1.1 	A bill for an act
1.2 	relating to education; modifying provisions for prekindergarten through grade 12 
1.3 	including general education accountability and transparency, education excellence, 
1.4 	American Indian education, charter schools, discipline, teachers, special education, 
1.5 	and early learning; requiring reports; amending Minnesota Statutes 2022, sections 
1.6 	13.32, subdivision 3; 120A.22, subdivision 10; 120A.414, subdivision 2; 120B.018, 
1.7 	subdivision 6; 120B.021, subdivisions 1, 2, 3, 4, by adding a subdivision; 120B.022, 
1.8 	subdivision 1; 120B.024, subdivisions 1, 2; 120B.11, subdivisions 1, 2, 3; 120B.15; 
1.9 	120B.30, subdivisions 1, 1a; 120B.301; 120B.35, subdivision 3; 120B.36, 
1.10 	subdivision 2; 121A.031, subdivision 6; 121A.17, subdivision 3; 121A.41, by 
1.11 	adding subdivisions; 121A.425; 121A.45, subdivision 1; 121A.46, subdivision 4, 
1.12 	by adding a subdivision; 121A.47, subdivisions 2, 14; 121A.53, subdivision 1; 
1.13 	121A.55; 121A.58; 121A.61, subdivisions 1, 3, by adding subdivisions; 122A.181, 
1.14 	subdivision 5; 122A.185, subdivision 1; 122A.26, subdivision 2; 122A.40, 
1.15 	subdivisions 5, 8; 122A.41, subdivisions 2, 5; 123B.147, subdivision 3; 123B.71, 
1.16 	subdivision 12; 123B.86, subdivision 3; 124D.03, subdivisions 5, 5a, 12; 124D.09, 
1.17 	subdivisions 3, 13; 124D.111, subdivisions 2a, 5; 124D.119; 124D.128, subdivision 
1.18 	1; 124D.141, subdivision 2; 124D.165, subdivisions 2, 3; 124D.59, subdivision 
1.19 	2a; 124D.68, subdivision 3; 124D.73, by adding a subdivision; 124D.74, 
1.20 	subdivisions 1, 3, 4, by adding a subdivision; 124D.76; 124D.78; 124D.79, 
1.21 	subdivision 2; 124D.791, subdivision 4; 124D.81, subdivisions 1, 5; 124D.861, 
1.22 	subdivision 2; 124D.862, subdivision 8; 124E.02; 124E.03, subdivision 2, by 
1.23 	adding a subdivision; 124E.05, subdivisions 4, 7; 124E.06, subdivisions 1, 4, 5; 
1.24 	124E.10, subdivision 1; 124E.11; 124E.12, subdivision 1; 124E.13, subdivisions 
1.25 	1, 3; 124E.16; 124E.25, subdivision 1a; 125A.0942; 125A.13; 125A.15; 125A.51; 
1.26 	125A.515, subdivision 3; 126C.15, subdivision 5; 127A.353, subdivisions 2, 4; 
1.27 	128C.01, subdivision 4; 134.31, subdivisions 1, 4a; 134.32, subdivision 4; 134.34, 
1.28 	subdivision 1; 144.4165; 290.0679, subdivision 2; proposing coding for new law 
1.29 	in Minnesota Statutes, chapters 120B; 121A; 124D; repealing Minnesota Statutes 
1.30 	2022, sections 120B.02, subdivision 3; 120B.35, subdivision 5; 124D.095, 
1.31 	subdivisions 1, 2, 3, 4, 5, 6, 7, 8.
2.1 	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

2.2 	ARTICLE 1
2.3 	ADMINISTRATIVE CORRECTIONS, ACCOUNTABILITY, AND TRANSPARENCY

2.4 	Section 1. Minnesota Statutes 2022, section 120A.22, subdivision 10, is amended to read:
2.5 		Subd. 10.Requirements for instructors. A person who is providing instruction to a 
2.6 	child must meet at least one of the following requirements:
2.7 	(1) hold a valid Minnesota teaching license in the field and for the grade level taught;
2.8 	(2) be directly supervised by a person holding a valid Minnesota teaching license;
2.9 	(3) successfully complete a teacher competency examination;
2.10 	(4) (3) provide instruction in a school that is accredited by an accrediting agency, 
2.11 	recognized according to section 123B.445, or recognized by the commissioner;
2.12 	(5) (4) hold a baccalaureate degree; or
2.13 	(6) (5) be the parent of a child who is assessed according to the procedures in subdivision 
2.14 	11.
2.15 	Any person providing instruction in a public school must meet the requirements of clause 
2.16 	(1).

2.17 	Sec. 2. Minnesota Statutes 2022, section 120B.018, subdivision 6, is amended to read:
2.18 		Subd. 6.Required standard. "Required standard" means (1) a statewide adopted 
2.19 	expectation for student learning in the content areas of language arts, mathematics, science, 
2.20 	social studies, physical education, and the arts, or and (2) a locally adopted expectation for 
2.21 	student learning in health or the arts.

2.22 	Sec. 3. Minnesota Statutes 2022, section 120B.021, subdivision 1, is amended to read:
2.23 		Subdivision 1.Required academic standards. (a) The following subject areas are 
2.24 	required for statewide accountability:
2.25 	(1) language arts;
2.26 	(2) mathematics, encompassing algebra II, integrated mathematics III, or an equivalent 
2.27 	in high school, and to be prepared for the three credits of mathematics in grades 9 through 
2.28 	12, the grade 8 standards include completion of algebra;
3.1 	(3) science, including earth and space science, life science, and the physical sciences, 
3.2 	including chemistry and physics;
3.3 	(4) social studies, including history, geography, economics, and government and 
3.4 	citizenship that includes civics consistent with section 120B.02, subdivision 3;
3.5 	(5) physical education;
3.6 	(6) health, for which locally developed academic standards apply; and
3.7 	(7) the arts, for which statewide or locally developed academic standards apply, as 
3.8 	determined by the school district. Public elementary and middle schools must offer at least 
3.9 	three and require at least two of the following four five arts areas: dance; media arts; music; 
3.10 	theater; and visual arts. Public high schools must offer at least three and require at least one 
3.11 	of the following five arts areas: media arts; dance; music; theater; and visual arts.
3.12 	(b) For purposes of applicable federal law, the academic standards for language arts, 
3.13 	mathematics, and science apply to all public school students, except the very few students 
3.14 	with extreme cognitive or physical impairments for whom an individualized education 
3.15 	program team has determined that the required academic standards are inappropriate. An 
3.16 	individualized education program team that makes this determination must establish 
3.17 	alternative standards.
3.18 	(c) The department must adopt the most recent SHAPE America (Society of Health and 
3.19 	Physical Educators) kindergarten through grade 12 standards and benchmarks for physical 
3.20 	education as the required physical education academic standards. The department may 
3.21 	modify SHAPE America (Society of Health and Physical Educators) standards and adapt 
3.22 	the national standards to accommodate state interest. The modification and adaptations must 
3.23 	maintain the purpose and integrity of the national standards. The department must make 
3.24 	available sample assessments, which school districts may use as an alternative to local 
3.25 	assessments, to assess students' mastery of the physical education standards beginning in 
3.26 	the 2018-2019 school year.
3.27 	(d) A school district may include child sexual abuse prevention instruction in a health 
3.28 	curriculum, consistent with paragraph (a), clause (6). Child sexual abuse prevention 
3.29 	instruction may include age-appropriate instruction on recognizing sexual abuse and assault, 
3.30 	boundary violations, and ways offenders groom or desensitize victims, as well as strategies 
3.31 	to promote disclosure, reduce self-blame, and mobilize bystanders. A school district may 
3.32 	provide instruction under this paragraph in a variety of ways, including at an annual assembly 
3.33 	or classroom presentation. A school district may also provide parents information on the 
3.34 	warning signs of child sexual abuse and available resources.
4.1 	(e) District efforts to develop, implement, or improve instruction or curriculum as a 
4.2 	result of the provisions of this section must be consistent with sections 120B.10, 120B.11, 
4.3 	and 120B.20.

4.4 	Sec. 4. Minnesota Statutes 2022, section 120B.021, subdivision 3, is amended to read:
4.5 		Subd. 3.Rulemaking. The commissioner, consistent with the requirements of this section 
4.6 	and section 120B.022, must adopt statewide rules under section 14.389 for implementing 
4.7 	statewide rigorous core academic standards in language arts, mathematics, science, social 
4.8 	studies, physical education, and the arts. After the rules authorized under this subdivision 
4.9 	are initially adopted, the commissioner may not amend or repeal these rules nor adopt new 
4.10 	rules on the same topic without specific legislative authorization.

4.11 	Sec. 5. Minnesota Statutes 2022, section 120B.022, subdivision 1, is amended to read:
4.12 		Subdivision 1.Elective standards.  A district must establish and regularly review its 
4.13 	own standards in for career and technical education (CTE) programs. Standards must align 
4.14 	with CTE frameworks developed by the Department of Education, standards developed by 
4.15 	national CTE organizations, or recognized industry standards. A district must use the current 
4.16 	world languages standards developed by the American Council on the Teaching of Foreign 
4.17 	Languages. A school district must offer courses in all elective subject areas.

4.18 	Sec. 6. Minnesota Statutes 2022, section 120B.024, subdivision 1, is amended to read:
4.19 		Subdivision 1.Graduation requirements. (a) Students beginning 9th grade in the 
4.20 	2011-2012 school year and later must successfully complete the following high school level 
4.21 	credits for graduation:
4.22 	(1) four credits of language arts sufficient to satisfy all of the academic standards in 
4.23 	English language arts;
4.24 	(2) three credits of mathematics, including an algebra II credit or its equivalent, sufficient 
4.25 	to satisfy all of the academic standards in mathematics;
4.26 	(3) an algebra I credit by the end of 8th grade sufficient to satisfy all of the 8th grade 
4.27 	standards in mathematics;
4.28 	(4) (3) three credits of science, including at least one credit of biology, one credit of 
4.29 	chemistry or physics, and one elective credit of science. The combination of credits under 
4.30 	this clause must be sufficient to satisfy (i) all of the academic standards in either chemistry 
4.31 	or physics and (ii) all other academic standards in science one credit to satisfy all the earth 
5.1 	and space science standards for grades 9 through 12, one credit to satisfy all the life science 
5.2 	standards for grades 9 through 12, and one credit to satisfy all the chemistry or physics 
5.3 	standards for grades 9 through 12;
5.4 	(5) (4) three and one-half credits of social studies, including, for students beginning 
5.5 	grade 9 in the 2024-2025 school year and later, credit for a course in government and 
5.6 	citizenship in either grade 11 or grade 12 or an advanced placement, international 
5.7 	baccalaureate, or other rigorous course on government and citizenship under section 
5.8 	120B.021, subdivision 1a, and a combination of other credits encompassing at least United 
5.9 	States history, geography, government and citizenship, world history, and economics 
5.10 	sufficient to satisfy all of the academic standards in social studies;
5.11 	(6) (5) one credit of the arts sufficient to satisfy all of the state or local academic standards 
5.12 	in the arts; and
5.13 	(6) credits sufficient to satisfy the state standards in physical education; and
5.14 	(7) a minimum of seven elective credits.
5.15 	(b) A school district is encouraged to offer a course for credit in government and 
5.16 	citizenship to 11th or 12th grade students who begin 9th grade in the 2020-2021 school year 
5.17 	and later, that satisfies the government and citizenship requirement in paragraph (a), clause 
5.18 	(5) Students beginning 9th grade in the 2023-2024 school year and later must successfully 
5.19 	complete a personal finance course for credit during their senior year of high school. The 
5.20 	course must include but is not limited to the following topics: creating a household budget; 
5.21 	taking out loans and accruing debt, including how interest works; home mortgages; how to 
5.22 	file taxes; the impact of student loan debt; and how to read a paycheck and payroll deductions. 
5.23 	A district may provide a personal finance course through in-person instruction, distance 
5.24 	instruction, or a combination of in-person and distance instruction.

5.25 	EFFECTIVE DATE. Paragraph (a) is effective for the 2024-2025 school year and later.

5.26 	Sec. 7. Minnesota Statutes 2022, section 120B.024, subdivision 2, is amended to read:
5.27 		Subd. 2.Credit equivalencies. (a) A one-half credit of economics taught in a school's 
5.28 	agriculture agricultural, food, and natural resources education or business education program 
5.29 	or department may fulfill a one-half credit in social studies under subdivision 1, clause (5), 
5.30 	if the credit is sufficient to satisfy all of the academic standards in economics.
5.31 	(b) An agriculture science or career and technical education credit may fulfill the elective 
5.32 	science credit required under subdivision 1, clause (4), if the credit meets the state physical 
5.33 	science, life science, earth and space science, chemistry, or physics academic standards or 
6.1 	a combination of these academic standards as approved by the district. An agriculture or 
6.2 	career and technical education credit may fulfill the credit in chemistry or physics required 
6.3 	under subdivision 1, clause (4), if the credit meets the state chemistry or physics academic 
6.4 	standards as approved by the district. A student must satisfy either all of the chemistry 
6.5 	academic standards or all of the physics academic standards prior to graduation. An 
6.6 	agriculture science or career and technical education credit may not fulfill the required 
6.7 	biology credit under subdivision 1, clause (4).
6.8 	(c) A career and technical education credit may fulfill a mathematics or arts credit 
6.9 	requirement under subdivision 1, clause (2) or (6).
6.10 	(d) An agriculture agricultural, food, and natural resources education teacher is not 
6.11 	required to meet the requirements of Minnesota Rules, part 3505.1150, subpart 1 2, item 
6.12 	B, to meet the credit equivalency requirements of paragraph (b) above.
6.13 	(e) A computer science credit may fulfill a mathematics credit requirement under 
6.14 	subdivision 1, clause (2), if the credit meets state academic standards in mathematics.
6.15 	(f) A Project Lead the Way credit may fulfill a science or mathematics credit requirement 
6.16 	under subdivision 1, clause (2) or (4), if the credit meets the state academic standards in 
6.17 	science or mathematics.

6.18 	Sec. 8. Minnesota Statutes 2022, section 120B.30, subdivision 1, is amended to read:
6.19 		Subdivision 1.Statewide testing.  (a) The commissioner, with advice from experts with 
6.20 	appropriate technical qualifications and experience and stakeholders, consistent with 
6.21 	subdivision 1a, must include in the comprehensive assessment system, for each grade level 
6.22 	to be tested, state-constructed tests developed as computer-adaptive reading and mathematics 
6.23 	assessments for students that are aligned with the state's required academic standards under 
6.24 	section 120B.021, include multiple choice questions, and are administered annually to all 
6.25 	students in grades 3 through 8. State-developed high school tests aligned with the state's 
6.26 	required academic standards under section 120B.021 and administered to all high school 
6.27 	students in a subject other than writing must include multiple choice questions. The 
6.28 	commissioner must establish a testing period as late as possible each school year during 
6.29 	which schools must administer the Minnesota Comprehensive Assessments to students. The 
6.30 	commissioner must publish the testing schedule at least two years before the beginning of 
6.31 	the testing period.
6.32 	(b) The state assessment system must be aligned to the most recent revision of academic 
6.33 	standards as described in section 120B.023 in the following manner:
7.1 	(1) mathematics;
7.2 	(i) grades 3 through 8 beginning in the 2010-2011 school year; and
7.3 	(ii) high school level beginning in the 2013-2014 school year;
7.4 	(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012 
7.5 	school year; and
7.6 	(3) language arts and reading; grades 3 through 8 and high school level beginning in the 
7.7 	2012-2013 school year.
7.8 	(c) For students enrolled in grade 8 in the 2012-2013 school year and later, students' 
7.9 	state graduation requirements, based on a longitudinal, systematic approach to student 
7.10 	education and career planning, assessment, instructional support, and evaluation, include 
7.11 	the following:
7.12 	(1) achievement and career and college readiness in mathematics, reading, and writing, 
7.13 	consistent with paragraph (k) and to the extent available, to monitor students' continuous 
7.14 	development of and growth in requisite knowledge and skills; analyze students' progress 
7.15 	and performance levels, identifying students' academic strengths and diagnosing areas where 
7.16 	students require curriculum or instructional adjustments, targeted interventions, or 
7.17 	remediation; and, based on analysis of students' progress and performance data, determine 
7.18 	students' learning and instructional needs and the instructional tools and best practices that 
7.19 	support academic rigor for the student; and
7.20 	(2) consistent with this paragraph and section 120B.125, age-appropriate exploration 
7.21 	and planning activities and career assessments to encourage students to identify personally 
7.22 	relevant career interests and aptitudes and help students and their families develop a regularly 
7.23 	reexamined transition plan for postsecondary education or employment without need for 
7.24 	postsecondary remediation.
7.25 	Based on appropriate state guidelines, students with an individualized education program 
7.26 	may satisfy state graduation requirements by achieving an individual score on the 
7.27 	state-identified alternative assessments.
7.28 	(d) Expectations of schools, districts, and the state for career or college readiness under 
7.29 	this subdivision must be comparable in rigor, clarity of purpose, and rates of student 
7.30 	completion.
7.31 	A student under paragraph (c), clause (1), must receive targeted, relevant, academically 
7.32 	rigorous, and resourced instruction, which may include a targeted instruction and intervention 
7.33 	plan focused on improving the student's knowledge and skills in core subjects so that the 
8.1 	student has a reasonable chance to succeed in a career or college without need for 
8.2 	postsecondary remediation. Consistent with sections 120B.13, 124D.09, 124D.091, 124D.49, 
8.3 	and related sections, an enrolling school or district must actively encourage a student in 
8.4 	grade 11 or 12 who is identified as academically ready for a career or college to participate 
8.5 	in courses and programs awarding college credit to high school students. Students are not 
8.6 	required to achieve a specified score or level of proficiency on an assessment under this 
8.7 	subdivision to graduate from high school.
8.8 	(e) Though not a high school graduation requirement, students are encouraged to 
8.9 	participate in a nationally recognized college entrance exam. To the extent state funding 
8.10 	for college entrance exam fees is available, a district must pay the cost, one time, for an 
8.11 	interested student in grade 11 or 12 who is eligible for a free or reduced-price meal, to take 
8.12 	a nationally recognized college entrance exam before graduating. A student must be able 
8.13 	to take the exam under this paragraph at the student's high school during the school day and 
8.14 	at any one of the multiple exam administrations available to students in the district. A district 
8.15 	may administer the ACT or SAT or both the ACT and SAT to comply with this paragraph. 
8.16 	If the district administers only one of these two tests and a free or reduced-price meal eligible 
8.17 	student opts not to take that test and chooses instead to take the other of the two tests, the 
8.18 	student may take the other test at a different time or location and remains eligible for the 
8.19 	examination fee reimbursement. Notwithstanding sections 123B.34 to 123B.39, a school 
8.20 	district may require a student that is not eligible for a free or reduced-price meal to pay the 
8.21 	cost of taking a nationally recognized college entrance exam. The district must waive the 
8.22 	cost for a student unable to pay.
8.23 	(f) The commissioner and the chancellor of the Minnesota State Colleges and Universities 
8.24 	must collaborate in aligning instruction and assessments for adult basic education students 
8.25 	and English learners to provide the students with diagnostic information about any targeted 
8.26 	interventions, accommodations, modifications, and supports they need so that assessments 
8.27 	and other performance measures are accessible to them and they may seek postsecondary 
8.28 	education or employment without need for postsecondary remediation. When administering 
8.29 	formative or summative assessments used to measure the academic progress, including the 
8.30 	oral academic development, of English learners and inform their instruction, schools must 
8.31 	ensure that the assessments are accessible to the students and students have the modifications 
8.32 	and supports they need to sufficiently understand the assessments.
8.33 	(g) Districts and schools, on an annual basis, must use career exploration elements to 
8.34 	help students, beginning no later than grade 9, and their families explore and plan for 
8.35 	postsecondary education or careers based on the students' interests, aptitudes, and aspirations. 
9.1 	Districts and schools must use timely regional labor market information and partnerships, 
9.2 	among other resources, to help students and their families successfully develop, pursue, 
9.3 	review, and revise an individualized plan for postsecondary education or a career. This 
9.4 	process must help increase students' engagement in and connection to school, improve 
9.5 	students' knowledge and skills, and deepen students' understanding of career pathways as 
9.6 	a sequence of academic and career courses that lead to an industry-recognized credential, 
9.7 	an associate's degree, or a bachelor's degree and are available to all students, whatever their 
9.8 	interests and career goals.
9.9 	(h) A student who demonstrates attainment of required state academic standards, which 
9.10 	include career and college readiness benchmarks, on high school assessments under 
9.11 	subdivision 1a is academically ready for a career or college and is encouraged to participate 
9.12 	in courses awarding college credit to high school students. Such courses and programs may 
9.13 	include sequential courses of study within broad career areas and technical skill assessments 
9.14 	that extend beyond course grades.
9.15 	(i) As appropriate, students through grade 12 must continue to participate in targeted 
9.16 	instruction, intervention, or remediation and be encouraged to participate in courses awarding 
9.17 	college credit to high school students.
9.18 	(j) In developing, supporting, and improving students' academic readiness for a career 
9.19 	or college, schools, districts, and the state must have a continuum of empirically derived, 
9.20 	clearly defined benchmarks focused on students' attainment of knowledge and skills so that 
9.21 	students, their parents, and teachers know how well students must perform to have a 
9.22 	reasonable chance to succeed in a career or college without need for postsecondary 
9.23 	remediation. The commissioner, in consultation with local school officials and educators, 
9.24 	and Minnesota's public postsecondary institutions must ensure that the foundational 
9.25 	knowledge and skills for students' successful performance in postsecondary employment 
9.26 	or education and an articulated series of possible targeted interventions are clearly identified 
9.27 	and satisfy Minnesota's postsecondary admissions requirements.
9.28 	(k) For students in grade 8 in the 2012-2013 school year and later, a school, district, or 
9.29 	charter school must record on the high school transcript a student's progress toward career 
9.30 	and college readiness, and for other students as soon as practicable.
9.31 	(l) The school board granting students their diplomas may formally decide to include a 
9.32 	notation of high achievement on the high school diplomas of those graduating seniors who, 
9.33 	according to established school board criteria, demonstrate exemplary academic achievement 
9.34 	during high school.
10.1 	(m) The 3rd through 8th grade computer-adaptive assessment results and high school 
10.2 	test results must be available to districts for diagnostic purposes affecting student learning 
10.3 	and district instruction and curriculum, and for establishing educational accountability. The 
10.4 	commissioner, in consultation with the chancellor of the Minnesota State Colleges and 
10.5 	Universities, must establish empirically derived benchmarks on the high school tests that 
10.6 	reveal a trajectory toward career and college readiness consistent with section 136F.302, 
10.7 	subdivision 1a. The commissioner must disseminate to the public the computer-adaptive 
10.8 	assessments and high school test results upon receiving those results.
10.9 	(n) The grades 3 through 8 computer-adaptive assessments and high school tests must 
10.10 	be aligned with state academic standards. The commissioner must determine the testing 
10.11 	process and the order of administration. The statewide results must be aggregated at the site 
10.12 	and district level, consistent with subdivision 1a.
10.13 	(o) The commissioner must include the following components in the statewide public 
10.14 	reporting system:
10.15 	(1) uniform statewide computer-adaptive assessments of all students in grades 3 through 
10.16 	8 and testing at the high school levels that provides appropriate, technically sound 
10.17 	accommodations or alternate assessments;
10.18 	(2) educational indicators that can be aggregated and compared across school districts 
10.19 	and across time on a statewide basis, including average daily attendance consistent 
10.20 	attendance, high school graduation rates, and high school drop-out rates by age and grade 
10.21 	level;
10.22 	(3) state results on the American College Test ACT test; and
10.23 	(4) state results from participation in the National Assessment of Educational Progress 
10.24 	so that the state can benchmark its performance against the nation and other states, and, 
10.25 	where possible, against other countries, and contribute to the national effort to monitor 
10.26 	achievement.
10.27 	(p) For purposes of statewide accountability, "career and college ready" means a high 
10.28 	school graduate has the knowledge, skills, and competencies to successfully pursue a career 
10.29 	pathway, including postsecondary credit leading to a degree, diploma, certificate, or 
10.30 	industry-recognized credential and employment. Students who are career and college ready 
10.31 	are able to successfully complete credit-bearing coursework at a two- or four-year college 
10.32 	or university or other credit-bearing postsecondary program without need for remediation.
11.1 	(q) For purposes of statewide accountability, "cultural competence," "cultural 
11.2 	competency," or "culturally competent" means the ability of families and educators to 
11.3 	interact effectively with people of different cultures, native languages, and socioeconomic 
11.4 	backgrounds.

11.5 	Sec. 9. Minnesota Statutes 2022, section 120B.30, subdivision 1a, is amended to read:
11.6 		Subd. 1a.Statewide and local assessments; results. (a) For purposes of this section, 
11.7 	the following definitions have the meanings given them.
11.8 	(1) "Computer-adaptive assessments" means fully adaptive assessments.
11.9 	(2) "Fully adaptive assessments" include test items that are on-grade level and items that 
11.10 	may be above or below a student's grade level.
11.11 	(3) "On-grade level" test items contain subject area content that is aligned to state 
11.12 	academic standards for the grade level of the student taking the assessment.
11.13 	(4) "Above-grade level" test items contain subject area content that is above the grade 
11.14 	level of the student taking the assessment and is considered aligned with state academic 
11.15 	standards to the extent it is aligned with content represented in state academic standards 
11.16 	above the grade level of the student taking the assessment. Notwithstanding the student's 
11.17 	grade level, administering above-grade level test items to a student does not violate the 
11.18 	requirement that state assessments must be aligned with state standards.
11.19 	(5) "Below-grade level" test items contain subject area content that is below the grade 
11.20 	level of the student taking the test and is considered aligned with state academic standards 
11.21 	to the extent it is aligned with content represented in state academic standards below the 
11.22 	student's current grade level. Notwithstanding the student's grade level, administering 
11.23 	below-grade level test items to a student does not violate the requirement that state 
11.24 	assessments must be aligned with state standards.
11.25 	(b) The commissioner must use fully adaptive mathematics and reading assessments for 
11.26 	grades 3 through 8.
11.27 	(c) (a) For purposes of conforming with existing federal educational accountability 
11.28 	requirements, the commissioner must develop and implement computer-adaptive reading 
11.29 	and mathematics assessments for grades 3 through 8, state-developed high school reading 
11.30 	and mathematics tests aligned with state academic standards, a high school writing test 
11.31 	aligned with state standards when it becomes available, and science assessments under 
11.32 	clause (2) that districts and sites must use to monitor student growth toward achieving those 
12.1 	standards. The commissioner must not develop statewide assessments for academic standards 
12.2 	in social studies, health and physical education, and the arts. The commissioner must require:
12.3 	(1) annual computer-adaptive reading and mathematics assessments in grades 3 through 
12.4 	8, and high school reading, writing, and mathematics tests; and
12.5 	(2) annual science assessments in one grade in the grades 3 through 5 span, the grades 
12.6 	6 through 8 span, and a life sciences assessment in the grades 9 through 12 span, and the 
12.7 	commissioner must not require students to achieve a passing score on high school science 
12.8 	assessments as a condition of receiving a high school diploma.
12.9 	(d) (b) The commissioner must ensure that for annual computer-adaptive assessments:
12.10 	(1) individual student performance data and achievement reports are available within 
12.11 	three school days of when students take an assessment except in a year when an assessment 
12.12 	reflects new performance standards;
12.13 	(2) growth information is available for each student from the student's first assessment 
12.14 	to each proximate assessment using a constant measurement scale;
12.15 	(3) parents, teachers, and school administrators are able to use elementary and middle 
12.16 	school student performance data to project students' secondary and postsecondary 
12.17 	achievement; and
12.18 	(4) useful diagnostic information about areas of students' academic strengths and 
12.19 	weaknesses is available to teachers and school administrators for improving student 
12.20 	instruction and indicating the specific skills and concepts that should be introduced and 
12.21 	developed for students at given performance levels, organized by strands within subject 
12.22 	areas, and aligned to state academic standards.
12.23 	(e) (c) The commissioner must ensure that all state tests administered to elementary and 
12.24 	secondary students measure students' academic knowledge and skills and not students' 
12.25 	values, attitudes, and beliefs.
12.26 	(f) (d) Reporting of state assessment results must:
12.27 	(1) provide timely, useful, and understandable information on the performance of 
12.28 	individual students, schools, school districts, and the state;
12.29 	(2) include a growth indicator of student achievement; and
12.30 	(3) determine whether students have met the state's academic standards.
13.1 	(g) (e) Consistent with applicable federal law, the commissioner must include appropriate, 
13.2 	technically sound accommodations or alternative assessments for the very few students with 
13.3 	disabilities for whom statewide assessments are inappropriate and for English learners.
13.4 	(h) (f) A school, school district, and charter school must administer statewide assessments 
13.5 	under this section, as the assessments become available, to evaluate student progress toward 
13.6 	career and college readiness in the context of the state's academic standards. A school, 
13.7 	school district, or charter school may use a student's performance on a statewide assessment 
13.8 	as one of multiple criteria to determine grade promotion or retention. A school, school 
13.9 	district, or charter school may use a high school student's performance on a statewide 
13.10 	assessment as a percentage of the student's final grade in a course, or place a student's 
13.11 	assessment score on the student's transcript.

13.12 	Sec. 10. Minnesota Statutes 2022, section 120B.301, is amended to read:
13.13 	120B.301 LIMITS ON LOCAL TESTING.
13.14 	(a) For students in grades 1 through 6, the cumulative total amount of time spent taking 
13.15 	locally adopted districtwide or schoolwide assessments must not exceed ten hours per school 
13.16 	year. For students in grades 7 through 12, the cumulative total amount of time spent taking 
13.17 	locally adopted districtwide or schoolwide assessments must not exceed 11 hours per school 
13.18 	year. For purposes of this paragraph, international baccalaureate and advanced placement 
13.19 	exams are not considered locally adopted assessments.
13.20 	(b) A district or charter school is exempt from the requirements of paragraph (a), if the 
13.21 	district or charter school, in consultation with the exclusive representative of the teachers 
13.22 	or other teachers if there is no exclusive representative of the teachers, decides to exceed a 
13.23 	time limit in paragraph (a) and includes the information in the report required under section 
13.24 	120B.11, subdivision 5.
13.25 	(c) A district or charter school, before the first day of each school year, must publish on 
13.26 	its website a comprehensive calendar of standardized tests to be administered in the district 
13.27 	or charter school during that school year. The calendar must provide the rationale for 
13.28 	administering each assessment and indicate whether the assessment is a local option or 
13.29 	required by state or federal law. The calendar must be published at least one week prior to 
13.30 	any eligible assessments being administered but no later than October 1.

14.1 	Sec. 11. Minnesota Statutes 2022, section 120B.35, subdivision 3, is amended to read:
14.2 		Subd. 3.State growth target measures; other state measures. (a)(1) The state's 
14.3 	educational assessment system measuring individual students' educational growth is based 
14.4 	on indicators of current achievement growth that show growth relative to an individual 
14.5 	student's prior achievement. Indicators of achievement and prior achievement must be based 
14.6 	on highly reliable statewide or districtwide assessments.
14.7 	(2) For purposes of paragraphs (b), (c), and (d), the commissioner must analyze and 
14.8 	report separate categories of information using the student categories identified under the 
14.9 	federal Elementary and Secondary Education Act, as most recently reauthorized, and, in 
14.10 	addition to "other" for each race and ethnicity, and the Karen community, seven of the most 
14.11 	populous Asian and Pacific Islander groups, three of the most populous Native groups, 
14.12 	seven of the most populous Hispanic/Latino groups, and five of the most populous Black 
14.13 	and African Heritage groups as determined by the total Minnesota population based on the 
14.14 	most recent American Community Survey; English learners under section 124D.59; home 
14.15 	language; free or reduced-price lunch; and all students enrolled in a Minnesota public school 
14.16 	who are currently or were previously in foster care, except that such disaggregation and 
14.17 	cross tabulation is not required if the number of students in a category is insufficient to yield 
14.18 	statistically reliable information or the results would reveal personally identifiable information 
14.19 	about an individual student.
14.20 	(b) The commissioner, in consultation with a stakeholder group that includes assessment 
14.21 	and evaluation directors, district staff, experts in culturally responsive teaching, and 
14.22 	researchers, must implement a an appropriate growth model that compares the difference 
14.23 	in students' achievement scores over time, and includes criteria for identifying schools and 
14.24 	school districts that demonstrate academic progress or progress toward English language 
14.25 	proficiency. The model may be used to advance educators' professional development and 
14.26 	replicate programs that succeed in meeting students' diverse learning needs. Data on 
14.27 	individual teachers generated under the model are personnel data under section 13.43. The 
14.28 	model must allow users to:
14.29 	(1) report student growth consistent with this paragraph; and
14.30 	(2) for all student categories, report and compare aggregated and disaggregated state 
14.31 	student growth and, under section 120B.11, subdivision 2, clause (2), student learning and 
14.32 	outcome data using the student categories identified under the federal Elementary and 
14.33 	Secondary Education Act, as most recently reauthorized, and other student categories under 
14.34 	paragraph (a), clause (2).
15.1 	The commissioner must report measures of student growth and, under section 120B.11, 
15.2 	subdivision 2, clause (2), student learning and outcome data, consistent with this paragraph, 
15.3 	including the English language development, academic progress, and oral academic 
15.4 	development of English learners and their native language development if the native language 
15.5 	is used as a language of instruction, and include data on all pupils enrolled in a Minnesota 
15.6 	public school course or program who are currently or were previously counted as an English 
15.7 	learner under section 124D.59.
15.8 	(c) When reporting student performance under section 120B.36, subdivision 1, the 
15.9 	commissioner annually, beginning July 1, 2011, must report two core measures indicating 
15.10 	the extent to which current high school graduates are being prepared for postsecondary 
15.11 	academic and career opportunities:
15.12 	(1) a preparation measure indicating the number and percentage of high school graduates 
15.13 	in the most recent school year who completed course work important to preparing them for 
15.14 	postsecondary academic and career opportunities, consistent with the core academic subjects 
15.15 	required for admission to Minnesota's public colleges and universities as determined by the 
15.16 	Office of Higher Education under chapter 136A; and
15.17 	(2) a rigorous coursework measure indicating the number and percentage of high school 
15.18 	graduates in the most recent school year who successfully completed one or more 
15.19 	college-level advanced placement, international baccalaureate, postsecondary enrollment 
15.20 	options including concurrent enrollment, other rigorous courses of study under section 
15.21 	120B.021, subdivision 1a, or industry certification courses or programs.
15.22 	When reporting the core measures under clauses (1) and (2), the commissioner must also 
15.23 	analyze and report separate categories of information using the student categories identified 
15.24 	under the federal Elementary and Secondary Education Act, as most recently reauthorized, 
15.25 	and other student categories under paragraph (a), clause (2).
15.26 	(d) When reporting student performance under section 120B.36, subdivision 1, the 
15.27 	commissioner annually, beginning July 1, 2014, must report summary data on school safety 
15.28 	and students' engagement and connection at school, consistent with the student categories 
15.29 	identified under paragraph (a), clause (2). The summary data under this paragraph are 
15.30 	separate from and must not be used for any purpose related to measuring or evaluating the 
15.31 	performance of classroom teachers. The commissioner, in consultation with qualified experts 
15.32 	on student engagement and connection and classroom teachers, must identify highly reliable 
15.33 	variables that generate summary data under this paragraph. The summary data may be used 
15.34 	at school, district, and state levels only. Any data on individuals received, collected, or 
16.1 	created that are used to generate the summary data under this paragraph are nonpublic data 
16.2 	under section 13.02, subdivision 9.
16.3 	(e) For purposes of statewide educational accountability, the commissioner must identify 
16.4 	and report measures that demonstrate the success of learning year program providers under 
16.5 	sections 123A.05 and 124D.68, among other such providers, in improving students' 
16.6 	graduation outcomes. The commissioner, beginning July 1, 2015, must annually report 
16.7 	summary data on:
16.8 	(1) the four- and six-year graduation rates of students under this paragraph;
16.9 	(2) the percent of students under this paragraph whose progress and performance levels 
16.10 	are meeting career and college readiness benchmarks under section 120B.30, subdivision 
16.11 	1; and
16.12 	(3) the success that learning year program providers experience in:
16.13 	(i) identifying at-risk and off-track student populations by grade;
16.14 	(ii) providing successful prevention and intervention strategies for at-risk students;
16.15 	(iii) providing successful recuperative and recovery or reenrollment strategies for off-track 
16.16 	students; and
16.17 	(iv) improving the graduation outcomes of at-risk and off-track students.
16.18 	The commissioner may include in the annual report summary data on other education 
16.19 	providers serving a majority of students eligible to participate in a learning year program.
16.20 	(f) The commissioner, in consultation with recognized experts with knowledge and 
16.21 	experience in assessing the language proficiency and academic performance of all English 
16.22 	learners enrolled in a Minnesota public school course or program who are currently or were 
16.23 	previously counted as an English learner under section 124D.59, must identify and report 
16.24 	appropriate and effective measures to improve current categories of language difficulty and 
16.25 	assessments, and monitor and report data on students' English proficiency levels, program 
16.26 	placement, and academic language development, including oral academic language.
16.27 	(g) When reporting four- and six-year graduation rates, the commissioner or school 
16.28 	district must disaggregate the data by student categories according to paragraph (a), clause 
16.29 	(2).
16.30 	(h) A school district must inform parents and guardians that volunteering information 
16.31 	on student categories not required by the most recent reauthorization of the Elementary and 
16.32 	Secondary Education Act is optional and will not violate the privacy of students or their 
17.1 	families, parents, or guardians. The notice must state the purpose for collecting the student 
17.2 	data.

17.3 	Sec. 12. Minnesota Statutes 2022, section 120B.36, subdivision 2, is amended to read:
17.4 		Subd. 2.Student progress and other data. (a) All data the department receives, collects, 
17.5 	or creates under section 120B.11, governing the world's best workforce, or uses to determine 
17.6 	federal expectations under the most recently reauthorized Elementary and Secondary 
17.7 	Education Act, set state growth targets, and determine student growth, learning, and outcomes 
17.8 	under section 120B.35 are nonpublic data under section 13.02, subdivision 9, until the 
17.9 	commissioner publicly releases the data.
17.10 	(b) Districts must provide parents sufficiently detailed summary data to permit parents 
17.11 	to appeal under the most recently reauthorized federal Elementary and Secondary Education 
17.12 	Act. The commissioner shall annually post federal expectations and state student growth, 
17.13 	learning, and outcome data to the department's public website no later than September 1, 
17.14 	except that in years when data or federal expectations reflect new performance standards, 
17.15 	the commissioner shall post data on federal expectations and state student growth data no 
17.16 	later than October 1.

17.17 	Sec. 13. Minnesota Statutes 2022, section 123B.71, subdivision 12, is amended to read:
17.18 		Subd. 12.Publication. (a) At least 20 48 days but not more than 60 days before a 
17.19 	referendum for bonds or solicitation of bids for a project that has received a positive or 
17.20 	unfavorable review and comment under section 123B.70, the school board shall publish a 
17.21 	summary of the commissioner's review and comment of that project in the legal newspaper 
17.22 	of the district. The school board must hold a public meeting to discuss the commissioner's 
17.23 	review and comment before the referendum for bonds. Supplementary information shall be 
17.24 	available to the public.
17.25 	(b) The publication requirement in paragraph (a) does not apply to alternative facilities 
17.26 	projects approved under section 123B.595.

17.27 	Sec. 14. Minnesota Statutes 2022, section 123B.86, subdivision 3, is amended to read:
17.28 		Subd. 3.Board control. (a) When transportation is provided, the scheduling of routes, 
17.29 	manner and method of transportation, control and discipline of school children and any 
17.30 	other matter relating thereto shall be within the sole discretion, control and management of 
17.31 	the board.
18.1 	(b) A school board and a nonpublic school may mutually agree to a written plan for the 
18.2 	board to provide nonpublic pupil transportation to nonpublic school students.
18.3 	(c) A school board that provides pupil transportation through the school's employees 
18.4 	may transport nonpublic school students according to the plan and retain the nonpublic 
18.5 	pupil transportation aid attributable to that plan. A nonpublic school may make a payment 
18.6 	to the school district to cover additional transportation services agreed to in the written plan 
18.7 	for nonpublic pupil transportation services not required under sections 123B.84 to 123B.87.
18.8 	(d) A school board that contracts for pupil transportation services may enter into a 
18.9 	contractual arrangement with a school bus contractor according to the written plan adopted 
18.10 	by the school board and the nonpublic school to transport nonpublic school students and 
18.11 	retain the nonpublic pupil transportation aid attributable to that plan for the purposes of 
18.12 	paying the school bus contractor. A nonpublic school may make a payment to the school 
18.13 	district to cover additional transportation services agreed to in the written plan for nonpublic 
18.14 	pupil transportation services included in the contract that are not required under sections 
18.15 	123B.84 to 123B.87.
18.16 	(e) The school district must report the number of nonpublic school students transported 
18.17 	and the nonpublic pupil transportation expenditures incurred under paragraph (b) in the 
18.18 	form and manner specified by the commissioner.

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

18.20 	Sec. 15. Minnesota Statutes 2022, section 124D.03, subdivision 5, is amended to read:
18.21 		Subd. 5.Nonresident district procedures. A district shall notify the parent or guardian 
18.22 	in writing by February 15 or within 90 days for applications submitted after January 15 in 
18.23 	the case of achievement and integration district transfers whether the application has been 
18.24 	accepted or rejected. If an application is rejected, the district must state in the notification 
18.25 	the reason for rejection. The parent or guardian must notify the nonresident district by March 
18.26 	1 or within 45 ten business days whether the pupil intends to enroll in the nonresident district. 
18.27 	Notice of intent to enroll in the nonresident district obligates the pupil to attend the 
18.28 	nonresident district during the following school year, unless the boards of the resident and 
18.29 	the nonresident districts agree in writing to allow the pupil to transfer back to the resident 
18.30 	district. If the pupil's parents or guardians change residence to another district, the student 
18.31 	does not lose the seat in the nonresident district but the parent or guardian must complete 
18.32 	an updated enrollment options form. If a parent or guardian does not notify the nonresident 
18.33 	district by the January 15 deadline, if it applies, the pupil may not enroll in that nonresident 
18.34 	district during the following school year, unless the boards of the resident and nonresident 
19.1 	district agree otherwise. The nonresident district must notify the resident district by March 
19.2 	15 or 30 days later of the pupil's intent to enroll in the nonresident district. The same 
19.3 	procedures apply to a pupil who applies to transfer from one participating nonresident district 
19.4 	to another participating nonresident district.

19.5 	Sec. 16. Minnesota Statutes 2022, section 124D.09, subdivision 3, is amended to read:
19.6 		Subd. 3.Definitions. For purposes of this section, the following terms have the meanings 
19.7 	given to them.
19.8 	(a) "Eligible institution" means a Minnesota public postsecondary institution, a private, 
19.9 	nonprofit two-year trade and technical school granting associate degrees, an opportunities 
19.10 	industrialization center accredited by an accreditor recognized by the United States 
19.11 	Department of Education, or a private, residential, two-year or four-year, liberal arts, 
19.12 	degree-granting college or university located in Minnesota. An eligible institution must be 
19.13 	in compliance with relevant law and judicial decisions.
19.14 	(b) "Course" means a course or program.
19.15 	(c) "Concurrent enrollment" means nonsectarian courses in which an eligible pupil under 
19.16 	subdivision 5 or 5b enrolls to earn both secondary and postsecondary credits, are taught by 
19.17 	a secondary teacher or a postsecondary faculty member, and are offered at a high school 
19.18 	for which the district is eligible to receive concurrent enrollment program aid under section 
19.19 	124D.091.

19.20 	Sec. 17. Minnesota Statutes 2022, section 124D.09, subdivision 13, is amended to read:
19.21 		Subd. 13.Financial arrangements. For a pupil enrolled in a course under this section, 
19.22 	the department must make payments according to this subdivision for courses that were 
19.23 	taken for secondary credit.
19.24 	The department must not make payments to a school district or postsecondary institution 
19.25 	for a course taken for postsecondary credit only. The department must not make payments 
19.26 	to a postsecondary institution for a course from which a student officially withdraws during 
19.27 	the first 14 ten business days of the postsecondary institution's quarter or semester or who 
19.28 	has been absent from the postsecondary institution for the first 15 consecutive school ten 
19.29 	business days of the postsecondary institution's quarter or semester and is not receiving 
19.30 	instruction in the home or hospital.
19.31 	A postsecondary institution shall receive the following:
20.1 	(1) for an institution granting quarter credit, the reimbursement per credit hour shall be 
20.2 	an amount equal to 88 percent of the product of the formula allowance minus $425, multiplied 
20.3 	by 1.2, and divided by 45; or
20.4 	(2) for an institution granting semester credit, the reimbursement per credit hour shall 
20.5 	be an amount equal to 88 percent of the product of the general revenue formula allowance 
20.6 	minus $425, multiplied by 1.2, and divided by 30.
20.7 	The department must pay to each postsecondary institution 100 percent of the amount 
20.8 	in clause (1) or (2) within 45 days of receiving initial enrollment information each quarter 
20.9 	or semester. If changes in enrollment occur during a quarter or semester, the change shall 
20.10 	be reported by the postsecondary institution at the time the enrollment information for the 
20.11 	succeeding quarter or semester is submitted. At any time the department notifies a 
20.12 	postsecondary institution that an overpayment has been made, the institution shall promptly 
20.13 	remit the amount due.

20.14 	Sec. 18. Minnesota Statutes 2022, section 124D.111, subdivision 2a, is amended to read:
20.15 		Subd. 2a.Federal child and adult care food program and federal summer food 
20.16 	service program; criteria and notice. (a) The commissioner must post on the department's 
20.17 	website eligibility criteria and application information for nonprofit organizations interested 
20.18 	in applying to the commissioner for approval as a multisite sponsoring organization under 
20.19 	the federal child and adult care food program and federal summer food service program. 
20.20 	The posted criteria and information must inform interested nonprofit organizations about:
20.21 	(1) the criteria the commissioner uses to approve or disapprove an application, including 
20.22 	how an applicant demonstrates financial viability for the Minnesota program, among other 
20.23 	criteria;
20.24 	(2) the commissioner's process and time line for notifying an applicant when its 
20.25 	application is approved or disapproved and, if the application is disapproved, the explanation 
20.26 	the commissioner provides to the applicant; and
20.27 	(3) any appeal or other recourse available to a disapproved applicant.
20.28 	(b) The commissioner must evaluate financial eligibility as part of the application process. 
20.29 	An organization applying to be a prospective sponsor for the federal child and adult food 
20.30 	care program or the federal summer food service program must provide documentation of 
20.31 	financial viability as an organization. Documentation must include:
20.32 	(1) evidence that the organization has operated for at least one year and has filed at least 
20.33 	one tax return;
21.1 	(2) the most recent tax return submitted by the organization and corresponding forms 
21.2 	and financial statements;
21.3 	(3) a profit and loss statement and balance sheet or similar financial information; and
21.4 	(4) evidence that at least ten percent of the organization's operating revenue comes from 
21.5 	sources other than the United States Department of Agriculture child nutrition program and 
21.6 	that the organization has additional funds or a performance bond available to cover at least 
21.7 	one month of reimbursement claims.

21.8 	Sec. 19. Minnesota Statutes 2022, section 124D.111, subdivision 5, is amended to read:
21.9 		Subd. 5.Respectful treatment. (a) The participant must also provide meals to students 
21.10 	in a respectful manner according to the policy adopted under subdivision 1. The participant 
21.11 	must ensure that any reminders for payment of outstanding student meal balances do not 
21.12 	demean or stigmatize any child participating in the school lunch program, including but not 
21.13 	limited to dumping meals,; withdrawing a meal that has been served,; announcing or listing 
21.14 	students' names publicly,; providing alternative meals not specifically related to dietary 
21.15 	needs; providing nonreimbursable meals; or affixing stickers, stamps, or pins. The participant 
21.16 	must not impose any other restriction prohibited under section 123B.37 due to unpaid student 
21.17 	meal balances. The participant must not limit a student's participation in any school activities, 
21.18 	graduation ceremonies, field trips, athletics, activity clubs, or other extracurricular activities 
21.19 	or access to materials, technology, or other items provided to students due to an unpaid 
21.20 	student meal balance.
21.21 	(b) If the commissioner or the commissioner's designee determines a participant has 
21.22 	violated the requirement to provide meals to participating students in a respectful manner, 
21.23 	the commissioner or the commissioner's designee must send a letter of noncompliance to 
21.24 	the participant. The participant is required to respond and, if applicable, remedy the practice 
21.25 	within 60 days.

21.26 	Sec. 20. Minnesota Statutes 2022, section 124D.119, is amended to read:
21.27 	124D.119 SUMMER FOOD SERVICE REPLACEMENT AID PROGRAM AND 
21.28 	CHILD AND ADULT CARE FOOD PROGRAM.
21.29 		Subdivision 1.Summer Food Service Program replacement aid. States State funds 
21.30 	are available to compensate department-approved Summer Food Service Program sponsors. 
21.31 	Reimbursement shall be made on December 15 based on total meals served by each sponsor 
21.32 	from the end of the school year to the beginning of the next school year on a pro rata basis.
22.1 		Subd. 2.Child and Adult Care Food Program and Summer Food Service Program 
22.2 	sponsor organizations. Legally distinct Child and Adult Care Food Program and Summer 
22.3 	Food Service Program sites may transfer sponsoring organizations no more than once per 
22.4 	year, except under extenuating circumstances including termination of the sponsoring 
22.5 	organization's agreement or other circumstances approved by the Department of Education.
22.6 		Subd. 3.Child and Adult Care Food Program and Summer Food Service Program 
22.7 	training. Prior to applying to sponsor a Child and Adult Care Food Program or Summer 
22.8 	Food Service Program site, a nongovernmental organization applicant must provide 
22.9 	documentation to the Department of Education verifying that staff members have completed 
22.10 	program-specific training as designated by the commissioner.
22.11 		Subd. 4.Summer Food Service Program locations. Consistent with Code of Federal 
22.12 	Regulations, title 7, section 225.6(d)(1)(ii), the Department of Education must not approve 
22.13 	a new Summer Food Service Program open site that is within a half-mile radius of an existing 
22.14 	Summer Food Service Program open site. The exception is the department may approve a 
22.15 	new Summer Food Service Program open site within a half-mile radius if the new program 
22.16 	will not be serving the same group of children for the same meal type or if there are safety 
22.17 	issues that could present barriers to participation.

22.18 	Sec. 21. Minnesota Statutes 2022, section 124D.128, subdivision 1, is amended to read:
22.19 		Subdivision 1.Program established. A learning year program provides instruction 
22.20 	throughout the year on an extended year calendar, extended school day calendar, or both. 
22.21 	A pupil may participate in the program and accelerate attainment of grade level requirements 
22.22 	or graduation requirements. A learning year program may begin after the close of the regular 
22.23 	school year in June. The program may be for students in one or more grade levels from 
22.24 	kindergarten through grade 12.

22.25 	Sec. 22. Minnesota Statutes 2022, section 124D.68, subdivision 3, is amended to read:
22.26 		Subd. 3.Eligible programs. (a) A pupil who is eligible according to subdivision 2 may 
22.27 	enroll in a state-approved alternative program under sections 123A.05 to 123A.08.
22.28 	(b) A pupil who is eligible according to subdivision 2 and who is a high school junior 
22.29 	or senior may enroll in postsecondary courses under section 124D.09.
22.30 	(c) A pupil who is eligible under subdivision 2, may enroll in any public elementary or 
22.31 	secondary education program.
23.1 	(d) A pupil who is eligible under subdivision 2, may enroll in any nonpublic, nonsectarian 
23.2 	school that has contracted with the serving school district to provide educational services. 
23.3 	However, notwithstanding other provisions of this section, only a pupil who is eligible under 
23.4 	subdivision 2, clause (12), may enroll in a contract alternative school that is specifically 
23.5 	structured to provide educational services to such a pupil.
23.6 	(e) A pupil who is between the ages of 16 17 and 21 may enroll in any adult basic 
23.7 	education programs approved under section 124D.52 and operated under the community 
23.8 	education program contained in section 124D.19.

23.9 	Sec. 23. Minnesota Statutes 2022, section 124D.862, subdivision 8, is amended to read:
23.10 		Subd. 8.Commissioner authority to withhold revenue. (a) The commissioner must 
23.11 	review the results of each district's integration and achievement plan by August 1 at the end 
23.12 	of the third year of implementing the plan and determine if the district met its goals.
23.13 	(b) If a district met its goals, it may submit a new three-year plan to the commissioner 
23.14 	for review.
23.15 	(c) If a district has not met its goals, the commissioner must:
23.16 	(1) develop a guide the district in the development of an improvement plan and timeline, 
23.17 	in consultation with the affected district, that identifies strategies and practices designed to 
23.18 	meet the district's goals under this section and section 120B.11; and
23.19 	(2) use up to 20 percent of the district's integration revenue, until the district's goals are 
23.20 	reached, to implement the improvement plan.

23.21 	Sec. 24. Minnesota Statutes 2022, section 126C.15, subdivision 5, is amended to read:
23.22 		Subd. 5.Annual expenditure report. Each year a districtBy February 1 annually, the 
23.23 	commissioner of education must report to the legislature the expenditures of each district 
23.24 	that receives receive basic skills revenue must submit a report identifying the expenditures 
23.25 	it incurred to meet the needs of eligible learners in the previous fiscal year under subdivision 
23.26 	1. The report must conform to uniform financial and reporting standards established for this 
23.27 	purpose and provide a breakdown by functional area. Using valid and reliable data and 
23.28 	measurement criteria, the report also must determine whether increased expenditures raised 
23.29 	student achievement levels.

24.1 	Sec. 25. Minnesota Statutes 2022, section 127A.353, subdivision 2, is amended to read:
24.2 		Subd. 2.Qualifications. The governor shall select the school trust lands director on the 
24.3 	basis of outstanding professional qualifications and knowledge of finance, business practices, 
24.4 	minerals, forest and real estate management, and the fiduciary responsibilities of a trustee 
24.5 	to the beneficiaries of a trust. The school trust lands director serves in the unclassified service 
24.6 	for a term of four years. The first term shall end on December 31, 2020. The governor may 
24.7 	remove the school trust lands director for cause. If a director resigns or is removed for cause, 
24.8 	the governor shall appoint a director for the remainder of the term.

24.9 	Sec. 26. Minnesota Statutes 2022, section 127A.353, subdivision 4, is amended to read:
24.10 		Subd. 4.Duties; powers. (a) The school trust lands director shall:
24.11 	(1) take an oath of office before assuming any duties as the director act in a fiduciary 
24.12 	capacity for trust beneficiaries in accordance with the principles under section 127A.351;
24.13 	(2) evaluate the school trust land asset position;
24.14 	(3) determine the estimated current and potential market value of school trust lands;
24.15 	(4) advise and provide recommendations to the governor, Executive Council, 
24.16 	commissioner of natural resources, and the Legislative Permanent School Fund Commission 
24.17 	on the management of school trust lands, including: on school trust land management policies 
24.18 	and other policies that may affect the goal of the permanent school fund under section 
24.19 	127A.31;
24.20 	(5) advise and provide recommendations to the Executive Council and Land Exchange 
24.21 	Board on all matters regarding school trust lands presented to either body;
24.22 	(6) advise and provide recommendations to the commissioner of natural resources on 
24.23 	managing school trust lands, including but not limited to advice and recommendations on:
24.24 	(i) Department of Natural Resources school trust land management plans;
24.25 	(ii) leases of school trust lands;
24.26 	(iii) royalty agreements on school trust lands;
24.27 	(iv) land sales and exchanges;
24.28 	(v) cost certification; and
24.29 	(vi) revenue generating options;
25.1 	(7) serve as temporary trustee of school trust lands for school trust lands subject to 
25.2 	proposed or active eminent domain proceedings;
25.3 	(8) serve as temporary trustee of school trust lands pursuant to section 94.342, subdivision 
25.4 	5;
25.5 	(5) propose (9) submit to the Legislative Permanent School Fund Commission for review 
25.6 	an annual budget and management plan for the director that includes proposed legislative 
25.7 	changes that will improve the asset allocation of the school trust lands;
25.8 	(6) (10) develop and implement a ten-year strategic plan and a 25-year framework for 
25.9 	management of school trust lands, in conjunction with the commissioner of natural resources, 
25.10 	that is updated every five years and implemented by the commissioner, with goals to:
25.11 	(i) retain core real estate assets;
25.12 	(ii) increase the value of the real estate assets and the cash flow from those assets;
25.13 	(iii) rebalance the portfolio in assets with high performance potential and the strategic 
25.14 	disposal of selected assets;
25.15 	(iv) establish priorities for management actions;
25.16 	(v) balance revenue enhancement and resource stewardship; and
25.17 	(vi) advance strategies on school trust lands to capitalize on ecosystem services markets;
25.18 	and
25.19 	(7) submit to the Legislative Permanent School Fund Commission for review an annual 
25.20 	budget and management plan for the director; and
25.21 	(8) (11) keep the beneficiaries, governor, legislature, and the public informed about the 
25.22 	work of the director by reporting to the Legislative Permanent School Fund Commission 
25.23 	in a public meeting at least once during each calendar quarter.
25.24 	(b) In carrying out the duties under paragraph (a), the school trust lands director shall 
25.25 	have the authority to may:
25.26 	(1) direct and control money appropriated to the director;
25.27 	(2) establish job descriptions and employ up to five employees in the unclassified service,
25.28 	staff within the limitations of money appropriated to the director;
25.29 	(3) enter into interdepartmental agreements with any other state agency;
25.30 	(4) enter into joint powers agreements under chapter 471;
26.1 	(5) evaluate and initiate real estate development projects on school trust lands in 
26.2 	conjunction with the commissioner of natural resources and with the advice of the Legislative 
26.3 	Permanent School Fund Commission in order to generate long-term economic return to the 
26.4 	permanent school fund; and
26.5 	(6) serve as temporary trustee of school trust land for school trust lands subject to 
26.6 	proposed or active eminent domain proceedings; and
26.7 	(7) (6) submit recommendations on strategies for school trust land leases, sales, or 
26.8 	exchanges to the commissioner of natural resources and the Legislative Permanent School 
26.9 	Fund Commission.

26.10 	Sec. 27. Minnesota Statutes 2022, section 128C.01, subdivision 4, is amended to read:
26.11 		Subd. 4.Board. (a) The league must have a 2022-member governing board.
26.12 	(1) The governor must appoint four members according to section 15.0597. Each of the 
26.13 	four appointees must be a parent. At least one of them must be an American Indian, an 
26.14 	Asian, a Black, or a Hispanic.
26.15 	(2) The Minnesota Association of Secondary School Principals must appoint two of its 
26.16 	members.
26.17 	(3) The remaining 1416 members must be selected according to league bylaws the 
26.18 	league's constitution.
26.19 	(b) The terms, compensation, removal of members, and the filling of membership 
26.20 	vacancies are governed by section 15.0575, except that the four-year terms begin on August 
26.21 	1 and end on July 31. As provided by section 15.0575, members who are full-time state 
26.22 	employees or full-time employees of school districts or other political subdivisions of the 
26.23 	state may not receive any per diem payment for service on the board.

26.24 	Sec. 28. Minnesota Statutes 2022, section 290.0679, subdivision 2, is amended to read:
26.25 		Subd. 2.Conditions for assignment. A qualifying taxpayer may assign all or part of 
26.26 	an anticipated refund for the current and future taxable years to a financial institution or a 
26.27 	qualifying organization. A financial institution or qualifying organization accepting 
26.28 	assignment must pay the amount secured by the assignment to a third-party vendor. The 
26.29 	commissioner of education shall, upon request from a third-party vendor, certify that the 
26.30 	vendor's products and services qualify for the education credit. A denial of a certification 
26.31 	is subject to the contested case procedure under may be appealed to the commissioner 
26.32 	pursuant to this subdivision and notwithstanding chapter 14. A financial institution or 
27.1 	qualifying organization that accepts assignments under this section must verify as part of 
27.2 	the assignment documentation that the product or service to be provided by the third-party 
27.3 	vendor has been certified by the commissioner of education as qualifying for the education 
27.4 	credit. The amount assigned for the current and future taxable years may not exceed the 
27.5 	maximum allowable education credit for the current taxable year. Both the taxpayer and 
27.6 	spouse must consent to the assignment of a refund from a joint return.

27.7 	Sec. 29. EXPIRATION OF REPORT MANDATES.
 27.8 	(a) If the submission of a report by the commissioner of education to the legislature is 
27.9 	mandated by statute and the enabling legislation does not include a date for the submission 
27.10 	of a final report, the mandate to submit the report shall expire in accordance with this section.
27.11 	(b) If the mandate requires the submission of an annual report and the mandate was 
27.12 	enacted before January 1, 2022, the mandate shall expire on January 1, 2024. If the mandate 
27.13 	requires the submission of a biennial or less frequent report and the mandate was enacted 
27.14 	before January 1, 2022, the mandate shall expire on January 1, 2025.
27.15 	(c) Any reporting mandate enacted on or after January 1, 2022, shall expire three years 
27.16 	after the date of enactment if the mandate requires the submission of an annual report and 
27.17 	shall expire five years after the date of enactment if the mandate requires the submission 
27.18 	of a biennial or less frequent report unless the enacting legislation provides for a different 
27.19 	expiration date.
27.20 	(d) The commissioner shall submit a list to the chairs and ranking minority members of 
27.21 	the legislative committee with jurisdiction over education by February 15 of each year, 
27.22 	beginning February 15, 2024, of all reports set to expire during the following calendar year 
27.23 	in accordance with this section.

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

27.25 	Sec. 30. REVISOR INSTRUCTION.
 27.26 	The revisor of statutes shall replace the terms "free lunch," "reduced price lunch,"  
27.27 	"reduced-price lunch," and "free or reduced price lunch" with "free meals," "reduced-price 
27.28 	meals," and "free or reduced-price meals" wherever they appear in Minnesota Statutes when 
27.29 	used in context with the national school lunch and breakfast programs.

28.1 	Sec. 31. REVISOR INSTRUCTION.
 28.2 	The revisor of statutes shall renumber each section of Minnesota Statutes listed in column 
28.3 	A with the number listed in column B. The revisor shall also make necessary cross-reference 
28.4 	changes consistent with the renumbering. The revisor shall also make any technical language 
28.5 	and other changes necessitated by the renumbering and cross-reference changes in this act.

28.6		Column A
	Column B
	
28.7	General Requirements Statewide Assessments
	
28.8		120B.30, subdivision 1a, paragraph (h)
	120B.30, subdivision 1
	
28.9		120B.30, subdivision 1, paragraph (q)
	120B.30, subdivision 2
	
28.10		120B.30, subdivision 1a, paragraph (g)
	120B.30, subdivision 3
	
28.11		120B.30, subdivision 1b
	120B.30, subdivision 4
	
28.12		120B.30, subdivision 1, paragraph (n)
	120B.30, subdivision 5, paragraph (a)
	
28.13		120B.30, subdivision 1, paragraph (a)
	120B.30, subdivision 5, paragraph (b)
	
28.14		120B.30, subdivision 1a, paragraph (e)
	120B.30, subdivision 6, paragraph (a)
	
28.15		120B.30, subdivision 2, paragraph (a)
	120B.30, subdivision 6, paragraph (b)
	
28.16
28.17		120B.30, subdivision 2, paragraph (b), 
clauses (1) and (2)
	120B.30, subdivision 6, paragraph (c)
	
28.18		120B.30, subdivision 2
	120B.30, subdivision 6, paragraph (d)
	
28.19		120B.30, subdivision 4
	120B.30, subdivision 7
	
28.20		120B.30, subdivision 5
	120B.30, subdivision 8
	
28.21		120B.30, subdivision 6
	120B.30, subdivision 9
	
28.22		120B.30, subdivision 1, paragraph (e)
	120B.30, subdivision 10
	
28.23	General Requirements Test Design
	
28.24
28.25		120B.30, subdivision 1a, paragraph (a), 
clauses (1) to (5)
	120B.301, subdivision 1
	
28.26		120B.30, subdivision 1, paragraph (a)
	120B.301, subdivision 2
	
28.27		120B.30, subdivision 1, paragraph (b)
	120B.301, subdivision 3, paragraph (a)
	
28.28		120B.30, subdivision 1, paragraph (n)
	120B.301, subdivision 3, paragraph (b)
	
28.29		120B.30, subdivision 1a, paragraph (b)
	120B.301, subdivision 3, paragraph (c)
	
28.30
28.31		120B.30, subdivision 1a, paragraph (c), 
clauses (1) and (2)
	120B.301, subdivision 3, paragraph (d)
	
28.32	Assessment Graduation Requirements
	
28.33
28.34		120B.30, subdivision 1, paragraph (c), 
clauses (1) and (2)
	120B.304, subdivision 1
	
28.35		120B.30, subdivision 1, paragraph (d)
	120B.304, subdivision 2
	
28.36		120B.30, subdivision 1, paragraph (i)
	120B.304, subdivision 3
	
28.37	Assessment Reporting Requirements
	
28.38
28.39		120B.30, subdivision 1a, paragraph (f), 
clauses (1) to (3)
	120B.305, subdivision 1
	
29.1
29.2		120B.30, subdivision 1a, paragraph (d), 
clauses (1) to (4)
	120B.305, subdivision 2, paragraph (a)
	
29.3		120B.30, subdivision 1, paragraph (m)
	120B.305, subdivision 2, paragraph (b)
	
29.4		120B.30, subdivision 1, paragraph (n)
	120B.305, subdivision 2, paragraph (c)
	
29.5
29.6		120B.30, subdivision 1, paragraph (o), 
clauses (1) to (4)
	120B.305, subdivision 3, paragraph (a)
	
29.7		120B.30, subdivision 3
	120B.305, subdivision 3, paragraph (b)
	
29.8	District Assessment Requirements
	
29.9		120B.301, paragraphs (a) to (c)
	120B.306, subdivision 1
	
29.10		120B.304, paragraphs (a) and (b)
	120B.306, subdivision 2
	
29.11	College and Career Readiness
	
29.12		120B.30, subdivision 1, paragraph (p)
	120B.307, subdivision 1
	
29.13		120B.30, subdivision 1, paragraph (d)
	120B.307, subdivision 2
	
29.14		120B.30, subdivision 1, paragraph (f)
	120B.307, subdivision 3
	
29.15		120B.30, subdivision 1, paragraph (g)
	120B.307, subdivision 4, paragraph (a)
	
29.16		120B.30, subdivision 1, paragraph (h)
	120B.307, subdivision 4, paragraph (b)
	
29.17		120B.30, subdivision 1, paragraph (j)
	120B.307, subdivision 4, paragraph (c)
	
29.18		120B.30, subdivision 1, paragraph (k)
	120B.307, subdivision 4, paragraph (d)
	
29.19		120B.30, subdivision 1, paragraph (l)
	120B.307, subdivision 4, paragraph (e)

29.20 	Sec. 32. REPEALER.
 29.21 	Minnesota Statutes 2022, sections 120B.02, subdivision 3; and 120B.35, subdivision 5,
29.22 	are repealed.

29.23 	ARTICLE 2
29.24 	EDUCATION EXCELLENCE

29.25 	Section 1. [120B.025] ETHNIC STUDIES.
29.26 	"Ethnic studies" means the interdisciplinary study of race, ethnicity, and indigeneity 
29.27 	with a focus on the experiences and perspectives of people of color within and beyond the 
29.28 	United States. Ethnic studies analyzes the ways in which race and racism have been and 
29.29 	continue to be social, cultural, and political forces, and the connection to other axes of 
29.30 	stratification, including stratification based on the protected classes under section 363A.13.

30.1 	Sec. 2. Minnesota Statutes 2022, section 120B.15, is amended to read:
30.2 	120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS AND SERVICES.
30.3 	(a) School districts may identify students, locally develop programs and services 
30.4 	addressing instructional and affective needs, provide staff development, and evaluate 
30.5 	programs to provide gifted and talented students with challenging and appropriate educational 
30.6 	programs and services.
30.7 	(b) School districts must adopt guidelines for assessing and identifying students for 
30.8 	participation in gifted and talented programs and services consistent with section 120B.11, 
30.9 	subdivision 2, clause (2). The guidelines should include the use of:
30.10 	(1) multiple and objective criteria; and
30.11 	(2) assessments and procedures that are valid and reliable, fair, and based on current 
30.12 	theory and research. Assessments and procedures should be sensitive to underrepresented 
30.13 	groups, including, but not limited to, low-income, minority, twice-exceptional, and English 
30.14 	learners.
30.15 	(c) School districts must adopt procedures for the academic acceleration of gifted and 
30.16 	talented students consistent with section 120B.11, subdivision 2, clause (2). These procedures 
30.17 	must include how the district will:
30.18 	(1) assess a student's readiness and motivation for acceleration; and
30.19 	(2) match the level, complexity, and pace of the curriculum to a student to achieve the 
30.20 	best type of academic acceleration for that student.
30.21 	(d) School districts must adopt procedures consistent with section 124D.02, subdivision 
30.22 	1, for early admission to kindergarten or first grade of gifted and talented learners consistent 
30.23 	with section 120B.11, subdivision 2, clause (2). The procedures must be sensitive to 
30.24 	underrepresented groups.

30.25 	Sec. 3. [121A.0312] MALICIOUS AND SADISTIC CONDUCT.
30.26 	(a) For purposes of this section, "malicious and sadistic conduct" means creating a hostile 
30.27 	learning environment by acting with the intent to cause harm by intentionally injuring 
30.28 	another without just cause or reason or engaging in extreme or excessive cruelty or delighting 
30.29 	in cruelty.
30.30 	(b) A school board must adopt a written policy to address malicious and sadistic conduct 
30.31 	involving race; color; creed; national origin; sex; age; marital status; status with regard to 
30.32 	public assistance; disability; religion; sexual harassment; sexual orientation, as defined in 
31.1 	chapter 363A; and sexual exploitation by a district or school staff member, independent 
31.2 	contractor, or student enrolled in a public or charter school against a staff member, 
31.3 	independent contractor, or student that occurs as described in section 121A.031, subdivision 
31.4 	1, paragraph (a).
31.5 	(c) The policy must apply to students, independent contractors, teachers, administrators, 
31.6 	and other school personnel; must include at a minimum the components under section 
31.7 	121A.031, subdivision 4, paragraph (a); and must include disciplinary actions for each 
31.8 	violation of the policy. Disciplinary actions must conform with collective bargaining 
31.9 	agreements and sections 121A.41 to 121A.56.
31.10 	(d) The policy must be conspicuously posted throughout each school building, distributed 
31.11 	to each district employee and independent contractor at the time of hiring or contracting, 
31.12 	and included in each school's student handbook on school policies. Each school must develop 
31.13 	a process for discussing with students, parents of students, independent contractors, and 
31.14 	school employees the school's policy addressing malicious and sadistic conduct involving 
31.15 	race; color; creed; national origin; sex; age; marital status; status with regard to public 
31.16 	assistance; disability; religion; sexual harassment; sexual orientation, as defined in chapter 
31.17 	363A; and sexual exploitation.

31.18 	Sec. 4. [121A.038] STUDENTS SAFE AT SCHOOL.
31.19 		Subdivision 1.Definitions. (a) For the purposes of this section, the following terms have 
31.20 	the meanings given.
31.21 	(b) "Active shooter drill" means an emergency preparedness drill designed to teach 
31.22 	students, teachers, school personnel, and staff how to respond in the event of an armed 
31.23 	intruder on campus or an armed assailant in the immediate vicinity of the school. An active 
31.24 	shooter drill is not an active shooter simulation, nor may an active shooter drill include any 
31.25 	sensorial components, activities, or elements which mimic a real life shooting.
31.26 	(c) "Active shooter simulation" means an emergency exercise including full-scale or 
31.27 	functional exercises, designed to teach adult school personnel and staff how to respond in 
31.28 	the event of an armed intruder on campus or an armed assailant in the immediate vicinity 
31.29 	of the school which also incorporates sensorial components, activities, or elements mimicking 
31.30 	a real life shooting. Activities or elements mimicking a real life shooting include, but are 
31.31 	not limited to, simulation of tactical response by law enforcement. An active shooter 
31.32 	simulation is not an active shooter drill.
31.33 	(d) "Evidence-based" means a program or practice that demonstrates any of the following:
32.1 	(1) a statistically significant effect on relevant outcomes based on any of the following:
32.2 	(i) strong evidence from one or more well designed and well implemented experimental 
32.3 	studies;
32.4 	(ii) moderate evidence from one or more well designed and well implemented 
32.5 	quasi-experimental studies; or
32.6 	(iii) promising evidence from one or more well designed and well implemented 
32.7 	correlational studies with statistical controls for selection bias; or
32.8 	(2) a rationale based on high-quality research findings or positive evaluations that the 
32.9 	program or practice is likely to improve relevant outcomes, including the ongoing efforts 
32.10 	to examine the effects of the program or practice.
32.11 	(e) "Full-scale exercise" means an operations-based exercise that is typically the most 
32.12 	complex and resource-intensive of the exercise types and often involves multiple agencies, 
32.13 	jurisdictions, organizations, and real-time movement of resources.
32.14 	(f) "Functional exercises" means an operations-based exercise designed to assess and 
32.15 	evaluate capabilities and functions while in a realistic, real-time environment, however, 
32.16 	movement of resources is usually simulated.
32.17 		Subd. 2.Criteria.  An active shooter drill conducted according to section 121A.037 with 
32.18 	students in early childhood through grade 12 must be:
32.19 	(1) accessible;
32.20 	(2) developmentally appropriate and age appropriate, including using appropriate safety 
32.21 	language and vocabulary;
32.22 	(3) culturally aware;
32.23 	(4) trauma-informed; and
32.24 	(5) inclusive of accommodations for students with mobility restrictions, sensory needs, 
32.25 	developmental or physical disabilities, mental health needs, and auditory or visual limitations.
32.26 		Subd. 3.Student mental health and wellness. Active shooter drill protocols must 
32.27 	include a reasonable amount of time immediately following the drill for teachers to debrief 
32.28 	with their students. The opportunity to debrief must be provided to students before regular 
32.29 	classroom activity may resume. During the debrief period, students must be allowed to 
32.30 	access any mental health services available on campus, including counselors, school 
32.31 	psychologists, social workers, or cultural liasons. An active shooter drill must not be 
32.32 	combined or conducted consecutively with any other type of emergency preparedness drill. 
33.1 	An active shooter drill must be accompanied by an announcement prior to commencing. 
33.2 	The announcement must use concise and age-appropriate language and, at a minimum, 
33.3 	inform students there is no immediate danger to life and safety.
33.4 		Subd. 4.Notice. (a) A school district or charter school must provide notice of a pending 
33.5 	active shooter drill to every student's parent or legal guardian before an active shooter drill 
33.6 	is conducted. Whenever practicable, notice must be provided at least 24 hours in advance 
33.7 	of a pending active shooter drill and inform the parent or legal guardian of the right to opt 
33.8 	their student out of participating.
33.9 	(b) If a student is opted out of participating in an active shooter drill, no negative 
33.10 	consequence must impact the student's general school attendance record nor may 
33.11 	nonparticipation alone make a student ineligible to participate in or attend school activities.
33.12 	(c) The commissioner of education must ensure the availability of alternative safety 
33.13 	education for students who are opted out of participating or otherwise exempted from an 
33.14 	active shooter drill. Alternative safety education must provide essential safety instruction 
33.15 	through less sensorial safety training methods and must be appropriate for students with 
33.16 	mobility restrictions, sensory needs, developmental or physical disabilities, mental health 
33.17 	needs, and auditory or visual limitations.
33.18 		Subd. 5.Participation in active shooter drills. Any student in early childhood through 
33.19 	grade 12 must not be required to participate in an active shooter drill that does not meet the 
33.20 	criteria in subdivision 2.
33.21 		Subd. 6.Active shooter simulations. A student must not be required to participate in 
33.22 	an active shooter simulation. An active shooter simulation must not take place during regular 
33.23 	school hours if a majority of students are present, or expected to be present, at the school. 
33.24 	A parent or legal guardian of a student in grades 9 through 12 must have the opportunity to 
33.25 	opt their student into participating in an active shooter simulation.
33.26 		Subd. 7.Violence prevention. (a) A school district or charter school conducting an 
33.27 	active shooter drill must provide students in middle school and high school at least one 
33.28 	hour, or one standard class period, of violence prevention training annually.
33.29 	(b) The violence prevention training must be evidence-based and may be delivered 
33.30 	in-person, virtually, or digitally. Training must, at a minimum, teach students the following:
33.31 	(1) how to identify observable warning signs and signals of an individual who may be 
33.32 	at risk of harming oneself or others;
33.33 	(2) the importance of taking threats seriously and seeking help; and
34.1 	(3) the steps to report dangerous, violent, threatening, harmful, or potentially harmful 
34.2 	activity.
34.3 	(c) By July 1, 2024, the commissioner of public safety and the commissioner of education 
34.4 	must jointly develop a list of evidence-based trainings that a school district or charter school 
34.5 	may use to fulfill the requirements of this section, including no-cost programming, if any. 
34.6 	The agencies must:
34.7 	(1) post the list publicly on the Minnesota School Safety Center's website; and
34.8 	(2) update the list every two years.
34.9 	(d) A school district or charter school must ensure that students have the opportunity to 
34.10 	contribute to their school's safety and violence prevention planning, aligned with the 
34.11 	recommendations for multihazard planning for schools, including but not limited to:
34.12 	(1) student opportunities for leadership related to prevention and safety;
34.13 	(2) encouragement and support to students in establishing clubs and programs focused 
34.14 	on safety; and
34.15 	(3) providing students with the opportunity to seek help from adults and to learn about 
34.16 	prevention connected to topics including bullying, sexual harassment, sexual assault, and 
34.17 	suicide.
34.18 		Subd. 8.Board meeting. At a regularly scheduled school board meeting, a school board 
34.19 	of a district that has conducted an active shooter drill must consider the following:
34.20 	(1) the effect of active shooter drills on the safety of students and staff; and
34.21 	(2) the effect of active shooter drills on the mental health and wellness of students and 
34.22 	staff.

34.23 	Sec. 5. [121A.35] SUICIDE PREVENTION INFORMATION; IDENTIFICATION 
34.24 	CARDS.
34.25 	A school district or charter school that issues an identification card to students in middle 
34.26 	school, junior high, or high school  must provide contact information for the 988 Suicide 
34.27 	and Crisis LifeLine (988 LifeLine), the Crisis Text line, and the county mobile crisis services. 
34.28 	The contact information must also be included in the school's student handbook and the 
34.29 	student planner if a student planner is custom printed by the school for distribution to students 
34.30 	in grades 6 through 12. A nonpublic school is encouraged to issue student identification 
34.31 	cards consistent with this paragraph.

35.1 	Sec. 6. [124D.094] ONLINE INSTRUCTION ACT.
35.2 		Subdivision 1.Definitions. (a) For purposes of this section, the following terms have 
35.3 	the meanings given.
35.4 	(b) "Blended instruction" means a form of digital instruction that occurs when a student 
35.5 	learns part time in a supervised physical setting and part time through online instruction 
35.6 	under paragraph (f).
35.7 	(c) "Digital instruction" means instruction facilitated by technology that offers students 
35.8 	an element of control over the time, place, path, or pace of learning and includes blended 
35.9 	and online instruction.
35.10 	(d) "Enrolling district" means the school district or charter school in which a student is 
35.11 	enrolled under section 120A.22, subdivision 4.
35.12 	(e) "Online course syllabus" means a written document that identifies the state academic 
35.13 	standards taught and assessed in a supplemental online course under paragraph (j); course 
35.14 	content outline; required course assessments; instructional methods; communication 
35.15 	procedures with students, guardians, and the enrolling district under paragraph (d); and 
35.16 	supports available to the student.
35.17 	(f) "Online instruction" means a form of digital instruction that occurs when a student 
35.18 	learns primarily through digital technology away from a supervised physical setting.
35.19 	(g) "Online instructional site" means a site that offers courses using online instruction 
35.20 	under paragraph (f) and may enroll students receiving online instruction under paragraph 
35.21 	(f).
35.22 	(h) "Online teacher" means an employee of the enrolling district under paragraph (d) or 
35.23 	the supplemental online course provider under paragraph (k) who holds the appropriate 
35.24 	licensure under Minnesota Rules, chapter 8710, and is trained to provide online instruction 
35.25 	under paragraph (f).
35.26 	(i) "Student" means a Minnesota resident enrolled in a school defined under section 
35.27 	120A.22, subdivision 4, in kindergarten through grade 12 up to the age of 21.
35.28 	(j) "Supplemental online course" means an online learning course taken in place of a 
35.29 	course provided by the student's enrolling district under paragraph (d).
35.30 	(k) "Supplemental online course provider" means a school district, an intermediate school 
35.31 	district, an organization of two or more school districts operating under a joint powers 
36.1 	agreement, or a charter school located in Minnesota that is authorized by the Department 
36.2 	of Education to provide supplemental online courses under paragraph (j).
36.3 		Subd. 2.Digital instruction. (a) An enrolling district may provide digital instruction, 
36.4 	including blended instruction and online instruction, to the district's own enrolled students. 
36.5 	Enrolling districts may establish agreements to provide digital instruction, including blended 
36.6 	instruction and online instruction, to students enrolled in the cooperating schools.
36.7 	(b) When online instruction is provided, an online teacher as defined under subdivision 
36.8 	1, paragraph (h), shall perform all duties of teacher of record under Minnesota Rules, part 
36.9 	8710.0310. Unless the commissioner grants a waiver, a teacher providing online instruction 
36.10 	shall not instruct more than 40 students in any one online learning course or section.
36.11 	(c) Students receiving online instruction full time shall be reported as enrolled in an 
36.12 	online instructional site under subdivision 1, paragraph (g).
36.13 	(d) Curriculum used for digital instruction shall be aligned with Minnesota's current 
36.14 	academic standards and benchmarks.
36.15 	(e) Digital instruction shall be accessible to students under section 504 of the federal 
36.16 	Rehabilitation Act and Title II of the federal Americans with Disabilities Act.
36.17 	(f) An enrolling district providing digital instruction and a supplemental online course 
36.18 	provider shall assist an enrolled student whose family qualifies for the education tax credit 
36.19 	under section 290.0674 to acquire computer hardware and educational software so they 
36.20 	may participate in digital instruction. Funds provided to a family to support digital instruction 
36.21 	or supplemental online courses may only be used for qualifying expenses as determined by 
36.22 	the provider. Nonconsumable materials purchased with public education funds remain the 
36.23 	property of the provider. Records for any funds provided must be available for review by 
36.24 	the public or the department.
36.25 	(g) An enrolling district providing digital instruction shall establish and document 
36.26 	procedures for determining attendance for membership and keep accurate records of daily 
36.27 	attendance under section 120A.21.
36.28 		Subd. 3.Supplemental online courses. (a) Notwithstanding sections 124D.03 and 
36.29 	124D.08 and chapter 124E, procedures for applying to take supplemental online courses 
36.30 	other than those offered by the student's enrolling district are as provided in this subdivision.
36.31 	(b) Any kindergarten through grade 12 student may apply to take a supplemental online 
36.32 	course under subdivision 1, paragraph (j). The student, or the student's parent or guardian 
37.1 	for a student under age 17, must submit an application for the proposed supplemental online 
37.2 	course or courses. A student may:
37.3 	(1) apply to take an online course from a supplemental online course provider that meets 
37.4 	or exceeds the academic standards of the course in the enrolling district they are replacing;
37.5 	(2) apply to take supplemental online courses for up to 50 percent of the student's 
37.6 	scheduled course load; and
37.7 	(3) apply to take supplemental online courses no later than 15 school days after the 
37.8 	student's enrolling district's term has begun. An enrolling district may waive the 50 percent 
37.9 	course enrollment limit or the 15-day time limit.
37.10 	(c) A student taking a supplemental online course must have the same access to the 
37.11 	computer hardware and education software available in a school as all other students in the 
37.12 	enrolling district.
37.13 	(d) A supplemental online course provider must have a current, approved application to 
37.14 	be listed by the Department of Education as an approved provider. The supplemental online 
37.15 	course provider must:
37.16 	(1) use an application form specified by the Department of Education;
37.17 	(2) notify the student, the student's guardian if they are age 17 or younger, and enrolling 
37.18 	district of the accepted application to take a supplemental online course within ten days of 
37.19 	receiving a completed application;
37.20 	(3) notify the enrolling district of the course title, credits to be awarded, and the start 
37.21 	date of the online course. A supplemental online course provider must make the online 
37.22 	course syllabus available to the enrolling district;
37.23 	(4) request applicable academic support information for the student, including a copy 
37.24 	of the IEP, EL support plan, or 504 plan; and
37.25 	(5) track student attendance and monitor academic progress and communicate with the 
37.26 	student, the student's guardian if they are age 17 or younger, and the enrolling district's 
37.27 	designated online learning liaison.
37.28 	(e) A supplemental online course provider may limit enrollment if the provider's school 
37.29 	board or board of directors adopts by resolution specific standards for accepting and rejecting 
37.30 	students' applications. The provisions may not discriminate against any protected class or 
37.31 	students with disabilities.
38.1 	(f) A supplemental online course provider may request that the Department of Education 
38.2 	review an enrolling district's written decision to not accept a student's supplemental online 
38.3 	course application. The student may participate in the supplemental online course while the 
38.4 	application is under review. Decisions shall be final and binding for both the enrolling 
38.5 	district and the supplemental online course provider.
38.6 	(g) A supplemental online course provider must participate in continuous improvement 
38.7 	cycles with the Department of Education.
38.8 		Subd. 4.Enrolling district. (a) An enrolling district may not restrict or prevent a student 
38.9 	from applying to take supplemental online courses.
38.10 	(b) An enrolling district may request an online course syllabus as defined under 
38.11 	subdivision 1, paragraph (e), to review whether the academic standards in the online course 
38.12 	meet or exceed the academic standards in the course it would replace at the enrolling district.
38.13 	(c) Within 15 days after receiving notice of a student applying to take a supplemental 
38.14 	online course, the enrolling district must notify the supplemental online course provider 
38.15 	whether the student, the student's guardian, and the enrolling district agree that academic 
38.16 	standards in the online course meet or exceed the academic standards in the course it would 
38.17 	replace at the enrolling district. If the enrolling district does not agree that the academic 
38.18 	standards in the online course meet or exceed the academic standards in the course it would 
38.19 	replace at the enrolling district, then:
38.20 	(1) the enrolling district must provide a written explanation of the district's decision to 
38.21 	the student, the student's guardian, and the supplemental online course provider; and
38.22 	(2) the online provider must provide a response to the enrolling district explaining how 
38.23 	the course or program meets the graduation requirements of the enrolling district.
38.24 	(d) An enrolling district may reduce the course schedule of a student taking supplemental 
38.25 	online courses in proportion to the number of supplemental online learning courses the 
38.26 	student takes.
38.27 	(e) An enrolling district must appoint an online learning liaison who:
38.28 	(1) provides information to students and families about supplemental online courses;
38.29 	(2) provides academic support information including IEPs, EL support plans, and 504 
38.30 	plans to supplemental online providers; and
38.31 	(3) monitors attendance and academic progress, and communicates with supplemental 
38.32 	online learning providers, students, families, and enrolling district staff.
39.1 	(f) An enrolling district must continue to provide support services to students taking 
39.2 	supplemental online courses as they would for any other enrolled student including support 
39.3 	for English learners, case management of an individualized education program, and meal 
39.4 	and nutrition services for eligible students.
39.5 	(g) An online learning student must receive academic credit for completing the 
39.6 	requirements of a supplemental online learning course. If a student completes an online 
39.7 	learning course that meets or exceeds a graduation standard or the grade progression 
39.8 	requirement at the enrolling district, that standard or requirement is met.
39.9 	(h) Secondary credits granted to a supplemental online learning student count toward 
39.10 	the graduation and credit requirements of the enrolling district. The enrolling district must 
39.11 	apply the same graduation requirements to all students, including students taking 
39.12 	supplemental online courses.
39.13 	(i) An enrolling district must provide access to extracurricular activities for students 
39.14 	taking supplemental online courses on the same basis as any other enrolled student.
39.15 		Subd. 5.Reporting.  Courses that include blended instruction and online instruction 
39.16 	must be reported in the manner determined by the commissioner of education.
39.17 		Subd. 6.Department of Education. (a) The commissioner must establish quality 
39.18 	standards to be used for applications and continuous improvement of supplemental online 
39.19 	course providers, and by enrolling districts using digital instruction.
39.20 	(b) The commissioner must support the enrolling district's development of high-quality 
39.21 	digital instruction and monitor implementation. The department must establish and participate 
39.22 	in continuous improvement cycles with supplemental online course providers.
39.23 	(c) Applications from prospective supplemental online course providers must be reviewed 
39.24 	using quality standards and approved or denied within 90 calendar days of receiving a 
39.25 	complete application.
39.26 	(d) The department may collect a fee not to exceed $250 for reviewing applications by 
39.27 	supplemental online course providers or $50 per supplemental course application review 
39.28 	request. Funds generated from application review fees shall be used to support high quality 
39.29 	digital instruction.
39.30 	(e) The department must develop, publish, and maintain a list of supplemental online 
39.31 	course providers that the department has reviewed and approved.
39.32 	(f) The department may review a complaint about an enrolling district providing digital 
39.33 	instruction, or a complaint about a supplemental online course provider based on the 
40.1 	provider's response to notice of a violation. If the department determines that an enrolling 
40.2 	district providing digital instruction or a supplemental online course provider violated a law 
40.3 	or rule, the department may:
40.4 	(1) create a compliance plan for the provider; or
40.5 	(2) withhold funds from the provider under this section and sections 124E.25 and 
40.6 	127A.42. The department must notify an online learning provider in writing about 
40.7 	withholding funds and provide detailed calculations.
40.8 		Subd. 7.Financial arrangements. (a) For a student enrolled in an online supplemental 
40.9 	course, the department must calculate average daily membership and make payments 
40.10 	according to this subdivision.
40.11 	(b) The initial online supplemental average daily membership equals 1/12 for each 
40.12 	semester course or a proportionate amount for courses of different lengths. The adjusted 
40.13 	online learning average daily membership equals the initial online supplemental average 
40.14 	daily membership times .88.
40.15 	(c) No online supplemental average daily membership shall be generated if the student:
40.16 	(1) does not complete the online learning course; or
40.17 	(2) is enrolled in an online course provided by the enrolling district.
40.18 	(d) Online course average daily membership under this subdivision for a student currently 
40.19 	enrolled in a Minnesota public school shall be used only for computing average daily 
40.20 	membership according to section 126C.05, subdivision 19, paragraph (a), clause (2), and 
40.21 	for computing online course aid according to section 124D.096.

40.22 	Sec. 7. Minnesota Statutes 2022, section 124D.59, subdivision 2a, is amended to read:
40.23 		Subd. 2a.English learner; limited or interrupted formal education. Consistent with 
40.24 	subdivision 2, an English learner includes an English learner with an limited or interrupted 
40.25 	formal education is an English learner under subdivision 2 who meets three of the following 
40.26 	five requirements:
40.27 	(1) comes from a home where the language usually spoken is other than English, or 
40.28 	usually speaks a language other than English;
40.29 	(2) enters school in the United States after grade 6;
40.30 	(3) has at least two years less schooling than the English learner's peers;
41.1 	(4) functions at least two years below expected grade level in reading and mathematics; 
41.2 	and
41.3 	(5) may be preliterate in the English learner's native language. has at least two fewer 
41.4 	years of schooling than the English learner's peers when entering school in the United States.

41.5 	Sec. 8. [124D.901] SCHOOL LIBRARIES AND MEDIA CENTERS.
41.6 	A school district or charter school library or school library media center provides equitable 
41.7 	and free access to students, teachers, and administrators.
41.8 	A school library or school library media center must have the following characteristics:
41.9 	(1) ensures every student has equitable access to resources and is able to locate, access, 
41.10 	and use resources that are organized and cataloged;
41.11 	(2) has a collection development plan that includes but is not limited to materials selection 
41.12 	and deselection, a challenged materials procedure, and an intellectual and academic freedom 
41.13 	statement;
41.14 	(3) is housed in a central location that provides an environment for expanded learning 
41.15 	and supports a variety of student interests;
41.16 	(4) has technology and Internet access; and
41.17 	(5) is served by a licensed school library media specialist or licensed school librarian.

41.18 	Sec. 9. Minnesota Statutes 2022, section 134.31, subdivision 1, is amended to read:
41.19 		Subdivision 1.Library service. The state shall, as an integral part of its responsibility 
41.20 	for public education, support the provision of library service for every citizen resident, the 
41.21 	development of cooperative programs for the sharing of resources and services among all 
41.22 	libraries, and the establishment of jointly operated library services at a single location where 
41.23 	appropriate.

41.24 	Sec. 10. Minnesota Statutes 2022, section 134.31, subdivision 4a, is amended to read:
41.25 		Subd. 4a.Services to people with visual and physical disabilities. The Minnesota 
41.26 	Department of Education shall provide specialized services to people with visual and physical 
41.27 	disabilities through the Minnesota Braille and Talking Book Library under a cooperative 
41.28 	plan with the National Library Services Service for the Blind and Physically Handicapped
41.29 	Print Disabled of the Library of Congress.

42.1 	Sec. 11. Minnesota Statutes 2022, section 134.32, subdivision 4, is amended to read:
42.2 		Subd. 4.Special project grants. It may provide special project grants to assist innovative 
42.3 	and experimental library programs including, but not limited to, special services for American 
42.4 	Indians and the Spanish-speaking multilingual learners, delivery of library materials to 
42.5 	homebound persons, other extensions of library services to persons without access to libraries 
42.6 	and projects to strengthen and improve library services.

42.7 	Sec. 12. Minnesota Statutes 2022, section 134.34, subdivision 1, is amended to read:
42.8 		Subdivision 1.Local support levels. (a) Regional library basic system support aid shall 
42.9 	be provided to any regional public library system where there are at least three participating 
42.10 	counties and where each participating city and county is providing for public library service 
42.11 	support the lesser of (a) an amount equivalent to .82 percent of the average of the adjusted 
42.12 	net tax capacity of the taxable property of that city or county, as determined by the 
42.13 	commissioner of revenue for the second, third, and fourth year preceding that calendar year 
42.14 	or (b) a per capita amount calculated under the provisions of this subdivision. The per capita 
42.15 	amount is established for calendar year 1993 as $7.62. In succeeding calendar years, the 
42.16 	per capita amount shall be increased by a percentage equal to one-half of the percentage by 
42.17 	which the total state adjusted net tax capacity of property as determined by the commissioner 
42.18 	of revenue for the second year preceding that calendar year increases over that total adjusted 
42.19 	net tax capacity for the third year preceding that calendar year.
42.20 	(b) The minimum level of support specified under this subdivision or subdivision 4 shall 
42.21 	be certified annually to the participating cities and counties by the Department of Education. 
42.22 	If a city or county chooses to reduce its local support in accordance with subdivision 4, 
42.23 	paragraph (b) or (c), it shall notify its regional public library system. The regional public 
42.24 	library system shall notify the Department of Education that a revised certification is required. 
42.25 	The revised minimum level of support shall be certified to the city or county by the 
42.26 	Department of Education.
42.27 	(c) A city which is a part of a regional public library system shall not be required to 
42.28 	provide this level of support if the property of that city is already taxable by the county for 
42.29 	the support of that regional public library system. In no event shall the Department of 
42.30 	Education require any city or county to provide a higher level of support than the level of 
42.31 	support specified in this section in order for a system to qualify for regional library basic 
42.32 	system support aid. This section shall not be construed to prohibit a city or county from 
42.33 	providing a higher level of support for public libraries than the level of support specified 
42.34 	in this section.
43.1 	(d) The amounts required to be expended under this section are subject to the reduced 
43.2 	maintenance of effort requirements under section 275.761.

43.3 	Sec. 13. REPEALER.
 43.4 	Minnesota Statutes 2022, section 124D.095, subdivisions 1, 2, 3, 4, 5, 6, 7, and 8, are 
43.5 	repealed.

43.6 	ARTICLE 3
43.7 	AMERICAN INDIAN EDUCATION

43.8 	Section 1. Minnesota Statutes 2022, section 13.32, subdivision 3, is amended to read:
43.9 		Subd. 3.Private data; when disclosure is permitted. Except as provided in subdivision 
43.10 	5, educational data is private data on individuals and shall not be disclosed except as follows:
43.11 	(a) pursuant to section 13.05;
43.12 	(b) pursuant to a valid court order;
43.13 	(c) pursuant to a statute specifically authorizing access to the private data;
43.14 	(d) to disclose information in health, including mental health, and safety emergencies 
43.15 	pursuant to the provisions of United States Code, title 20, section 1232g(b)(1)(I), and Code 
43.16 	of Federal Regulations, title 34, section 99.36;
43.17 	(e) pursuant to the provisions of United States Code, title 20, sections 1232g(b)(1), 
43.18 	(b)(4)(A), (b)(4)(B), (b)(1)(B), (b)(3), (b)(6), (b)(7), and (i), and Code of Federal Regulations, 
43.19 	title 34, sections 99.31, 99.32, 99.33, 99.34, 99.35, and 99.39;
43.20 	(f) to appropriate health authorities to the extent necessary to administer immunization 
43.21 	programs and for bona fide epidemiologic investigations which the commissioner of health 
43.22 	determines are necessary to prevent disease or disability to individuals in the public 
43.23 	educational agency or institution in which the investigation is being conducted;
43.24 	(g) when disclosure is required for institutions that participate in a program under title 
43.25 	IV of the Higher Education Act, United States Code, title 20, section 1092;
43.26 	(h) to the appropriate school district officials to the extent necessary under subdivision 
43.27 	6, annually to indicate the extent and content of remedial instruction, including the results 
43.28 	of assessment testing and academic performance at a postsecondary institution during the 
43.29 	previous academic year by a student who graduated from a Minnesota school district within 
43.30 	two years before receiving the remedial instruction;
44.1 	(i) to appropriate authorities as provided in United States Code, title 20, section 
44.2 	1232g(b)(1)(E)(ii), if the data concern the juvenile justice system and the ability of the 
44.3 	system to effectively serve, prior to adjudication, the student whose records are released; 
44.4 	provided that the authorities to whom the data are released submit a written request for the 
44.5 	data that certifies that the data will not be disclosed to any other person except as authorized 
44.6 	by law without the written consent of the parent of the student and the request and a record 
44.7 	of the release are maintained in the student's file;
44.8 	(j) to volunteers who are determined to have a legitimate educational interest in the data 
44.9 	and who are conducting activities and events sponsored by or endorsed by the educational 
44.10 	agency or institution for students or former students;
44.11 	(k) to provide student recruiting information, from educational data held by colleges 
44.12 	and universities, as required by and subject to Code of Federal Regulations, title 32, section 
44.13 	216;
44.14 	(l) to the juvenile justice system if information about the behavior of a student who poses 
44.15 	a risk of harm is reasonably necessary to protect the health or safety of the student or other 
44.16 	individuals;
44.17 	(m) with respect to Social Security numbers of students in the adult basic education 
44.18 	system, to Minnesota State Colleges and Universities and the Department of Employment 
44.19 	and Economic Development for the purpose and in the manner described in section 124D.52, 
44.20 	subdivision 7;
44.21 	(n) to the commissioner of education for purposes of an assessment or investigation of 
44.22 	a report of alleged maltreatment of a student as mandated by chapter 260E. Upon request 
44.23 	by the commissioner of education, data that are relevant to a report of maltreatment and are 
44.24 	from charter school and school district investigations of alleged maltreatment of a student 
44.25 	must be disclosed to the commissioner, including, but not limited to, the following:
44.26 	(1) information regarding the student alleged to have been maltreated;
44.27 	(2) information regarding student and employee witnesses;
44.28 	(3) information regarding the alleged perpetrator; and
44.29 	(4) what corrective or protective action was taken, if any, by the school facility in response 
44.30 	to a report of maltreatment by an employee or agent of the school or school district;
44.31 	(o) when the disclosure is of the final results of a disciplinary proceeding on a charge 
44.32 	of a crime of violence or nonforcible sex offense to the extent authorized under United 
45.1 	States Code, title 20, section 1232g(b)(6)(A) and (B), and Code of Federal Regulations, 
45.2 	title 34, sections 99.31(a)(13) and (14);
45.3 	(p) when the disclosure is information provided to the institution under United States 
45.4 	Code, title 42, section 14071, concerning registered sex offenders to the extent authorized 
45.5 	under United States Code, title 20, section 1232g(b)(7); or
45.6 	(q) when the disclosure is to a parent of a student at an institution of postsecondary 
45.7 	education regarding the student's violation of any federal, state, or local law or of any rule 
45.8 	or policy of the institution, governing the use or possession of alcohol or of a controlled 
45.9 	substance, to the extent authorized under United States Code, title 20, section 1232g(i), and 
45.10 	Code of Federal Regulations, title 34, section 99.31(a)(15), and provided the institution has 
45.11 	an information release form signed by the student authorizing disclosure to a parent. The 
45.12 	institution must notify parents and students about the purpose and availability of the 
45.13 	information release forms. At a minimum, the institution must distribute the information 
45.14 	release forms at parent and student orientation meetings.; or
45.15 	(r) with Tribal Nations as listed in section 10.65, subdivision 2, paragraph (a), clause 
45.16 	(4), about Tribally enrolled or descendant students as necessary for the Tribal Nation and 
45.17 	school district or charter school to support the educational attainment of the student.

45.18 	Sec. 2. Minnesota Statutes 2022, section 120B.021, subdivision 2, is amended to read:
45.19 		Subd. 2.Standards development. (a) The commissioner must consider advice from at 
45.20 	least the following stakeholders in developing statewide rigorous core academic standards 
45.21 	in language arts, mathematics, science, social studies, including history, geography, 
45.22 	economics, government and citizenship, and the arts:
45.23 	(1) parents of school-age children and members of the public throughout the state;
45.24 	(2) teachers throughout the state currently licensed and providing instruction in language 
45.25 	arts, mathematics, science, social studies, or the arts and licensed elementary and secondary 
45.26 	school principals throughout the state currently administering a school site;
45.27 	(3) currently serving members of local school boards and charter school boards throughout 
45.28 	the state;
45.29 	(4) faculty teaching core subjects at postsecondary institutions in Minnesota; and
45.30 	(5) representatives of the Minnesota business community.; and
45.31 	(6) representatives from the Tribal Nations Education Committee and Minnesota's Tribal 
45.32 	Nations and communities, including both Anishinaabe and Dakota.
46.1 	(b) Academic standards must:
46.2 	(1) be clear, concise, objective, measurable, and grade-level appropriate;
46.3 	(2) not require a specific teaching methodology or curriculum; and
46.4 	(3) be consistent with the Constitutions of the United States and the state of Minnesota.

46.5 	Sec. 3. Minnesota Statutes 2022, section 120B.021, subdivision 4, is amended to read:
46.6 		Subd. 4.Revisions and reviews required. (a) The commissioner of education must 
46.7 	revise and appropriately embed technology and information literacy standards consistent 
46.8 	with recommendations from school media specialists into the state's academic standards 
46.9 	and graduation requirements and implement a ten-year cycle to review and, consistent with 
46.10 	the review, revise state academic standards and related benchmarks, consistent with this 
46.11 	subdivision. During each ten-year review and revision cycle, the commissioner also must 
46.12 	examine the alignment of each required academic standard and related benchmark with the 
46.13 	knowledge and skills students need for career and college readiness and advanced work in 
46.14 	the particular subject area. The commissioner must include the contributions of Minnesota 
46.15 	American Indian tribes and communities, including urban Indigenous communities, as 
46.16 	related to the academic standards during the review and revision of the required academic 
46.17 	standards. The commissioner must embed Indigenous education for all students consistent 
46.18 	with recommendations from Minnesota's Tribal Nations and urban Indigenous communities 
46.19 	regarding the contributions of Minnesota American Indian Tribes and communities into the 
46.20 	state's academic standards during the review and revision of the required academic standards. 
46.21 	The recommendations to embed Indigenous education for all students includes but is not 
46.22 	limited to American Indian experiences in Minnesota, including Tribal histories, Indigenous 
46.23 	languages, sovereignty issues, cultures, treaty rights, governments, socioeconomic 
46.24 	experiences, contemporary issues, and current events.
46.25 	(b) The commissioner must ensure that the statewide mathematics assessments 
46.26 	administered to students in grades 3 through 8 and 11 are aligned with the state academic 
46.27 	standards in mathematics, consistent with section 120B.30, subdivision 1, paragraph (b). 
46.28 	The commissioner must implement a review of the academic standards and related 
46.29 	benchmarks in mathematics beginning in the 2021-2022 school year and every ten years 
46.30 	thereafter.
46.31 	(c) The commissioner must implement a review of the academic standards and related 
46.32 	benchmarks in arts beginning in the 2017-2018 school year and every ten years thereafter.
47.1 	(d) The commissioner must implement a review of the academic standards and related 
47.2 	benchmarks in science beginning in the 2018-2019 school year and every ten years thereafter.
47.3 	(e) The commissioner must implement a review of the academic standards and related 
47.4 	benchmarks in language arts beginning in the 2019-2020 school year and every ten years 
47.5 	thereafter.
47.6 	(f) The commissioner must implement a review of the academic standards and related 
47.7 	benchmarks in social studies beginning in the 2020-2021 school year and every ten years 
47.8 	thereafter.
47.9 	(g) The commissioner must implement a review of the academic standards and related 
47.10 	benchmarks in physical education beginning in the 2022-2023 2026-2027 school year and 
47.11 	every ten years thereafter.
47.12 	(h) School districts and charter schools must revise and align local academic standards 
47.13 	and high school graduation requirements in health, world languages, and career and technical 
47.14 	education to require students to complete the revised standards beginning in a school year 
47.15 	determined by the school district or charter school. School districts and charter schools must 
47.16 	formally establish a periodic review cycle for the academic standards and related benchmarks 
47.17 	in health, world languages, and career and technical education.
47.18 	(i) The commissioner of education must embed technology and information literacy 
47.19 	standards consistent with recommendations from school media specialists into the state's 
47.20 	academic standards and graduation requirements.
47.21 	(j) The commissioner of education must embed ethnic studies as related to the academic 
47.22 	standards during the review and revision of the required academic standards.

47.23 	Sec. 4. Minnesota Statutes 2022, section 120B.021, is amended by adding a subdivision 
47.24 	to read:
47.25 		Subd. 5.Indigenous education for all students. To support implementation of 
47.26 	Indigenous education for all students, the commissioner must:
47.27 	(1) provide historically accurate, Tribally endorsed, culturally relevant, community-based, 
47.28 	contemporary, and developmentally appropriate resources. Resources to implement standards 
47.29 	must include professional development and must demonstrate an awareness and 
47.30 	understanding of the importance of accurate, high-quality materials about the histories, 
47.31 	languages, cultures, and governments of local Tribes;
48.1 	(2) provide resources to support all students learning about the histories, languages, 
48.2 	cultures, governments, and experiences of their American Indian peers and neighbors. 
48.3 	Resources to implement standards across content areas must be developed to authentically 
48.4 	engage all students and support successful learning; and
48.5 	(3) conduct a needs assessment by December 31, 2023. The needs assessment must fully 
48.6 	inform the development of future resources for Indigenous education for all students by 
48.7 	using information from Minnesota's American Indian Tribes and communities, including 
48.8 	urban Indigenous communities, Minnesota's Tribal Nations Education Committee, schools 
48.9 	and districts, students, and educational organizations. The commissioner must submit a 
48.10 	report on the findings and recommendations from the needs assessment to the chairs and 
48.11 	ranking minority members of legislative committees with jurisdiction over education; to 
48.12 	the American Indian Tribes and communities in Minnesota, including urban Indigenous 
48.13 	communities; and to all schools and districts in the state by February 1, 2024.

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

48.15 	Sec. 5. [121A.041] AMERICAN INDIAN MASCOTS PROHIBITED.
48.16 		Subdivision 1.Definitions. (a) For purposes of this section, the following terms have 
48.17 	the meanings given.
48.18 	(b) "American Indian" means an individual who is:
48.19 	(1) a member of an Indian Tribe or band, as membership is defined by the Tribe or band, 
48.20 	including:
48.21 	(i) any Tribe or band terminated since 1940; and
48.22 	(ii) any Tribe or band recognized by the state in which the Tribe or band resides;
48.23 	(2) a descendant, in the first or second degree, of an individual described in clause (1);
48.24 	(3) considered by the Secretary of the Interior to be an Indian for any purpose;
48.25 	(4) an Eskimo, Aleut, or other Alaska Native; or
48.26 	(5) a member of an organized Indian group that received a grant under the Indian 
48.27 	Education Act of 1988 as in effect the day preceding October 20, 1994.
48.28 	(c) "District" means a district under section 120A.05, subdivision 8.
48.29 	(d) "Mascot" means any human, nonhuman animal, or object used to represent a school 
48.30 	and its population.
49.1 	(e) "Public school" or "school" means a public school under section 120A.05, subdivisions 
49.2 	9, 11, 13, and 17, and a charter school under chapter 124E.
49.3 		Subd. 2.Prohibition on American Indian mascots. (a) A public school may not have 
49.4 	or adopt a name, symbol, or image that depicts or refers to an American Indian Tribe, 
49.5 	individual, custom, or tradition to be used as a mascot, nickname, logo, letterhead, or team 
49.6 	name of the district or school within the district.
49.7 	(b) A public school may seek an exemption to paragraph (a) by submitting a request in 
49.8 	writing to all eleven federally recognized Tribal Nations in Minnesota and to the Tribal 
49.9 	Nations Education Committee. The exemption is denied if any of the eleven Tribal Nations 
49.10 	or the Tribal Nations Education Committee opposes the exemption. A public school whose 
49.11 	exemption is denied must comply with paragraph (a) by September 1 of the following 
49.12 	calendar year after which the exemption request was made.
49.13 		Subd. 3.Allowed American Indian mascot. Notwithstanding subdivision 2, a public 
49.14 	school may have a name, symbol, or image that depicts or refers to an American Indian 
49.15 	Tribe, individual, custom, or tradition to be used as a mascot, nickname, logo, letterhead, 
49.16 	or team name on the district or school within the district without applying for an exemption, 
49.17 	if the district can demonstrate the following:
49.18 	(1) the district has a documented, historic, and supportive connection between the school 
49.19 	and an American Indian Tribe leader or Tribe concerning the school's mascot;
49.20 	(2) the district or school logo was designed by an Indigenous artist and is trademarked 
49.21 	by the school's American Indian Parent Advisory Committee;
49.22 	(3) the district uses the proceeds from the sale of items displaying the school logo for 
49.23 	programs benefitting Indigenous youth; and
49.24 	(4) the district has received endorsement of its school name, symbol, and image from 
49.25 	the National Coalition Against Racism in Sports Media.

49.26 	EFFECTIVE DATE. This section is effective June 30, 2024.

49.27 	Sec. 6. Minnesota Statutes 2022, section 124D.73, is amended by adding a subdivision to 
49.28 	read:
49.29 		Subd. 5.American Indian student. "American Indian student" means a student who 
49.30 	identifies as American Indian or Alaska Native, as defined by the state on October 1 of the 
49.31 	previous school year.

50.1 	Sec. 7. Minnesota Statutes 2022, section 124D.74, subdivision 1, is amended to read:
50.2 		Subdivision 1.Program described. American Indian education programs are programs 
50.3 	in public elementary and secondary schools, nonsectarian nonpublic, community, tribal, 
50.4 	charter, or alternative schools enrolling American Indian children designed to:
50.5 	(1) support postsecondary preparation for American Indian pupils;
50.6 	(2) support the academic achievement of American Indian students pupils;
50.7 	(3) make the curriculum relevant to the needs, interests, and cultural heritage of American 
50.8 	Indian pupils;
50.9 	(4) provide positive reinforcement of the self-image of American Indian pupils;
50.10 	(5) develop intercultural awareness among pupils, parents, and staff; and
50.11 	(6) supplement, not supplant, state and federal educational and cocurricular programs.
50.12 	Program services designed to increase completion and graduation rates of American Indian 
50.13 	students must emphasize academic achievement, retention, and attendance; development 
50.14 	of support services for staff, including in-service training and technical assistance in methods 
50.15 	of teaching American Indian pupils; research projects, including innovative teaching 
50.16 	approaches and evaluation of methods of relating to American Indian pupils; provision of 
50.17 	career counseling to American Indian pupils; modification of curriculum, instructional 
50.18 	methods, and administrative procedures to meet the needs of American Indian pupils; and 
50.19 	supplemental instruction in American Indian language, literature, history, and culture. 
50.20 	Districts offering programs may make contracts for the provision of program services by 
50.21 	establishing cooperative liaisons with tribal programs and American Indian social service 
50.22 	agencies. These programs may also be provided as components of early childhood and 
50.23 	family education programs.

50.24 	Sec. 8. Minnesota Statutes 2022, section 124D.74, subdivision 3, is amended to read:
50.25 		Subd. 3.Enrollment of other children; shared time enrollment. To the extent it is 
50.26 	economically feasible, a district or participating school may make provision for the voluntary 
50.27 	enrollment of non-American Indian children in the instructional components of an American 
50.28 	Indian education program in order that they may acquire an understanding of the cultural 
50.29 	heritage of the American Indian children for whom that particular program is designed. 
50.30 	However, in determining eligibility to participate in a program, priority must be given to 
50.31 	American Indian children. American Indian children and other children enrolled in an 
51.1 	existing nonpublic school system may be enrolled on a shared time basis in American Indian 
51.2 	education programs.

51.3 	Sec. 9. Minnesota Statutes 2022, section 124D.74, subdivision 4, is amended to read:
51.4 		Subd. 4.Location of programs. American Indian education programs must be located 
51.5 	in facilities educational settings in which regular classes in a variety of subjects are offered 
51.6 	on a daily basis. Programs may operate on an extended day or extended year basis, including 
51.7 	school districts, charter schools, and Tribal contract schools that offer virtual learning 
51.8 	environments.

51.9 	Sec. 10. Minnesota Statutes 2022, section 124D.74, is amended by adding a subdivision 
51.10 	to read:
51.11 		Subd. 7.American Indian culture and language classes. Any district or participating 
51.12 	school that conducts American Indian education programs under sections 124D.71 to 
51.13 	124D.82, and serves a student population of which: (1) at least five percent of the total 
51.14 	student population meets the state definition of American Indian students; or (2) 100 or 
51.15 	more students enrolled in the district are state-identified American Indian students must 
51.16 	provide American Indian culture and language classes.

51.17 	Sec. 11. Minnesota Statutes 2022, section 124D.76, is amended to read:
51.18 	124D.76 COMMUNITY COORDINATORS, INDIAN HOME/SCHOOL LIAISONS
51.19 	AMERICAN INDIAN EDUCATION PROGRAM COORDINATORS, 
51.20 	PARAPROFESSIONALS.
51.21 	In addition to employing American Indian language and culture education teachers, each 
51.22 	district or participating school providing programs pursuant to sections 124D.71 to 124D.82
51.23 	may employ paraprofessionals. Paraprofessionals must not be employed for the purpose of 
51.24 	supplanting American Indian language and culture education teachers.
51.25 	Any district or participating school which that conducts American Indian education 
51.26 	programs pursuant to sections 124D.71 to 124D.82 must employ one or more full-time or 
51.27 	part-time community coordinators or Indian home/school liaisons if there are dedicated 
51.28 	American Indian education program coordinators in a district with 100 or more 
51.29 	state-identified American Indian students enrolled in the district. Community coordinators 
51.30 	shall A dedicated American Indian education program coordinator must promote 
51.31 	communication, understanding, and cooperation between the schools and the community 
52.1 	and shall must visit the homes of children who are to be enrolled in an American Indian 
52.2 	education program in order to convey information about the program.

52.3 	Sec. 12. Minnesota Statutes 2022, section 124D.78, is amended to read:
52.4 	124D.78 PARENT AND COMMUNITY PARTICIPATION.
52.5 		Subdivision 1.Parent committee. School boards and American Indian schools School 
52.6 	districts, charter schools, Tribal contract schools, and the respective school boards must 
52.7 	provide for the maximum involvement of parents of American Indian children enrolled in 
52.8 	American Indian education programs, programs for elementary and secondary grades, 
52.9 	special education programs, and support services. Accordingly, the board of a school district
52.10 	school districts, charter schools, and Tribal contract schools in which there are ten or more
52.11 	state-identified American Indian students enrolled and each American Indian school must 
52.12 	establish an American Indian education Parent Advisory Committee. If a committee whose 
52.13 	membership consists of a majority of parents of American Indian children has been or is 
52.14 	established according to federal, tribal, or other state law, that committee may serve as the 
52.15 	committee required by this section and is subject to, at least, the requirements of this 
52.16 	subdivision and subdivision 2.
52.17 	The American Indian education Parent Advisory Committee must develop its 
52.18 	recommendations in consultation with the curriculum advisory committee required by 
52.19 	section 120B.11, subdivision 3. This committee must afford parents the necessary information 
52.20 	and the opportunity effectively to express their views concerning all aspects of American 
52.21 	Indian education and the educational needs of the American Indian children enrolled in the 
52.22 	school or program. The school board or American Indian school School districts, charter 
52.23 	schools, and Tribal contract schools must ensure that programs are planned, operated, and 
52.24 	evaluated with the involvement of and in consultation with parents of the American Indian 
52.25 	students served by the programs.
52.26 		Subd. 2.Resolution of concurrence Annual compliance. Prior to March 1, the school 
52.27 	board or American Indian school must submit to the department a copy of a resolution 
52.28 	adopted by the American Indian education parent advisory committee.The copy must be 
52.29 	signed by the chair of the committee and must state whether the committee concurs with 
52.30 	the educational programs for American Indian students offered by the school board or 
52.31 	American Indian school. If the committee does not concur with the educational programs, 
52.32 	the reasons for nonconcurrence and recommendations shall be submitted directly to the 
52.33 	school board with the resolution. By resolution, the board must respond in writing within 
52.34 	60 days, in cases of nonconcurrence, to each recommendation made by the committee and 
53.1 	state its reasons for not implementing the recommendations. American Indian Parent 
53.2 	Advisory Committee must meet to discuss whether or not they concur with the educational 
53.3 	offerings that have been extended by the district to American Indian students. If the 
53.4 	committee finds that the district, charter school, Tribal contract school, and the school board 
53.5 	have been meeting the needs of American Indian students, they issue a vote and resolution 
53.6 	of concurrence. If they find that the needs of American Indian students are not being met, 
53.7 	they issue a vote and resolution of nonconcurrence. The vote and resolution must be presented 
53.8 	to the school board by one or more members of the American Indian Parent Advisory 
53.9 	Committee. The vote is formally reflected on documentation provided by the Department 
53.10 	of Education and must be submitted annually on March 1.
53.11 	If the vote is one of nonconcurrence, the committee must provide written 
53.12 	recommendations for improvement to the school board at the time of the presentation. In 
53.13 	the case of nonconcurrence, the school board is given 60 days in which to respond, in writing, 
53.14 	to the committee's recommendations. The board response must be signed by the entire 
53.15 	school board and submitted to both the American Indian Parent Advisory Committee and 
53.16 	to the Department of Education. The resolution must be accompanied by Parent Advisory 
53.17 	Committee meeting minutes that show they have been appraised by the district on the goals 
53.18 	of the Indian Education Program Plan and the measurement of progress toward those goals.
53.19 		Subd. 3.Membership. The American Indian education Parent Advisory Committee 
53.20 	must be composed of parents or guardians of American Indian children eligible to be enrolled 
53.21 	in American Indian education programs; American Indian secondary students eligible to 
53.22 	be served; American Indian family members of students eligible to be enrolled in American 
53.23 	Indian education programs; American Indian language and culture education teachers and 
53.24 	paraprofessionals; American Indian teachers; American Indian district employees; American 
53.25 	Indian counselors; adult American Indian people enrolled in educational programs; and 
53.26 	representatives from community groups. A American Indian community members. The
53.27 	majority of each committee must be the parents or guardians of the American Indian children 
53.28 	enrolled or eligible to be enrolled in the programs. The number of parents of American 
53.29 	Indian and non-American Indian children shall reflect approximately the proportion of 
53.30 	children of those groups enrolled in the programs.
53.31 		Subd. 4.Alternate committee. If the organizational membership or the board of directors 
53.32 	of an American Indian school a Tribal contract school consists of parents of children attending 
53.33 	the school, that membership or board may serve also as the American Indian education
53.34 	Parent Advisory Committee.
54.1 		Subd. 5.State-identified American Indian. For the purposes of sections 124D.71 to 
54.2 	124D.82, the number of students who identify as American Indian or Alaska Native, as 
54.3 	defined by the state of Minnesota on October 1 of the previous school year, will be used to 
54.4 	determine the state-identified American Indian student counts for school districts, charter 
54.5 	schools, and Tribal contract schools for the subsequent school year.

54.6 	Sec. 13. Minnesota Statutes 2022, section 124D.79, subdivision 2, is amended to read:
54.7 		Subd. 2.Technical assistance. The commissioner shall provide technical assistance to 
54.8 	districts, schools and postsecondary institutions for preservice and in-service training for 
54.9 	teachers, American Indian education teachers and paraprofessionals specifically designed 
54.10 	to implement culturally responsive teaching methods, culturally based curriculum 
54.11 	development, testing and testing mechanisms, and the development of materials for American 
54.12 	Indian education programs, and the annual report of American Indian student data using 
54.13 	the state count.

54.14 	Sec. 14. Minnesota Statutes 2022, section 124D.791, subdivision 4, is amended to read:
54.15 		Subd. 4.Duties; powers. The American Indian education director shall:
54.16 	(1) serve as the liaison for the department work collaboratively and in conjunction with 
54.17 	the Tribal Liaison, the Tribal Nations Education Committee, the 11 Tribal communities
54.18 	nations in Minnesota, the Minnesota Chippewa Tribe, and the Minnesota Indian Affairs 
54.19 	Council;
54.20 	(2) evaluate the state of American Indian education in Minnesota;
54.21 	(3) engage the tribal bodies, community groups, parents of children eligible to be served 
54.22 	by American Indian education programs, American Indian administrators and teachers, 
54.23 	persons experienced in the training of teachers for American Indian education programs, 
54.24 	the tribally controlled schools, and other persons knowledgeable in the field of American 
54.25 	Indian education and seek their advice on policies that can improve the quality of American 
54.26 	Indian education;
54.27 	(4) advise the commissioner on American Indian education issues, including:
54.28 	(i) issues facing American Indian students;
54.29 	(ii) policies for American Indian education;
55.1 	(iii) awarding scholarships to eligible American Indian students and in administering 
55.2 	the commissioner's duties regarding awarding of American Indian education grants to school 
55.3 	districts; and
55.4 	(iv) administration of the commissioner's duties under sections 124D.71 to 124D.82 and 
55.5 	other programs for the education of American Indian people;
55.6 	(5) propose to the commissioner legislative changes that will improve the quality of 
55.7 	American Indian education;
55.8 	(6) develop a strategic plan and a long-term framework for American Indian education, 
55.9 	in conjunction with the Minnesota Indian Affairs Council, that is updated every five years 
55.10 	and implemented by the commissioner, with goals to:
55.11 	(i) increase American Indian student achievement, including increased levels of 
55.12 	proficiency and growth on statewide accountability assessments;
55.13 	(ii) increase the number of American Indian teachers in public schools;
55.14 	(iii) close the achievement gap between American Indian students and their more 
55.15 	advantaged peers;
55.16 	(iv) increase the statewide graduation rate for American Indian students; and
55.17 	(v) increase American Indian student placement in postsecondary programs and the 
55.18 	workforce; and
55.19 	(7) keep the American Indian community informed about the work of the department 
55.20 	by reporting to the Tribal Nations Education Committee at each committee meeting.

55.21 	Sec. 15. [124D.792] GRADUATION CEREMONIES; TRIBAL REGALIA AND 
55.22 	OBJECTS OF CULTURAL SIGNIFICANCE.
55.23 	A school district or charter school must not prohibit an American Indian student from 
55.24 	wearing American Indian regalia, Tribal regalia, or objects of cultural significance at a 
55.25 	graduation ceremony.

55.26 	Sec. 16. Minnesota Statutes 2022, section 124D.81, subdivision 1, is amended to read:
55.27 		Subdivision 1. Procedures. A school district, charter school, or American 
55.28 	Indian-controlled tribal contract or grant school enrolling at least 20 American Indian 
55.29 	students identified by the state count on October 1 of the previous school year and operating 
55.30 	an American Indian education program according to section 124D.74 is eligible for Indian 
55.31 	education aid if it meets the requirements of this section. Programs may provide for contracts 
56.1 	for the provision of program components by nonsectarian nonpublic, community, tribal, 
56.2 	charter, or alternative schools. The commissioner shall prescribe the form and manner of 
56.3 	application for aids, and no aid shall be made for a program not complying with the 
56.4 	requirements of sections 124D.71 to 124D.82.

56.5 	Sec. 17. Minnesota Statutes 2022, section 124D.81, subdivision 5, is amended to read:
56.6 		Subd. 5.Records. Participating schools and districts must keep records and afford access 
56.7 	to them as the commissioner finds necessary to ensure that American Indian education 
56.8 	programs are implemented in conformity with sections 124D.71 to 124D.82. Each school 
56.9 	district or participating school must keep accurate, detailed, and separate revenue and 
56.10 	expenditure accounts for pilot American Indian education programs funded under this 
56.11 	section.

56.12 	Sec. 18. Minnesota Statutes 2022, section 144.4165, is amended to read:
56.13 	144.4165 TOBACCO PRODUCTS PROHIBITED IN PUBLIC SCHOOLS.
56.14 	(a) No person shall at any time smoke, chew, or otherwise ingest tobacco, or carry or 
56.15 	use an activated electronic delivery device as defined in section 609.685, subdivision 1, in 
56.16 	a public school, as defined in section 120A.05, subdivisions 9, 11, and 13, or in a charter 
56.17 	school governed by chapter 124E. This prohibition extends to all facilities, whether owned, 
56.18 	rented, or leased, and all vehicles that a school district owns, leases, rents, contracts for, or 
56.19 	controls.
56.20 	(b) Nothing in this section shall prohibit the lighting of tobacco by an adult as a part of 
56.21 	a traditional Indian spiritual or cultural ceremony. An American Indian student may carry 
56.22 	a medicine pouch containing loose tobacco intended as observance of traditional spiritual 
56.23 	or cultural practices. For purposes of this section, an Indian is a person who is a member 
56.24 	of an Indian tribe as defined in section 260.755, subdivision 12.

56.25 	ARTICLE 4
56.26 	CHARTER SCHOOLS

56.27 	Section 1. Minnesota Statutes 2022, section 124E.02, is amended to read:
56.28 	124E.02 DEFINITIONS.
56.29 	(a) For purposes of this chapter, the terms defined in this section have the meanings 
56.30 	given them.
57.1 	(b) "Affidavit" means a written statement the authorizer submits to the commissioner 
57.2 	for approval to establish a charter school under section 124E.06, subdivision 4, attesting to 
57.3 	its review and approval process before chartering a school.
57.4 	(c) "Affiliate" means a person that directly or indirectly, through one or more 
57.5 	intermediaries, controls, is controlled by, or is under common control with another person.
57.6 	(d) "Charter management organization" or "CMO" means any nonprofit or for-profit 
57.7 	entity that contracts with a charter school board of directors to provide, manage, or oversee 
57.8 	all or substantially all of a school's education program or a school's administrative, financial, 
57.9 	business, or operational functions.
57.10 	(d) (e) "Control" means the ability to affect the management, operations, or policy actions 
57.11 	or decisions of a person, whether by owning voting securities, by contract, or otherwise.
57.12 	(f) "Educational management organization" or "EMO" means a nonprofit or for-profit 
57.13 	entity that provides, manages or oversees all or substantially all of the education program, 
57.14 	or the school's administrative, financial, business, or operational functions.
57.15 	(e) (g) "Immediate family" means an individual whose relationship by blood, marriage, 
57.16 	adoption, or partnership is no more remote than first cousin.
57.17 	(h) "Market need and demand study" means a study that includes the following for the 
57.18 	proposed locations of the school or additional site:
57.19 	(1) current and projected demographic information;
57.20 	(2) student enrollment patterns;
57.21 	(3) information on existing schools and types of educational programs currently available;
57.22 	(4) characteristics of proposed students and families;
57.23 	(5) availability of properly zoned and classified facilities; and
57.24 	(6) quantification of existing demand for the school or site.
57.25 	(f) (i) "Person" means an individual or entity of any kind.
57.26 	(g) (j) "Related party" means an affiliate or immediate relative of the other interested 
57.27 	party, an affiliate of an immediate relative who is the other interested party, or an immediate 
57.28 	relative of an affiliate who is the other interested party.
57.29 	(h) (k) For purposes of this chapter, the terms defined in section 120A.05 have the same 
57.30 	meanings.

58.1 	Sec. 2. Minnesota Statutes 2022, section 124E.03, subdivision 2, is amended to read:
58.2 		Subd. 2.Certain federal, state, and local requirements. (a) A charter school shall 
58.3 	meet all federal, state, and local health and safety requirements applicable to school districts.
58.4 	(b) A school must comply with statewide accountability requirements governing standards 
58.5 	and assessments in chapter 120B.
58.6 	(c) A charter school must comply with the Minnesota Public School Fee Law, sections 
58.7 	123B.34 to 123B.39.
58.8 	(d) A charter school is a district for the purposes of tort liability under chapter 466.
58.9 	(e) A charter school must comply with the Pledge of Allegiance requirement under 
58.10 	section 121A.11, subdivision 3.
58.11 	(f) A charter school and charter school board of directors must comply with chapter 181 
58.12 	governing requirements for employment.
58.13 	(g) A charter school must comply with continuing truant notification under section 
58.14 	260A.03.
58.15 	(h) A charter school must develop and implement a teacher evaluation and peer review 
58.16 	process under section 122A.40, subdivision 8, paragraph (b), clauses (2) to (13), and place 
58.17 	students in classrooms in accordance with section 122A.40, subdivision 8, paragraph (d). 
58.18 	The teacher evaluation process in this paragraph does not create any additional employment 
58.19 	rights for teachers.
58.20 	(i) A charter school must adopt a policy, plan, budget, and process, consistent with 
58.21 	section 120B.11, to review curriculum, instruction, and student achievement and strive for 
58.22 	the world's best workforce.
58.23 	(j) A charter school is subject to and must comply with the Pupil Fair Dismissal Act, 
58.24 	sections 121A.40 to 121A.56 and 121A.575.

58.25 	Sec. 3. Minnesota Statutes 2022, section 124E.03, is amended by adding a subdivision to 
58.26 	read:
58.27 		Subd. 9.English learners. A charter school is subject to and must comply with the 
58.28 	Education for English Learners Act under sections 124D.58 to 124D.64 as though the charter 
58.29 	school were a district.

59.1 	Sec. 4. Minnesota Statutes 2022, section 124E.05, subdivision 4, is amended to read:
59.2 		Subd. 4.Application content. (a) To be approved as an authorizer, an applicant must 
59.3 	include in its application to the commissioner at least the following:
59.4 	(1) how the organization carries out its mission by chartering schools;
59.5 	(2) a description of the capacity of the organization to serve as an authorizer, including 
59.6 	the positions allocated to authorizing duties, the qualifications for those positions, the 
59.7 	full-time equivalencies of those positions, and the financial resources available to fund the 
59.8 	positions;
59.9 	(3) the application and review process the authorizer uses to decide whether to grant 
59.10 	charters;
59.11 	(4) the type of contract it arranges with the schools it charters to meet the provisions of 
59.12 	section 124E.10;
59.13 	(5) the process for overseeing the school, consistent with clause (4), to ensure that the 
59.14 	schools chartered comply with applicable law and rules and the contract;
59.15 	(6) the criteria and process the authorizer uses to approve applications adding grades or 
59.16 	sites under section 124E.06, subdivision 5;
59.17 	(7) the process for renewing or terminating the school's charter based on evidence 
59.18 	showing the academic, organizational, and financial competency of the school, including 
59.19 	its success in increasing student achievement and meeting the goals of the charter school 
59.20 	agreement; and
59.21 	(8) an assurance specifying that the organization is committed to serving as an authorizer 
59.22 	for the full five-year term until the commissioner terminates the organization's ability to 
59.23 	authorize charter schools under subdivision 6 or the organization formally withdraws as an 
59.24 	approved authorizer under subdivision 7.
59.25 	(b) Notwithstanding paragraph (a), an authorizer that is a school district may satisfy the 
59.26 	requirements of paragraph (a), clauses (1) and (2), and any requirement governing a conflict 
59.27 	of interest between an authorizer and its charter schools or ongoing evaluation or continuing 
59.28 	education of an administrator or other professional support staff by submitting to the 
59.29 	commissioner a written promise to comply with the requirements.

59.30 	Sec. 5. Minnesota Statutes 2022, section 124E.05, subdivision 7, is amended to read:
59.31 		Subd. 7.Withdrawal. If the governing board of an approved authorizer votes to withdraw 
59.32 	as an approved authorizer for a reason unrelated to any cause under section 124E.10, 
60.1 	subdivision 4 subdivision 6, the authorizer must notify all its chartered schools and the 
60.2 	commissioner in writing by March 1 of its intent to withdraw as an authorizer on June 30 
60.3 	in the next calendar year, regardless of when the authorizer's five-year term of approval 
60.4 	ends. Upon notification of the schools and commissioner, the authorizer must provide a 
60.5 	letter to the school for distribution to families of students enrolled in the school that explains 
60.6 	the decision to withdraw as an authorizer. The commissioner may approve the transfer of 
60.7 	a charter school to a new authorizer under section 124E.10, subdivision 5.

60.8 	Sec. 6. Minnesota Statutes 2022, section 124E.06, subdivision 1, is amended to read:
60.9 		Subdivision 1.Individuals eligible to organize. (a) An authorizer, after receiving an 
60.10 	application from a charter school developer, may charter either a licensed teacher under 
60.11 	section 122A.18, subdivision 1, or a group of individuals that includes one or more licensed 
60.12 	teachers under section 122A.18, subdivision 1, to operate a school subject to the 
60.13 	commissioner's approval of the authorizer's affidavit under subdivision 4.
60.14 	(b) "Application" under this section means the charter school business plan a charter 
60.15 	school developer submits to an authorizer for approval to establish a charter school. This 
60.16 	application must include:
60.17 	(1) the school developer's proposed school's:
60.18 	(i) mission statement and vision statements;
60.19 	(ii) school purposes and goals;
60.20 	(iii) educational program design and how the program will improve student learning, 
60.21 	success, and achievement;
60.22 	(iv) plan to address the social and emotional learning needs of students and student 
60.23 	support services;
60.24 	(v) plan to provide special education management and services;
60.25 	(vi) plan for staffing the school with appropriately qualified and licensed personnel;
60.26 	(iv) (vii) financial plan;
60.27 	(v) (viii) governance and management structure and plan; and
60.28 	(vi) background and experience;
60.29 	(ix) market need and demand study; and
61.1 	(x) plan for ongoing outreach and dissemination of information about the school's 
61.2 	offerings and enrollment procedure to families that reflect the diversity of Minnesota's 
61.3 	population and targeted groups under section 124E.17, subdivision 1, paragraph (a);
61.4 	(2) the school developer's experience and background, including criminal history and 
61.5 	bankruptcy background checks;
61.6 	(2) (3) any other information the authorizer requests; and
61.7 	(3) (4) a "statement of assurances" of legal compliance prescribed by the commissioner.
61.8 	(c) An authorizer shall not approve an application submitted by a charter school developer 
61.9 	under paragraph (a) if the application does not comply with subdivision 3, paragraph (e), 
61.10 	and section 124E.01, subdivision 1. The commissioner shall not approve an affidavit 
61.11 	submitted by an authorizer under subdivision 4 if the affidavit does not comply with 
61.12 	subdivision 3, paragraph (e), and section 124E.01, subdivision 1.

61.13 	Sec. 7. Minnesota Statutes 2022, section 124E.06, subdivision 4, is amended to read:
61.14 		Subd. 4.Authorizer's affidavit; approval process. (a) Before an operator may establish 
61.15 	and operate a school, the authorizer must file an affidavit with the commissioner stating its 
61.16 	intent to charter a school. An authorizer must file a separate affidavit for each school it 
61.17 	intends to charter. An authorizer must file an affidavit at least 14 months before July 1 of 
61.18 	the year the new charter school plans to serve students. The affidavit must state:
61.19 	(1) the terms and conditions under which the authorizer would charter a school, including 
61.20 	a market need and demand study; and
61.21 	(2) how the authorizer intends to oversee:
61.22 	(i) the fiscal and student performance of the charter school; and
61.23 	(ii) compliance with the terms of the written contract between the authorizer and the 
61.24 	charter school board of directors under section 124E.10, subdivision 1.
61.25 	(b) The commissioner must approve or disapprove the authorizer's affidavit within 60 
61.26 	business days of receiving the affidavit. If the commissioner disapproves the affidavit, the 
61.27 	commissioner shall notify the authorizer of the deficiencies in the affidavit and the authorizer 
61.28 	then has 20 business days to address the deficiencies. The commissioner must notify the 
61.29 	authorizer of the commissioner's final approval or final disapproval within 15 business days 
61.30 	after receiving the authorizer's response to the deficiencies in the affidavit. If the authorizer 
61.31 	does not address deficiencies to the commissioner's satisfaction, the commissioner's 
62.1 	disapproval is final. An authorizer who fails to obtain the commissioner's approval is 
62.2 	precluded from chartering the school that is the subject of this affidavit.

62.3 	Sec. 8. Minnesota Statutes 2022, section 124E.06, subdivision 5, is amended to read:
62.4 		Subd. 5.Adding grades or sites. (a) A charter school may apply to the authorizer to 
62.5 	amend the school charter to add grades or primary enrollment sites beyond those defined 
62.6 	in the original affidavit approved by the commissioner. After approving the school's 
62.7 	application, the authorizer shall submit a supplemental affidavit in the form and manner 
62.8 	prescribed by the commissioner. The authorizer must file a supplemental affidavit to the 
62.9 	commissioner by October 1 to be eligible to add grades or sites in the next school year. The 
62.10 	supplemental affidavit must document to the authorizer's satisfaction:
62.11 	(1) the need for the additional grades or sites with supporting long-range enrollment 
62.12 	projections;
62.13 	(2) a longitudinal record of student academic performance and growth on statewide 
62.14 	assessments under chapter 120B or on other academic assessments that measure longitudinal 
62.15 	student performance and growth approved by the charter school's board of directors and 
62.16 	agreed upon with the authorizer;
62.17 	(3) a history of sound school finances and a plan to add grades or sites that sustains the 
62.18 	school's finances; and
62.19 	(4) board capacity to administer and manage the additional grades or sites.; and
62.20 	(5) for site expansion, a market need and demand study.
62.21 	(b) The commissioner shall have 30 business days to review and comment on the 
62.22 	supplemental affidavit. The commissioner shall notify the authorizer in writing of any 
62.23 	deficiencies in the supplemental affidavit and the authorizer then has 20 business days to 
62.24 	address any deficiencies in the supplemental affidavit to the commissioner's satisfaction. 
62.25 	The commissioner must notify the authorizer of final approval or final disapproval within 
62.26 	15 business days after receiving the authorizer's response to the deficiencies in the affidavit. 
62.27 	The school may not add grades or sites until the commissioner has approved the supplemental 
62.28 	affidavit. The commissioner's approval or disapproval of a supplemental affidavit is final.

62.29 	Sec. 9. Minnesota Statutes 2022, section 124E.10, subdivision 1, is amended to read:
62.30 		Subdivision 1.Contents. (a) To authorize a charter school, the authorizer and the charter 
62.31 	school board of directors must sign a written contract within 45 business days of the 
62.32 	commissioner's approval of the authorizer's affidavit. The authorizer shall submit a copy of 
63.1 	the charter contract to the commissioner within ten business days after the contract is signed 
63.2 	by the contracting parties. The contract must include at least the following:
63.3 	(1) a declaration that the charter school will carry out the primary purpose in section 
63.4 	124E.01, subdivision 1, and indicate how the school will report its implementation of the 
63.5 	primary purpose to its authorizer;
63.6 	(2) a declaration of the additional purpose or purposes in section 124E.01, subdivision 
63.7 	1, that the school intends to carry out and indicate how the school will report its 
63.8 	implementation of those purposes to its authorizer;
63.9 	(3) a description of the school program and the specific academic and nonacademic 
63.10 	outcomes that pupils must achieve;
63.11 	(4) a statement of the school's admission policies and procedures;
63.12 	(5) a school governance, management, and administration plan;
63.13 	(6) signed agreements from charter school board members to comply with the federal 
63.14 	and state laws governing organizational, programmatic, and financial requirements applicable 
63.15 	to charter schools;
63.16 	(7) the criteria, processes, and procedures the authorizer will use to monitor and evaluate 
63.17 	the fiscal, operational, and academic performance, consistent with subdivision 3, paragraphs 
63.18 	(a) and (b);
63.19 	(8) for contract renewal, the formal written performance evaluation that is a prerequisite 
63.20 	for reviewing a charter contract under subdivision 3;
63.21 	(9) types and amounts of insurance liability coverage the charter school must obtain, 
63.22 	consistent with section 124E.03, subdivision 2, paragraph (d);
63.23 	(10) consistent with section 124E.09, paragraph (d), a provision to indemnify and hold 
63.24 	harmless from any suit, claim, or liability arising from any charter school operation:
63.25 	(i) the authorizer and its officers, agents, and employees; and
63.26 	(ii) notwithstanding section 3.736, the commissioner and department officers, agents, 
63.27 	and employees;
63.28 	(11) the term of the contract, which, for an initial contract, may be up to five years plus 
63.29 	a preoperational planning period, or for a renewed contract or a contract with a new authorizer 
63.30 	after a transfer of authorizers, may be up to five years, if warranted by the school's academic, 
63.31 	financial, and operational performance;
64.1 	(12) how the charter school board of directors or the charter school operators will provide 
64.2 	special instruction and services for children with a disability under sections 125A.03 to 
64.3 	125A.24, and 125A.65, and a description of the financial parameters within which the charter 
64.4 	school will provide the special instruction and services to children with a disability;
64.5 	(13) the specific conditions for contract renewal that identify the performance of all 
64.6 	students under the primary purpose of section 124E.01, subdivision 1, as the most important 
64.7 	factor in determining whether to renew the contract; and
64.8 	(14) the additional purposes under section 124E.01, subdivision 1, and related 
64.9 	performance obligations under clause (7) contained in the charter contract as additional 
64.10 	factors in determining whether to renew the contract.
64.11 	(b) In addition to the requirements of paragraph (a), the charter contract must contain 
64.12 	the plan for an orderly closing of the school under chapter 317A, that establishes the 
64.13 	responsibilities of the school board of directors and the authorizer, whether the closure is a 
64.14 	termination for cause, a voluntary termination, or a nonrenewal of the contract. The plan 
64.15 	must establish who is responsible for:
64.16 	(1) notifying the commissioner, school district in which the charter school is located, 
64.17 	and parents of enrolled students about the closure;
64.18 	(2) providing parents of enrolled students information and assistance to enable the student 
64.19 	to re-enroll in another school;
64.20 	(3) transferring student records under section 124E.03, subdivision 5, paragraph (b), to 
64.21 	the student's resident school district; and
64.22 	(4) closing financial operations.
64.23 	(c) A charter school must design its programs to at least meet the outcomes adopted by 
64.24 	the commissioner for public school students, including world's best workforce goals under 
64.25 	section 120B.11, subdivision 1. In the absence of the commissioner's requirements governing 
64.26 	state standards and benchmarks, the school must meet the outcomes contained in the contract 
64.27 	with the authorizer. The achievement levels of the outcomes contained in the contract may 
64.28 	exceed the achievement levels of any outcomes adopted by the commissioner for public 
64.29 	school students.

65.1 	Sec. 10. Minnesota Statutes 2022, section 124E.11, is amended to read:
65.2 	124E.11 ADMISSION REQUIREMENTS AND ENROLLMENT.
65.3 	(a) A charter school, including its preschool or prekindergarten program established 
65.4 	under section 124E.06, subdivision 3, paragraph (b), may limit admission to:
65.5 	(1) pupils within an age group or grade level;
65.6 	(2) pupils who are eligible to participate in the graduation incentives program under 
65.7 	section 124D.68; or
65.8 	(3) residents of a specific geographic area in which the school is located when the 
65.9 	majority of students served by the school are members of underserved populations.
65.10 	(b) A charter school, including its preschool or prekindergarten program established 
65.11 	under section 124E.06, subdivision 3, paragraph (b), shall must enroll an eligible pupil who 
65.12 	submits a timely application, unless the number of applications exceeds the capacity of a 
65.13 	program, class, grade level, or building. In this case, pupils must be accepted by lot. The 
65.14 	charter school must develop and publish, including on its website, a lottery policy and 
65.15 	process that it must use when accepting pupils by lot.
65.16 	(c) Admission to a charter school must be free to any eligible pupil who resides within 
65.17 	the state. A charter school must give enrollment preference to a Minnesota resident pupil 
65.18 	over out-of-state residents. A charter school shall must give enrollment preference to a 
65.19 	sibling of an enrolled pupil and to a foster child of that pupil's parents and may give 
65.20 	preference for enrolling children of the school's staff before accepting other pupils by lot. 
65.21 	A charter school that is located in Duluth township in St. Louis County and admits students 
65.22 	in kindergarten through grade 6 must give enrollment preference to students residing within 
65.23 	a five-mile radius of the school and to the siblings of enrolled children. A charter school 
65.24 	may give enrollment preference to children currently enrolled in the school's free preschool 
65.25 	or prekindergarten program under section 124E.06, subdivision 3, paragraph (b), who are 
65.26 	eligible to enroll in kindergarten in the next school year.
65.27 	(d) A person shall may not be admitted to a charter school (1) as a kindergarten pupil, 
65.28 	unless the pupil is at least five years of age on September 1 of the calendar year in which 
65.29 	the school year for which the pupil seeks admission commences; or (2) as a first grade 
65.30 	student, unless the pupil is at least six years of age on September 1 of the calendar year in 
65.31 	which the school year for which the pupil seeks admission commences or has completed 
65.32 	kindergarten; except that a charter school may establish and publish on its website a policy 
66.1 	for admission of selected pupils at an earlier age, consistent with the enrollment process in 
66.2 	paragraphs (b) and (c).
66.3 	(e) Except as permitted in paragraph (d) paragraphs (d) and (i), a charter school, including 
66.4 	its preschool or prekindergarten program established under section 124E.06, subdivision 
66.5 	3, paragraph (b), may not limit admission to pupils on the basis of intellectual ability, 
66.6 	measures of achievement or aptitude, or athletic ability and may not establish any criteria 
66.7 	or requirements for admission that are inconsistent with this section.
66.8 	(f) The charter school shall must not distribute any services or goods of value to students, 
66.9 	parents, or guardians as an inducement, term, or condition of enrolling a student in a charter 
66.10 	school.
66.11 	(g) Once a student is enrolled in the school, the student is considered enrolled in the 
66.12 	school until the student formally withdraws or is expelled under the Pupil Fair Dismissal 
66.13 	Act in sections 121A.40 to 121A.56, except that: (1) a pupil currently enrolled in the school's 
66.14 	fee-based preschool or prekindergarten program under section 124E.06, subdivision 3, 
66.15 	paragraph (b), who is eligible to enroll in kindergarten in the next school year must apply 
66.16 	to and be admitted into kindergarten according to the provisions of this section; and (2) 
66.17 	out-of-state residents must annually apply to and be admitted by the school according to 
66.18 	the provisions of this section.
66.19 	(h) A charter school with at least 90 percent of enrolled students who are eligible for 
66.20 	special education services and have a primary disability of deaf or hard-of-hearing may 
66.21 	enroll prekindergarten pupils with a disability under section 126C.05, subdivision 1, 
66.22 	paragraph (a), and. The charter school must comply with the federal Individuals with 
66.23 	Disabilities Education Act under Code of Federal Regulations, title 34, section 300.324, 
66.24 	subsection (2), clause (iv).
66.25 	(i) A charter school serving at least 90 percent of enrolled students who are eligible for 
66.26 	special education services and have a primary disability of deaf, deafblind, or hard-of-hearing 
66.27 	may give enrollment preference to students who are eligible for special education services 
66.28 	and have a primary disability of deaf, deafblind, or hard-of-hearing. The charter school may 
66.29 	not limit admission based on the student's eligibility for additional special education services.

66.30 	Sec. 11. Minnesota Statutes 2022, section 124E.12, subdivision 1, is amended to read:
66.31 		Subdivision 1.Teachers. A charter school, excluding its preschool or prekindergarten 
66.32 	program established under section 124E.06, subdivision 3, must employ or contract with 
66.33 	necessary teachers, as defined by section 122A.15, subdivision 1, 122A.06, subdivision 2, 
67.1 	or contract with a cooperative formed under chapter 308A to provide necessary teachers,
67.2 	who hold valid licenses to perform the particular service for which they are employed in 
67.3 	the school. A charter school's preschool or prekindergarten program must employ or contract 
67.4 	with teachers knowledgeable in early childhood curriculum content, assessment, native and 
67.5 	English language programs, and instruction established under section 124E.06, subdivision 
67.6 	3. The commissioner may reduce the charter school's state aid under section 127A.43 if the 
67.7 	school employs a teacher who is not appropriately licensed or approved by the Professional 
67.8 	Educator Licensing and Standards Board. The school may employ necessary employees 
67.9 	who are not required to hold teaching licenses to perform duties other than teaching and 
67.10 	may contract for other services. The school may discharge teachers and nonlicensed 
67.11 	employees. The charter school board is subject to section 181.932 governing whistle-blowers. 
67.12 	When offering employment to a prospective employee, a charter school must give that 
67.13 	employee a written description of the terms and conditions of employment and the school's 
67.14 	personnel policies.

67.15 	Sec. 12. Minnesota Statutes 2022, section 124E.13, subdivision 1, is amended to read:
67.16 		Subdivision 1.Leased space. A charter school may lease space from: an independent 
67.17 	or special school board; other public organization; private, nonprofit, nonsectarian 
67.18 	organization; private property owner; or a sectarian organization if the leased space is 
67.19 	constructed as a school facility. In all cases, the eligible lessor must also be the building 
67.20 	owner. The commissioner must review and approve or disapprove leases in a timely manner 
67.21 	to determine eligibility for lease aid under section 124E.22.

67.22 	Sec. 13. Minnesota Statutes 2022, section 124E.13, subdivision 3, is amended to read:
67.23 		Subd. 3.Affiliated nonprofit building corporation. (a) An affiliated nonprofit building 
67.24 	corporation may purchase, expand, or renovate an existing facility to serve as a school or 
67.25 	may construct a new school facility. A One charter school may organize an affiliated 
67.26 	nonprofit building corporation that serves only that charter school if the charter school:
67.27 	(1) has operated for at least six consecutive years;
67.28 	(2) as of June 30, has a net positive unreserved general fund balance in the preceding 
67.29 	three fiscal years;
67.30 	(3) has long-range strategic and financial plans that include enrollment projections for 
67.31 	at least five years;
68.1 	(4) completes a feasibility study of facility options that outlines the benefits and costs 
68.2 	of each option; and
68.3 	(5) has a plan that describes project parameters and budget.
68.4 	(b) An affiliated nonprofit building corporation under this subdivision must:
68.5 	(1) be incorporated under section 317A;
68.6 	(2) comply with applicable Internal Revenue Service regulations, including regulations 
68.7 	for "supporting organizations" as defined by the Internal Revenue Service;
68.8 	(3) post on the school website the name, mailing address, bylaws, minutes of board 
68.9 	meetings, and names of the current board of directors of the affiliated nonprofit building 
68.10 	corporation;
68.11 	(4) submit to the commissioner a copy of its annual audit by December 31 of each year; 
68.12 	and
68.13 	(5) comply with government data practices law under chapter 13.
68.14 	(c) An affiliated nonprofit building corporation must not serve as the leasing agent for 
68.15 	property or facilities it does not own. A charter school that leases a facility from an affiliated 
68.16 	nonprofit building corporation that does not own the leased facility is ineligible to receive 
68.17 	charter school lease aid. The state is immune from liability resulting from a contract between 
68.18 	a charter school and an affiliated nonprofit building corporation.
68.19 	(d) The board of directors of the charter school must ensure the affiliated nonprofit 
68.20 	building corporation complies with all applicable legal requirements. The charter school's 
68.21 	authorizer must oversee the efforts of the board of directors of the charter school to ensure 
68.22 	legal compliance of the affiliated building corporation. A school's board of directors that 
68.23 	fails to ensure the affiliated nonprofit building corporation's compliance violates its 
68.24 	responsibilities and an authorizer must consider that failure when evaluating the charter 
68.25 	school.

68.26 	Sec. 14. Minnesota Statutes 2022, section 124E.16, is amended to read:
68.27 	124E.16 REPORTS.
68.28 		Subdivision 1.Audit report. (a) A charter school is subject to the same financial audits, 
68.29 	audit procedures, and audit requirements as a district, except as required under this 
68.30 	subdivision. Audits must be conducted in compliance with generally accepted governmental 
68.31 	auditing standards, the federal Single Audit Act, if applicable, and section 6.65 governing 
68.32 	auditing procedures. A charter school is subject to and must comply with sections 15.054; 
69.1 	118A.01; 118A.02; 118A.03; 118A.04; 118A.05; 118A.06 governing government property 
69.2 	and financial investments; and sections 471.38; 471.391; 471.392; and 471.425 governing 
69.3 	municipal contracting. The audit must comply with the requirements of sections 123B.75
69.4 	to 123B.83 governing school district finance, except when the commissioner and authorizer 
69.5 	approve a deviation made necessary because of school program finances. The commissioner, 
69.6 	state auditor, legislative auditor, or authorizer may conduct financial, program, or compliance 
69.7 	audits. A charter school in statutory operating debt under sections 123B.81 to 123B.83 must 
69.8 	submit a plan under section 123B.81, subdivision 4.
69.9 	(b) The charter school must submit an audit report to the commissioner and its authorizer 
69.10 	annually by December 31.
69.11 	(c) The charter school, with the assistance of the auditor conducting the audit, must 
69.12 	include with the report, as supplemental information: (1) a copy of a new management 
69.13 	agreements agreement or an amendment to a current agreement with a charter management 
69.14 	organization or an educational management organization and (2) service agreements or 
69.15 	contracts over the lesser of $100,000 or ten percent of the school's most recent annual audited 
69.16 	expenditures CMO or EMO signed during the audit year; and (2) a copy of a service 
69.17 	agreement or contract with a company or individual totaling over five percent of the audited 
69.18 	expenditures for the most recent audit year. The agreements must detail the terms of the 
69.19 	agreement, including the services provided and the annual costs for those services. If the 
69.20 	entity that provides the professional services to the charter school is exempt from taxation 
69.21 	under section 501 of the Internal Revenue Code of 1986, that entity must file with the 
69.22 	commissioner by February 15 a copy of the annual return required under section 6033 of 
69.23 	the Internal Revenue Code of 1986.
69.24 	(d) A charter school independent audit report shall include audited financial data of an 
69.25 	affiliated building corporation under section 124E.13, subdivision 3, or other component 
69.26 	unit.
69.27 	(e) If the audit report finds that a material weakness exists in the financial reporting 
69.28 	systems of a charter school, the charter school must submit a written report to the 
69.29 	commissioner explaining how the charter school will resolve that material weakness. An 
69.30 	auditor, as a condition of providing financial services to a charter school, must agree to 
69.31 	make available information about a charter school's financial audit to the commissioner and 
69.32 	authorizer upon request.
69.33 		Subd. 2.Annual public reports. (a) A charter school must publish an annual report 
69.34 	approved by the board of directors. The annual report must at least include information on 
70.1 	school enrollment, student attrition, governance and management, staffing, finances, 
70.2 	management agreements with a CMO or EMO, academic performance, innovative practices 
70.3 	and implementation, and future plans. A charter school may combine this report with the 
70.4 	reporting required under section 120B.11 governing the world's best workforce. A charter 
70.5 	school must post the annual report on the school's official website. A charter school also 
70.6 	must distribute the annual report by publication, mail, or electronic means to its authorizer, 
70.7 	school employees, and parents and legal guardians of students enrolled in the charter school. 
70.8 	The reports are public data under chapter 13.
70.9 	(b) An authorizer must submit an annual public report in a manner specified by the 
70.10 	commissioner by January 15 for the previous school year ending June 30 that shall at least 
70.11 	include key indicators of school academic, operational, and financial performance. The 
70.12 	report is part of the system to evaluate authorizer performance under section 124E.05, 
70.13 	subdivision 5.
70.14 		Subd. 3.Public accounting and reporting CMO and EMO agreements. (a) A charter 
70.15 	school that enters into a management agreement with a CMO or EMO must:
70.16 	(1) publish on the charter school website for at least 20 business days the proposed final 
70.17 	agreement for public review and comment before the school board may adopt the contract 
70.18 	or agreement. Any changes made to the posted agreement during the public review period 
70.19 	or any proposed amendments to the agreement once adopted must be posted for 20 business 
70.20 	days before the board may adopt the amendments to the contract;
70.21 	(2) annually publish on the charter school website a statement of assurance that no 
70.22 	member of the school board, staff, or any agent of the school has been promised or received 
70.23 	any form of compensation or gifts from the CMO or EMO and that no board member, 
70.24 	employee, or agent of the CMO or EMO or any of the organization affiliates or providers 
70.25 	serve on the charter school board; and
70.26 	(3) conduct an independent review and evaluation of the services provided by the CMO 
70.27 	or EMO and publish the evaluation on the school's website at least 30 business days before 
70.28 	the end of the current contract.
70.29 	(b) A management agreement with a CMO or EMO must contain the following:
70.30 	(1) the term of the contract, not to exceed five years;
70.31 	(2) the total dollar value of the contract including the annual projected costs of services;
70.32 	(3) a description and terms of the services to be provided during the term of the contract;
71.1 	(4) notice that a charter school closure during the term of the contract by action of the 
71.2 	authorizer or the school's board results in the balance of the current contract becoming null 
71.3 	and void;
71.4 	(5) an annual statement of assurance to the charter school board that the CMO or EMO 
71.5 	provided no compensation or gifts to any charter school board member, staff member, or 
71.6 	agent of the charter school;
71.7 	(6) an annual statement of assurance that no charter school board member, employee, 
71.8 	contractor, or agent of the CMO or EMO or any affiliated organization is a board member 
71.9 	of the charter school or any other charter school;
71.10 	(7) the policies and protocols that meet federal and state laws regarding student and 
71.11 	personnel data collection, usage, access, retention, disclosure and destruction, and 
71.12 	indemnification and warranty provisions in case of data breaches by the CMO or EMO; 
71.13 	and
71.14 	(8) an annual assurance that all assets purchased on behalf of the charter school using 
71.15 	public funds remain assets of the school.
71.16 	(c) The CMO or EMO must annually provide the charter school board a financial report 
71.17 	by July 31 that accounts for income and expenditures for the previous fiscal year using the 
71.18 	account categories in uniform financial accounting and reporting standards.
71.19 	(d) Any agreement with a CMO or EMO containing any of the following provisions is 
71.20 	null and void:
71.21 	(1) restrictions on the charter school's ability to operate a school upon termination of 
71.22 	the agreement;
71.23 	(2) restrictions on the annual or total amount of the school's operating surplus or fund 
71.24 	balance;
71.25 	(3) authorization to allow a CMO or EMO to withdraw funds from a charter school 
71.26 	account; or
71.27 	(4) authorization to allow a CMO or EMO to loan funds to the charter school.
71.28 	(e) A CMO or EMO or its affiliates, employees, or agents may not contract with, be 
71.29 	employed by, or serve on the board of an authorizer. An authorizer or its affiliates, employees, 
71.30 	or agents may not contract with, be employed by, serve as a paid consultant for, or serve as 
71.31 	a board member of a CMO or EMO.

72.1 	Sec. 15. Minnesota Statutes 2022, section 124E.25, subdivision 1a, is amended to read:
72.2 		Subd. 1a.School closures; payments. (a) Notwithstanding subdivision 1 and section 
72.3 	127A.45, for a charter school ceasing operation on or before June 30, for the payment periods 
72.4 	occurring after the school ceases serving students, the commissioner shall withhold the 
72.5 	estimated state aid owed the school. The charter school board of directors and authorizer 
72.6 	must submit to the commissioner a closure plan under chapter 308A or 317A, and financial 
72.7 	information about the school's liabilities and assets. After receiving the closure plan, financial 
72.8 	information, an audit of pupil counts, and documented lease expenditures from the charter 
72.9 	school and monitoring special education expenditures, the commissioner may release cash 
72.10 	withheld and may continue regular payments up to the current year payment percentages 
72.11 	if further amounts are owed. If, based on audits and monitoring, the school received state 
72.12 	aid in excess of the amount owed, the commissioner shall retain aid withheld sufficient to 
72.13 	eliminate the aid overpayment.
72.14 	(b) For a charter school ceasing operations before or at the end of a school year, 
72.15 	notwithstanding section 127A.45, subdivision 3, the commissioner may make preliminary 
72.16 	final payments after the school submits the closure plan, an audit of pupil counts, documented 
72.17 	lease expenditures, and Uniform Financial Accounting and Reporting Standards (UFARS) 
72.18 	financial data and the commissioner monitors special education expenditures for the final 
72.19 	year of operation. The commissioner may make the final payment after receiving audited 
72.20 	financial statements under section 123B.77, subdivision 3.
72.21 	(c) Notwithstanding sections 317A.701 to 317A.791, after closing a charter school and 
72.22 	satisfying creditors, remaining cash and investment balances shall be returned by the 
72.23 	commissioner to the state general fund.

72.24 	ARTICLE 5
72.25 	DISCIPLINE, RESTRICTIVE PROCEDURES, AND REPORTING REFORM

72.26 	Section 1. Minnesota Statutes 2022, section 121A.41, is amended by adding a subdivision 
72.27 	to read:
72.28 		Subd. 12.Nonexclusionary disciplinary policies and practices; alternatives to pupil 
72.29 	removal and dismissal. "Nonexclusionary disciplinary policies and practices" means 
72.30 	policies and practices that are alternatives to dismissing a pupil from school, including 
72.31 	evidence-based positive behavior interventions and supports, social and emotional services, 
72.32 	school-linked mental health services, counseling services, social work services, referrals 
72.33 	for special education or 504 evaluations, academic screening for Title 1 services or reading 
73.1 	interventions, and alternative education services. Nonexclusionary disciplinary policies and 
73.2 	practices require school officials to intervene in, redirect, and support a pupil's behavior 
73.3 	before beginning dismissal proceedings. Nonexclusionary disciplinary policies and practices 
73.4 	include but are not limited to the policies and practices under sections 120B.12; 121A.575, 
73.5 	clauses (1) and (2); 121A.031, subdivision 4, paragraph (a), clause (1); 121A.61, subdivision 
73.6 	3, paragraph (q); 122A.627, clause (3); and 123A.56.

73.7 	EFFECTIVE DATE. This section is effective for the 2023-2024 school year and later.

73.8 	Sec. 2. Minnesota Statutes 2022, section 121A.41, is amended by adding a subdivision to 
73.9 	read:
73.10 		Subd. 13.Pupil withdrawal agreement. "Pupil withdrawal agreement" means a verbal 
73.11 	or written agreement between a school administrator or district administrator and a pupil's 
73.12 	parent to withdraw a student from the school district to avoid expulsion or exclusion dismissal 
73.13 	proceedings. The duration of the withdrawal agreement cannot be for more than a 12-month 
73.14 	period.

73.15 	EFFECTIVE DATE. This section is effective for the 2023-2024 school year and later.

73.16 	Sec. 3. Minnesota Statutes 2022, section 121A.425, is amended to read:
73.17 	121A.425 FULL AND EQUITABLE PARTICIPATION IN PRESCHOOL AND 
73.18 	PREKINDERGARTEN EARLY LEARNING.
73.19 		Subdivision 1.Disciplinary dismissals prohibited. (a) A pupil enrolled in the following 
73.20 	is not subject to dismissals under this chapter:
73.21 	(1) a preschool or prekindergarten program, including a child participating in an early 
73.22 	childhood family education, school readiness, school readiness plus, voluntary 
73.23 	prekindergarten, Head Start, or other school-based preschool or prekindergarten program, 
73.24 	may not be subject to dismissals under this chapter.; or
73.25 	(2) kindergarten through grade 3.
73.26 	(b) Notwithstanding this subdivision, expulsions and exclusions may be used only after 
73.27 	resources outlined in subdivision 2 have been exhausted, and only in circumstances where 
73.28 	there is an ongoing serious safety threat to the child or others.
73.29 	(c) Notwithstanding this subdivision, a disciplinary dismissal may be used in 
73.30 	circumstances where the pupil creates an immediate and substantial danger to themselves 
73.31 	or to surrounding persons or property.
74.1 		Subd. 2.Nonexclusionary discipline. For purposes of this section, nonexclusionary 
74.2 	discipline must include at least one of the following:
74.3 	(1) collaborating with the pupil's family or guardian, child mental health consultant or 
74.4 	provider, education specialist, or other community-based support;
74.5 	(2) creating a plan, written with the parent or guardian, that details the action and support 
74.6 	needed for the pupil to fully participate in the current educational program, including a 
74.7 	preschool or prekindergarten program; or
74.8 	(3) providing a referral for needed support services, including parenting education, home 
74.9 	visits, other supportive education interventions, or, where appropriate, an evaluation to 
74.10 	determine if the pupil is eligible for special education services or section 504 services.

74.11 	Sec. 4. Minnesota Statutes 2022, section 121A.45, subdivision 1, is amended to read:
74.12 		Subdivision 1.Provision of alternative programs. No school shall dismiss any pupil 
74.13 	without attempting to provide alternative educational services use nonexclusionary 
74.14 	disciplinary policies and practices before dismissal proceedings or pupil withdrawal 
74.15 	agreements, except where it appears that the pupil will create an immediate and substantial 
74.16 	danger to self or to surrounding persons or property.

74.17 	EFFECTIVE DATE. This section is effective for the 2023-2024 school year and later.

74.18 	Sec. 5. Minnesota Statutes 2022, section 121A.46, subdivision 4, is amended to read:
74.19 		Subd. 4.Provision of alternative education services; suspension pending expulsion 
74.20 	or exclusion hearing. (a) Alternative education services must be provided to a pupil who 
74.21 	is suspended for more than five consecutive school days.
74.22 	(b) Notwithstanding the provisions of subdivisions 1 and 3, the pupil may be suspended 
74.23 	pending the school board's decision in the expulsion or exclusion hearing; provided that 
74.24 	alternative educational services are implemented to the extent that suspension exceeds five 
74.25 	consecutive school days.

74.26 	EFFECTIVE DATE. This section is effective for the 2023-2024 school year and later.

74.27 	Sec. 6. Minnesota Statutes 2022, section 121A.46, is amended by adding a subdivision to 
74.28 	read:
74.29 		Subd. 5.Minimum education services. School administration must allow a suspended 
74.30 	pupil the opportunity to complete all school work assigned during the period of the pupil's 
74.31 	suspension and to receive full credit for satisfactorily completing the assignments. The 
75.1 	school principal or other person having administrative control of the school building or 
75.2 	program is encouraged to designate a district or school employee as a liaison to work with 
75.3 	the pupil's teachers to allow the suspended pupil to (1) receive timely course materials and 
75.4 	other information, and (2) complete daily and weekly assignments and receive teachers' 
75.5 	feedback.

75.6 	EFFECTIVE DATE. This section is effective for the 2023-2024 school year and later.

75.7 	Sec. 7. Minnesota Statutes 2022, section 121A.47, subdivision 2, is amended to read:
75.8 		Subd. 2.Written notice. Written notice of intent to take action shall:
75.9 	(a) be served upon the pupil and the pupil's parent or guardian personally or by mail;
75.10 	(b) contain a complete statement of the facts, a list of the witnesses and a description of 
75.11 	their testimony;
75.12 	(c) state the date, time, and place of the hearing;
75.13 	(d) be accompanied by a copy of sections 121A.40 to 121A.56;
75.14 	(e) describe alternative educational services the nonexclusionary disciplinary practices
75.15 	accorded the pupil in an attempt to avoid the expulsion proceedings; and
75.16 	(f) inform the pupil and parent or guardian of the right to:
75.17 	(1) have a representative of the pupil's own choosing, including legal counsel, at the 
75.18 	hearing. The district shall must advise the pupil's parent or guardian that free or low-cost 
75.19 	legal assistance may be available and that a legal assistance resource list is available from 
75.20 	the Department of Education and is posted on their website;
75.21 	(2) examine the pupil's records before the hearing;
75.22 	(3) present evidence; and
75.23 	(4) confront and cross-examine witnesses.

75.24 	EFFECTIVE DATE. This section is effective for the 2023-2024 school year and later.

75.25 	Sec. 8. Minnesota Statutes 2022, section 121A.47, subdivision 14, is amended to read:
75.26 		Subd. 14.Admission or readmission plan. (a) A school administrator shall must prepare 
75.27 	and enforce an admission or readmission plan for any pupil who is excluded or expelled 
75.28 	from school. The plan may must include measures to improve the pupil's behavior, including
75.29 	which may include completing a character education program, consistent with section 
75.30 	120B.232, subdivision 1, andsocial and emotional learning, counseling, social work services, 
76.1 	mental health services, referrals for special education or 504 evaluation, and evidence-based 
76.2 	academic interventions. The plan must include reasonable attempts to obtain require parental 
76.3 	involvement in the admission or readmission process, and may indicate the consequences 
76.4 	to the pupil of not improving the pupil's behavior.
76.5 	(b) The definition of suspension under section 121A.41, subdivision 10, does not apply 
76.6 	to a student's dismissal from school for one school day or less than one school day, except 
76.7 	as provided under federal law for a student with a disability. Each suspension action may 
76.8 	include a readmission plan. A readmission plan must provide, where appropriate, alternative 
76.9 	education services, which must not be used to extend the student's current suspension period. 
76.10 	Consistent with section 125A.091, subdivision 5, a readmission plan must not obligate a 
76.11 	parent or guardian to provide psychotropic drugs to their student as a condition of 
76.12 	readmission. School officials must not use the refusal of a parent or guardian to consent to 
76.13 	the administration of psychotropic drugs to their student or to consent to a psychiatric 
76.14 	evaluation, screening or examination of the student as a ground, by itself, to prohibit the 
76.15 	student from attending class or participating in a school-related activity, or as a basis of a 
76.16 	charge of child abuse, child neglect or medical or educational neglect.

76.17 	EFFECTIVE DATE. This section is effective for the 2023-2024 school year and later.

76.18 	Sec. 9. Minnesota Statutes 2022, section 121A.53, subdivision 1, is amended to read:
76.19 		Subdivision 1.Exclusions and expulsions; student withdrawals; physical 
76.20 	assaults. Consistent with subdivision 2, the school board must report through the department 
76.21 	electronic reporting system each exclusion or expulsion and, each physical assault of a 
76.22 	district employee by a student pupil, and each pupil withdrawal agreement within 30 days 
76.23 	of the effective date of the dismissal action, pupil withdrawal, or assault, to the commissioner 
76.24 	of education. This report must include a statement of alternative educational services
76.25 	nonexclusionary disciplinary practices, or other sanction, intervention, or resolution in 
76.26 	response to the assault given the pupil and the reason for, the effective date, and the duration 
76.27 	of the exclusion or expulsion or other sanction, intervention, or resolution. The report must 
76.28 	also include the student's pupil's age, grade, gender, race, and special education status.

76.29 	EFFECTIVE DATE. This section is effective for the 2023-2024 school year and later.

77.1 	Sec. 10. Minnesota Statutes 2022, section 121A.55, is amended to read:
77.2 	121A.55 POLICIES TO BE ESTABLISHED.
77.3 	(a) The commissioner of education shall must promulgate guidelines to assist each school 
77.4 	board. Each school board shall must establish uniform criteria for dismissal and adopt written 
77.5 	policies and rules to effectuate the purposes of sections 121A.40 to 121A.56. The policies 
77.6 	shall must include nonexclusionary disciplinary policies and practices consistent with section 
77.7 	121A.41, subdivision 12, and must emphasize preventing dismissals through early detection 
77.8 	of problems and shall. The policies must be designed to address students' inappropriate 
77.9 	behavior from recurring.
77.10 	(b) The policies shall must recognize the continuing responsibility of the school for the 
77.11 	education of the pupil during the dismissal period.
77.12 	(c) The school is responsible for ensuring that alternative educational services, if the 
77.13 	pupil wishes to take advantage of them, must be adequate to allow the pupil to make progress 
77.14 	towards toward meeting the graduation standards adopted under section 120B.02 and help 
77.15 	prepare the pupil for readmission in accordance with section 121A.46, subdivision 5.
77.16 	(d) For expulsion and exclusion dismissals and pupil withdrawal agreements as defined 
77.17 	in section 121A.41, subdivision 13:
77.18 	(1) for a pupil who remains enrolled in the district or is awaiting enrollment in a new 
77.19 	district, a school district's continuing responsibility includes reviewing the pupil's schoolwork 
77.20 	and grades on a quarterly basis to ensure the pupil is on track for readmission with the pupil's 
77.21 	peers. A school district must communicate on a regular basis with the pupil's parent or 
77.22 	guardian to ensure that the pupil is completing the work assigned through the alternative 
77.23 	educational services as defined in section 121A.41, subdivision 11. These services are 
77.24 	required until the pupil enrolls in another school or returns to the same school;
77.25 	(2) a pupil receiving school-based or school-linked mental health services in the district 
77.26 	under section 245.4889 continues to be eligible for those services until the pupil is enrolled 
77.27 	in a new district; and
77.28 	(3) a school district must provide to the pupil's parent or guardian information on 
77.29 	accessing mental health services, including any free or sliding fee providers in the 
77.30 	community. The information must also be posted on the district or charter school website.
77.31 	(b) (e) An area learning center under section 123A.05 may not prohibit an expelled or 
77.32 	excluded pupil from enrolling solely because a district expelled or excluded the pupil. The 
78.1 	board of the area learning center may use the provisions of the Pupil Fair Dismissal Act to 
78.2 	exclude a pupil or to require an admission plan.
78.3 	(c) (f) Each school district shall develop a policy and report it to the commissioner on 
78.4 	the appropriate use of peace officers and crisis teams to remove students who have an 
78.5 	individualized education program from school grounds.

78.6 	EFFECTIVE DATE.  This section is effective for the 2023-2024 school year and later.

78.7 	Sec. 11. Minnesota Statutes 2022, section 121A.58, is amended to read:
78.8 	121A.58 CORPORAL PUNISHMENT; PRONE RESTRAINT; AND CERTAIN 
78.9 	PHYSICAL HOLDS.
78.10 		Subdivision 1.Definition Definitions. (a) For the purpose of this section, "corporal 
78.11 	punishment" means conduct involving:
78.12 	(1) hitting or spanking a person with or without an object; or
78.13 	(2) unreasonable physical force that causes bodily harm or substantial emotional harm.
78.14 	(b) For the purpose of this section, "prone restraint" means placing a child in a face-down 
78.15 	position.
78.16 		Subd. 2.Corporal punishment not allowed. An employee or agent of a district shall 
78.17 	not inflict corporal punishment or cause corporal punishment to be inflicted upon a pupil 
78.18 	to reform unacceptable conduct or as a penalty for unacceptable conduct.
78.19 		Subd. 2a.Prone restraint and certain physical holds not allowed. (a) An employee 
78.20 	or agent of a district, including a school resource officer or police officer contracted with 
78.21 	a district, shall not use prone restraint.
78.22 	(b) An employee or agent of a district, including a school resource officer or police 
78.23 	officer contracted with a district, shall not inflict any form of physical holding that restricts 
78.24 	or impairs a pupil's ability to breathe; restricts or impairs a pupil's ability to communicate 
78.25 	distress; places pressure or weight on a pupil's head, throat, neck, chest, lungs, sternum, 
78.26 	diaphragm, back, or abdomen; or results in straddling a pupil's torso.
78.27 		Subd. 3.Violation. Conduct that violates subdivision 2 is not a crime under section 
78.28 	645.241, but may be a crime under chapter 609 if the conduct violates a provision of chapter 
78.29 	609.

79.1 	Sec. 12. Minnesota Statutes 2022, section 121A.61, subdivision 1, is amended to read:
79.2 		Subdivision 1.Required policy. Each school board must adopt a written districtwide 
79.3 	school discipline policy which includes written rules of conduct for students, minimum 
79.4 	consequences for violations of the rules, and grounds and procedures for removal of a student 
79.5 	from class. The policy must contain the discipline complaint procedure that any member 
79.6 	of the school community may use to file a complaint regarding the application of discipline 
79.7 	policies and seek corrective action. The policy must be developed in consultation with 
79.8 	administrators, teachers, employees, pupils, parents, community members, law enforcement 
79.9 	agencies, county attorney offices, social service agencies, and such other individuals or 
79.10 	organizations as the board determines appropriate. A school site council may adopt additional 
79.11 	provisions to the policy subject to the approval of the school board.

79.12 	Sec. 13. Minnesota Statutes 2022, section 121A.61, subdivision 3, is amended to read:
79.13 		Subd. 3.Policy components. The policy must include at least the following components:
79.14 	(a) rules governing student conduct and procedures for informing students of the rules;
79.15 	(b) the grounds for removal of a student from a class;
79.16 	(c) the authority of the classroom teacher to remove students from the classroom pursuant 
79.17 	to procedures and rules established in the district's policy;
79.18 	(d) the procedures for removal of a student from a class by a teacher, school administrator, 
79.19 	or other school district employee;
79.20 	(e) the period of time for which a student may be removed from a class, which may not 
79.21 	exceed five class periods for a violation of a rule of conduct;
79.22 	(f) provisions relating to the responsibility for and custody of a student removed from 
79.23 	a class;
79.24 	(g) the procedures for return of a student to the specified class from which the student 
79.25 	has been removed;
79.26 	(h) the procedures for notifying a student and the student's parents or guardian of 
79.27 	violations of the rules of conduct and of resulting disciplinary actions;
79.28 	(i) any procedures determined appropriate for encouraging early involvement of parents 
79.29 	or guardians in attempts to improve a student's behavior;
79.30 	(j) any procedures determined appropriate for encouraging early detection of behavioral 
79.31 	problems;
80.1 	(k) any procedures determined appropriate for referring a student in need of special 
80.2 	education services to those services;
80.3 	(l) any procedures determined appropriate for ensuring victims of bullying who respond 
80.4 	with behavior not allowed under the school's behavior policies have access to a remedial 
80.5 	response, consistent with section 121A.031;
80.6 	(l) (m) the procedures for consideration of whether there is a need for a further assessment 
80.7 	or of whether there is a need for a review of the adequacy of a current individualized 
80.8 	education program of a student with a disability who is removed from class;
80.9 	(m) (n) procedures for detecting and addressing chemical abuse problems of a student 
80.10 	while on the school premises;
80.11 	(n) (o) the minimum consequences for violations of the code of conduct;
80.12 	(o) (p) procedures for immediate and appropriate interventions tied to violations of the 
80.13 	code;
80.14 	(p) (q) a provision that states that a teacher, school employee, school bus driver, or other 
80.15 	agent of a district may use reasonable force in compliance with section 121A.582 and other 
80.16 	laws;
80.17 	(q) (r) an agreement regarding procedures to coordinate crisis services to the extent funds 
80.18 	are available with the county board responsible for implementing sections 245.487 to 
80.19 	245.4889 for students with a serious emotional disturbance or other students who have an 
80.20 	individualized education program whose behavior may be addressed by crisis intervention; 
80.21 	and
80.22 	(r) (s) a provision that states a student must be removed from class immediately if the 
80.23 	student engages in assault or violent behavior. For purposes of this paragraph, "assault" has 
80.24 	the meaning given it in section 609.02, subdivision 10. The removal shall be for a period 
80.25 	of time deemed appropriate by the principal, in consultation with the teacher.;
80.26 	(t) a prohibition on the use of exclusionary practices for early learners as defined in 
80.27 	section 121A.425; and
80.28 	(u) a prohibition on the use of exclusionary practices to address attendance and truancy 
80.29 	issues.

81.1 	Sec. 14. Minnesota Statutes 2022, section 121A.61, is amended by adding a subdivision 
81.2 	to read:
81.3 		Subd. 4.Discipline complaint procedure. The discipline policy must contain procedures 
81.4 	for students, parents and other guardians, and school staff to file a complaint and seek 
81.5 	corrective action when the requirements of sections 121A.40 to 121A.61, including the 
81.6 	implementation of the local behavior and discipline policies, are not being implemented 
81.7 	appropriately or are being discriminately applied. Each district and school policy implemented 
81.8 	under this section must, at a minimum:
81.9 	(1) provide procedures for communicating this policy including the ability for a parent 
81.10 	to appeal a decision under section 121A.49 that contains explicit instructions for filing the 
81.11 	complaint;
81.12 	(2) provide an opportunity for involved parties to submit additional information related 
81.13 	to the complaint;
81.14 	(3) provide a procedure to begin to investigate complaints within three school days of 
81.15 	receipt, and identify personnel who will manage the investigation and any resulting record 
81.16 	and are responsible for keeping and regulating access to any record;
81.17 	(4) provide procedures for issuing a written determination to the complainant that 
81.18 	addresses each allegation and contains findings and conclusions;
81.19 	(5) if the investigation finds the requirements of sections 121A.40 to 121A.61, including 
81.20 	any local policies that were not implemented appropriately, contain procedures that require 
81.21 	a corrective action plan to correct a student's record and provide relevant staff with training, 
81.22 	coaching, or other accountability practices to ensure appropriate compliance with policies 
81.23 	in the future; and
81.24 	(6) prohibit reprisals or retaliation against any person who asserts, alleges, or reports a 
81.25 	complaint, and provide procedures for applying appropriate consequences for a person who 
81.26 	engages in reprisal or retaliation.

81.27 	Sec. 15. Minnesota Statutes 2022, section 121A.61, is amended by adding a subdivision 
81.28 	to read:
81.29 		Subd. 5.School supports. (a) A school board is strongly encouraged to adopt a policy 
81.30 	that promotes the understanding in school staff that when a student is unable to meet adult 
81.31 	expectations it is often because the student lacks the skills to respond to a situation 
81.32 	appropriately. A school district must support school staff in using tiered interventions that 
81.33 	teach students skills and prioritize relationships between students and teachers.
82.1 	(b) A school board is strongly encouraged to adopt a policy that discourages teachers 
82.2 	and staff from reacting to unwanted student behavior with approaches that take away the 
82.3 	student's opportunity to build skills for responding more appropriately.

82.4 	Sec. 16. [121A.611] RECESS AND OTHER BREAKS.
82.5 	(a) "Recess detention" as used in this chapter means excluding or excessively delaying 
82.6 	a student from participating in a scheduled recess period as a consequence for student 
82.7 	behavior. Recess detention does not include, among other things, providing alternative 
82.8 	recess at the student's choice.
82.9 	(b) A school district or charter school is encouraged to ensure student access to structured 
82.10 	breaks from the demands of school and to support teachers, principals, and other school 
82.11 	staff in their efforts to use evidence-based approaches to reduce exclusionary forms of 
82.12 	discipline.
82.13 	(c) A school district or charter school must not use recess detention unless:
82.14 	(1) a student causes or is likely to cause serious physical harm to other students or staff;
82.15 	(2) the student's parent or guardian specifically consents to the use of recess detention; 
82.16 	or
82.17 	(3) for students receiving special education services, the student's individualized education 
82.18 	program team has determined that withholding recess is appropriate based on the 
82.19 	individualized needs of the student.
82.20 	(d) A school district or charter school must not withhold recess from a student based on 
82.21 	incomplete homework.
82.22 	(e) A school district or charter school must require school staff to make a reasonable 
82.23 	attempt to notify a parent or guardian within 24 hours of using recess detention.
82.24 	(f) A school district or charter school must compile information on each recess detention 
82.25 	at the end of each school year, including the student's age, grade, gender, race or ethnicity, 
82.26 	and special education status. This information must be available to the public upon request. 
82.27 	A school district or charter school is encouraged to use the data in professional development 
82.28 	promoting the use of nonexclusionary discipline.
82.29 	(g) A school district or charter school must not withhold or excessively delay a student's 
82.30 	participation in scheduled mealtimes. This section does not alter a district or school's existing 
82.31 	responsibilities under section 124D.111 or other state or federal law.

83.1 	Sec. 17. Minnesota Statutes 2022, section 125A.0942, is amended to read:
83.2 	125A.0942 STANDARDS FOR RESTRICTIVE PROCEDURES.
83.3 		Subdivision 1.Restrictive procedures plan. (a) Schools that intend to use restrictive 
83.4 	procedures shall maintain and make publicly accessible in an electronic format on a school 
83.5 	or district website or make a paper copy available upon request describing a restrictive 
83.6 	procedures plan for children with disabilities that at least:
83.7 	(1) lists the restrictive procedures the school intends to use;
83.8 	(2) describes how the school will implement a range of positive behavior strategies and 
83.9 	provide links to mental health services;
83.10 	(3) describes how the school will provide training on de-escalation techniques, consistent 
83.11 	with section 122A.187, subdivision 4;
83.12 	(4) describes how the school will monitor and review the use of restrictive procedures, 
83.13 	including:
83.14 	(i) conducting post-use debriefings, consistent with subdivision 3, paragraph (a), clause 
83.15 	(5); and
83.16 	(ii) convening an oversight committee to undertake a quarterly review of the use of 
83.17 	restrictive procedures based on patterns or problems indicated by similarities in the time of 
83.18 	day, day of the week, duration of the use of a procedure, the individuals involved, or other 
83.19 	factors associated with the use of restrictive procedures; the number of times a restrictive 
83.20 	procedure is used schoolwide and for individual children; the number and types of injuries, 
83.21 	if any, resulting from the use of restrictive procedures; whether restrictive procedures are 
83.22 	used in nonemergency situations; the need for additional staff training; and proposed actions 
83.23 	to minimize the use of restrictive procedures; any disproportionate use of restrictive 
83.24 	procedures based on race, gender, or disability status; the role of the school resource officer 
83.25 	or police in emergencies and the use of restrictive procedures; and documentation to 
83.26 	determine if the standards for using restrictive procedures as described in sections 125A.0941 
83.27 	and 125A.0942 are met; and
83.28 	(5) includes a written description and documentation of the training staff completed 
83.29 	under subdivision 5.
83.30 	(b) Schools annually must publicly identify oversight committee members who must at 
83.31 	least include:
83.32 	(1) a mental health professional, school psychologist, or school social worker;
84.1 	(2) an expert in positive behavior strategies;
84.2 	(3) a special education administrator; and
84.3 	(4) a general education administrator.
84.4 		Subd. 2.Restrictive procedures. (a) Restrictive procedures may be used only by a 
84.5 	licensed special education teacher, school social worker, school psychologist, behavior 
84.6 	analyst certified by the National Behavior Analyst Certification Board, a person with a 
84.7 	master's degree in behavior analysis, other licensed education professional, paraprofessional 
84.8 	under section 120B.363, or mental health professional under section 245.4871, subdivision 
84.9 	27, who has completed the training program under subdivision 5.
84.10 	(b) A school shall make reasonable efforts to notify the parent on the same day a 
84.11 	restrictive procedure is used on the child, or if the school is unable to provide same-day 
84.12 	notice, notice is sent within two days by written or electronic means or as otherwise indicated 
84.13 	by the child's parent under paragraph (f).
84.14 	(c) The district must hold a meeting of the individualized education program or 
84.15 	individualized family service plan team, conduct or review a functional behavioral analysis, 
84.16 	review data, consider developing additional or revised positive behavioral interventions and 
84.17 	supports, consider actions to reduce the use of restrictive procedures, and modify the 
84.18 	individualized education program, individualized family service plan, or behavior intervention 
84.19 	plan as appropriate. The district must hold the meeting: within ten calendar days after district 
84.20 	staff use restrictive procedures on two separate school days within 30 calendar days or a 
84.21 	pattern of use emerges and the child's individualized education program, individualized 
84.22 	family service plan, or behavior intervention plan does not provide for using restrictive 
84.23 	procedures in an emergency; or at the request of a parent or the district after restrictive 
84.24 	procedures are used. The district must review use of restrictive procedures at a child's annual 
84.25 	individualized education program or individualized family service plan meeting when the 
84.26 	child's individualized education program or individualized family service plan provides for 
84.27 	using restrictive procedures in an emergency.
84.28 	(d) If the individualized education program or individualized family service plan team 
84.29 	under paragraph (c) determines that existing interventions and supports are ineffective in 
84.30 	reducing the use of restrictive procedures or the district uses restrictive procedures on a 
84.31 	child on ten or more school days during the same school year, the team, as appropriate, 
84.32 	either must consult with other professionals working with the child; consult with experts in 
84.33 	behavior analysis, mental health, communication, or autism; consult with culturally competent 
85.1 	professionals; review existing evaluations, resources, and successful strategies; or consider 
85.2 	whether to reevaluate the child.
85.3 	(e) At the individualized education program or individualized family service plan meeting 
85.4 	under paragraph (c), the team must review any known medical or psychological limitations, 
85.5 	including any medical information the parent provides voluntarily, that contraindicate the 
85.6 	use of a restrictive procedure, consider whether to prohibit that restrictive procedure, and 
85.7 	document any prohibition in the individualized education program, individualized family 
85.8 	service plan, or behavior intervention plan.
85.9 	(f) An individualized education program or individualized family service plan team may 
85.10 	plan for using restrictive procedures and may include these procedures in a child's 
85.11 	individualized education program, individualized family service plan, or behavior intervention 
85.12 	plan; however, the restrictive procedures may be used only in response to behavior that 
85.13 	constitutes an emergency, consistent with this section. The individualized education program, 
85.14 	individualized family service plan, or behavior intervention plan shall indicate how the 
85.15 	parent wants to be notified when a restrictive procedure is used.
85.16 		Subd. 3.Physical holding or seclusion. (a) Physical holding or seclusion may be used 
85.17 	only in an emergency. A school that uses physical holding or seclusion shall meet the 
85.18 	following requirements:
85.19 	(1) physical holding or seclusion is the least intrusive intervention that effectively 
85.20 	responds to the emergency;
85.21 	(2) physical holding or seclusion is not used to discipline a noncompliant child;
85.22 	(3) physical holding or seclusion ends when the threat of harm ends and the staff 
85.23 	determines the child can safely return to the classroom or activity;
85.24 	(4) staff directly observes the child while physical holding or seclusion is being used;
85.25 	(5) each time physical holding or seclusion is used, the staff person who implements or 
85.26 	oversees the physical holding or seclusion documents, as soon as possible after the incident 
85.27 	concludes, the following information:
85.28 	(i) a description of the incident that led to the physical holding or seclusion;
85.29 	(ii) why a less restrictive measure failed or was determined by staff to be inappropriate 
85.30 	or impractical;
85.31 	(iii) the time the physical holding or seclusion began and the time the child was released; 
85.32 	and
86.1 	(iv) a brief record of the child's behavioral and physical status; and
86.2 	(v) a brief description of the post-use debriefing that occurred as a result of the use of 
86.3 	the physical hold or seclusion;
86.4 	(6) the room used for seclusion must:
86.5 	(i) be at least six feet by five feet;
86.6 	(ii) be well lit, well ventilated, adequately heated, and clean;
86.7 	(iii) have a window that allows staff to directly observe a child in seclusion;
86.8 	(iv) have tamperproof fixtures, electrical switches located immediately outside the door, 
86.9 	and secure ceilings;
86.10 	(v) have doors that open out and are unlocked, locked with keyless locks that have 
86.11 	immediate release mechanisms, or locked with locks that have immediate release mechanisms 
86.12 	connected with a fire and emergency system; and
86.13 	(vi) not contain objects that a child may use to injure the child or others; and
86.14 	(7) before using a room for seclusion, a school must:
86.15 	(i) receive written notice from local authorities that the room and the locking mechanisms 
86.16 	comply with applicable building, fire, and safety codes; and
86.17 	(ii) register the room with the commissioner, who may view that room.
86.18 	(b) By February 1, 2015, and annually thereafter, stakeholders may, as necessary, 
86.19 	recommend to the commissioner specific and measurable implementation and outcome 
86.20 	goals for reducing the use of restrictive procedures and the commissioner must submit to 
86.21 	the legislature a report on districts' progress in reducing the use of restrictive procedures 
86.22 	that recommends how to further reduce these procedures and eliminate the use of seclusion. 
86.23 	The statewide plan includes the following components: measurable goals; the resources, 
86.24 	training, technical assistance, mental health services, and collaborative efforts needed to 
86.25 	significantly reduce districts' use of seclusion; and recommendations to clarify and improve 
86.26 	the law governing districts' use of restrictive procedures. The commissioner must consult 
86.27 	with interested stakeholders when preparing the report, including representatives of advocacy 
86.28 	organizations, special education directors, teachers, paraprofessionals, intermediate school 
86.29 	districts, school boards, day treatment providers, county social services, state human services 
86.30 	department staff, mental health professionals, and autism experts. Beginning with the 
86.31 	2016-2017 school year, in a form and manner determined by the commissioner, districts 
86.32 	must report data quarterly to the department by January 15, April 15, July 15, and October 
87.1 	15 about individual students who have been secluded. By July 15 each year, districts must 
87.2 	report summary data on their use of restrictive procedures to the department for the prior 
87.3 	school year, July 1 through June 30, in a form and manner determined by the commissioner. 
87.4 	The summary data must include information about the use of restrictive procedures, including 
87.5 	use of reasonable force under section 121A.582.
87.6 		Subd. 4.Prohibitions. The following actions or procedures are prohibited:
87.7 	(1) engaging in conduct prohibited under section 121A.58;
87.8 	(2) requiring a child to assume and maintain a specified physical position, activity, or 
87.9 	posture that induces physical pain;
87.10 	(3) totally or partially restricting a child's senses as punishment;
87.11 	(4) presenting an intense sound, light, or other sensory stimuli using smell, taste, 
87.12 	substance, or spray as punishment;
87.13 	(5) denying or restricting a child's access to equipment and devices such as walkers, 
87.14 	wheelchairs, hearing aids, and communication boards that facilitate the child's functioning, 
87.15 	except when temporarily removing the equipment or device is needed to prevent injury to 
87.16 	the child or others or serious damage to the equipment or device, in which case the equipment 
87.17 	or device shall be returned to the child as soon as possible;
87.18 	(6) interacting with a child in a manner that constitutes sexual abuse, neglect, or physical 
87.19 	abuse under chapter 260E;
87.20 	(7) withholding regularly scheduled meals or water;
87.21 	(8) denying access to bathroom facilities;
87.22 	(9) physical holding that restricts or impairs a child's ability to breathe, restricts or impairs 
87.23 	a child's ability to communicate distress, places pressure or weight on a child's head, throat, 
87.24 	neck, chest, lungs, sternum, diaphragm, back, or abdomen, or results in straddling a child's 
87.25 	torso; and
87.26 	(10) prone restraint.; and
87.27 	(11) the use of seclusion on children from birth through third grade.
87.28 		Subd. 5.Training for staff. (a) To meet the requirements of subdivision 1, staff who 
87.29 	use restrictive procedures, including paraprofessionals, shall complete training in the 
87.30 	following skills and knowledge areas:
87.31 	(1) positive behavioral interventions;
88.1 	(2) communicative intent of behaviors;
88.2 	(3) relationship building;
88.3 	(4) alternatives to restrictive procedures, including techniques to identify events and 
88.4 	environmental factors that may escalate behavior;
88.5 	(5) de-escalation methods;
88.6 	(6) standards for using restrictive procedures only in an emergency;
88.7 	(7) obtaining emergency medical assistance;
88.8 	(8) the physiological and psychological impact of physical holding and seclusion;
88.9 	(9) monitoring and responding to a child's physical signs of distress when physical 
88.10 	holding is being used;
88.11 	(10) recognizing the symptoms of and interventions that may cause positional asphyxia 
88.12 	when physical holding is used;
88.13 	(11) district policies and procedures for timely reporting and documenting each incident 
88.14 	involving use of a restricted procedure; and
88.15 	(12) schoolwide programs on positive behavior strategies.
88.16 	(b) The commissioner, after consulting with the commissioner of human services, must 
88.17 	develop and maintain a list of training programs that satisfy the requirements of paragraph 
88.18 	(a). The commissioner also must develop and maintain a list of experts to help individualized 
88.19 	education program or individualized family service plan teams reduce the use of restrictive 
88.20 	procedures. The district shall maintain records of staff who have been trained and the 
88.21 	organization or professional that conducted the training. The district may collaborate with 
88.22 	children's community mental health providers to coordinate trainings.
88.23 		Subd. 6.Behavior supports; reasonable force. (a) School districts are encouraged to 
88.24 	establish effective schoolwide systems of positive behavior interventions and supports.
88.25 	(b) Nothing in this section or section 125A.0941 precludes the use of reasonable force 
88.26 	under sections 121A.582; 609.06, subdivision 1; and 609.379. For the 2014-2015 school 
88.27 	year and later, districts must collect and submit to the commissioner summary data, consistent 
88.28 	with subdivision 3, paragraph (b), on district use of reasonable force that is consistent with 
88.29 	the definition of physical holding or seclusion for a child with a disability under this section.
88.30 	Any reasonable force used under sections 121A.582; 609.06, subdivision 1; and 609.379 
88.31 	which intends to hold a child immobile or limit a child's movement where body contact is 
88.32 	the only source of physical restraint or confines a child alone in a room from which egress 
89.1 	is barred shall be reported to the Department of Education as a restrictive procedure, including 
89.2 	physical holding or seclusion used by an unauthorized or untrained staff person.

89.3 	ARTICLE 6
89.4 	SUPPORTING TEACHER RECRUITMENT, RETENTION, PROFESSIONAL 
89.5 	EXPERIENCE

89.6 	Section 1. Minnesota Statutes 2022, section 120A.414, subdivision 2, is amended to read:
89.7 		Subd. 2.Plan. A school board may adopt an e-learning day plan after consulting meeting 
89.8 	and negotiating with the exclusive representative of the teachers. A charter school may 
89.9 	adopt an e-learning day plan after consulting with its teachers, or after meeting and 
89.10 	negotiating with the exclusive representative for its teachers. The plan must include 
89.11 	accommodations for students without Internet access at home and for digital device access 
89.12 	for families without the technology or an insufficient amount of technology for the number 
89.13 	of children in the household. A school's e-learning day plan must provide accessible options 
89.14 	for students with disabilities under chapter 125A.

89.15 	Sec. 2. Minnesota Statutes 2022, section 120B.11, subdivision 1, is amended to read:
89.16 		Subdivision 1.Definitions. For the purposes of this section and section 120B.10, the 
89.17 	following terms have the meanings given them.
89.18 	(a) "Instruction" means methods of providing learning experiences that enable a student 
89.19 	to meet state and district academic standards and graduation requirements including applied 
89.20 	and experiential learning.
89.21 	(b) "Curriculum" means district or school adopted programs and written plans for 
89.22 	providing students with learning experiences that lead to expected knowledge and skills 
89.23 	and career and college readiness.
89.24 	(c) "World's best workforce" means striving to: meet school readiness goals; have all 
89.25 	third grade students achieve grade-level literacy; close the academic achievement gap among 
89.26 	all racial and ethnic groups of students and between students living in poverty and students 
89.27 	not living in poverty; have all students attain career and college readiness before graduating 
89.28 	from high school; and have all students graduate from high school.
89.29 	(d) "Experiential learning" means learning for students that includes career exploration 
89.30 	through a specific class or course or through work-based experiences such as job shadowing, 
89.31 	mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative 
89.32 	work experience, youth apprenticeship, or employment.
90.1 	(e) "Ethnic studies" has the meaning given in section 120B.025. Ethnic studies curriculum 
90.2 	may be integrated in existing curricular opportunities or provided through additional 
90.3 	curricular offerings.
90.4 	(f) "Antiracist" means actively working to identify and eliminate racism in all forms.
90.5 	(g) "Culturally sustaining" means integrating content and practices through schooling 
90.6 	that infuse the culture and language of Black, Indigenous, and People of Color communities 
90.7 	who have been and continue to be harmed and erased.
90.8 	(h) "Institutional racism" means structures, policies, and practices within and across 
90.9 	institutions that produce outcomes that disadvantage those who are Black, Indigenous, and 
90.10 	People of Color.

90.11 	Sec. 3. Minnesota Statutes 2022, section 120B.11, subdivision 2, is amended to read:
90.12 		Subd. 2.Adopting plans and budgets.  A school board, at a public meeting, shall must
90.13 	adopt a comprehensive, long-term strategic plan to support and improve teaching and 
90.14 	learning that is aligned with creating the world's best workforce and includes:
90.15 	(1) clearly defined district and school site goals and benchmarks for instruction and 
90.16 	student achievement for all student subgroups identified in section 120B.35, subdivision 3, 
90.17 	paragraph (b), clause (2);
90.18 	(2) a process to assess and evaluate each student's progress toward meeting state and 
90.19 	local academic standards, assess and identify students to participate in gifted and talented 
90.20 	programs and accelerate their instruction, and adopt early-admission procedures consistent 
90.21 	with section 120B.15, and identifying the strengths and weaknesses of instruction in pursuit 
90.22 	of student and school success and curriculum affecting students' progress and growth toward 
90.23 	career and college readiness and leading to the world's best workforce;
90.24 	(3) a system to periodically review and evaluate the effectiveness of all instruction and 
90.25 	curriculum,  taking into account strategies and best practices, student outcomes, school 
90.26 	principal evaluations under section 123B.147, subdivision 3, students' access to effective 
90.27 	teachers who are members of populations underrepresented among the licensed teachers in 
90.28 	the district or school and who reflect the diversity of enrolled students under section 120B.35, 
90.29 	subdivision 3, paragraph (b), clause (2), and teacher evaluations under section 122A.40, 
90.30 	subdivision 8, or 122A.41, subdivision 5;
90.31 	(4) strategies for improving instruction, curriculum, and student achievement, including 
90.32 	the English and, where practicable, the native language development and the academic 
90.33 	achievement of English learners;
91.1 	(5) a process to examine the equitable distribution of teachers and strategies to ensure 
91.2 	children in low-income and minority children families, children in families of People of 
91.3 	Color, and children in American Indian families are not taught at higher rates than other 
91.4 	children by inexperienced, ineffective, or out-of-field teachers;
91.5 	(6) education effectiveness practices that:
91.6 	(i) integrate high-quality instruction, rigorous curriculum, technology, and curriculum 
91.7 	that is rigorous, accurate, antiracist, and culturally sustaining;
91.8 	(ii) ensure learning and work environments validate, affirm, embrace, and integrate 
91.9 	cultural and community strengths for all students, families, and employees; and
91.10 	(iii) provide a collaborative professional culture that develops and supports seeks to 
91.11 	retain qualified, racially and ethnically diverse staff effective at working with diverse students 
91.12 	while developing and supporting teacher quality, performance, and effectiveness; and
91.13 	(7) an annual budget for continuing to implement the district plan.

91.14 	EFFECTIVE DATE. This section is effective for all strategic plans reviewed and 
91.15 	updated after June 30, 2024.

91.16 	Sec. 4. Minnesota Statutes 2022, section 120B.11, subdivision 3, is amended to read:
91.17 		Subd. 3.District advisory committee. Each school board shall must establish an advisory 
91.18 	committee to ensure active community participation in all phases of planning and improving 
91.19 	the instruction and curriculum affecting state and district academic standards, consistent 
91.20 	with subdivision 2. A district advisory committee, to the extent possible, shall must reflect 
91.21 	the diversity of the district and its school sites, include teachers, parents, support staff, 
91.22 	students, and other community residents, and provide translation to the extent appropriate 
91.23 	and practicable. The district advisory committee shall must pursue community support to 
91.24 	accelerate the academic and native literacy and achievement of English learners with varied 
91.25 	needs, from young children to adults, consistent with section 124D.59, subdivisions 2 and 
91.26 	2a. The district may establish site teams as subcommittees of the district advisory committee 
91.27 	under subdivision 4. The district advisory committee shall must recommend to the school 
91.28 	board: rigorous academic standards,; student achievement goals and measures consistent 
91.29 	with subdivision 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35,; district 
91.30 	assessments,; means to improve students' equitable access to effective and more diverse 
91.31 	teachers,; strategies to ensure the curriculum is rigorous, accurate, antiracist, and culturally 
91.32 	sustaining; strategies to ensure that curriculum and learning and work environments validate, 
91.33 	affirm, embrace, and integrate the cultural and community strengths of all racial and ethnic 
92.1 	groups; and program evaluations. School sites may expand upon district evaluations of 
92.2 	instruction, curriculum, assessments, or programs. Whenever possible, parents and other 
92.3 	community residents shall must comprise at least two-thirds of advisory committee members.

92.4 	Sec. 5. [120B.117] INCREASING PERCENTAGE OF TEACHERS OF COLOR 
92.5 	AND AMERICAN INDIAN TEACHERS IN MINNESOTA.
92.6 		Subdivision 1.Purpose. This section sets short-term and long-term attainment goals for 
92.7 	increasing the percentage of teachers of color and who are American Indian teachers in 
92.8 	Minnesota and for ensuring all students have equitable access to effective and racially and 
92.9 	ethnically diverse teachers who reflect the diversity of students. The goals and report required 
92.10 	under this section are important for meeting attainment goals for the world's best workforce 
92.11 	under section 120B.11, achievement and integration under section 124D.861, and higher 
92.12 	education attainment under section 135A.012, all of which have been established to close 
92.13 	persistent opportunity and achievement gaps that limit students' success in school and life 
92.14 	and impede the state's economic growth.
92.15 		Subd. 2.Equitable access to racially and ethnically diverse teachers. The percentage 
92.16 	of teachers in Minnesota who are of color or who are American Indian should increase at 
92.17 	least two percentage points per year to have a teaching workforce that more closely reflects 
92.18 	the state's increasingly diverse student population and to ensure all students have equitable 
92.19 	access to effective and diverse teachers by 2040.
92.20 		Subd. 3.Rights not created. The attainment goal in this section is not to the exclusion 
92.21 	of any other goals and does not confer a right or create a claim for any person.
92.22 		Subd. 4.Reporting. Beginning in 2024 and every even-numbered year thereafter, the 
92.23 	Professional Educator Licensing and Standards Board must collaborate with the Department 
92.24 	of Education and the Office of Higher Education to publish a summary report of each of 
92.25 	the programs they administer and any other programs receiving state appropriations that 
92.26 	have or include an explicit purpose of increasing the racial and ethnic diversity of the state's 
92.27 	teacher workforce to more closely reflect the diversity of students. The report must include 
92.28 	programs under sections 122A.59, 122A.63, 122A.635, 122A.70, 122A.73, 124D.09, 
92.29 	124D.861, 136A.1274, 136A.1276, and 136A.1791, along with any other programs or 
92.30 	initiatives that receive state appropriations to address the shortage of teachers of color and 
92.31 	American Indian teachers. The board must, in coordination with the Office of Higher 
92.32 	Education and Department of Education, provide policy and funding recommendations 
92.33 	related to state-funded programs to increase the recruitment, preparation, licensing, hiring, 
92.34 	and retention of racially and ethnically diverse teachers and the state's progress toward 
93.1 	meeting or exceeding the goals of this section. The report must include recommendations 
93.2 	for state policy and funding needed to achieve the goals of this section, plans for sharing 
93.3 	the report and activities of grant recipients, and opportunities among grant recipients of 
93.4 	various programs to share effective practices with each other. The 2024 report must include 
93.5 	a recommendation of whether a state advisory council should be established to address the 
93.6 	shortage of racially and ethnically diverse teachers and what the composition and charge 
93.7 	of such an advisory council would be if established. The board must consult with the Indian 
93.8 	Affairs Council and other ethnic councils along with other community partners, including 
93.9 	students of color and American Indian students, in developing the report. By November 3 
93.10 	of each odd-numbered year, the board must submit the report to the chairs and ranking 
93.11 	minority members of the legislative committees with jurisdiction over education and higher 
93.12 	education policy and finance. The report must be available to the public on the board's 
93.13 	website.

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

93.15 	Sec. 6. [120B.25] CURRICULUM POLICY.
93.16 	No school district or charter school may discriminate against or discipline a teacher or 
93.17 	principal on the basis of incorporating into curriculum contributions of persons in a federally 
93.18 	protected class or state protected class when the included contribution is in alignment with 
93.19 	standards and benchmarks adopted under sections 120B.021 and 120B.023.

93.20 	Sec. 7. Minnesota Statutes 2022, section 121A.031, subdivision 6, is amended to read:
93.21 		Subd. 6.State model policy. (a) The commissioner, in consultation with the 
93.22 	commissioner of human rights, shall develop and maintain a state model policy. A district 
93.23 	or school that does not adopt and implement a local policy under subdivisions 3 to 5 must 
93.24 	implement and may supplement the provisions of the state model policy. The commissioner 
93.25 	must assist districts and schools under this subdivision to implement the state policy. The 
93.26 	state model policy must:
93.27 	(1) define prohibited conduct, consistent with this section;
93.28 	(2) apply the prohibited conduct policy components in this section;
93.29 	(3) for a child with a disability, whenever an evaluation by an individualized education 
93.30 	program team or a section 504 team indicates that the child's disability affects the child's 
93.31 	social skills development or the child is vulnerable to prohibited conduct because of the 
93.32 	child's disability, the child's individualized education program or section 504 plan may 
94.1 	address the skills and proficiencies the child needs to not engage in and respond to such 
94.2 	conduct; and
94.3 	(4) encourage violence prevention and character development education programs under 
94.4 	section 120B.232, subdivision 1.
94.5 	(b) The commissioner shall develop and post departmental procedures for:
94.6 	(1) periodically reviewing district and school programs and policies for compliance with 
94.7 	this section;
94.8 	(2) investigating, reporting, and responding to noncompliance with this section, which 
94.9 	may include an annual review of plans to improve and provide a safe and supportive school 
94.10 	climate; and
94.11 	(3) allowing students, parents, and educators to file a complaint about noncompliance 
94.12 	with the commissioner.
94.13 	(c) The commissioner must post on the department's website information indicating that 
94.14 	when districts and schools allow non-curriculum-related student groups access to school 
94.15 	facilities, the district or school must give all student groups equal access to the school 
94.16 	facilities regardless of the content of the group members' speech.
94.17 	(d) The commissioner must develop and maintain resources to assist a district or school 
94.18 	in implementing strategies for creating a positive school climate and use evidence-based, 
94.19 	social-emotional learning to prevent and reduce discrimination and other improper conduct.

94.20 	Sec. 8. Minnesota Statutes 2022, section 122A.181, subdivision 5, is amended to read:
94.21 		Subd. 5.Limitations on license. (a) A Tier 1 license is limited to the content matter 
94.22 	indicated on the application for the initial Tier 1 license under subdivision 1, clause (2), and 
94.23 	limited to the district or charter school that requested the initial Tier 1 license.
94.24 	(b) A Tier 1 license does not bring an individual within the definition of a teacher for 
94.25 	purposes of section 122A.40, subdivision 1, or 122A.41, subdivision 1, clause (a).
94.26 	(c) A Tier 1 license does not bring an individual within the definition of a teacher under 
94.27 	section 179A.03, subdivision 18.

94.28 	Sec. 9. Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:
94.29 		Subdivision 1.Tests. (a) The Professional Educator Licensing and Standards Board 
94.30 	must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted 
94.31 	examination of skills in reading, writing, and mathematics before being granted a Tier 4 
95.1 	teaching license under section 122A.184 to provide direct instruction to pupils in elementary, 
95.2 	secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier 
95.3 	3 license to provide direct instruction to pupils in elementary, secondary, or special education 
95.4 	programs if candidates meet the other requirements in section 122A.181, 122A.182, or 
95.5 	122A.183, respectively.
95.6 	(b) (a) The board must adopt and revise rules requiring candidates applicants for Tier 3 
95.7 	and Tier 4 licenses to pass an examination or assessment of general pedagogical knowledge 
95.8 	and examinations or assessments of licensure field specific content. An applicant is exempt 
95.9 	from the examination requirements if: (1) the applicant completed a board-approved teacher 
95.10 	preparation program; or (2) the applicant completed a state-approved teacher preparation 
95.11 	program in another state and passed licensure examinations in that state. The content 
95.12 	examination requirement does not apply if no relevant content exam exists.
95.13 	(c) Candidates (b) Applicants for initial Tier 3 and Tier 4 licenses to teach elementary 
95.14 	students must pass test items assessing the candidates' applicants' knowledge, skill, and 
95.15 	ability in comprehensive, scientifically based reading instruction under section 122A.06, 
95.16 	subdivision 4, knowledge and understanding of the foundations of reading development, 
95.17 	development of reading comprehension and reading assessment and instruction, and the 
95.18 	ability to integrate that knowledge and understanding into instruction strategies under section 
95.19 	122A.06, subdivision 4.
95.20 	(d) The requirement to pass a board-adopted reading, writing, and mathematics skills 
95.21 	examination does not apply to nonnative English speakers, as verified by qualified Minnesota 
95.22 	school district personnel or Minnesota higher education faculty, who, after meeting the 
95.23 	content and pedagogy requirements under this subdivision, apply for a teaching license to 
95.24 	provide direct instruction in their native language or world language instruction under section 
95.25 	120B.022, subdivision 1.

95.26 	Sec. 10. Minnesota Statutes 2022, section 122A.26, subdivision 2, is amended to read:
95.27 		Subd. 2.Exceptions. (a) A person who teaches in a community education program 
95.28 	which that qualifies for aid pursuant to section 124D.52 shall continue to meet licensure 
95.29 	requirements as a teacher. A person who teaches in an early childhood and family education 
95.30 	program which that is offered through a community education program and which that
95.31 	qualifies for community education aid pursuant to section 124D.20 or early childhood and 
95.32 	family education aid pursuant to section 124D.135 shall continue to meet licensure 
95.33 	requirements as a teacher. A person who teaches in a community education course which
96.1 	that is offered for credit for graduation to persons under 18 years of age shall continue to 
96.2 	meet licensure requirements as a teacher.
96.3 	(b) A person who teaches a driver training course which that is offered through a 
96.4 	community education program to persons under 18 years of age shall be licensed by the 
96.5 	Professional Educator Licensing and Standards Board or be subject to section 171.35. A 
96.6 	license which that is required for an instructor in a community education program pursuant 
96.7 	to this subdivision paragraph shall not be construed to bring an individual within the 
96.8 	definition of a teacher for purposes of section 122A.40, subdivision 1, or 122A.41, 
96.9 	subdivision 1, clause paragraph (a).

96.10 	Sec. 11. Minnesota Statutes 2022, section 122A.40, subdivision 5, is amended to read:
96.11 		Subd. 5.Probationary period. (a) The first three consecutive years of a teacher's first 
96.12 	teaching experience in Minnesota in a single district is deemed to be a probationary period 
96.13 	of employment, and, the probationary period in each district in which the teacher is thereafter 
96.14 	employed shall be one year. The school board must adopt a plan for written evaluation of 
96.15 	teachers during the probationary period that is consistent with subdivision 8. Evaluation 
96.16 	must occur at least three times periodically throughout each school year for a teacher 
96.17 	performing services during that school year; the first evaluation must occur within the first 
96.18 	90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops, 
96.19 	and other staff development opportunities and days on which a teacher is absent from school 
96.20 	must not be included in determining the number of school days on which a teacher performs 
96.21 	services. Except as otherwise provided in paragraph (b), during the probationary period any 
96.22 	annual contract with any teacher may or may not be renewed as the school board shall see 
96.23 	fit. However, the board must give any such teacher whose contract it declines to renew for 
96.24 	the following school year written notice to that effect before July 1. If the teacher requests 
96.25 	reasons for any nonrenewal of a teaching contract, the board must give the teacher its reason 
96.26 	in writing, including a statement that appropriate supervision was furnished describing the 
96.27 	nature and the extent of such supervision furnished the teacher during the employment by 
96.28 	the board, within ten days after receiving such request. The school board may, after a hearing 
96.29 	held upon due notice, discharge a teacher during the probationary period for cause, effective 
96.30 	immediately, under section 122A.44.
96.31 	(b) A board must discharge a probationary teacher, effective immediately, upon receipt 
96.32 	of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's license has 
96.33 	been revoked due to a conviction for child abuse or sexual abuse.
97.1 	(c) A probationary teacher whose first three years of consecutive employment are 
97.2 	interrupted for active military service and who promptly resumes teaching consistent with 
97.3 	federal reemployment timelines for uniformed service personnel under United States Code, 
97.4 	title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes 
97.5 	of paragraph (a).
97.6 	(d) A probationary teacher whose first three years of consecutive employment are 
97.7 	interrupted for maternity, paternity, or medical leave and who resumes teaching within 12 
97.8 	months of when the leave began is considered to have a consecutive teaching experience 
97.9 	for purposes of paragraph (a) if the probationary teacher completes a combined total of 
97.10 	three years of teaching service immediately before and after the leave.
97.11 	(e) A probationary teacher must complete at least 120 90 days of teaching service each 
97.12 	year during the probationary period. Days devoted to parent-teacher conferences, teachers' 
97.13 	workshops, and other staff development opportunities and days on which a teacher is absent 
97.14 	from school do not count as days of teaching service under this paragraph.

97.15 	Sec. 12. Minnesota Statutes 2022, section 122A.40, subdivision 8, is amended to read:
97.16 		Subd. 8.Development, evaluation, and peer coaching for continuing contract 
97.17 	teachers. (a) To improve student learning and success, a school board and an exclusive 
97.18 	representative of the teachers in the district, consistent with paragraph (b), may develop a 
97.19 	teacher evaluation and peer review process for probationary and continuing contract teachers 
97.20 	through joint agreement. If a school board and the exclusive representative of the teachers 
97.21 	do not agree to an annual teacher evaluation and peer review process, then the school board 
97.22 	and the exclusive representative of the teachers must implement the state teacher evaluation 
97.23 	plan under paragraph (c). The process must include having trained observers serve as peer 
97.24 	coaches or having teachers participate in professional learning communities, consistent with 
97.25 	paragraph (b).
97.26 	(b) To develop, improve, and support qualified teachers and effective teaching practices, 
97.27 	improve student learning and success, and provide all enrolled students in a district or school 
97.28 	with improved and equitable access to more effective and diverse teachers, the annual 
97.29 	evaluation process for teachers:
97.30 	(1) must, for probationary teachers, provide for all evaluations required under subdivision 
97.31 	5;
97.32 	(2) must establish a three-year professional review cycle for each teacher that includes 
97.33 	an individual growth and development plan, a peer review process, and at least one 
98.1 	summative evaluation performed by a qualified and trained evaluator such as a school 
98.2 	administrator. For the years when a tenured teacher is not evaluated by a qualified and 
98.3 	trained evaluator, the teacher must be evaluated by a peer review;
98.4 	(3) must be based on professional teaching standards established in rule include a rubric 
98.5 	of performance standards for teacher practice that: (i) is based on professional teaching 
98.6 	standards established in rule; (ii) includes culturally responsive methodologies; and (iii) 
98.7 	provides common descriptions of effectiveness using at least three levels of performance;
98.8 	(4) must coordinate staff development activities under sections 122A.60 and 122A.61 
98.9 	with this evaluation process and teachers' evaluation outcomes;
98.10 	(5) may provide time during the school day and school year for peer coaching and teacher 
98.11 	collaboration;
98.12 	(6) may include job-embedded learning opportunities such as professional learning 
98.13 	communities;
98.14 	(7) may include mentoring and induction programs for teachers, including teachers who 
98.15 	are members of populations underrepresented among the licensed teachers in the district or 
98.16 	school and who reflect the diversity of students under section 120B.35, subdivision 3, 
98.17 	paragraph (b), clause (2), who are enrolled in the district or school;
98.18 	(8) must include an option for teachers to develop and present a portfolio demonstrating 
98.19 	evidence of reflection and professional growth, consistent with section 122A.187, subdivision 
98.20 	3, and include teachers' own performance assessment based on student work samples and 
98.21 	examples of teachers' work, which may include video among other activities for the 
98.22 	summative evaluation;
98.23 	(9) must use data from valid and reliable assessments aligned to state and local academic 
98.24 	standards and must use state and local measures of student growth and literacy that may 
98.25 	include value-added models or student learning goals to determine 35 percent of teacher 
98.26 	evaluation results;
98.27 	(10) must use longitudinal data on student engagement and connection, and other student 
98.28 	outcome measures explicitly aligned with the elements of curriculum for which teachers 
98.29 	are responsible, including academic literacy, oral academic language, and achievement of 
98.30 	content areas of English learners;
98.31 	(11) must require qualified and trained evaluators such as school administrators to 
98.32 	perform summative evaluations and ensure school districts and charter schools provide for 
98.33 	effective evaluator training specific to teacher development and evaluation;
99.1 	(12) must give teachers not meeting professional teaching standards under clauses (3) 
99.2 	through (11) support to improve through a teacher improvement process that includes 
99.3 	established goals and timelines; and
99.4 	(13) must discipline a teacher for not making adequate progress in the teacher 
99.5 	improvement process under clause (12) that may include a last chance warning, termination, 
99.6 	discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline 
99.7 	a school administrator determines is appropriate.
99.8 	Data on individual teachers generated under this subdivision are personnel data under 
99.9 	section 13.43. The observation and interview notes of peer coaches may only be disclosed 
99.10 	to other school officials with the consent of the teacher being coached.
99.11 	(c) The department, in consultation with parents who may represent parent organizations 
99.12 	and teacher and administrator representatives appointed by their respective organizations, 
99.13 	representing the Professional Educator Licensing and Standards Board, the Minnesota 
99.14 	Association of School Administrators, the Minnesota School Boards Association, the 
99.15 	Minnesota Elementary and Secondary Principals Associations, Education Minnesota, and 
99.16 	representatives of the Minnesota Assessment Group, the Minnesota Business Partnership, 
99.17 	the Minnesota Chamber of Commerce, and Minnesota postsecondary institutions with 
99.18 	research expertise in teacher evaluation, must create and publish a teacher evaluation process 
99.19 	that complies with the requirements in paragraph (b) and applies to all teachers under this 
99.20 	section and section 122A.41 for whom no agreement exists under paragraph (a) for an annual 
99.21 	teacher evaluation and peer review process. The teacher evaluation process created under 
99.22 	this subdivision does not create additional due process rights for probationary teachers under 
99.23 	subdivision 5.
99.24 	(d) Consistent with the measures of teacher effectiveness under this subdivision:
99.25 	(1) for students in kindergarten through grade 4, a school administrator must not place 
99.26 	or approve the placement of a student in the classroom of a teacher who is in the improvement 
99.27 	process referenced in paragraph (b), clause (12), or has not had a summative evaluation if, 
99.28 	in the prior year, that student was in the classroom of a teacher who received discipline 
99.29 	pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that 
99.30 	grade; and
99.31 	(2) for students in grades 5 through 12, a school administrator must not place or approve 
99.32 	the placement of a student in the classroom of a teacher who is in the improvement process 
99.33 	referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the 
99.34 	prior year, that student was in the classroom of a teacher who received discipline pursuant 
100.1 	to paragraph (b), clause (13), unless no other teacher at the school teaches that subject area 
100.2 	and grade.
100.3 	All data created and used under this paragraph retains its classification under chapter 13.

100.4 	EFFECTIVE DATE. This section is effective July 1, 2025.

100.5 	Sec. 13. Minnesota Statutes 2022, section 122A.41, subdivision 2, is amended to read:
100.6 		Subd. 2.Probationary period; discharge or demotion. (a) All teachers in the public 
100.7 	schools in cities of the first class during the first three years of consecutive employment 
100.8 	shall be deemed to be in a probationary period of employment during which period any 
100.9 	annual contract with any teacher may, or may not, be renewed as the school board, after 
100.10 	consulting with the peer review committee charged with evaluating the probationary teachers 
100.11 	under subdivision 3, shall see fit. The first three consecutive years of a teacher's first teaching 
100.12 	experience in Minnesota in a single district is deemed to be a probationary period of 
100.13 	employment, and the probationary period in each district in which the teacher is thereafter 
100.14 	employed shall be one year. The school site management team or the school board if there 
100.15 	is no school site management team, shall adopt a plan for a written evaluation of teachers 
100.16 	during the probationary period according to subdivisions 3 and 5. Evaluation by the peer 
100.17 	review committee charged with evaluating probationary teachers under subdivision 3 shall 
100.18 	occur at least three times periodically throughout each school year for a teacher performing 
100.19 	services during that school year; the first evaluation must occur within the first 90 days of 
100.20 	teaching service. Days devoted to parent-teacher conferences, teachers' workshops, and 
100.21 	other staff development opportunities and days on which a teacher is absent from school 
100.22 	shall not be included in determining the number of school days on which a teacher performs 
100.23 	services. The school board may, during such probationary period, discharge or demote a 
100.24 	teacher for any of the causes as specified in this code. A written statement of the cause of 
100.25 	such discharge or demotion shall be given to the teacher by the school board at least 30 
100.26 	days before such removal or demotion shall become effective, and the teacher so notified 
100.27 	shall have no right of appeal therefrom.
100.28 	(b) A probationary teacher whose first three years of consecutive employment are 
100.29 	interrupted for active military service and who promptly resumes teaching consistent with 
100.30 	federal reemployment timelines for uniformed service personnel under United States Code, 
100.31 	title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes 
100.32 	of paragraph (a).
100.33 	(c) A probationary teacher whose first three years of consecutive employment are 
100.34 	interrupted for maternity, paternity, or medical leave and who resumes teaching within 12 
101.1 	months of when the leave began is considered to have a consecutive teaching experience 
101.2 	for purposes of paragraph (a) if the probationary teacher completes a combined total of 
101.3 	three years of teaching service immediately before and after the leave.
101.4 	(d) A probationary teacher must complete at least 120 90 days of teaching service each 
101.5 	year during the probationary period. Days devoted to parent-teacher conferences, teachers' 
101.6 	workshops, and other staff development opportunities and days on which a teacher is absent 
101.7 	from school do not count as days of teaching service under this paragraph.

101.8 	Sec. 14. Minnesota Statutes 2022, section 122A.41, subdivision 5, is amended to read:
101.9 		Subd. 5.Development, evaluation, and peer coaching for continuing contract 
101.10 	teachers. (a) To improve student learning and success, a school board and an exclusive 
101.11 	representative of the teachers in the district, consistent with paragraph (b), may develop an 
101.12 	annual teacher evaluation and peer review process for probationary and nonprobationary 
101.13 	teachers through joint agreement. If a school board and the exclusive representative of the 
101.14 	teachers in the district do not agree to an annual teacher evaluation and peer review process, 
101.15 	then the school board and the exclusive representative of the teachers must implement the 
101.16 	state teacher evaluation plan developed under paragraph (c). The process must include 
101.17 	having trained observers serve as peer coaches or having teachers participate in professional 
101.18 	learning communities, consistent with paragraph (b).
101.19 	(b) To develop, improve, and support qualified teachers and effective teaching practices 
101.20 	and improve student learning and success, and provide all enrolled students in a district or 
101.21 	school with improved and equitable access to more effective and diverse teachers, the annual 
101.22 	evaluation process for teachers:
101.23 	(1) must, for probationary teachers, provide for all evaluations required under subdivision 
101.24 	2;
101.25 	(2) must establish a three-year professional review cycle for each teacher that includes 
101.26 	an individual growth and development plan, a peer review process, and at least one 
101.27 	summative evaluation performed by a qualified and trained evaluator such as a school 
101.28 	administrator;
101.29 	(3) must be based on professional teaching standards established in rule include a rubric 
101.30 	of performance standards for teacher practice that: (i) is based on professional teaching 
101.31 	standards established in rule; (ii) includes culturally responsive methodologies; and (iii) 
101.32 	provides common descriptions of effectiveness using at least three levels of performance;
102.1 	(4) must coordinate staff development activities under sections 122A.60 and 122A.61 
102.2 	with this evaluation process and teachers' evaluation outcomes;
102.3 	(5) may provide time during the school day and school year for peer coaching and teacher 
102.4 	collaboration;
102.5 	(6) may include job-embedded learning opportunities such as professional learning 
102.6 	communities;
102.7 	(7) may include mentoring and induction programs for teachers, including teachers who 
102.8 	are members of populations underrepresented among the licensed teachers in the district or 
102.9 	school and who reflect the diversity of students under section 120B.35, subdivision 3, 
102.10 	paragraph (b), clause (2), who are enrolled in the district or school;
102.11 	(8) must include an option for teachers to develop and present a portfolio demonstrating 
102.12 	evidence of reflection and professional growth, consistent with section 122A.187, subdivision 
102.13 	3, and include teachers' own performance assessment based on student work samples and 
102.14 	examples of teachers' work, which may include video among other activities for the 
102.15 	summative evaluation;
102.16 	(9) must use data from valid and reliable assessments aligned to state and local academic 
102.17 	standards and must use state and local measures of student growth and literacy that may 
102.18 	include value-added models or student learning goals to determine 35 percent of teacher 
102.19 	evaluation results;
102.20 	(10) must use longitudinal data on student engagement and connection and other student 
102.21 	outcome measures explicitly aligned with the elements of curriculum for which teachers 
102.22 	are responsible, including academic literacy, oral academic language, and achievement of 
102.23 	English learners;
102.24 	(11) must require qualified and trained evaluators such as school administrators to 
102.25 	perform summative evaluations and ensure school districts and charter schools provide for 
102.26 	effective evaluator training specific to teacher development and evaluation;
102.27 	(12) must give teachers not meeting professional teaching standards under clauses (3) 
102.28 	through (11) support to improve through a teacher improvement process that includes 
102.29 	established goals and timelines; and
102.30 	(13) must discipline a teacher for not making adequate progress in the teacher 
102.31 	improvement process under clause (12) that may include a last chance warning, termination, 
102.32 	discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline 
102.33 	a school administrator determines is appropriate.
103.1 	Data on individual teachers generated under this subdivision are personnel data under 
103.2 	section 13.43. The observation and interview notes of peer coaches may only be disclosed 
103.3 	to other school officials with the consent of the teacher being coached.
103.4 	(c) The department, in consultation with parents who may represent parent organizations 
103.5 	and teacher and administrator representatives appointed by their respective organizations, 
103.6 	representing the Professional Educator Licensing and Standards Board, the Minnesota 
103.7 	Association of School Administrators, the Minnesota School Boards Association, the 
103.8 	Minnesota Elementary and Secondary Principals Associations, Education Minnesota, and 
103.9 	representatives of the Minnesota Assessment Group, the Minnesota Business Partnership, 
103.10 	the Minnesota Chamber of Commerce, and Minnesota postsecondary institutions with 
103.11 	research expertise in teacher evaluation, must create and publish a teacher evaluation process 
103.12 	that complies with the requirements in paragraph (b) and applies to all teachers under this 
103.13 	section and section 122A.40 for whom no agreement exists under paragraph (a) for an annual 
103.14 	teacher evaluation and peer review process. The teacher evaluation process created under 
103.15 	this subdivision does not create additional due process rights for probationary teachers under 
103.16 	subdivision 2.
103.17 	(d) Consistent with the measures of teacher effectiveness under this subdivision:
103.18 	(1) for students in kindergarten through grade 4, a school administrator must not place 
103.19 	or approve the placement of a student in the classroom of a teacher who is in the improvement 
103.20 	process referenced in paragraph (b), clause (12), or has not had a summative evaluation if, 
103.21 	in the prior year, that student was in the classroom of a teacher who received discipline 
103.22 	pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that 
103.23 	grade; and
103.24 	(2) for students in grades 5 through 12, a school administrator must not place or approve 
103.25 	the placement of a student in the classroom of a teacher who is in the improvement process 
103.26 	referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the 
103.27 	prior year, that student was in the classroom of a teacher who received discipline pursuant 
103.28 	to paragraph (b), clause (13), unless no other teacher at the school teaches that subject area 
103.29 	and grade.
103.30 	All data created and used under this paragraph retains its classification under chapter 13.

103.31 	EFFECTIVE DATE. This section is effective July 1, 2025.

104.1 	Sec. 15. Minnesota Statutes 2022, section 123B.147, subdivision 3, is amended to read:
104.2 		Subd. 3.Duties; evaluation. (a) The principal shall provide administrative, supervisory, 
104.3 	and instructional leadership services, under the supervision of the superintendent of schools 
104.4 	of the district and according to the policies, rules, and regulations of the school board, for 
104.5 	the planning, management, operation, and evaluation of the education program of the building 
104.6 	or buildings to which the principal is assigned.
104.7 	(b) To enhance a principal's culturally responsive leadership skills and support and 
104.8 	improve teaching practices, school performance, and student achievement for diverse student 
104.9 	populations, including at-risk students, children with disabilities, English learners, and gifted 
104.10 	students, among others, a district must develop and implement a performance-based system 
104.11 	for annually evaluating school principals assigned to supervise a school building within the 
104.12 	district. The evaluation must be designed to improve teaching and learning by supporting 
104.13 	the principal in shaping the school's professional environment and developing teacher 
104.14 	quality, performance, and effectiveness. The annual evaluation must:
104.15 	(1) support and improve a principal's instructional leadership, organizational management, 
104.16 	and professional development, and strengthen the principal's capacity in the areas of 
104.17 	instruction, supervision, evaluation, and teacher development;
104.18 	(2) support and improve a principal's culturally responsive leadership practices that 
104.19 	create inclusive and respectful teaching and learning environments for all students, families, 
104.20 	and employees;
104.21 	(2) (3) include formative and summative evaluations based on multiple measures of 
104.22 	student progress toward career and college readiness;
104.23 	(3) (4) be consistent with a principal's job description, a district's long-term plans and 
104.24 	goals, and the principal's own professional multiyear growth plans and goals, all of which 
104.25 	must support the principal's leadership behaviors and practices, rigorous curriculum, school 
104.26 	performance, and high-quality instruction;
104.27 	(4) (5) include on-the-job observations and previous evaluations;
104.28 	(5) (6) allow surveys to help identify a principal's effectiveness, leadership skills and 
104.29 	processes, and strengths and weaknesses in exercising leadership in pursuit of school success;
104.30 	(6) (7) use longitudinal data on student academic growth as 35 percent of the evaluation 
104.31 	and incorporate district achievement goals and targets;
105.1 	(7) (8) be linked to professional development that emphasizes improved teaching and 
105.2 	learning, curriculum and instruction, student learning, culturally responsive leadership 
105.3 	practices, and a collaborative professional culture; and
105.4 	(8) (9) for principals not meeting standards of professional practice or other criteria 
105.5 	under this subdivision, implement a plan to improve the principal's performance and specify 
105.6 	the procedure and consequence if the principal's performance is not improved.
105.7 	The provisions of this paragraph are intended to provide districts with sufficient flexibility 
105.8 	to accommodate district needs and goals related to developing, supporting, and evaluating 
105.9 	principals.

105.10 	EFFECTIVE DATE. This section is effective July 1, 2024.

105.11 	Sec. 16. Minnesota Statutes 2022, section 124D.861, subdivision 2, is amended to read:
105.12 		Subd. 2.Plan implementation; components. (a) The school board of each eligible 
105.13 	district must formally develop and implement a long-term plan under this section. The plan 
105.14 	must be incorporated into the district's comprehensive strategic plan under section 120B.11. 
105.15 	Plan components may include: innovative and integrated prekindergarten through grade 12 
105.16 	learning environments that offer students school enrollment choices; family engagement 
105.17 	initiatives that involve families in their students' academic life and success; professional 
105.18 	development opportunities for teachers and administrators focused on improving the academic 
105.19 	achievement of all students, including teachers and administrators who are members of 
105.20 	populations underrepresented among the licensed teachers or administrators in the district 
105.21 	or school and who reflect the diversity of students under section 120B.35, subdivision 3, 
105.22 	paragraph (b), clause (2), who are enrolled in the district or school; increased programmatic 
105.23 	opportunities and effective and more diverse instructors focused on rigor and college and 
105.24 	career readiness for underserved students, including students enrolled in alternative learning 
105.25 	centers under section 123A.05, public alternative programs under section 126C.05, 
105.26 	subdivision 15, and contract alternative programs under section 124D.69, among other 
105.27 	underserved students; or recruitment and retention of teachers and administrators with 
105.28 	diverse racial and ethnic backgrounds.
105.29 	(b) The plan must contain goals for:
105.30 	(1) reducing the disparities in academic achievement and in equitable access to effective 
105.31 	and more diverse teachers among all students and specific categories of students under 
105.32 	section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender, 
105.33 	disability, and English learners; and
106.1 	(2) increasing racial and economic diversity and integration in schools and districts.
106.2 	(c) The plan must include strategies to validate, affirm, embrace, and integrate cultural 
106.3 	and community strengths of all students, families, and employees in the district's curriculum 
106.4 	as well as learning and work environments. The plan must address issues of institutional 
106.5 	racism as defined in section 120B.11, subdivision 1, in schools that create opportunity and 
106.6 	achievement gaps for students, families, and staff who are of color or who are American 
106.7 	Indian. Examples of institutional racism experienced by students who are of color or who 
106.8 	are American Indian include policies and practices that intentionally or unintentionally 
106.9 	result in disparate discipline referrals and suspension, inequitable access to advanced 
106.10 	coursework, overrepresentation in lower-level coursework, inequitable participation in 
106.11 	cocurricular activities, inequitable parent involvement, and lack of equitable access to 
106.12 	racially and ethnically diverse teachers who reflect the racial or ethnic diversity of students 
106.13 	because it has not been a priority to hire or retain such teachers.
106.14 	(d) School districts must use local data, to the extent practicable, to develop plan 
106.15 	components and strategies. Plans may include:
106.16 	(1) innovative and integrated prekindergarten through grade 12 learning environments 
106.17 	that offer students school enrollment choices;
106.18 	(2) family engagement initiatives that involve families in their students' academic life 
106.19 	and success and improve relations between home and school;
106.20 	(3) opportunities for students, families, staff, and community members who are of color 
106.21 	or American Indian to share their experiences in the school setting with school staff and 
106.22 	administration and to inform the development of specific proposals for making school 
106.23 	environments more validating, affirming, embracing, and integrating of their cultural and 
106.24 	community strengths;
106.25 	(4) professional development opportunities for teachers and administrators focused on 
106.26 	improving the academic achievement of all students, including knowledge, skills, and 
106.27 	dispositions needed to be antiracist and culturally sustaining as defined in section 120B.11, 
106.28 	subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;
106.29 	(5) recruitment and retention of teachers, administrators, cultural and family liaisons, 
106.30 	paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented 
106.31 	in the student population to strengthen relationships with all students, families, and other 
106.32 	members of the community;
107.1 	(6) collection, examination, and evaluation of academic and discipline data for 
107.2 	institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and 
107.3 	practices that result in the education disparities, in order to propose antiracist changes as 
107.4 	defined in section 120B.11, subdivision 1, that increase access, meaningful participation, 
107.5 	representation, and positive outcomes for students of color and American Indian students;
107.6 	(7) increased programmatic opportunities and effective and more diverse instructors 
107.7 	focused on rigor and college and career readiness for students who are impacted by racial, 
107.8 	gender, linguistic, and economic disparities, including students enrolled in area learning 
107.9 	centers or alternative learning programs under section 123A.05, state-approved alternative 
107.10 	programs under section 126C.05, subdivision 15, and contract alternative programs under 
107.11 	section 124D.69, among other underserved students;
107.12 	(8) ethnic studies curriculum as defined in section 120B.11, subdivision 1, to provide 
107.13 	all students with opportunities to learn about their own and others' cultures and historical 
107.14 	experiences; or
107.15 	(9) examination and revision of district curricula in all subjects to be inclusive of diverse 
107.16 	racial and ethnic groups while meeting state academic standards and being culturally 
107.17 	sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied 
107.18 	about any group is accurate and based in knowledge from that group.
107.19 	(b) (e) Among other requirements, an eligible district must implement effective, 
107.20 	research-based interventions that include formative multiple measures of assessment practices
107.21 	and engagement in order to reduce the eliminate academic disparities in student academic 
107.22 	performance among the specific categories of students as measured by student progress and 
107.23 	growth on state reading and math assessments and for students impacted by racial, gender, 
107.24 	linguistic, and economic inequities as aligned with section 120B.11.
107.25 	(c) (f) Eligible districts must create efficiencies and eliminate duplicative programs and 
107.26 	services under this section, which may include forming collaborations or a single, 
107.27 	seven-county metropolitan areawide partnership of eligible districts for this purpose.

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

108.1 	ARTICLE 7
108.2 	STUDENTS WITH DISABILITIES AND STUDENTS IN NEED OF SPECIAL 
108.3 	EDUCATION SERVICES

108.4 	Section 1. Minnesota Statutes 2022, section 121A.17, subdivision 3, is amended to read:
108.5 		Subd. 3.Screening program. (a) A screening program must include at least the following 
108.6 	components: developmental assessments, including virtual developmental screening for 
108.7 	families who make the request based on their immunocompromised health status or other 
108.8 	health conditions, hearing and vision screening or referral, immunization review and referral, 
108.9 	the child's height and weight, the date of the child's most recent comprehensive vision 
108.10 	examination, if any, identification of risk factors that may influence learning, an interview 
108.11 	with the parent about the child, and referral for assessment, diagnosis, and treatment when 
108.12 	potential needs are identified. The district and the person performing or supervising the 
108.13 	screening must provide a parent or guardian with clear written notice that the parent or 
108.14 	guardian may decline to answer questions or provide information about family circumstances 
108.15 	that might affect development and identification of risk factors that may influence learning. 
108.16 	The notice must state "Early childhood developmental screening helps a school district 
108.17 	identify children who may benefit from district and community resources available to help 
108.18 	in their development. Early childhood developmental screening includes a vision screening 
108.19 	that helps detect potential eye problems but is not a substitute for a comprehensive eye 
108.20 	exam." The notice must clearly state that declining to answer questions or provide information 
108.21 	does not prevent the child from being enrolled in kindergarten or first grade if all other 
108.22 	screening components are met. If a parent or guardian is not able to read and comprehend 
108.23 	the written notice, the district and the person performing or supervising the screening must 
108.24 	convey the information in another manner. The notice must also inform the parent or guardian 
108.25 	that a child need not submit to the district screening program if the child's health records 
108.26 	indicate to the school that the child has received comparable developmental screening 
108.27 	performed within the preceding 365 days by a public or private health care organization or 
108.28 	individual health care provider. The notice must be given to a parent or guardian at the time 
108.29 	the district initially provides information to the parent or guardian about screening and must 
108.30 	be given again at the screening location.
108.31 	(b) All screening components shall be consistent with the standards of the state 
108.32 	commissioner of health for early developmental screening programs. A developmental 
108.33 	screening program must not provide laboratory tests or a physical examination to any child. 
108.34 	The district must request from the public or private health care organization or the individual 
108.35 	health care provider the results of any laboratory test or physical examination within the 12 
109.1 	months preceding a child's scheduled screening. For the purposes of this section, 
109.2 	"comprehensive vision examination" means a vision examination performed by an optometrist 
109.3 	or ophthalmologist.
109.4 	(c) If a child is without health coverage, the school district must refer the child to an 
109.5 	appropriate health care provider.
109.6 	(d) A board may offer additional components such as nutritional, physical and dental 
109.7 	assessments, review of family circumstances that might affect development, blood pressure, 
109.8 	laboratory tests, and health history.
109.9 	(e) If a statement signed by the child's parent or guardian is submitted to the administrator 
109.10 	or other person having general control and supervision of the school that the child has not 
109.11 	been screened because of conscientiously held beliefs of the parent or guardian, the screening 
109.12 	is not required.

109.13 	Sec. 2. Minnesota Statutes 2022, section 125A.15, is amended to read:
109.14 	125A.15 PLACEMENT IN ANOTHER DISTRICT; RESPONSIBILITY.
109.15 	The responsibility for special instruction and services for a child with a disability 
109.16 	temporarily placed in another district for care and treatment shall be determined in the 
109.17 	following manner:
109.18 	(a) The district of residence of a child shall be the district in which the child's parent 
109.19 	resides, if living, or the child's guardian. If there is a dispute between school districts 
109.20 	regarding residency, the district of residence is the district designated by the commissioner.
109.21 	(b) If a district other than the resident district places a pupil for care and treatment, the 
109.22 	district placing the pupil must notify and give the resident district an opportunity to participate 
109.23 	in the placement decision. When an immediate emergency placement of a pupil is necessary 
109.24 	and time constraints foreclose a resident district from participating in the emergency 
109.25 	placement decision, the district in which the pupil is temporarily placed must notify the 
109.26 	resident district of the emergency placement within 15 days. The resident district has up to 
109.27 	five business days after receiving notice of the emergency placement to request an 
109.28 	opportunity to participate in the placement decision, which the placing district must then 
109.29 	provide.
109.30 	(c) When a child is temporarily placed for care and treatment in a day program located 
109.31 	in another district and the child continues to live within the district of residence during the 
109.32 	care and treatment, the district of residence is responsible for providing transportation to 
109.33 	and from the care and treatment program and an appropriate educational program for the 
110.1 	child. The resident district may establish reasonable restrictions on transportation, except 
110.2 	if a Minnesota court or agency orders the child placed at a day care and treatment program 
110.3 	and the resident district receives a copy of the order, then the resident district must provide 
110.4 	transportation to and from the program unless the court or agency orders otherwise. 
110.5 	Transportation shall only be provided by the resident district during regular operating hours 
110.6 	of the resident district. The resident district may provide the educational program at a school 
110.7 	within the district of residence, at the child's residence, or in the district in which the day 
110.8 	treatment center is located by paying tuition to that district. If a child's district of residence, 
110.9 	district of open enrollment under section 124D.03, or charter school of enrollment under 
110.10 	section 124E.11 is authorized to provide online learning instruction under state statutes, the 
110.11 	child's district of residence may utilize that state-approved online learning program in 
110.12 	fulfilling its educational program responsibility under this section if the child, or the child's 
110.13 	parent or guardian for a pupil under the age of 18, agrees to that form of instruction.
110.14 	(d) When a child is temporarily placed in a residential program for care and treatment, 
110.15 	the nonresident district in which the child is placed is responsible for providing an appropriate 
110.16 	educational program for the child and necessary transportation while the child is attending 
110.17 	the educational program; and must bill the district of the child's residence for the actual cost 
110.18 	of providing the program, as outlined in section 125A.11, except as provided in paragraph 
110.19 	(e). However, the board, lodging, and treatment costs incurred in behalf of a child with a 
110.20 	disability placed outside of the school district of residence by the commissioner of human 
110.21 	services or the commissioner of corrections or their agents, for reasons other than providing 
110.22 	for the child's special educational needs must not become the responsibility of either the 
110.23 	district providing the instruction or the district of the child's residence. For the purposes of 
110.24 	this section, the state correctional facilities operated on a fee-for-service basis are considered 
110.25 	to be residential programs for care and treatment. If a child's district of residence, district 
110.26 	of open enrollment under section 124D.03, or charter school of enrollment under section 
110.27 	124E.11 is authorized to provide online learning instruction under state statutes, the 
110.28 	nonresident district may utilize that state-approved online learning program in fulfilling its 
110.29 	educational program responsibility under this section if the child, or the child's parent or 
110.30 	guardian for a pupil under the age of 18, agrees to that form of instruction.
110.31 	(e) A privately owned and operated residential facility may enter into a contract to obtain 
110.32 	appropriate educational programs for special education children and services with a joint 
110.33 	powers entity. The entity with which the private facility contracts for special education 
110.34 	services shall be the district responsible for providing students placed in that facility an 
110.35 	appropriate educational program in place of the district in which the facility is located. If a 
111.1 	privately owned and operated residential facility does not enter into a contract under this 
111.2 	paragraph, then paragraph (d) applies.
111.3 	(f) The district of residence shall pay tuition and other program costs, not including 
111.4 	transportation costs, to the district providing the instruction and services. The district of 
111.5 	residence may claim general education aid for the child as provided by law. Transportation 
111.6 	costs must be paid by the district responsible for providing the transportation and the state 
111.7 	must pay transportation aid to that district.

111.8 	Sec. 3. Minnesota Statutes 2022, section 125A.51, is amended to read:
111.9 	125A.51 PLACEMENT OF CHILDREN WITHOUT DISABILITIES; EDUCATION 
111.10 	AND TRANSPORTATION.
111.11 	The responsibility for providing instruction and transportation for a pupil without a 
111.12 	disability who has a short-term or temporary physical or emotional illness or disability, as 
111.13 	determined by the standards of the commissioner, and who is temporarily placed for care 
111.14 	and treatment for that illness or disability, must be determined as provided in this section.
111.15 	(a) The school district of residence of the pupil is the district in which the pupil's parent 
111.16 	or guardian resides. If there is a dispute between school districts regarding residency, the 
111.17 	district of residence is the district designated by the commissioner.
111.18 	(b) When parental rights have been terminated by court order, the legal residence of a 
111.19 	child placed in a residential or foster facility for care and treatment is the district in which 
111.20 	the child resides.
111.21 	(c) Before the placement of a pupil for care and treatment, the district of residence must 
111.22 	be notified and provided an opportunity to participate in the placement decision. When an 
111.23 	immediate emergency placement is necessary and time does not permit resident district 
111.24 	participation in the placement decision, the district in which the pupil is temporarily placed, 
111.25 	if different from the district of residence, must notify the district of residence of the 
111.26 	emergency placement within 15 days of the placement. When a nonresident district makes 
111.27 	an emergency placement without first consulting with the resident district, the resident 
111.28 	district has up to five business days after receiving notice of the emergency placement to 
111.29 	request an opportunity to participate in the placement decision, which the placing district 
111.30 	must then provide.
111.31 	(d) When a pupil without a disability is temporarily placed for care and treatment in a 
111.32 	day program and the pupil continues to live within the district of residence during the care 
111.33 	and treatment, the district of residence must provide instruction and necessary transportation 
112.1 	to and from the care and treatment program for the pupil. The resident district may establish 
112.2 	reasonable restrictions on transportation, except if a Minnesota court or agency orders the 
112.3 	child placed at a day care and treatment program and the resident district receives a copy 
112.4 	of the order, then the resident district must provide transportation to and from the program 
112.5 	unless the court or agency orders otherwise. Transportation shall only be provided by the 
112.6 	resident district during regular operating hours of the resident district. The resident district 
112.7 	may provide the instruction at a school within the district of residence,; at the pupil's 
112.8 	residence,; through an authorized online learning program provided by the pupil's resident 
112.9 	district, district of open enrollment under section 124D.03, or charter school of enrollment 
112.10 	under section 124E.11 if the child, or the child's parent or guardian for a pupil under the 
112.11 	age of 18, agrees to that form of instruction; or, in the case of a placement outside of the 
112.12 	resident district, in the district in which the day treatment program is located by paying 
112.13 	tuition to that district. The district of placement may contract with a facility to provide 
112.14 	instruction by teachers licensed by the Professional Educator Licensing and Standards 
112.15 	Board.
112.16 	(e) When a pupil without a disability is temporarily placed in a residential program for 
112.17 	care and treatment, the district in which the pupil is placed must provide instruction for the 
112.18 	pupil and necessary transportation while the pupil is receiving instruction, and in the case 
112.19 	of a placement outside of the district of residence, the nonresident district must bill the 
112.20 	district of residence for the actual cost of providing the instruction for the regular school 
112.21 	year and for summer school, excluding transportation costs. If a pupil's district of residence, 
112.22 	district of open enrollment under section 124D.03, or charter school of enrollment under 
112.23 	section 124E.11 is authorized to provide online learning instruction under state statutes, the 
112.24 	district in which the pupil is placed may utilize that state-approved online learning program 
112.25 	in fulfilling its responsibility to provide instruction under this section if the child, or the 
112.26 	child's parent or guardian for a pupil under the age of 18, agrees to that form of instruction.
112.27 	(f) Notwithstanding paragraph (e), if the pupil is homeless and placed in a public or 
112.28 	private homeless shelter, then the district that enrolls the pupil under section 120A.20, 
112.29 	subdivision 2, paragraph (b), shall provide the transportation, unless the district that enrolls 
112.30 	the pupil and the district in which the pupil is temporarily placed agree that the district in 
112.31 	which the pupil is temporarily placed shall provide transportation. When a pupil without a 
112.32 	disability is temporarily placed in a residential program outside the district of residence, 
112.33 	the administrator of the court placing the pupil must send timely written notice of the 
112.34 	placement to the district of residence. The district of placement may contract with a 
112.35 	residential facility to provide instruction by teachers licensed by the Professional Educator 
113.1 	Licensing and Standards Board. For purposes of this section, the state correctional facilities 
113.2 	operated on a fee-for-service basis are considered to be residential programs for care and 
113.3 	treatment.
113.4 	(g) The district of residence must include the pupil in its residence count of pupil units 
113.5 	and pay tuition as provided in section 123A.488 to the district providing the instruction. 
113.6 	Transportation costs must be paid by the district providing the transportation and the state 
113.7 	must pay transportation aid to that district. For purposes of computing state transportation 
113.8 	aid, pupils governed by this subdivision must be included in the disabled transportation 
113.9 	category if the pupils cannot be transported on a regular school bus route without special 
113.10 	accommodations.

113.11 	Sec. 4. Minnesota Statutes 2022, section 125A.515, subdivision 3, is amended to read:
113.12 		Subd. 3.Responsibilities for providing education. (a) The district in which the children's 
113.13 	residential facility is located must provide education services, including special education 
113.14 	if eligible, to all students placed in a facility. If a child's district of residence, district of open 
113.15 	enrollment under section 124D.03, or charter school of enrollment under section 124E.11 
113.16 	is authorized to provide online learning instruction under state statutes, the district in which 
113.17 	the children's residential facility is located may utilize that state-approved online learning 
113.18 	program in fulfilling its education services responsibility under this section if the child, or 
113.19 	the child's parent or guardian for a pupil under the age of 18, agrees to that form of 
113.20 	instruction.
113.21 	(b) For education programs operated by the Department of Corrections, the providing 
113.22 	district shall be the Department of Corrections. For students remanded to the commissioner 
113.23 	of corrections, the providing and resident district shall be the Department of Corrections.

113.24 	Sec. 5. COMMISSIONER OF EDUCATION; LEGISLATIVE REPORT ON 
113.25 	DEFINITIONS.
 113.26 	(a) The commissioner of education must define the following terms:
113.27 	(1) gifted student;
113.28 	(2) talented student;
113.29 	(3) twice-exceptional student;
113.30 	(4) print disabled student; and
113.31 	(5) reading disabled student.
114.1 	(b) The commissioner of education must also define what qualifies a student in each 
114.2 	category under paragraph (a) for special education services and how eligibility is determined, 
114.3 	including through identification or diagnosis by a doctor of medicine, doctor of osteopathy, 
114.4 	ophthalmologist, optometrist, psychologist, registered nurse, therapist, or professional staff 
114.5 	of hospitals, institutions, and public or welfare agencies such as an educator, social worker, 
114.6 	case worker, counselor, rehabilitation teacher, certified reading specialist, school 
114.7 	psychologist, superintendent, or librarian.
114.8 	(c) No later than February 15, 2024, the commissioner must report these definitions to 
114.9 	the chairs and ranking minority members of the legislative committees having jurisdiction 
114.10 	over early childhood through grade 12 education.
114.11 	(d) The commissioner is encouraged to consult with the Perpich Center for Arts Education 
114.12 	and the Minnesota State Academies in preparing the definitions under this section.

114.13 	ARTICLE 8
114.14 	EARLY CHILDHOOD AND EARLY LEARNING

114.15 	Section 1. Minnesota Statutes 2022, section 124D.03, subdivision 5a, is amended to read:
114.16 		Subd. 5a.Lotteries. If a school district has more applications than available seats at a 
114.17 	specific grade level, it must hold an impartial lottery following the January 15 deadline to 
114.18 	determine which students will receive seats. The district must give priority to enrolling 
114.19 	siblings of currently enrolled students, students seeking enrollment into kindergarten who 
114.20 	were open enrolled in voluntary prekindergarten or school readiness plus programs in the 
114.21 	district, students whose applications are related to an approved integration and achievement 
114.22 	plan, and children of the school district's staff, and students residing in that part of a 
114.23 	municipality, defined under section 469.1812, subdivision 3, where:.
114.24 	(1) the student's resident district does not operate a school building;
114.25 	(2) the municipality is located partially or fully within the boundaries of at least five 
114.26 	school districts;
114.27 	(3) the nonresident district in which the student seeks to enroll operates one or more 
114.28 	school buildings within the municipality; and
114.29 	(4) no other nonresident, independent, special, or common school district operates a 
114.30 	school building within the municipality.
114.31 	The process for the school district lottery must be established in school district policy, 
114.32 	approved by the school board, and posted on the school district's website.

115.1 	Sec. 2. Minnesota Statutes 2022, section 124D.03, subdivision 12, is amended to read:
115.2 		Subd. 12.Termination of enrollment. A district may terminate the enrollment of a 
115.3 	nonresident student enrolled under this section or section 124D.08 at the end of a school 
115.4 	year if the student meets the definition of a habitual truant under section 260C.007, 
115.5 	subdivision 19, the student has been provided appropriate services under chapter 260A, and 
115.6 	the student's case has been referred to juvenile court. A district may also terminate the 
115.7 	enrollment of a nonresident student over the age of 17 enrolled under this section if the 
115.8 	student is absent without lawful excuse for one or more periods on 15 school days and has 
115.9 	not lawfully withdrawn from school under section 120A.22, subdivision 8. Starting in the 
115.10 	2023-2024 school year, a district may terminate the enrollment of a nonresident preschool 
115.11 	student under this section or section 125A.13 when the student meets age eligibility 
115.12 	requirements for kindergarten or reaches age five by September 1.

115.13 	Sec. 3. Minnesota Statutes 2022, section 124D.141, subdivision 2, is amended to read:
115.14 		Subd. 2.Additional duties. The following duties are added to those assigned to the 
115.15 	council under federal law:
115.16 	(1) make recommendations on the most efficient and effective way to leverage state and 
115.17 	federal funding streams for early childhood and child care programs;
115.18 	(2) make recommendations on how to coordinate or colocate early childhood and child 
115.19 	care programs in one state Office of Early Learning. The council shall establish a task force 
115.20 	to develop these recommendations. The task force shall include two nonexecutive branch 
115.21 	or nonlegislative branch representatives from the council; six representatives from the early 
115.22 	childhood caucus; two representatives each from the Departments of Education, Human 
115.23 	Services, and Health; one representative each from a local public health agency, a local 
115.24 	county human services agency, and a school district; and two representatives from the 
115.25 	private nonprofit organizations that support early childhood programs in Minnesota. In 
115.26 	developing recommendations in coordination with existing efforts of the council, the task 
115.27 	force shall consider how to:
115.28 	(i) consolidate and coordinate resources and public funding streams for early childhood 
115.29 	education and child care, and ensure the accountability and coordinated development of all 
115.30 	early childhood education and child care services to children from birth to kindergarten 
115.31 	entrance;
115.32 	(ii) create a seamless transition from early childhood programs to kindergarten;
116.1 	(iii) encourage family choice by ensuring a mixed system of high-quality public and 
116.2 	private programs, with local points of entry, staffed by well-qualified professionals;
116.3 	(iv) ensure parents a decisive role in the planning, operation, and evaluation of programs 
116.4 	that aid families in the care of children;
116.5 	(v) provide consumer education and accessibility to early childhood education and child 
116.6 	care resources;
116.7 	(vi) advance the quality of early childhood education and child care programs in order 
116.8 	to support the healthy development of children and preparation for their success in school;
116.9 	(vii) develop a seamless service delivery system with local points of entry for early 
116.10 	childhood education and child care programs administered by local, state, and federal 
116.11 	agencies;
116.12 	(viii) ensure effective collaboration between state and local child welfare programs and 
116.13 	early childhood mental health programs and the Office of Early Learning;
116.14 	(ix) develop and manage an effective data collection system to support the necessary 
116.15 	functions of a coordinated system of early childhood education and child care in order to 
116.16 	enable accurate evaluation of its impact;
116.17 	(x) respect and be sensitive to family values and cultural heritage; and
116.18 	(xi) establish the administrative framework for and promote the development of early 
116.19 	childhood education and child care services in order to provide that these services, staffed 
116.20 	by well-qualified professionals, are available in every community for all families that express 
116.21 	a need for them.
116.22 	In addition, the task force must consider the following responsibilities for transfer to the 
116.23 	Office of Early Learning:
116.24 	(A) responsibilities of the commissioner of education for early childhood education 
116.25 	programs and financing under sections 119A.50 to 119A.535, 121A.16 to 121A.19, and 
116.26 	124D.129 to 124D.2211;
116.27 	(B) responsibilities of the commissioner of human services for child care assistance, 
116.28 	child care development, and early childhood learning and child protection facilities programs 
116.29 	and financing under chapter 119B and section 256E.37; and
116.30 	(C) responsibilities of the commissioner of health for family home visiting programs 
116.31 	and financing under section 145A.17.
117.1 	Any costs incurred by the council in making these recommendations must be paid from 
117.2 	private funds. If no private funds are received, the council must not proceed in making these 
117.3 	recommendations. The council must report its recommendations to the governor and the 
117.4 	legislature by January 15, 2011;
117.5 	(3) (2) review program evaluations regarding high-quality early childhood programs;
117.6 	(4) (3) make recommendations to the governor and legislature, including proposed 
117.7 	legislation on how to most effectively create a high-quality early childhood system in 
117.8 	Minnesota in order to improve the educational outcomes of children so that all children are 
117.9 	school-ready by 2020; and
117.10 	(5) make recommendations to the governor and the legislature by March 1, 2011, on the 
117.11 	creation and implementation of a statewide school readiness report card to monitor progress 
117.12 	toward the goal of having all children ready for kindergarten by the year 2020. The 
117.13 	recommendations shall include what should be measured including both children and system 
117.14 	indicators, what benchmarks should be established to measure state progress toward the 
117.15 	goal, and how frequently the report card should be published. In making their 
117.16 	recommendations, the council shall consider the indicators and strategies for Minnesota's 
117.17 	early childhood system report, the Minnesota school readiness study, developmental 
117.18 	assessment at kindergarten entrance, and the work of the council's accountability committee. 
117.19 	Any costs incurred by the council in making these recommendations must be paid from 
117.20 	private funds. If no private funds are received, the council must not proceed in making these 
117.21 	recommendations; and
117.22 	(6) make recommendations to the governor and the legislature on how to screen earlier 
117.23 	and comprehensively assess children for school readiness in order to provide increased early 
117.24 	interventions and increase the number of children ready for kindergarten. In formulating 
117.25 	their recommendations, the council shall consider (i) ways to interface with parents of 
117.26 	children who are not participating in early childhood education or care programs, (ii) ways 
117.27 	to interface with family child care providers, child care centers, and school-based early 
117.28 	childhood and Head Start programs, (iii) if there are age-appropriate and culturally sensitive 
117.29 	screening and assessment tools for three-, four-, and five-year-olds, (iv) the role of the 
117.30 	medical community in screening, (v) incentives for parents to have children screened at an 
117.31 	earlier age, (vi) incentives for early education and care providers to comprehensively assess 
117.32 	children in order to improve instructional practice, (vii) how to phase in increases in screening 
117.33 	and assessment over time, (viii) how the screening and assessment data will be collected 
117.34 	and used and who will have access to the data, (ix) how to monitor progress toward the goal 
117.35 	of having 50 percent of three-year-old children screened and 50 percent of entering 
118.1 	kindergarteners assessed for school readiness by 2015 and 100 percent of three-year-old 
118.2 	children screened and entering kindergarteners assessed for school readiness by 2020, and 
118.3 	(x) costs to meet these benchmarks. The council shall consider the screening instruments 
118.4 	and comprehensive assessment tools used in Minnesota early childhood education and care 
118.5 	programs and kindergarten. The council may survey early childhood education and care 
118.6 	programs in the state to determine the screening and assessment tools being used or rely on 
118.7 	previously collected survey data, if available. For purposes of this subdivision, "school 
118.8 	readiness" is defined as the child's skills, knowledge, and behaviors at kindergarten entrance 
118.9 	in these areas of child development: social; self-regulation; cognitive, including language, 
118.10 	literacy, and mathematical thinking; and physical. For purposes of this subdivision, 
118.11 	"screening" is defined as the activities used to identify a child who may need further 
118.12 	evaluation to determine delay in development or disability. For purposes of this subdivision, 
118.13 	"assessment" is defined as the activities used to determine a child's level of performance in 
118.14 	order to promote the child's learning and development. Work on this duty will begin in 
118.15 	fiscal year 2012. Any costs incurred by the council in making these recommendations must 
118.16 	be paid from private funds. If no private funds are received, the council must not proceed 
118.17 	in making these recommendations. The council must report its recommendations to the 
118.18 	governor and legislature by January 15, 2013, with an interim report on February 15, 2011.
118.19 	(4) review and provide input on the recommendations and implementation timelines 
118.20 	developed by the Great Start For All Minnesota Children Task Force under Laws 2021, 
118.21 	First Special Session chapter 7, article 14, section 18, subdivision 2.

118.22 	Sec. 4. Minnesota Statutes 2022, section 124D.165, subdivision 2, is amended to read:
118.23 		Subd. 2.Family eligibility. (a) For a family to receive an early learning scholarship, 
118.24 	parents or guardians must have an eligible child and meet at least one of the following 
118.25 	eligibility requirements:
118.26 	(1) have an eligible child; and
118.27 	(2) (1) have income equal to or less than 185 200 percent of federal poverty level income 
118.28 	in the current calendar year, or;
118.29 	(2) be able to document their child's current participation in the free and reduced-price 
118.30 	lunch meal program or Child and Adult Care Food Program, National School Lunch Act, 
118.31 	United States Code, title 42, sections 1751 and 1766; the Food Distribution Program on 
118.32 	Indian Reservations, Food and Nutrition Act, United States Code, title 7, sections 2011-2036; 
118.33 	Head Start under the federal Improving Head Start for School Readiness Act of 2007; 
119.1 	Minnesota family investment program under chapter 256J; child care assistance programs 
119.2 	under chapter 119B; the supplemental nutrition assistance program; or placement
119.3 	(3) have a child referred as in need of child protection services or placed in foster care 
119.4 	under section 260C.212.
119.5 	(b) An "eligible child" means a child who has not yet enrolled in kindergarten and is:
119.6 	(1) at least three but not yet five years of age on September 1 of the current school year;.
119.7 	(2) a sibling from birth to age five of a child who has been awarded a scholarship under 
119.8 	this section provided the sibling attends the same program as long as funds are available;
119.9 	(3) the child of a parent under age 21 who is pursuing a high school degree or a course 
119.10 	of study for a high school equivalency test; or
119.11 	(4) homeless, in foster care, or in need of child protective services.
119.12 	(c) A child who has received a scholarship under this section must continue to receive 
119.13 	a scholarship each year until that child is eligible for kindergarten under section 120A.20 
119.14 	and as long as funds are available.
119.15 	(d) Early learning scholarships may not be counted as earned income for the purposes 
119.16 	of medical assistance under chapter 256B, MinnesotaCare under chapter 256L, Minnesota 
119.17 	family investment program under chapter 256J, child care assistance programs under chapter 
119.18 	119B, or Head Start under the federal Improving Head Start for School Readiness Act of 
119.19 	2007.
119.20 	(e) A child from an adjoining state whose family resides at a Minnesota address as 
119.21 	assigned by the United States Postal Service, who has received developmental screening 
119.22 	under sections 121A.16 to 121A.19, who intends to enroll in a Minnesota school district, 
119.23 	and whose family meets the criteria of paragraph (a) is eligible for an early learning 
119.24 	scholarship under this section.

119.25 	Sec. 5. Minnesota Statutes 2022, section 124D.165, subdivision 3, is amended to read:
119.26 		Subd. 3.Administration. (a) The commissioner shall establish application timelines 
119.27 	and determine the schedule for awarding scholarships that meets operational needs of eligible 
119.28 	families and programs. The commissioner must give highest priority to applications from 
119.29 	children who:
119.30 	(1) are not yet four years of age;
120.1 	(1) (2) have a parent under age 21 who is pursuing a high school diploma or a course of 
120.2 	study for a high school equivalency test;
120.3 	(2) (3) are in foster care or otherwise;
120.4 	(4) have been referred as in need of child protection or services; or
120.5 	(5) have an incarcerated parent; or
120.6 	(3) (6) have experienced homelessness in the last 24 months, as defined under the federal 
120.7 	McKinney-Vento Homeless Assistance Act, United States Code, title 42, section 11434a.
120.8 	(b) The commissioner may prioritize applications on additional factors including family 
120.9 	income, geographic location, and whether the child's family is on a waiting list for a publicly 
120.10 	funded program providing early education or child care services.
120.11 	(b) (c) The commissioner shall establish a target for the average scholarship amount per 
120.12 	child based on the results of the rate survey conducted under section 119B.02.
120.13 	(c) (d) A four-star rated program that has children eligible for a scholarship enrolled in 
120.14 	or on a waiting list for a program beginning in July, August, or September may notify the 
120.15 	commissioner, in the form and manner prescribed by the commissioner, each year of the 
120.16 	program's desire to enhance program services or to serve more children than current funding 
120.17 	provides. The commissioner may designate a predetermined number of scholarship slots 
120.18 	for that program and notify the program of that number. For fiscal year 2018 and later, the 
120.19 	statewide amount of funding directly designated by the commissioner must not exceed the 
120.20 	funding directly designated for fiscal year 2017. Beginning July 1, 2016, a school district 
120.21 	or Head Start program qualifying under this paragraph may use its established registration 
120.22 	process to enroll scholarship recipients and may verify a scholarship recipient's family 
120.23 	income in the same manner as for other program participants.
120.24 	(d) (e) A scholarship is awarded for a 12-month period. If the scholarship recipient has 
120.25 	not been accepted and subsequently enrolled in a rated program within ten three months of 
120.26 	the awarding of the scholarship, the scholarship cancels and the recipient must reapply in 
120.27 	order to be eligible for another scholarship. An extension can be requested if a program is 
120.28 	unavailable for the child within the three-month timeline. A child may not be awarded more 
120.29 	than one scholarship in a 12-month period.
120.30 	(e) (f) A child who receives a scholarship who has not completed development screening 
120.31 	under sections 121A.16 to 121A.19 must complete that screening within 90 days of first 
120.32 	attending an eligible program or within 90 days after the child's third birthday if awarded 
120.33 	a scholarship under the age of three.
121.1 	(f) (g) For fiscal year 2017 and later, a school district or Head Start program enrolling 
121.2 	scholarship recipients under paragraph (c) may apply to the commissioner, in the form and 
121.3 	manner prescribed by the commissioner, for direct payment of state aid. Upon receipt of 
121.4 	the application, the commissioner must pay each program directly for each approved 
121.5 	scholarship recipient enrolled under paragraph (c) according to the metered payment system 
121.6 	or another schedule established by the commissioner.

121.7 	Sec. 6. Minnesota Statutes 2022, section 125A.13, is amended to read:
121.8 	125A.13 SCHOOL OF PARENTS' CHOICE.
121.9 	(a) Nothing in this chapter must be construed as preventing parents of a child with a 
121.10 	disability from sending the child to a school of their choice, if they so elect, subject to 
121.11 	admission standards and policies adopted according to sections 125A.62 to 125A.64 and 
121.12 	125A.66 to 125A.73, and all other provisions of chapters 120A to 129C.
121.13 	(b) The parent of a student with a disability not yet enrolled in kindergarten and not open 
121.14 	enrolled in a nonresident district may request that the resident district enter into a tuition 
121.15 	agreement with elect a school in the nonresident district if:
121.16 	(1) where the child is enrolled in a Head Start program or a licensed child care setting 
121.17 	in the nonresident district; and, provided
121.18 	(2) the child can be served in the same setting as other children in the nonresident district 
121.19 	with the same level of disability.

APPENDIX 

Repealed Minnesota Statutes: S1311-2 

120B.02 EDUCATIONAL EXPECTATIONS AND GRADUATION REQUIREMENTS FOR MINNESOTA'S STUDENTS.
No active language found for: 120B.02.3 

120B.35 STUDENT ACADEMIC ACHIEVEMENT AND GROWTH.
No active language found for: 120B.35.5 

No active language found for: 124D.095.1 

No active language found for: 124D.095.2 

No active language found for: 124D.095.3 

No active language found for: 124D.095.4 

No active language found for: 124D.095.5 

No active language found for: 124D.095.6 

No active language found for: 124D.095.7 

No active language found for: 124D.095.8