade organization representing the interests of licensed child 
222.9 	care centers;
222.10 	(10) one representative of a federally recognized Tribe;
222.11 	(11) one representative from the Minnesota Association of County Social Service 
222.12 	Administrators;
222.13 	(12) one nationally recognized expert in early care and education financing;
222.14 	(13) one representative from an association representing small business interests;
222.15 	(14) one representative of a statewide advocacy organization that supports and promotes 
222.16 	early childhood education and welfare;
222.17 	(15) one representative from the Minnesota Head Start Association;
222.18 	(16) one representative from an organization representing community education directors; 
222.19 	and
222.20 	(17) one representative from the Children's Cabinet.
222.21 	(b) One representative from each of the following state agencies shall serve as a nonvoting 
222.22 	member of the task force who participates in meetings and provides data and information 
222.23 	to the task force upon request:
222.24 	(1) the Department of Education;
222.25 	(2) the Department of Employment and Economic Development;
222.26 	(3) the Department of Health;
222.27 	(4) the Department of Human Services;
222.28 	(5) the Department of Labor and Industry;
222.29 	(6) the Department of Management and Budget; and
222.30 	(7) the Department of Revenue.
223.1 		Subd. 3.Administration. (a) The governor must select a chair or cochairs for the task 
223.2 	force from among the voting members. The first task force meeting shall be convened by 
223.3 	the chair or cochairs and held no later than September 1, 2021. Thereafter, the chair or 
223.4 	cochairs shall convene the task force at least monthly and may convene other meetings as 
223.5 	necessary. The chair or cochairs shall convene meetings in a manner to allow for access 
223.6 	from diverse geographic locations in Minnesota.
223.7 	(b) Members of the task force shall serve without compensation.
223.8 	(c) The commissioner of management and budget shall provide staff and administrative 
223.9 	services for the task force.
223.10 	(d) The task force shall expire upon submission of the final report required under 
223.11 	subdivision 8.
223.12 	(e) The duties of the task force in this section shall be transferred to an applicable state 
223.13 	agency if specifically authorized under law to carry out such duties.
223.14 	(f) The task force is subject to Minnesota Statutes, chapter 13D.
223.15 		Subd. 4.Plan development. (a) The task force must develop a plan to achieve the goal 
223.16 	outlined in subdivision 1 by 2031. The plan must incorporate strategies that:
223.17 	(1) create a system under which no family pays more than seven percent of its income 
223.18 	for early care and education;
223.19 	(2) ensure that a child's access to high-quality early care and education is not determined 
223.20 	by the child's race, income, or zip code; and
223.21 	(3) increase compensation to at least a livable wage and increase professional development 
223.22 	and credentialing opportunities for the early care and education workforce, which includes 
223.23 	but is not limited to early educators working in Head Start, family child care programs, 
223.24 	child care centers, school-based programs, and early childhood special education.
223.25 	(b) Development of the strategies must incorporate or otherwise take into account the 
223.26 	factors identified in subdivisions 5 and 6.
223.27 		Subd. 5.Affordable, high-quality early care and education. In developing the plan 
223.28 	under subdivision 4, the task force must:
223.29 	(1) identify the benefit mechanisms, financing mechanisms, and infrastructure under 
223.30 	which families will access financial assistance so early care and education is affordable;
223.31 	(2) describe how the plan will be administered, including the roles for state agencies, 
223.32 	local government agencies, and community-based organizations;
224.1 	(3) describe how the plan will maintain and encourage the further development of 
224.2 	Minnesota's mixed-delivery system for early care and education;
224.3 	(4) consider the recommendations from previous work including the Transforming 
224.4 	Minnesota's Early Childhood Workforce project;
224.5 	(5) consider how provider payment rates will be determined and updated under a seven 
224.6 	percent cap; and
224.7 	(6) consider how the state can develop and implement diverse methods of assessing and 
224.8 	monitoring developmental and achievement benchmarks in early care and education settings 
224.9 	to assess kindergarten readiness.
224.10 		Subd. 6.Workforce compensation. In developing the plan under subdivision 4, the 
224.11 	task force must:
224.12 	(1) endeavor to preserve and increase racial and ethnic equity and diversity in the early 
224.13 	care and education workforce and recognize the value of cultural competency and 
224.14 	multilingualism;
224.15 	(2) include a salary floor that supports recruitment and retention of a qualified workforce 
224.16 	in every early care and education setting;
224.17 	(3) consider the need for and development of a mechanism that ties provider 
224.18 	reimbursement rates to employee compensation;
224.19 	(4) consider how compensation standards for early educators will apply at both child 
224.20 	care centers and family child care programs;
224.21 	(5) increase compensation to incentivize advancements in relevant higher education 
224.22 	credentials, training, years of experience, and credential equivalencies, including certified 
224.23 	demonstrations of competencies developed through apprenticeships, peer learning models, 
224.24 	and community-based training; and
224.25 	(6) set compensation for the early care and education workforce by reference to 
224.26 	compensation for licensed elementary school teachers, and consider differentiating base 
224.27 	compensation for:
224.28 	(i) varying levels of responsibility, including but not limited to center directors, assistant 
224.29 	directors, lead teachers, assistant teachers, paraprofessionals, family child care license 
224.30 	holders, second adult caregivers, substitutes, and helpers; and
224.31 	(ii) different geographic areas of the state.
225.1 		Subd. 7.Implementation timeline. The task force must develop an implementation 
225.2 	timeline for the plan developed under subdivision 4 that phases in the plan over a period of 
225.3 	no more than six years, beginning in July 2025 and finishing no later than July 2031. In 
225.4 	developing the implementation timeline, the task force must consider:
225.5 	(1) how to simultaneously apply the seven percent cap to as many families as possible 
225.6 	while minimizing disruptions in the availability and cost of currently available early care 
225.7 	and education arrangements;
225.8 	(2) the capacity for the state to increase the availability of different types of early care 
225.9 	and education settings from which a family may choose;
225.10 	(3) how the inability to afford and access early care and education settings 
225.11 	disproportionately affects certain populations; and
225.12 	(4) how to provide additional targeted investments for early care and education providers 
225.13 	serving a high proportion of families currently eligible for or receiving public assistance 
225.14 	for early care and education.
225.15 		Subd. 8.Required reports. By July 1, 2022, the task force must submit to the governor 
225.16 	and legislative committees with jurisdiction over early childhood programs preliminary 
225.17 	findings and draft implementation plans pursuant to the plan required under subdivision 4. 
225.18 	By February 1, 2023, the task force must submit to the governor and legislative committees 
225.19 	with jurisdiction over early childhood programs final recommendations and implementation 
225.20 	plans pursuant to subdivision 4.

225.21 	Sec. 16. DIRECTION TO THE CHILDREN'S CABINET; EARLY CHILDHOOD 
225.22 	GOVERNANCE REPORT.
 225.23 		Subdivision 1.Recommendations. The Children's Cabinet shall develop 
225.24 	recommendations on the governance of programs relating to early childhood development, 
225.25 	care, and learning, including how such programs could be consolidated into an existing 
225.26 	state agency or a new state Department of Early Childhood. The recommendations shall 
225.27 	address the impact of such a consolidation on:
225.28 	(1) state efforts to ensure that all Minnesota children are kindergarten-ready, with race, 
225.29 	income, and zip code no longer predictors of school readiness;
225.30 	(2) coordination and alignment among programs;
225.31 	(3) the effort required of families to receive services to which they are entitled;
225.32 	(4) the effort required of service providers to participate in childhood programs; and
226.1 	(5) the articulation between early care and education programs and the kindergarten 
226.2 	through grade 12 system.
226.3 		Subd. 2.Public input. In developing the recommendations required under subdivision 
226.4 	1, the Children's Cabinet must provide for a community engagement process to seek input 
226.5 	from the public and stakeholders.
226.6 		Subd. 3.Report. (a) The Children's Cabinet shall produce a report that includes:
226.7 	(1) the recommendations required under subdivision 1;
226.8 	(2) the explanations and reasoning behind such recommendations;
226.9 	(3) a description of the community engagement process required under subdivision 2; 
226.10 	and
226.11 	(4) a summary of the feedback received from the public and early care and education 
226.12 	stakeholders through the community engagement process.
226.13 	(b) The Children's Cabinet may arrange for consultants to assist with the development 
226.14 	of the report.
226.15 	(c) By February 1, 2022, the Children's Cabinet shall submit the report to the governor 
226.16 	and the legislative committees with jurisdiction over early childhood programs.

226.17 	Sec. 17. DIRECTION TO THE CHILDREN'S CABINET; EVALUATION OF THE 
226.18 	USE OF FEDERAL MONEY.
 226.19 	(a) The Children's Cabinet, with the assistance of the commissioners of human services, 
226.20 	education, and employment and economic development, shall conduct an evaluation of the 
226.21 	use of federal money received pursuant to the American Rescue Plan Act of 2021 (Public 
226.22 	Law 117-2), the Coronavirus Response and Relief Supplemental Appropriations Act of 
226.23 	2020 (Public Law 116-260), and the Coronavirus Aid, Relief, and Economic Security Act 
226.24 	(Public Law 116-136) to address the state's needs in the area of early care and education. 
226.25 	The Children's Cabinet may arrange for consultants to assist with the evaluation.
226.26 	(b) The evaluation shall address at least the following topics with results disaggregated, 
226.27 	to the extent practicable, by age, race, ethnicity, and geographic areas of the state:
226.28 	(1) changes in the number of children who are able to access early care and education 
226.29 	programs, including children from the following categories: those from low-income families; 
226.30 	those who have disabilities or developmental delays; those who are English language 
226.31 	learners; those who are members of American Indian Tribes; and those who are migrant, 
226.32 	homeless, in foster care, or are in need of child protective services;
227.1 	(2) changes in the supply of early care and education, particularly in areas of the state 
227.2 	with shortages of early care and education;
227.3 	(3) changes in the quality of early care and education programs, as measured pursuant 
227.4 	to the state's quality rating and improvement system under Minnesota Statutes, section 
227.5 	124D.142; and
227.6 	(4) changes in the average compensation and credentials of the early care and education 
227.7 	workforce.
227.8 	(c) The Children's Cabinet shall submit interim findings of the evaluation to the governor 
227.9 	and the legislative committees with jurisdiction over early childhood programs by February 
227.10 	1 in each of calendar years 2022, 2023, and 2024. The Children's Cabinet shall submit a 
227.11 	final report to the governor and the legislative committees with jurisdiction over early 
227.12 	childhood programs by February 1, 2025.

227.13 	Sec. 18. APPROPRIATIONS; MINNESOTA MANAGEMENT AND BUDGET.
 227.14 	(a) $500,000 in fiscal year 2022 is appropriated from the general fund to the commissioner 
227.15 	of management and budget for the Great Start for All Minnesota Children Task Force. This 
227.16 	is a onetime appropriation.
227.17 	(b) $250,000 in fiscal year 2022 is appropriated from the general fund to the commissioner 
227.18 	of management budget for the early childhood governance report. This is a onetime 
227.19 	appropriation.

227.20 	Sec. 19. APPROPRIATIONS; DEPARTMENT OF EDUCATION.
 227.21 		Subdivision 1.Department of Education. The sums indicated in this section are 
227.22 	appropriated from the general fund to the Department of Education for the fiscal years 
227.23 	designated.
227.24 		Subd. 2.School readiness. (a) For revenue for school readiness programs under 
227.25 	Minnesota Statutes, sections 124D.15 and 124D.16:

227.26		$
	33,683,000
	.....
	2022
	
227.27		$
	33,683,000
	.....
	2023
	
227.28 	(b) The 2022 appropriation includes $3,368,000 for fiscal year 2021 and $30,315,000 
227.29 	for fiscal year 2022.
227.30 	(c) The 2023 appropriation includes $3,368,000 for fiscal year 2022 and $30,315,000 
227.31 	for fiscal year 2023.
228.1 		Subd. 3.Early learning scholarships. (a) For the early learning scholarship program 
228.2 	under Minnesota Statutes, section 124D.165:

228.3		$
	88,949,000
	.....
	2022
	
228.4		$
	88,949,000
	.....
	2023
	
228.5 	(b) This appropriation is subject to the requirements under Minnesota Statutes, section 
228.6 	124D.165, subdivision 6.
228.7 	(c) The base for each of fiscal years 2024 and 2025 is $89,997,000.
228.8 		Subd. 4.Head Start program. For Head Start programs under Minnesota Statutes, 
228.9 	section 119A.52:

228.10		$
	25,100,000
	.....
	2022
	
228.11		$
	25,100,000
	.....
	2023
	
228.12 		Subd. 5.Early childhood family education aid. (a) For early childhood family education 
228.13 	aid under Minnesota Statutes, section 124D.135:

228.14		$
	34,380,000
	.....
	2022
	
228.15		$
	35,349,000
	.....
	2023
	
228.16 	(b) The 2022 appropriation includes $3,341,000 for fiscal year 2021 and $31,039,000 
228.17 	for fiscal year 2022.
228.18 	(c) The 2023 appropriation includes $3,448,000 for fiscal year 2022 and $31,901,000 
228.19 	for fiscal year 2023.
228.20 		Subd. 6.Developmental screening aid. (a) For developmental screening aid under 
228.21 	Minnesota Statutes, sections 121A.17 and 121A.19:

228.22		$
	3,582,000
	.....
	2022
	
228.23		$
	3,476,000
	.....
	2023
	
228.24 	(b) The 2022 appropriation includes $360,000 for fiscal year 2021 and $3,222,000 for 
228.25 	fiscal year 2022.
228.26 	(c) The 2023 appropriation includes $358,000 for fiscal year 2022 and $3,118,000 for 
228.27 	fiscal year 2023.
228.28 		Subd. 7.ParentChild+ program. (a) For a grant to the ParentChild+ program:

228.29		$
	1,500,000
	.....
	2022
	
228.30		$
	1,500,000
	.....
	2023
	
229.1 	(b) The ParentChild+ program must use the grant to implement its evidence-based and 
229.2 	research-validated early childhood literacy and school readiness program for children ages 
229.3 	16 months to four years. The program must be implemented at existing ParentChild+ program 
229.4 	locations, including Cass County, Hennepin County, and Rice County, and the cities of 
229.5 	Rochester and St. Cloud, or at any new rural, suburban, or urban locations.
229.6 	(c) Any balance in the first year does not cancel but is available in the second year.
229.7 		Subd. 8.Kindergarten readiness assessment. (a) For the kindergarten readiness 
229.8 	assessment under Minnesota Statutes, section 124D.162:

229.9		$
	2,516,000
	.....
	2022
	
229.10		$
	2,285,000
	.....
	2023
	
229.11 	(b) The base for fiscal year 2024 is $2,204,000. The base for fiscal year 2025 is 
229.12 	$2,004,000.
229.13 		Subd. 9.Quality rating and improvement system. (a) For transfer to the commissioner 
229.14 	of human services for the purposes of expanding the quality rating and improvement system 
229.15 	under Minnesota Statutes, section 124D.142, in greater Minnesota and increasing supports 
229.16 	for providers participating in the quality rating and improvement system:

229.17		$
	1,750,000
	.....
	2022
	
229.18		$
	1,750,000
	.....
	2023
	
229.19 	(b) The amounts in paragraph (a) must be in addition to any federal funding under the 
229.20 	child care and development block grant authorized under Public Law 101-508 in that year 
229.21 	for the system under Minnesota Statutes, section 124D.142.
229.22 	(c) Any balance in the first year does not cancel but is available in the second year.
229.23 		Subd. 10.Early childhood programs at Tribal contract schools. For early childhood 
229.24 	family education programs at Tribal contract schools under Minnesota Statutes, section 
229.25 	124D.83, subdivision 4:

229.26		$
	68,000
	.....
	2022
	
229.27		$
	68,000
	.....
	2023
	
229.28 		Subd. 11.Educate parents partnership. For the educate parents partnership under 
229.29 	Minnesota Statutes, section 124D.129:

229.30		$
	49,000
	.....
	2022
	
229.31		$
	49,000
	.....
	2023
	
230.1 		Subd. 12.Home visiting aid. (a) For home visiting aid under Minnesota Statutes, section 
230.2 	124D.135:

230.3		$
	462,000
	.....
	2022
	
230.4		$
	444,000
	.....
	2023
	
230.5 	(b) The 2022 appropriation includes $47,000 for fiscal year 2021 and $415,000 for fiscal 
230.6 	year 2022.
230.7 	(c) The 2023 appropriation includes $46,000 for fiscal year 2022 and $398,000 for fiscal 
230.8 	year 2023.
230.9 		Subd. 13.Reach Out and Read Minnesota. (a) For a grant to support Reach Out and 
230.10 	Read Minnesota to expand its statewide program that encourages early childhood 
230.11 	development through a network of health care clinics:

230.12		$
	150,000
	.....
	2022
	
230.13		$
	150,000
	.....
	2023
	
230.14 	(b) The grant recipient must implement a plan that includes:
230.15 	(1) integrating children's books and parent education into well-child visits;
230.16 	(2) creating literacy-rich environments at clinics, including books for visits outside of 
230.17 	Reach Out and Read Minnesota parameters or for waiting room use or volunteer readers to 
230.18 	model read-aloud techniques for parents where possible;
230.19 	(3) working with public health clinics, federally qualified health centers, Tribal sites, 
230.20 	community health centers, and clinics that belong to health care systems, as well as 
230.21 	independent clinics in underserved areas; and
230.22 	(4) training medical professionals on speaking with parents of infants, toddlers, and 
230.23 	preschoolers on the importance of early literacy.
230.24 	(c) Any balance in the first year does not cancel but is available in the second year.
230.25 		Subd. 14.Early childhood Tribal education and engagement grants. (a) For grants 
230.26 	to the 11 Tribal Nations located in Minnesota to provide programming and services for 
230.27 	parents and children who are enrolled or eligible for enrollment in a federally recognized 
230.28 	Tribe. Admission may not be limited to those enrolled or eligible for enrollment in a federally 
230.29 	recognized Tribe:

230.30		$
	3,300,000
	.....
	2022
	
230.31		$
	3,300,000
	.....
	2023
	
231.1 	(b) Grant funds must be used to support programming and services in one or more of 
231.2 	three focus areas:
231.3 	(1) implementing strategies to support comprehensive, authentic family engagement 
231.4 	and education;
231.5 	(2) implementing strategies to increase language and literacy outcomes through language 
231.6 	revitalization efforts; or
231.7 	(3) implementing strategies supporting the recruitment and retention of prospective 
231.8 	American Indian teachers and enhancing the practice of current American Indian teachers 
231.9 	and adults who work in Tribal communities through deep pedagogical professional 
231.10 	development.
231.11 	(c) Each Tribal Nation may apply to the department for grants of up to $100,000 per 
231.12 	focus area for a maximum amount of $285,000. Each Tribal Nation grant recipient must 
231.13 	submit an annual proposal to the commissioner that outlines specific strategies for providing 
231.14 	early childhood family engagement and education programs and outreach.
231.15 	(d) The department will provide technical assistance to the grant recipients by designing, 
231.16 	in collaboration with the 11 Tribal Nations, guidance that includes potential strategies and 
231.17 	examples of comprehensive, coherent approaches.
231.18 	(e) Each Tribe awarded a grant will submit an annual report to the commissioner on July 
231.19 	1 on the numbers of families and children participating and measurable outcomes on 
231.20 	engagement, language revitalization, and supporting American Indian teachers in Tribal 
231.21 	communities.
231.22 	(f) Up to five percent is reserved to the department for program and grant administration.
231.23 	(g) Any balance in the first year does not cancel but is available in the second year.

231.24 	Sec. 20. REPEALER.
 231.25 	Laws 2017, First Special Session chapter 5, article 8, section 9, is repealed.

231.26 	ARTICLE 10
231.27 	COMMUNITY EDUCATION AND LIFELONG LEARNING

231.28 	Section 1. Minnesota Statutes 2020, section 124D.531, subdivision 1, is amended to read:
231.29 		Subdivision 1.State total adult basic education aid. (a) The state total adult basic 
231.30 	education aid for fiscal year 2011 2022 equals $44,419,000 $51,781,000, plus any amount 
231.31 	that is not paid during the previous fiscal year as a result of adjustments under subdivision 
232.1 	4, paragraph (a), or section 124D.52, subdivision 3. The state total adult basic education 
232.2 	aid for later fiscal years equals:
232.3 	(1) the state total adult basic education aid for the preceding fiscal year plus any amount 
232.4 	that is not paid for during the previous fiscal year, as a result of adjustments under subdivision 
232.5 	4, paragraph (a), or section 124D.52, subdivision 3; times
232.6 	(2) the lesser of 1.03, or the greater of:
232.7 	(i) 1.03 one plus the percent change in the formula allowance under section 126C.10, 
232.8 	subdivision 2, from the previous fiscal year to the current fiscal year; or
232.9 	(ii) the average growth in state total contact hours over the prior ten program years.
232.10 	Three percent of the state total adult basic education aid must be set aside for adult basic 
232.11 	education supplemental service grants under section 124D.522.
232.12 	(b) The state total adult basic education aid, excluding basic population aid, equals the 
232.13 	difference between the amount computed in paragraph (a), and the state total basic population 
232.14 	aid under subdivision 2.

232.15 	EFFECTIVE DATE. This section is effective for revenue in fiscal year 2022 and later.

232.16 	Sec. 2. Minnesota Statutes 2020, section 124D.55, is amended to read:
232.17 	124D.55 COMMISSIONER-SELECTED HIGH SCHOOL EQUIVALENCY TEST 
232.18 	FEES.
232.19 	(a) The commissioner shall pay 60 percent of the fee that is charged to an eligible 
232.20 	individual for the full battery of the commissioner-selected high school equivalency tests, 
232.21 	but not more than $40 for an eligible individual.
232.22 	(b) Notwithstanding paragraph (a), for fiscal years 2020 and 2021 only, The commissioner 
232.23 	shall pay 100 percent of the fee charged to an eligible individual for the full battery of the 
232.24 	commissioner-selected high school equivalency tests, but not more than the cost of one full 
232.25 	battery of tests per year for any individual.

232.26 	Sec. 3. APPROPRIATIONS.
 232.27 		Subdivision 1.Department of Education. The sums indicated in this section are 
232.28 	appropriated from the general fund to the Department of Education for the fiscal years 
232.29 	designated. Any balances in the first year do not cancel but are available in the second year.
233.1 		Subd. 2.Community education aid. For community education aid under Minnesota 
233.2 	Statutes, section 124D.20:

233.3		$
	180,000
	.....
	2022
	
233.4		$
	155,000
	.....
	2023
	
233.5 	The 2022 appropriation includes $22,000 for 2021 and $158,000 for 2022.
233.6 	The 2023 appropriation includes $17,000 for 2022 and $138,000 for 2023.
233.7 		Subd. 3.Adults with disabilities program aid. For adults with disabilities programs 
233.8 	under Minnesota Statutes, section 124D.56:

233.9		$
	710,000
	.....
	2022
	
233.10		$
	710,000
	.....
	2023
	
233.11 	The 2022 appropriation includes $71,000 for 2021 and $639,000 for 2022.
233.12 	The 2023 appropriation includes $71,000 for 2022 and $639,000 for 2023.
233.13 		Subd. 4.Hearing-impaired adults. For programs for hearing-impaired adults under 
233.14 	Minnesota Statutes, section 124D.57:

233.15		$
	70,000
	.....
	2022
	
233.16		$
	70,000
	.....
	2023
	
233.17 		Subd. 5.School-age care aid. For school-age care aid under Minnesota Statutes, section 
233.18 	124D.22:

233.19		$
	1,000
	.....
	2022
	
233.20		$
	1,000
	.....
	2023
	
233.21 	The 2022 appropriation includes $0 for 2021 and $1,000 for 2022.
233.22 	The 2023 appropriation includes $0 for 2022 and $1,000 for 2023.
233.23 		Subd. 6.Tier 1 grants. (a) For education partnership program Tier 1 sustaining grants 
233.24 	under Minnesota Statutes, section 124D.99:

233.25		$
	3,580,000
	.....
	2022
	
233.26		$
	3,580,000
	.....
	2023
	
233.27 	(b) Of the amounts in paragraph (a), $1,790,000 each year is for the Northside 
233.28 	Achievement Zone and $1,790,000 each year is for the St. Paul Promise Neighborhood.
233.29 	(c) Any balance in the first year does not cancel but is available in the second year.
234.1 		Subd. 7.Tier 2 implementing grants. (a) For Tier 2 implementing grants under 
234.2 	Minnesota Statutes, section 124D.99:

234.3		$
	1,500,000
	.....
	2022
	
234.4		$
	1,500,000
	.....
	2023
	
234.5 	(b) Of the amounts in paragraph (a), $250,000 each year is for each of the following 
234.6 	programs:
234.7 	(1) the Northfield Healthy Community Initiative in Northfield;
234.8 	(2) the Jones Family Foundation for the Every Hand Joined program in Red Wing;
234.9 	(3) the United Way of Central Minnesota for the Partners for Student Success program;
234.10 	(4) Austin Aspires;
234.11 	(5) Rochester Area Foundation as fiscal host for the Cradle 2 Career program; and
234.12 	(6) Generation Next.
234.13 	(c) Any balance in the first year does not cancel but is available in the second year.
234.14 	(d) The 2024 base amount for each recipient listed in paragraph (b) is $250,000.
234.15 		Subd. 8.Adult basic education aid. For adult basic education aid under Minnesota 
234.16 	Statutes, section 124D.531:

234.17		$
	53,191,000
	.....
	2022
	
234.18		$
	54,768,000
	.....
	2023
	
234.19 	The 2022 appropriation includes $5,177,000 for 2021 and $48,014,000 for 2022.
234.20 	The 2023 appropriation includes $5,334,000 for 2022 and $49,434,000 for 2023.
234.21 		Subd. 9.High school equivalency tests. For payment of the costs of the 
234.22 	commissioner-selected high school equivalency tests under Minnesota Statutes, section 
234.23 	124D.55:

234.24		$
	250,000
	.....
	2022
	
234.25		$
	250,000
	.....
	2023

235.1 	ARTICLE 11
235.2 	STATE AGENCIES

235.3 	Section 1. Minnesota Statutes 2020, section 122A.07, subdivision 1, is amended to read:
235.4 		Subdivision 1.Appointment of members. The Professional Educator Licensing and 
235.5 	Standards Board consists of 11 13 members appointed by the governor, with the advice and 
235.6 	consent of the senate. Membership terms, compensation of members, removal of members, 
235.7 	the filling of membership vacancies, and fiscal year and reporting requirements are as 
235.8 	provided in sections 214.07 to 214.09. No member may be reappointed for more than one 
235.9 	additional term A member must not serve more than two consecutive terms.

235.10 	Sec. 2. Minnesota Statutes 2020, section 122A.07, subdivision 2, is amended to read:
235.11 		Subd. 2.Eligibility; board composition.  Each nominee appointee, other than a public 
235.12 	nominee, must be selected on the basis of professional experience and knowledge of teacher 
235.13 	education, accreditation, and licensure. The board must be composed of:
235.14 	(1) six seven teachers who are currently teaching in a Minnesota school or who were 
235.15 	teaching at the time of the appointment, have at least five years of teaching experience, and 
235.16 	were are not serving in an administrative function at a school district or school when 
235.17 	appointed a position requiring an administrative license, pursuant to section 122A.14. The 
235.18 	six seven teachers must include the following:
235.19 	(i) one teacher in a charter school;
235.20 	(ii) one teacher from a school located in the seven-county metropolitan area, as defined 
235.21 	in section 473.121, subdivision 2;
235.22 	(iii) one teacher from a school located outside the seven-county metropolitan area;
235.23 	(iv) one teacher from a related service category licensed by the board;
235.24 	(v) one special education teacher; and
235.25 	(vi) one teacher from a teacher preparation program two teachers licensed in licensure 
235.26 	areas that represent current or emerging trends in education;
235.27 	(2) one educator currently teaching in a Minnesota-approved teacher preparation program;
235.28 	(2) (3) one superintendent that alternates, alternating each term between a superintendent 
235.29 	from a school district in the seven-county metropolitan area, as defined in section 473.121, 
235.30 	subdivision 2, and a superintendent from a school district outside the metropolitan area;
235.31 	(3) (4) one school district human resources director;
236.1 	(4) (5) one administrator of a cooperative unit under section 123A.24, subdivision 2,
236.2 	who oversees a special education program and who works closely with a cooperative unit 
236.3 	under section 123A.24, subdivision 2;
236.4 	(5) (6) one principal that alternates, alternating each term between an elementary and a 
236.5 	secondary school principal; and
236.6 	(6) (7) one member of the public that may be a current or former school board member.

236.7 	Sec. 3. Minnesota Statutes 2020, section 122A.07, subdivision 4a, is amended to read:
236.8 		Subd. 4a.Administration. (a) The executive director of the board shall be the chief 
236.9 	administrative officer for the board but shall not be a member of the board. The executive 
236.10 	director shall maintain the records of the board, account for all fees received by the board, 
236.11 	supervise and direct employees servicing the board, and perform other services as directed 
236.12 	by the board.
236.13 	(b) The Department of Administration must provide administrative support in accordance 
236.14 	with section 16B.371. The commissioner of administration must assess the board for services 
236.15 	it provides under this section.
236.16 	(c) The Department of Education must provide suitable offices and other space to the 
236.17 	board at reasonable cost until January 1, 2020. Thereafter, the board may contract with 
236.18 	either the Department of Education or the Department of Administration for the provision 
236.19 	of suitable offices and other space, joint conference and hearing facilities, and examination 
236.20 	rooms.

236.21 	Sec. 4. Minnesota Statutes 2020, section 122A.09, subdivision 4, is amended to read:
236.22 		Subd. 4.Licensing. (a) The Professional Educator Licensing and Standards Board must 
236.23 	license teachers, as defined in section 122A.15, subdivision 1, except for supervisory 
236.24 	personnel, as defined in section 122A.15, subdivision 2. The board must not delegate its 
236.25 	authority to make all licensing decisions with respect to candidates for teacher licensure. 
236.26 	The board must evaluate candidates for compliance with statutory or rule requirements for 
236.27 	licensure and develop licensure verification requirements.
236.28 	(b) The Professional Educator Licensing and Standards Board must approve teacher 
236.29 	preparation providers seeking to prepare candidates for teacher licensure in Minnesota.

237.1 	Sec. 5. Minnesota Statutes 2020, section 122A.09, subdivision 6, is amended to read:
237.2 		Subd. 6.Register of persons licensed. The executive director of the Professional 
237.3 	Educator Licensing and Standards Board must keep a record of the proceedings of and a 
237.4 	register of all persons licensed pursuant to the provisions of this chapter. The register must 
237.5 	show the name, address, licenses and permissions held including renewals, and license 
237.6 	number and the renewal of the license. The board must on July 1, of each year or as soon 
237.7 	thereafter as is practicable, compile a list of such duly licensed teachers. A copy of the 
237.8 	register This list must be available during business hours at the office of the board to any 
237.9 	interested person on the board's website.

237.10 	Sec. 6. Minnesota Statutes 2020, section 122A.09, subdivision 9, is amended to read:
237.11 		Subd. 9.Professional Educator Licensing and Standards Board must adopt and 
237.12 	revise rules. (a) The Professional Educator Licensing and Standards Board must adopt and 
237.13 	revise rules subject to the provisions of chapter 14 to implement sections 120B.363, 122A.05 
237.14 	to 122A.09, 122A.092 122A.094, 122A.16, 122A.17, 122A.18, 122A.181, 122A.182, 
237.15 	122A.183, 122A.184, 122A.185, 122A.187, 122A.188, 122A.19, 122A.20, 122A.21, 
237.16 	122A.23, 122A.26, 122A.28, and 122A.29.
237.17 	(b) The board must adopt and revise rules relating to fields of licensure and grade levels 
237.18 	that a licensed teacher may teach, including a process for granting permission to a licensed 
237.19 	teacher to teach in a field that is different from the teacher's field of licensure without change 
237.20 	to the teacher's license tier level.
237.21 	(c) The board must adopt rules relating to the grade levels that a licensed teacher may 
237.22 	teach.
237.23 	(d) (c) If a rule adopted by the board is in conflict with a session law or statute, the law 
237.24 	or statute prevails. Terms adopted in rule must be clearly defined and must not be construed 
237.25 	to conflict with terms adopted in statute or session law.
237.26 	(e) (d) The board must include a description of a proposed rule's probable effect on 
237.27 	teacher supply and demand in the board's statement of need and reasonableness under section 
237.28 	14.131.
237.29 	(f) (e) The board must adopt rules only under the specific statutory authority.

237.30 	Sec. 7. Minnesota Statutes 2020, section 122A.09, subdivision 10, is amended to read:
237.31 		Subd. 10.Permissions. (a) Notwithstanding subdivision 9 and sections 14.055 and 
237.32 	14.056, the Professional Educator Licensing and Standards Board may grant waivers to its 
238.1 	rules upon application by a school district or a charter school for purposes of implementing 
238.2 	experimental programs in learning or management.
238.3 	(b) To enable a school district or a charter school to meet the needs of students enrolled 
238.4 	in an alternative education program and to enable licensed teachers instructing those students 
238.5 	to satisfy content area licensure requirements, the Professional Educator Licensing and 
238.6 	Standards Board annually may permit a licensed teacher teaching in an alternative education 
238.7 	program to instruct students in a content area for which the teacher is not licensed, consistent 
238.8 	with paragraph (a).
238.9 	(c) A special education license permission issued by the Professional Educator Licensing 
238.10 	and Standards Board for a primary employer's low-incidence region is valid in all 
238.11 	low-incidence regions.
238.12 	(d) A candidate that has obtained career and technical education certification may apply 
238.13 	for a Tier 1 license under section 122A.181. Consistent with section 136F.361, the 
238.14 	Professional Educator Licensing and Standards Board must strongly encourage approved 
238.15 	college or university-based teacher preparation programs throughout Minnesota to develop 
238.16 	alternative pathways for certifying and licensing high school career and technical education 
238.17 	instructors and teachers, allowing such candidates to meet certification and licensure 
238.18 	standards that demonstrate their content knowledge, classroom experience, and pedagogical 
238.19 	practices and their qualifications based on a combination of occupational testing, professional 
238.20 	certification or licensure, and long-standing work experience.

238.21 	Sec. 8. Minnesota Statutes 2020, section 122A.091, subdivision 1, is amended to read:
238.22 		Subdivision 1.Teacher and administrator preparation and performance data; 
238.23 	report. (a) The Professional Educator Licensing and Standards Board and the Board of 
238.24 	School Administrators, in cooperation with board-adopted board-approved teacher or 
238.25 	administrator preparation programs, annually must collect and report summary data on 
238.26 	teacher and administrator preparation and performance outcomes, consistent with this 
238.27 	subdivision. The Professional Educator Licensing and Standards Board and the Board of 
238.28 	School Administrators annually by June July 1 must update and post the reported summary 
238.29 	preparation and performance data on teachers and administrators from the preceding school 
238.30 	years on a website hosted jointly by the boards their respective websites.
238.31 	(b) Publicly reported summary data on teacher preparation programs providers must 
238.32 	include:
239.1 	(1) student entrance requirements for each Professional Educator Licensing and Standards 
239.2 	Board-approved program, including grade point average for enrolling students in the 
239.3 	preceding year;
239.4 	(2) the average board-adopted skills examination or ACT or SAT scores of students 
239.5 	entering the program in the preceding year;
239.6 	(3) (1) summary data on faculty all full-time, part-time, and adjunct teacher educator
239.7 	qualifications, including at least the content areas of faculty teacher educator undergraduate 
239.8 	and graduate degrees and their years of experience either as kindergarten birth through grade 
239.9 	12 classroom teachers or school administrators;
239.10 	(4) the average time resident and nonresident program graduates in the preceding year 
239.11 	needed to complete the program;
239.12 	(2) the current number and percentage of enrolled candidates who entered the program 
239.13 	through a transfer pathway disaggregated by race, except when disaggregation would not 
239.14 	yield statistically reliable results or would reveal personally identifiable information about 
239.15 	an individual;
239.16 	(5) (3) the current number and percentage of students program completers by program 
239.17 	who graduated, received a standard Minnesota teaching license, and Tier 3 or Tier 4 license 
239.18 	disaggregated by race, except when disaggregation would not yield statistically reliable 
239.19 	results or would reveal personally identifiable information about an individual;
239.20 	(4) the current number and percentage of program completers who entered the program 
239.21 	through a transfer pathway and received a Tier 3 or Tier 4 license disaggregated by race, 
239.22 	except when disaggregation would not yield statistically reliable results or would reveal 
239.23 	personally identifiable information about an individual;
239.24 	(5) the current number and percentage of program completers who were hired to teach 
239.25 	full time in their licensure field in a Minnesota district or school in the preceding year 
239.26 	disaggregated by race, except when disaggregation would not yield statistically reliable 
239.27 	results or would reveal personally identifiable information about an individual;
239.28 	(6) the number of content area credits and other credits by undergraduate program that 
239.29 	students in the preceding school year needed to complete to graduate; the current number 
239.30 	and percentage of program completers who entered the program through a transfer pathway 
239.31 	and who were hired to teach full time in their licensure field in a Minnesota district or school 
239.32 	in the preceding year disaggregated by race, except when disaggregation would not yield 
240.1 	statistically reliable results or would reveal personally identifiable information about an 
240.2 	individual;
240.3 	(7) students' pass rates on skills pedagogy and subject matter exams required for 
240.4 	graduation in each program and licensure area for program completers in the preceding 
240.5 	school year;
240.6 	(8) survey results measuring student and graduate satisfaction with the program how 
240.7 	prepared program completers felt during their first year of teaching in the preceding school 
240.8 	year disaggregated by race, except when disaggregation would not yield statistically reliable 
240.9 	results or would reveal personally identifiable information about an individual;
240.10 	(9) a standard measure of the satisfaction of survey results from school principals or 
240.11 	supervising teachers with the student teachers assigned to a school or supervising teacher
240.12 	supervisors on how prepared they felt their first-year teachers were in the preceding school 
240.13 	year; and
240.14 	(10) information under subdivision 3, paragraphs (a) and (b) the number and percentage 
240.15 	of program completers who met or exceed the state threshold score on the board-adopted 
240.16 	teacher performance assessment.
240.17 	Program reporting must be consistent with subdivision 2.
240.18 	(c) Publicly reported summary data on administrator preparation programs approved by 
240.19 	the Board of School Administrators must include:
240.20 	(1) summary data on faculty qualifications, including at least the content areas of faculty 
240.21 	undergraduate and graduate degrees and the years of experience either as kindergarten 
240.22 	through grade 12 classroom teachers or school administrators;
240.23 	(2) the average time program graduates in the preceding year needed to complete the 
240.24 	program;
240.25 	(3) the current number and percentage of students who graduated, received a standard 
240.26 	Minnesota administrator license, and were employed as an administrator in a Minnesota 
240.27 	school district or school in the preceding year disaggregated by race, except when 
240.28 	disaggregation would not yield statistically reliable results or would reveal personally 
240.29 	identifiable information about an individual;
240.30 	(4) the number of credits by graduate program that students in the preceding school year 
240.31 	needed to complete to graduate;
241.1 	(5) survey results measuring student, graduate, and employer satisfaction with the 
241.2 	program in the preceding school year disaggregated by race, except when disaggregation 
241.3 	would not yield statistically reliable results or would reveal personally identifiable 
241.4 	information about an individual; and
241.5 	(6) information under subdivision 3, paragraphs (c) and (d).
241.6 	Program reporting must be consistent with section 122A.14, subdivision 10.

241.7 	Sec. 9. Minnesota Statutes 2020, section 122A.091, subdivision 2, is amended to read:
241.8 		Subd. 2.Teacher preparation program reporting. (a) By December 31, 2018, and 
241.9 	annually thereafter, the Professional Educator Licensing and Standards Board shall report 
241.10 	and publish on its website the cumulative summary results of at least three consecutive 
241.11 	years of data reported to the board under subdivision 1, paragraph (b). Where the data are 
241.12 	sufficient to yield statistically reliable information and the results would not reveal personally 
241.13 	identifiable information about an individual teacher, the board shall report the data by teacher 
241.14 	preparation program.
241.15 	(b) The Professional Educator Licensing and Standards Board must report annually to 
241.16 	the chairs and ranking minority members of the legislative committees with jurisdiction 
241.17 	over kindergarten through grade 12 education, the following information:
241.18 	(1) the total number of teacher candidates during the most recent school year taking a 
241.19 	board-adopted skills examination;
241.20 	(2) the number who achieve a qualifying score on the examination;
241.21 	(3) the number who do not achieve a qualifying score on the examination; and
241.22 	(4) the number of candidates who have not passed a content or pedagogy exam.
241.23 	The information reported under this paragraph must be disaggregated by categories of race, 
241.24 	ethnicity, and, if applicable, eligibility for financial aid. The report must be submitted in 
241.25 	accordance with section 3.195.

241.26 	Sec. 10. Minnesota Statutes 2020, section 122A.21, is amended to read:
241.27 	122A.21 TEACHERS' AND ADMINISTRATORS' LICENSES; FEES.
241.28 		Subdivision 1.Licensure applications. Each applicant submitting an application to the 
241.29 	Professional Educator Licensing and Standards Board to issue, renew, or extend a teaching 
241.30 	license, including applications for licensure via portfolio under subdivision 4, must include 
241.31 	a processing fee of $57 $85. The processing fee for a teacher's license and for the licenses 
242.1 	of supervisory personnel must be paid to the executive secretary director of the appropriate 
242.2 	board and deposited in the state treasury. The fees as set by the board are nonrefundable 
242.3 	for applicants not qualifying for a license. However, the commissioner of management and 
242.4 	budget must refund a fee in any case in which the applicant already holds a valid unexpired 
242.5 	license. The board may waive or reduce fees for applicants who apply at the same time for 
242.6 	more than one license.
242.7 		Subd. 4.Licensure via portfolio. A candidate An applicant must pay to the Professional 
242.8 	Educator Licensing and Standards Board a $300 fee for the first a pedagogical portfolio 
242.9 	submitted for review and a $200 fee for any portfolio submitted subsequently each content 
242.10 	portfolio. The Professional Educator Licensing and Standards Board executive secretary
242.11 	director must deposit the fee in the education licensure portfolio account in the special 
242.12 	revenue fund. The fees are nonrefundable for applicants not qualifying for a license. The 
242.13 	Professional Educator Licensing and Standards Board may waive or reduce fees for 
242.14 	candidates applicants based on financial need.
242.15 		Subd. 5.Online licensing system and fees. (a) The Professional Educator Licensing 
242.16 	and Standards Board executive director may charge applicants using the online licensing 
242.17 	system an $8 fee per license. The fees are nonrefundable.
242.18 	(b) An educator licensing technology account is established in the special revenue fund.
242.19 	(c) The Professional Educator Licensing and Standards Board executive director must 
242.20 	deposit the fees for using the online licensing system into the educator licensing technology 
242.21 	account in the special revenue fund. Funds do not cancel and are available until spent.
242.22 	(d) The Professional Educator Licensing and Standards Board executive director may 
242.23 	use funds in the educator licensing technology account for information technology projects, 
242.24 	services, and support.

242.25 	Sec. 11. [127A.20] EVIDENCE-BASED EDUCATION GRANTS.
242.26 		Subdivision 1.Purpose; applicability. The purpose of this section is to create a process 
242.27 	to describe, measure, and report on the effectiveness of any prekindergarten through grade 
242.28 	12 education program funded in whole or in part through funds appropriated by the legislature 
242.29 	to the commissioner of education for grants to organizations. The evidence-based evaluation 
242.30 	required by this section applies to all grants awarded by the commissioner of education on 
242.31 	or after July 1, 2022.
242.32 		Subd. 2.Goals. Each applicant for a grant awarded by the commissioner of education 
242.33 	must include in the grant application a statement of the goals of the education program and 
243.1 	grant funds. To the extent practicable, the goals must be aligned to the state of Minnesota's 
243.2 	world's best workforce and the federally required Every Student Succeeds Act accountability 
243.3 	systems.
243.4 		Subd. 3.Strategies; data. Each applicant must include in the grant application a 
243.5 	description of the strategies that will be used to meet the goals specified in the application. 
243.6 	The applicant must also include a plan to collect data to measure the effectiveness of the 
243.7 	strategies outlined in the grant application.
243.8 		Subd. 4.Reporting. Within 180 days of the end of the grant period, each grant recipient 
243.9 	must compile a report that describes the data that was collected and evaluate the effectiveness 
243.10 	of the strategies. The evidence-based report may identify or propose alternative strategies 
243.11 	based on the results of the data. The report must be submitted to the commissioner of 
243.12 	education and to the chairs and ranking minority members of the legislative committees 
243.13 	with jurisdiction over prekindergarten through grade 12 education. The report must be filed 
243.14 	with the Legislative Reference Library according to section 3.195.
243.15 		Subd. 5.Grant defined. For purposes of this section, "grant" means money appropriated 
243.16 	from the state general fund to the commissioner of education for distribution to the grant 
243.17 	recipients.

243.18 	EFFECTIVE DATE. This section is effective July 1, 2022.

243.19 	Sec. 12. Minnesota Statutes 2020, section 609A.03, subdivision 7a, is amended to read:
243.20 		Subd. 7a.Limitations of order effective January 1, 2015, and later. (a) Upon issuance 
243.21 	of an expungement order related to a charge supported by probable cause, the DNA samples 
243.22 	and DNA records held by the Bureau of Criminal Apprehension and collected under authority 
243.23 	other than section 299C.105 shall not be sealed, returned to the subject of the record, or 
243.24 	destroyed.
243.25 	(b) Notwithstanding the issuance of an expungement order:
243.26 	(1) except as provided in clause (2), an expunged record may be opened, used, or 
243.27 	exchanged between criminal justice agencies without a court order for the purposes of 
243.28 	initiating, furthering, or completing a criminal investigation or prosecution or for sentencing 
243.29 	purposes or providing probation or other correctional services;
243.30 	(2) when a criminal justice agency seeks access to a record that was sealed under section 
243.31 	609A.02, subdivision 3, paragraph (a), clause (1), after an acquittal or a court order dismissing 
243.32 	for lack of probable cause, for purposes of a criminal investigation, prosecution, or 
244.1 	sentencing, the requesting agency must obtain an ex parte court order after stating a 
244.2 	good-faith basis to believe that opening the record may lead to relevant information;
244.3 	(3) an expunged record of a conviction may be opened for purposes of evaluating a 
244.4 	prospective employee in a criminal justice agency without a court order;
244.5 	(4) an expunged record of a conviction may be opened for purposes of a background 
244.6 	study under section 245C.08 unless the commissioner had been properly served with notice 
244.7 	of the petition for expungement and the court order for expungement is directed specifically 
244.8 	to the commissioner of human services;
244.9 	(5) an expunged record of a conviction may be opened for purposes of a background 
244.10 	check required under section 122A.18, subdivision 8, unless the court order for expungement 
244.11 	is directed specifically to the Professional Educator Licensing and Standards Board or the 
244.12 	licensing division of the Department of Education; and
244.13 	(6) the court may order an expunged record opened upon request by the victim of the 
244.14 	underlying offense if the court determines that the record is substantially related to a matter 
244.15 	for which the victim is before the court.
244.16 	(c) An agency or jurisdiction subject to an expungement order shall maintain the record 
244.17 	in a manner that provides access to the record by a criminal justice agency under paragraph 
244.18 	(b), clause (1) or (2), but notifies the recipient that the record has been sealed. The Bureau 
244.19 	of Criminal Apprehension shall notify the commissioner of human services, or the 
244.20 	Professional Educator Licensing and Standards Board, or the licensing division of the 
244.21 	Department of Education of the existence of a sealed record and of the right to obtain access 
244.22 	under paragraph (b), clause (4) or (5). Upon request, the agency or jurisdiction subject to 
244.23 	the expungement order shall provide access to the record to the commissioner of human 
244.24 	services, or the Professional Educator Licensing and Standards Board, or the licensing 
244.25 	division of the Department of Education under paragraph (b), clause (4) or (5).
244.26 	(d) An expunged record that is opened or exchanged under this subdivision remains 
244.27 	subject to the expungement order in the hands of the person receiving the record.
244.28 	(e) A criminal justice agency that receives an expunged record under paragraph (b), 
244.29 	clause (1) or (2), must maintain and store the record in a manner that restricts the use of the 
244.30 	record to the investigation, prosecution, or sentencing for which it was obtained.
244.31 	(f) For purposes of this section, a "criminal justice agency" means a court or government 
244.32 	agency that performs the administration of criminal justice under statutory authority.
245.1 	(g) This subdivision applies to expungement orders subject to its limitations and effective 
245.2 	on or after January 1, 2015.

245.3 	Sec. 13. Laws 2019, First Special Session chapter 11, article 10, section 5, subdivision 2, 
245.4 	as amended by Laws 2020, chapter 116, article 5, section 4, is amended to read:
245.5 		Subd. 2.Department. (a) For the Department of Education:

245.6		$
	29,196,000
	.....
	2020
	
245.7		$
	24,911,000
	.....
	2021
	
245.8 	Of these amounts:
245.9 	(1) $319,000 each year is for the Board of School Administrators;
245.10 	(2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes, 
245.11 	section 120B.115;
245.12 	(3) $250,000 each year is for the School Finance Division to enhance financial data 
245.13 	analysis;
245.14 	(4) $720,000 each year is for implementing Minnesota's Learning for English Academic 
245.15 	Proficiency and Success Act under Laws 2014, chapter 272, article 1, as amended;
245.16 	(5) $123,000 each year is for a dyslexia specialist;
245.17 	(6) $4,700,000 in fiscal year 2020 only is for legal fees and costs associated with 
245.18 	litigation; and
245.19 	(7) $400,000 in fiscal year 2020 and $480,000 in fiscal year 2021 and later are for the 
245.20 	Department of Education's mainframe update.
245.21 	(b) None of the amounts appropriated under this subdivision may be used for Minnesota's 
245.22 	Washington, D.C. office.
245.23 	(c) The expenditures of federal grants and aids as shown in the biennial budget document 
245.24 	and its supplements are approved and appropriated and shall be spent as indicated.
245.25 	(d) This appropriation includes funds for information technology project services and 
245.26 	support subject to the provisions of Minnesota Statutes, section 16E.0466. Any ongoing 
245.27 	information technology costs will be incorporated into the service level agreement and will 
245.28 	be paid to the Office of MN.IT Services by the Department of Education under the rates 
245.29 	and mechanism specified in that agreement.
245.30 	(e) To account for the base adjustments provided in Laws 2018, chapter 211, article 21, 
245.31 	section 1, paragraph (a), and section 3, paragraph (a), the base for fiscal year 2022 is 
246.1 	$24,591,000. The base for fiscal year 2023 is $24,611,000. The base for fiscal year 2024 is 
246.2 	$24,629,000.
246.3 	(f) On the effective date of this act, the commissioner of the Department of Education 
246.4 	must cancel to the general fund $2,000,000 from the fiscal year 2020 general fund 
246.5 	appropriations for legal fees and costs associated with litigation.
246.6 	(g) On the effective date of this act, the commissioner of the Department of Education 
246.7 	must cancel to the general fund $1,252,000 from the fiscal year 2021 general fund 
246.8 	appropriations for agency operations.

246.9 	EFFECTIVE DATE. This section is effective the day following final enactment.

246.10 	Sec. 14. APPROPRIATIONS; DEPARTMENT OF EDUCATION.
 246.11 		Subdivision 1.Department of Education. Unless otherwise indicated, the sums indicated 
246.12 	in this section are appropriated from the general fund to the Department of Education for 
246.13 	the fiscal years designated. Any balance in the first year does not cancel but is available in 
246.14 	the second year.
246.15 		Subd. 2.Department. (a) For the Department of Education:

246.16		$
	36,684,000
	.....
	2022
	
246.17		$
	33,099,000
	.....
	2023
	
246.18 	Of these amounts:
246.19 	(1) $319,000 each year is for the Board of School Administrators;
246.20 	(2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes, 
246.21 	section 120B.115;
246.22 	(3) $250,000 each year is for the School Finance Division to enhance financial data 
246.23 	analysis;
246.24 	(4) $720,000 each year is for implementing Minnesota's Learning for English Academic 
246.25 	Proficiency and Success Act under Laws 2014, chapter 272, article 1, as amended;
246.26 	(5) $123,000 each year is for a dyslexia specialist;
246.27 	(6) $480,000 each year is for the Department of Education's mainframe update;
246.28 	(7) $4,500,000 in fiscal year 2022 only is for legal fees and costs associated with 
246.29 	litigation;
247.1 	(8) $455,000 in fiscal year 2022 and $865,000 in fiscal year 2023 are for data analytics 
247.2 	for the state count of American Indian children. The base for this program is $510,000 in 
247.3 	fiscal year 2024, $355,000 in fiscal year 2025, and $133,000 in fiscal year 2026 and later;
247.4 	(9) $3,279,000 in fiscal year 2022 and $3,384,000 in fiscal year 2023 are for modernizing 
247.5 	district data submission to support students and educators. The base for this program is 
247.6 	$3,252,000 in fiscal year 2024 and beyond;
247.7 	(10) $340,000 in fiscal year 2022 and $340,000 in fiscal year 2023 are for voluntary 
247.8 	prekindergarten programs;
247.9 	(11) $3,000,000 each year is for translation services of which $2,000,000 each year is 
247.10 	for grants to support school districts and charter schools with translation services; and
247.11 	(12) $144,000 in fiscal year 2022 and $148,000 in fiscal year 2023 are for incorporating 
247.12 	ethnic studies into the curriculum standards.
247.13 	(b) None of the amounts appropriated under this subdivision may be used for Minnesota's 
247.14 	Washington, D.C., office.
247.15 	(c) The expenditures of federal grants and aids as shown in the biennial budget document 
247.16 	and its supplements are approved and appropriated and must be spent as indicated.
247.17 	(d) This appropriation includes funds for information technology project services and 
247.18 	support subject to the provisions of Minnesota Statutes, section 16E.0466. Any ongoing 
247.19 	information technology costs will be incorporated into the service level agreement and will 
247.20 	be paid to the Office of MN.IT Services by the Department of Education under the rates 
247.21 	and mechanisms specified in that agreement.
247.22 	(e) Eligible grantees for funds for translation services under clause (11) only include 
247.23 	school districts, charter schools, intermediate school districts, and cooperative units as 
247.24 	defined in Minnesota Statutes, section 123A.24, subdivision 2.
247.25 	(f) To account for the base adjustments provided in Laws 2018, chapter 211, article 21, 
247.26 	section 1, paragraph (a), and section 3, paragraph (a), the base for fiscal year 2024 is 
247.27 	$32,630,000 and the base for fiscal year 2025 is $32,475,000.

247.28 	Sec. 15. APPROPRIATIONS; MINNESOTA STATE ACADEMIES.
 247.29 	(a) The sums indicated in this section are appropriated from the general fund to the 
247.30 	Minnesota State Academies for the Deaf and the Blind for the fiscal years designated:

247.31		$
	14,056,000
	.....
	2022
	
247.32		$
	14,317,000
	.....
	2023
	
248.1 	(b) Any balance in the first year does not cancel but is available in the second year.
248.2 	(c) To account for the base adjustments provided in Laws 2018, chapter 211, article 21, 
248.3 	section 1, paragraph (a), and section 3, paragraph (b), the base for fiscal year 2024 is 
248.4 	$14,323,000.

248.5 	Sec. 16. APPROPRIATIONS; PERPICH CENTER FOR ARTS EDUCATION.
 248.6 	(a) The sums in this section are appropriated from the general fund to the Perpich Center 
248.7 	for Arts Education for the fiscal years designated:

248.8		$
	7,406,000
	.....
	2022
	
248.9		$
	7,527,000
	.....
	2023
	
248.10 	(b) Any balance in the first year does not cancel but is available in the second year.
248.11 	(c) To account for the base adjustments provided in Laws 2018, chapter 211, article 21, 
248.12 	section 1, paragraph (a), and section 3, paragraph (c), the base for fiscal year 2024 is 
248.13 	$7,532,000.

248.14 	Sec. 17. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND 
248.15 	STANDARDS BOARD.
 248.16 		Subdivision 1.Professional Educator Licensing and Standards Board. (a) The sums 
248.17 	indicated in this section are appropriated from the general fund to the Professional Educator 
248.18 	Licensing and Standards Board for the fiscal years designated:

248.19		$
	2,856,000
	.....
	2022
	
248.20		$
	2,843,000
	.....
	2023
	
248.21 	(b) Any balance in the first year does not cancel but is available in the second year.
248.22 	(c) This appropriation includes funds for information technology project services and 
248.23 	support subject to Minnesota Statutes, section 16E.0466. Any ongoing information 
248.24 	technology costs will be incorporated into an interagency agreement and will be paid to the 
248.25 	Office of MN.IT Services by the Professional Educator Licensing and Standards Board 
248.26 	under the mechanism specified in that agreement.
248.27 		Subd. 2.Licensure by portfolio. For licensure by portfolio:

248.28		$
	34,000
	.....
	2022
	
248.29		$
	34,000
	.....
	2023
	
248.30 	This appropriation is from the education licensure portfolio account in the special revenue 
248.31 	fund.

249.1 	ARTICLE 12
249.2 	FORECAST ADJUSTMENTS

249.3 	Section 1. Laws 2019, First Special Session chapter 11, article 1, section 25, subdivision 
249.4 	3, as amended by Laws 2020, chapter 116, article 6, section 2, is amended to read:
249.5 		Subd. 3.Enrollment options transportation. For transportation of pupils attending 
249.6 	postsecondary institutions under Minnesota Statutes, section 124D.09, or for transportation 
249.7 	of pupils attending nonresident districts under Minnesota Statutes, section 124D.03:

249.8		$
	19,000
	.....
	2020
	
249.10249.9		$
	20,000
11,000
	.....
	2021

249.11 	EFFECTIVE DATE. This section is effective the day following final enactment.

249.12 	Sec. 2. Laws 2019, First Special Session chapter 11, article 1, section 25, subdivision 4, 
249.13 	as amended by Laws 2020, chapter 116, article 6, section 3, is amended to read:
249.14 		Subd. 4.Abatement aid. For abatement aid under Minnesota Statutes, section 127A.49:

249.15		$
	1,770,000
	.....
	2020
	
249.17249.16
		$
	2,827,000
2,595,000
	.....
	2021
	
249.18 	The 2020 appropriation includes $274,000 for 2019 and $1,496,000 for 2020.
249.19 	The 2021 appropriation includes $166,000 for 2020 and $2,661,000 $2,429,000 for 
249.20 	2021.

249.21 	EFFECTIVE DATE. This section is effective the day following final enactment.

249.22 	Sec. 3. Laws 2019, First Special Session chapter 11, article 1, section 25, subdivision 6, 
249.23 	as amended by Laws 2020, chapter 116, article 6, section 4, is amended to read:
249.24 		Subd. 6.Nonpublic pupil education aid. For nonpublic pupil education aid under 
249.25 	Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:

249.26		$
	17,925,000
	.....
	2020
	
249.28249.27
		$
	18,917,000
18,918,000
	.....
	2021
	
249.29 	The 2020 appropriation includes $1,806,000 for 2019 and $16,119,000 for 2020.
250.1 	The 2021 appropriation includes $1,790,000 for 2020 and $17,127,000 $17,128,000 for 
250.2 	2021.

250.3 	EFFECTIVE DATE. This section is effective the day following final enactment.

250.4 	Sec. 4. Laws 2019, First Special Session chapter 11, article 1, section 25, subdivision 7, 
250.5 	as amended by Laws 2020, chapter 116, article 6, section 5, is amended to read:
250.6 		Subd. 7.Nonpublic pupil transportation. For nonpublic pupil transportation aid under 
250.7 	Minnesota Statutes, section 123B.92, subdivision 9:

250.8		$
	19,168,000
	.....
	2020
	
250.10250.9		$
	20,100,000
19,106,000
	.....
	2021
	
250.11 	The 2020 appropriation includes $1,961,000 for 2019 and $17,207,000 for 2020.
250.12 	The 2021 appropriation includes $1,911,000 for 2020 and $18,189,000 $17,195,000 for 
250.13 	2021.

250.14 	EFFECTIVE DATE. This section is effective the day following final enactment.

250.15 	Sec. 5. Laws 2019, First Special Session chapter 11, article 1, section 25, subdivision 9, 
250.16 	as amended by Laws 2020, chapter 116, article 6, section 6, is amended to read:
250.17 		Subd. 9.Career and technical aid. For career and technical aid under Minnesota 
250.18 	Statutes, section 124D.4531, subdivision 1b:

250.19		$
	3,857,000
	.....
	2020
	
250.21250.20
		$
	3,433,000
3,288,000
	.....
	2021
	
250.22 	The 2020 appropriation includes $422,000 for 2019 and $3,435,000 for 2020.
250.23 	The 2021 appropriation includes $378,000 for 2020 and $3,055,000 $2,910,000 for 
250.24 	2021.

250.25 	EFFECTIVE DATE. This section is effective the day following final enactment.

250.26 	Sec. 6. Laws 2019, First Special Session chapter 11, article 2, section 33, subdivision 2, 
250.27 	as amended by Laws 2020, chapter 116, article 3, section 2, is amended to read:
250.28 		Subd. 2.Achievement and integration aid. For achievement and integration aid under 
250.29 	Minnesota Statutes, section 124D.862:

251.1		$
	77,247,000
	.....
	2020
	
251.3251.2
		$
	81,233,000
87,574,000
	.....
	2021
	
251.4 	The 2020 appropriation includes $7,058,000 for 2019 and $70,189,000 for 2020.
251.5 	The 2021 appropriation includes $7,763,000 for 2020 and $73,470,000 $79,811,000 for 
251.6 	2021.

251.7 	EFFECTIVE DATE. This section is effective the day following final enactment.

251.8 	Sec. 7. Laws 2019, First Special Session chapter 11, article 2, section 33, subdivision 3, 
251.9 	as amended by Laws 2020, chapter 116, article 6, section 7, is amended to read:
251.10 		Subd. 3.Interdistrict desegregation or integration transportation grants. For 
251.11 	interdistrict desegregation or integration transportation grants under Minnesota Statutes, 
251.12 	section 124D.87:

251.13		$
	14,231,000
	.....
	2020
	
251.15251.14
		$
	14,962,000
15,670,000
	.....
	2021

251.16 	EFFECTIVE DATE. This section is effective the day following final enactment.

251.17 	Sec. 8. Laws 2019, First Special Session chapter 11, article 2, section 33, subdivision 6, 
251.18 	as amended by Laws 2020, chapter 116, article 6, section 10, is amended to read:
251.19 		Subd. 6.American Indian education aid. For American Indian education aid under 
251.20 	Minnesota Statutes, section 124D.81, subdivision 2a:

251.21		$
	10,113,000
	.....
	2020
	
251.23251.22
		$
	10,696,000
10,939,000
	.....
	2021
	
251.24 	The 2020 appropriation includes $960,000 for 2019 and $9,153,000 for 2020.
251.25 	The 2021 appropriation includes $1,016,000 for 2020 and $9,680,000 $9,923,000 for 
251.26 	2021.

251.27 	EFFECTIVE DATE. This section is effective the day following final enactment.

251.28 	Sec. 9. Laws 2019, First Special Session chapter 11, article 2, section 33, subdivision 16, 
251.29 	as amended by Laws 2020, chapter 116, article 6, section 11, is amended to read:
251.30 		Subd. 16.Charter school building lease aid. For building lease aid under Minnesota 
251.31 	Statutes, section 124E.22:

252.1		$
	83,214,000
	.....
	2020
	
252.3252.2
		$
	88,454,000
85,916,000
	.....
	2021
	
252.4 	The 2020 appropriation includes $8,021,000 for 2019 and $75,193,000 for 2020.
252.5 	The 2021 appropriation includes $8,354,000 for 2020 and $80,100,000 $77,562,000 for 
252.6 	2021.

252.7 	EFFECTIVE DATE. This section is effective the day following final enactment.

252.8 	Sec. 10. Laws 2019, First Special Session chapter 11, article 3, section 23, subdivision 3, 
252.9 	as amended by Laws 2020, chapter 116, article 6, section 12, is amended to read:
252.10 		Subd. 3.Alternative teacher compensation aid. (a) For alternative teacher compensation 
252.11 	aid under Minnesota Statutes, section 122A.415, subdivision 4:

252.12		$
	89,166,000
	.....
	2020
	
252.14252.13
		$
	88,851,000
88,788,000
	.....
	2021
	
252.15 	(b) The 2020 appropriation includes $8,974,000 for 2019 and $80,192,000 for 2020.
252.16 	(c) The 2021 appropriation includes $8,887,000 for 2020 and $79,964,000 $79,901,000
252.17 	for 2021.

252.18 	EFFECTIVE DATE. This section is effective the day following final enactment.

252.19 	Sec. 11. Laws 2019, First Special Session chapter 11, article 4, section 11, subdivision 2, 
252.20 	as amended by Laws 2020, chapter 116, article 6, section 13, is amended to read:
252.21 		Subd. 2.Special education; regular. For special education aid under Minnesota Statutes, 
252.22 	section 125A.75:

252.23		$
	1,600,889,000
	.....
	2020
	
252.25252.24
		$
	1,747,701,000
1,727,596,000
	.....
	2021
	
252.26 	The 2020 appropriation includes $184,363,000 for 2019 and $1,416,526,000 for 2020.
252.27 	The 2021 appropriation includes $199,406,000 for 2020 and $1,548,295,000
252.28 	$1,528,190,000 for 2021.

252.29 	EFFECTIVE DATE. This section is effective the day following final enactment.

253.1 	Sec. 12. Laws 2019, First Special Session chapter 11, article 4, section 11, subdivision 3, 
253.2 	as amended by Laws 2020, chapter 116, article 6, section 14, is amended to read:
253.3 		Subd. 3.Aid for children with disabilities. For aid under Minnesota Statutes, section 
253.4 	125A.75, subdivision 3, for children with disabilities placed in residential facilities within 
253.5 	the district boundaries for whom no district of residence can be determined:

253.6		$
	1,109,000
	.....
	2020
	
253.8253.7
		$
	1,267,000
1,644,000
	.....
	2021
	
253.9 	If the appropriation for either year is insufficient, the appropriation for the other year is 
253.10 	available.

253.11 	EFFECTIVE DATE. This section is effective the day following final enactment.

253.12 	Sec. 13. Laws 2019, First Special Session chapter 11, article 4, section 11, subdivision 4, 
253.13 	as amended by Laws 2020, chapter 116, article 6, section 15, is amended to read:
253.14 		Subd. 4.Travel for home-based services. For aid for teacher travel for home-based 
253.15 	services under Minnesota Statutes, section 125A.75, subdivision 1:

253.16		$
	445,000
	.....
	2020
	
253.18253.17
		$
	467,000
254,000
	.....
	2021
	
253.19 	The 2020 appropriation includes $40,000 for 2019 and $405,000 for 2020.
253.20 	The 2021 appropriation includes $44,000 for 2020 and $423,000 $210,000 for 2021.

253.21 	EFFECTIVE DATE. This section is effective the day following final enactment.

253.22 	Sec. 14. Laws 2019, First Special Session chapter 11, article 4, section 11, subdivision 5, 
253.23 	as amended by Laws 2020, chapter 116, article 6, section 16, is amended to read:
253.24 		Subd. 5.Court-placed special education revenue. For reimbursing serving school 
253.25 	districts for unreimbursed eligible expenditures attributable to children placed in the serving 
253.26 	school district by court action under Minnesota Statutes, section 125A.79, subdivision 4:

253.27		$
	-0-
	.....
	2020
	
253.29253.28
		$
	23,000
-0-
	.....
	2021

253.30 	EFFECTIVE DATE. This section is effective the day following final enactment.

254.1 	Sec. 15. Laws 2019, First Special Session chapter 11, article 6, section 7, subdivision 2, 
254.2 	as amended by Laws 2020, chapter 116, article 6, section 17, and Laws 2020, Fifth Special 
254.3 	Session chapter 3, article 5, section 36, is amended to read:
254.4 		Subd. 2.Debt service equalization aid. For debt service equalization aid under 
254.5 	Minnesota Statutes, section 123B.53, subdivision 6:

254.6		$
	20,684,000
	.....
	2020
	
254.8254.7
		$
	25,380,000
25,335,000
	.....
	2021
	
254.9 	The 2020 appropriation includes $2,292,000 for 2019 and $18,392,000 for 2020.
254.10 	The 2021 appropriation includes $2,043,000 for 2020 and $23,337,000 $23,292,000 for 
254.11 	2021.

254.12 	EFFECTIVE DATE. This section is effective the day following final enactment.

254.13 	Sec. 16. Laws 2019, First Special Session chapter 11, article 6, section 7, subdivision 3, 
254.14 	as amended by Laws 2020, chapter 116, article 6, section 18, is amended to read:
254.15 		Subd. 3.Long-term facilities maintenance equalized aid. For long-term facilities 
254.16 	maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:

254.17		$
	104,690,000
	.....
	2020
	
254.19254.18
		$
	107,820,000
106,356,000
	.....
	2021
	
254.20 	The 2020 appropriation includes $10,464,000 for 2019 and $94,226,000 for 2020.
254.21 	The 2021 appropriation includes $10,412,000 for 2020 and $97,408,000 $95,944,000
254.22 	for 2021.

254.23 	EFFECTIVE DATE. This section is effective the day following final enactment.

254.24 	Sec. 17. Laws 2019, First Special Session chapter 11, article 7, section 1, subdivision 2, 
254.25 	as amended by Laws 2020, chapter 116, article 6, section 20, is amended to read:
254.26 		Subd. 2.School lunch. For school lunch aid under Minnesota Statutes, section 124D.111, 
254.27 	and Code of Federal Regulations, title 7, section 210.17:

254.28		$
	16,245,000
	.....
	2020
	
254.30254.29
		$
	16,514,000
4,796,000
	.....
	2021

254.31 	EFFECTIVE DATE. This section is effective the day following final enactment.

255.1 	Sec. 18. Laws 2019, First Special Session chapter 11, article 7, section 1, subdivision 3, 
255.2 	as amended by Laws 2020, chapter 116, article 6, section 21, is amended to read:
255.3 		Subd. 3.School breakfast. For traditional school breakfast aid under Minnesota Statutes, 
255.4 	section 124D.1158:

255.5		$
	11,428,000
	.....
	2020
	
255.7255.6
		$
	11,846,000
3,242,000
	.....
	2021

255.8 	EFFECTIVE DATE. This section is effective the day following final enactment.

255.9 	Sec. 19. Laws 2019, First Special Session chapter 11, article 7, section 1, subdivision 4, 
255.10 	as amended by Laws 2020, chapter 116, article 6, section 22, is amended to read:
255.11 		Subd. 4.Kindergarten milk. For kindergarten milk aid under Minnesota Statutes, 
255.12 	section 124D.118:

255.13		$
	658,000
	.....
	2020
	
255.15255.14
		$
	658,000
494,000
	.....
	2021

255.16 	EFFECTIVE DATE. This section is effective the day following final enactment.

255.17 	Sec. 20. Laws 2019, First Special Session chapter 11, article 8, section 13, subdivision 5, 
255.18 	as amended by Laws 2020, chapter 116, article 6, section 23, is amended to read:
255.19 		Subd. 5.Early childhood family education aid. (a) For early childhood family education 
255.20 	aid under Minnesota Statutes, section 124D.135:

255.21		$
	32,151,000
	.....
	2020
	
255.23255.22
		$
	33,540,000
33,204,000
	.....
	2021
	
255.24 	(b) The 2020 appropriation includes $3,098,000 for 2019 and $29,053,000 for 2020.
255.25 	(c) The 2021 appropriation includes $3,133,000 for 2020 and $30,407,000 $30,071,000
255.26 	for 2021.

255.27 	EFFECTIVE DATE. This section is effective the day following final enactment.

255.28 	Sec. 21. Laws 2019, First Special Session chapter 11, article 8, section 13, subdivision 
255.29 	14, as amended by Laws 2020, chapter 116, article 6, section 24, is amended to read:
255.30 		Subd. 14.Home visiting aid. (a) For home visiting aid under Minnesota Statutes, section 
255.31 	124D.135:

256.1		$
	521,000
	.....
	2020
	
256.3256.2
		$
	528,000
481,000
	.....
	2021
	
256.4 	(b) The 2020 appropriation includes $54,000 for 2019 and $467,000 for 2020.
256.5 	(c) The 2021 appropriation includes $51,000 for 2020 and $477,000 $430,000 for 2021.

256.6 	EFFECTIVE DATE. This section is effective the day following final enactment.

256.7 	Sec. 22. Laws 2019, First Special Session chapter 11, article 9, section 3, subdivision 2, 
256.8 	as amended by Laws 2020, chapter 116, article 6, section 25, is amended to read:
256.9 		Subd. 2.Community education aid. For community education aid under Minnesota 
256.10 	Statutes, section 124D.20:

256.11		$
	327,000
	.....
	2020
	
256.13256.12
		$
	249,000
236,000
	.....
	2021
	
256.14 	The 2020 appropriation includes $40,000 for 2019 and $287,000 for 2020.
256.15 	The 2021 appropriation includes $31,000 for 2020 and $218,000 $205,000 for 2021.

256.16 	EFFECTIVE DATE. This section is effective the day following final enactment.

APPENDIX 

Repealed Minnesota Statutes: H1065-3 

120B.35 STUDENT ACADEMIC ACHIEVEMENT AND GROWTH.Subd. 5.Improving graduation rates for students with emotional or behavioral disorders. 
(a) A district must develop strategies in conjunction with parents of students with emotional or behavioral disorders and the county board responsible for implementing sections 245.487 to 245.4889 to keep students with emotional or behavioral disorders in school, when the district has a drop-out rate for students with an emotional or behavioral disorder in grades 9 through 12 exceeding 25 percent. 

(b) A district must develop a plan in conjunction with parents of students with emotional or behavioral disorders and the local mental health authority to increase the graduation rates of students with emotional or behavioral disorders. A district with a drop-out rate for children with an emotional or behavioral disturbance in grades 9 through 12 that is in the top 25 percent of all districts shall submit a plan for review and oversight to the commissioner. 

122A.091 REPORTS.Subd. 3.School district reports. 
(a) School districts annually by October 1 must report to the Professional Educator Licensing and Standards Board the following information for all teachers who finished the probationary period and accepted a continuing contract position with the district from September 1 of the previous year through August 31 of the current year: 

(1) the effectiveness category or rating of the teacher on the summative evaluation under section 122A.40, subdivision 8, or 122A.41, subdivision 5; 

(2) the licensure area in which the teacher primarily taught during the three-year evaluation cycle; and 

(3) the teacher preparation program preparing the teacher in the teacher's primary areas of instruction and licensure. 

(b) School districts annually by October 1 must report to the Professional Educator Licensing and Standards Board the following information for all probationary teachers in the district who were released or whose contracts were not renewed from September 1 of the previous year through August 31 of the current year: 

(1) the licensure areas in which the probationary teacher taught; and 

(2) the teacher preparation program preparing the teacher in the teacher's primary areas of instruction and licensure. 

(c) School districts annually by October 1 must report to the Board of School Administrators the following information for all school principals and assistant principals who finished the probationary period and accepted a continuing contract position with the district from September 1 of the previous year through August 31 of the current year: 

(1) the effectiveness category or rating of the principal or assistant principal on the summative evaluation under section 123B.147, subdivision 3; and 

(2) the principal preparation program providing instruction to the principal or assistant principal. 

(d) School districts annually by October 1 must report to the Board of School Administrators all probationary school principals and assistant principals in the district who were released or whose contracts were not renewed from September 1 of the previous year through August 31 of the current year. 

Subd. 6.Implementation report. 
By January 1, 2019, the Professional Educator Licensing and Standards Board must prepare a report to the legislature on the implementation of the teacher licensure system established under sections 122A.18 to 122A.184. The report must include the number of applicants for licensure in each tier, the number of applications granted and denied, summary data on the reasons applications were denied, and the status of the board's rulemaking process for all licensure-related rules. 

122A.092 TEACHER PREPARATION PROGRAMS.Subdivision 1.Rules. 
The board must adopt rules to approve teacher preparation programs, including alternative teacher preparation programs under section 122A.2451, nonconventional programs, and Montessori teacher training programs. 

Subd. 2.Requirements for board approval. 
Teacher preparation programs must demonstrate the following to obtain board approval: 

(1) the program has implemented a research-based, results-oriented curriculum that focuses on the skills teachers need in order to be effective; 

(2) the program provides a student teaching program; 

(3) the program demonstrates effectiveness based on proficiency of graduates in demonstrating attainment of program outcomes; 

(4) the program includes a common core of teaching knowledge and skills. 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. Amendments to standards adopted under this clause are subject to chapter 14. The Professional Educator Licensing and Standards Board 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 clause during the most recent school year; 

(5) the program includes instruction on the knowledge and skills needed to provide appropriate instruction to English learners to support and accelerate their academic literacy, including oral academic language and achievement in content areas in a regular classroom setting; and 

(6) the program includes culturally competent training in instructional strategies consistent with section 120B.30, subdivision 1, paragraph (q). 

Subd. 3.Specialized credentials. 
The board must adopt rules creating flexible, specialized teaching licenses, credentials, and other endorsement forms to increase students' participation in language immersion programs, world language instruction, career development opportunities, work-based learning, early college courses and careers, career and technical programs, Montessori schools, and project- and place-based learning, among other career and college readiness learning offerings. 

Subd. 4.Teacher educators. 
The board must adopt rules requiring teacher educators to work directly with elementary or secondary school teachers in elementary or secondary schools to obtain periodic exposure to the elementary and secondary teaching environments. 

Subd. 5.Reading strategies. 
(a) A teacher preparation provider approved by the Professional Educator Licensing and Standards Board to prepare persons for classroom teacher licensure must include in its teacher preparation programs research-based best practices in reading, consistent with section 122A.06, subdivision 4, that enable the licensure candidate to teach reading in the candidate's content areas. Teacher candidates must be instructed in using students' native languages as a resource in creating effective differentiated instructional strategies for English learners developing literacy skills. A teacher preparation provider also must prepare early childhood and elementary teacher candidates for Tier 3 and Tier 4 teaching licenses under sections 122A.183 and 122A.184, respectively, for the portion of the examination under section 122A.185, subdivision 1, paragraph (c), covering assessment of reading instruction. 

(b) Board-approved teacher preparation programs for teachers of elementary education must require instruction in applying comprehensive, scientifically based or evidence-based, and structured reading instruction programs that: 

(1) teach students to read using foundational knowledge, practices, and strategies consistent with section 122A.06, subdivision 4, so that all students achieve continuous progress in reading; and 

(2) teach specialized instruction in reading strategies, interventions, and remediations that enable students of all ages and proficiency levels to become proficient readers. 

(c) Board-approved teacher preparation programs for teachers of elementary education, early childhood education, special education, and reading intervention must include instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation programs may consult with the Department of Education, including the dyslexia specialist under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia must be modeled on practice standards of the International Dyslexia Association, and must address: 

(1) the nature and symptoms of dyslexia; 

(2) resources available for students who show characteristics of dyslexia; 

(3) evidence-based instructional strategies for students who show characteristics of dyslexia, including the structured literacy approach; and 

(4) outcomes of intervention and lack of intervention for students who show characteristics of dyslexia. 

(d) Nothing in this section limits the authority of a school district to select a school's reading program or curriculum. 

Subd. 6.Technology strategies. 
All preparation providers approved by the Professional Educator Licensing and Standards Board to prepare persons for classroom teacher licensure must include in their teacher preparation programs the knowledge and skills teacher candidates need to engage students with technology and deliver digital and blended learning and curriculum. 

Subd. 7.Student teaching program. 
A teacher preparation program may provide a year-long student teaching program that combines clinical opportunities with academic coursework and in-depth student teaching experiences to offer students: 

(1) ongoing mentorship; 

(2) coaching; 

(3) assessment; 

(4) help to prepare a professional development plan; and 

(5) structured learning experiences. 

Subd. 8.Existing programs. 
The approval of teacher preparation programs approved by the Board of Teaching before July 1, 2018, must remain in effect unless and until the Professional Educator Licensing and Standards Board denies approval or reapproves the program. 

122A.18 BOARD TO ISSUE LICENSES.Subd. 7c.Temporary military license. 
The Professional Educator Licensing and Standards Board shall establish a temporary license in accordance with section 197.4552 for teaching. The fee for a temporary license under this subdivision shall be $57. The board must provide candidates for a license under this subdivision with information regarding the tiered licensure system provided in sections 122A.18 to 122A.184. 

122A.184 TIER 4 LICENSE.Subd. 3.Mentorship and evaluation. 
A teacher holding a Tier 4 license must participate in the employing district or charter school's mentorship and evaluation program, including an individual growth and development plan. 

122A.23 APPLICANTS TRAINED IN OTHER STATES.Subd. 3.Teacher licensure agreements with adjoining states. 
(a) Notwithstanding any other law to the contrary, the Professional Educator Licensing and Standards Board must enter into a National Association of State Directors of Teacher Education and Certification (NASDTEC) interstate agreement and other interstate agreements for teacher licensure to allow fully certified teachers from adjoining states to transfer their certification to Minnesota. The board must enter into these interstate agreements only after determining that the rigor of the teacher licensure or certification requirements in the adjoining state is commensurate with the rigor of Minnesota's teacher licensure requirements. The board may limit an interstate agreement to particular content fields or grade levels based on established priorities or identified shortages. This subdivision does not apply to out-of-state applicants holding only a provisional teaching license. 

(b) The Professional Educator Licensing and Standards Board must work with designated authorities in adjoining states to establish interstate teacher licensure agreements under this section. 

122A.2451 ALTERNATIVE TEACHER PREPARATION PROVIDERS AND PROGRAMS.Subdivision 1.Definitions. 
(a) "Provider" or "unit" means an eligible entity that seeks or has obtained approval for an alternative teacher preparation program consistent with this section. 

(b) "Program" means content provided by a provider that leads toward licensure in a specific content area. 

Subd. 2.Purpose. 
To provide alternative pathways towards Minnesota teacher licensure outside of the traditional means, improve ethnic and cultural diversity in the classroom, and to close the achievement gap, the Professional Educator Licensing and Standards Board must approve qualified teacher preparation providers and programs under this section that are a means to acquire a Tier 2 license under section 122A.182 and prepare for acquiring a Tier 3 license under section 122A.183. 

Subd. 3.Eligibility. 
A school district, charter school, or nonprofit corporation organized under chapter 317A for an education-related purpose is eligible to participate under this section. An eligible entity may apply for provider and program approval simultaneously. 

Subd. 4.Provider approval. 
An eligible entity must be approved as a provider before being approved to provide programs towards licensure. The Professional Educator Licensing and Standards Board must approve eligible entities under subdivision 3 that meet the following requirements: 

(1) has evidence and history of fiscal solvency, capacity, and operation; 

(2) has evidence of necessary infrastructure to provide accurate, timely, and secure data for the purposes of admission, candidate monitoring, testing, background checks, and license recommendations; 

(3) has policies and procedures in place ensuring the security of candidate records under the federal Family Educational Rights and Privacy Act; and 

(4) has the instructional capacity or ability to obtain the instructional capacity to provide an adequate instructional phase under subdivision 5. 

Subd. 5.Program approval. 
The board must approve programs offered by approved providers based on nontraditional criteria. An approved program must have the following characteristics: 

(1) an instructional phase that provides intensive preparation and classroom experience that is commensurate with the scope of licensure standards defined under rule, before the teacher candidate assumes classroom responsibilities; 

(2) a research-based and results-oriented approach focused on best teaching practices to increase student proficiency and growth measured against state academic standards; 

(3) a strategy to combine pedagogy and best teaching practices to better inform teacher candidates' classroom instruction; 

(4) provide assessment, supervision, and evaluation of teacher candidates to determine their specific needs throughout the program, and to support efforts to successfully complete the program; 

(5) provide intensive and ongoing professional learning opportunities that accelerate teacher candidates' professional growth, support student learning, and provide a workplace orientation, professional staff development, mentoring and peer review, focused on standards of professional practice and continuous professional growth; and 

(6) a process to review a candidate's final proficiency of required licensure content standards that leads to potential candidate recommendation by the provider to the board for a Tier 3 teaching license under subdivision 8. 

Subd. 6.Nontraditional means; program instructors. 
(a) The board must permit alternative teacher preparation providers and teacher candidates to demonstrate pedagogy and content standard proficiency in school-based programs and through other nontraditional means. Nontraditional means may include previous work experiences, teaching experiences, educator evaluations, industry-recognized certifications, and other essentially equivalent demonstrations. 

(b) The board must use nontraditional criteria to determine qualifications of program instructors, including permitting instructors to hold a baccalaureate degree only. 

Subd. 7.Program disapproval, suspension. 
If the board determines that a teacher preparation provider or licensure program fails to meet or is deficient in any of the requirements of subdivision 5, it may suspend or revoke the approval of the provider or program after it notifies the provider of the deficiencies and gives the provider an opportunity to remedy the deficiencies. 

Subd. 8.Candidate program completion; teacher licensure. 
(a) A candidate that completes an approved program must apply for a license under the tiered licensure system according to sections 122A.181 to 122A.184. 

(b) A person who successfully completes another state's alternative teacher preparation licensure program may apply to the Professional Educator Licensing and Standards Board for a Tier 3 license under section 122A.183. 

Subd. 9.Reports. 
(a) An approved alternative teacher preparation provider must report to the Professional Educator Licensing and Standards Board on items that are defined in statute regarding program candidates, completion, and effectiveness or other items that are required under section 122A.09. 

(b) The Professional Educator Licensing and Standards Board must submit a biennial report on the alternative teacher preparation program and providers to legislative committees having jurisdiction over kindergarten through grade 12 education policy and finance by January 15 of each odd-numbered year. 

Repealed Minnesota Session Laws: H1065-3 

Laws 2017, First Special Session chapter 5, article 8, section 9
Sec. 9. SCHOOL READINESS PLUS PROGRAM. Subdivision 1.Establishment; purpose. 
A district, a charter school, or a group of districts and charter schools may establish a school readiness plus program for children age four to kindergarten entrance. The purpose of a school readiness plus program is to prepare children for success as they enter kindergarten in the following year. 

Subd. 2.Program requirements. 
A school readiness plus program provider must:  

(1) assess each child's cognitive and language skills with a comprehensive child assessment instrument when the child enters and again before the child leaves the program to improve program planning and implementation, communicate with parents, and promote kindergarten readiness; 

(2) provide comprehensive program content and intentional instructional practice aligned with the state early childhood learning guidelines and kindergarten standards and based on early childhood research and professional practice that is focused on children's cognitive, social, emotional, and physical skills and development and prepares children for the transition to kindergarten, including early literacy and language skills; 

(3) coordinate appropriate kindergarten transition with parents and kindergarten teachers; 

(4) involve parents in program planning and decision making; 

(5) coordinate with relevant community-based services;  

(6) cooperate with adult basic education programs and other adult literacy programs; 

(7) ensure staff-to-child ratios of one-to-ten and a maximum group size of 20 children with at least one licensed teacher; 

(8) have teachers knowledgeable in early childhood curriculum content, assessment, native and English language development programs, and instruction; and 

(9) provide instructional content and activities that are of sufficient length and intensity to address learning needs including offering a program with at least 350 hours of instruction per school year. 

Subd. 3.Mixed delivery of services. 
A district or charter school may contract with a charter school, Head Start or child care center, family child care program licensed under Minnesota Statutes, section 245A.03, or a community-based organization to provide eligible children with developmentally appropriate services that meet the program requirements in subdivision 2. 

Subd. 4.Eligibility. 
(a) A child who is four years of age as of September 1 in the calendar year in which the school year commences and has one or more of the risk factors under paragraph (b) is eligible to participate in a school readiness plus program free of charge. A child who is four years of age as of September 1 in the calendar year in which the school year commences and does not have one or more of the risk factors under paragraph (b) may participate on a fee-for-service basis. A district must adopt a sliding fee schedule based on a family's income but must waive a fee for a participant unable to pay. School districts and charter schools must use school readiness plus aid for eligible children.  Each eligible child must complete a health and developmental screening within 90 days of program enrollment under Minnesota Statutes, sections 121A.16 to 121A.19, and provide documentation of required immunizations under section 121A.15. 

(b) An at-risk four-year-old child may participate in the school readiness plus program free of charge if the child: 

(1) qualifies for free or reduced-price lunch; 

(2) is an English language learner; 

(3) is homeless;  

(4) has an individualized education program, or individual interagency intervention plan; 

(5) is identified through health and developmental screening under Minnesota Statutes, sections 121A.16 to 121.19, with a potential risk factor that may influence learning; or  

(6) is in foster care. 

Subd. 5.Application process; priority for high poverty schools. 
(a) For 2017-2018 school year, a school district or charter school that did not apply to participate in a voluntary prekindergarten program under Minnesota Statutes, section 124D.151, may apply to the commissioner by July 1, 2017, to participate in a school readiness plus program in the form and manner specified by the commissioner. By June 15, 2017, the commissioner must notify districts and charter schools of the availability of additional money for voluntary prekindergarten and school readiness plus programs. A school district or charter school that previously applied to participate in a voluntary prekindergarten program may amend its application by July 1, 2017, to apply instead for school readiness plus. The commissioner must review all applications for school readiness plus and notify applicant districts and charter schools by August 1, 2017, whether they have been selected for participation. 

(b) For the 2018-2019 school year, a school district or charter school may apply to the commissioner by January 30, 2018, to participate in school readiness plus in the form and manner specified by the commissioner.   

(c) A district or charter school submitting an application under this section must include: (1) a description of the proposed program, including the number of hours per week the program will be offered at each school site or mixed-delivery location;  (2) an estimate of the number of eligible children to be served in the program at each school site or mixed-delivery location; (3) the number of children being served that will be new to the program;  and (4) a statement of assurances signed by the superintendent or charter school director that the proposed program meets the requirements of subdivision 2. 

(d) The commissioner must award funding for school readiness plus programs across school districts and charter schools in the same manner as for the voluntary prekindergarten program. 

(e) A school site or mixed-delivery site approved for aid under this subdivision remains eligible for aid if the site continues to meet program requirements, regardless of changes in the concentration of students eligible for free or reduced-price lunches. 

Subd. 6.No supplanting. 
For a site first qualifying in fiscal year 2018 or 2019, mixed delivery revenue, including voluntary prekindergarten and school readiness plus program revenue, must be used to supplement not supplant existing state, federal, and local revenue for prekindergarten activities. 

EFFECTIVE DATE. 
This section is effective the day following final enactment.