1.1 	A bill for an act
1.2 	relating to education finance; providing funding for prekindergarten through grade 
1.3 	12 education; modifying provisions for general education, education excellence, 
1.4 	literacy, teachers, special education, facilities, nutrition, libraries, early childhood, 
1.5 	community education, and state agencies; making forecast adjustments; requiring 
1.6 	reports; appropriating money;amending Minnesota Statutes 2022, sections 
1.7 	119A.52; 120A.20, subdivision 1; 120B.11, subdivisions 1, 2; 120B.12; 120B.122, 
1.8 	subdivision 1; 121A.19; 121A.41, subdivision 7; 121A.582, subdivision 1; 
1.9 	122A.092, subdivision 5; 122A.183, subdivision 1; 122A.184, subdivision 1; 
1.10 	122A.185, subdivision 1; 122A.187, subdivision 5; 122A.31, subdivision 1; 
1.11 	122A.40, subdivisions 3, 5; 122A.41, subdivision 2, by adding a subdivision; 
1.12 	122A.415, subdivision 4; 122A.59; 122A.635; 122A.70; 122A.73, subdivisions 
1.13 	2, 3; 123B.147, subdivision 3; 123B.595, subdivision 3; 123B.92, subdivision 1; 
1.14 	124D.095, subdivisions 2, 7, 8; 124D.1158, as amended; 124D.128, subdivision 
1.15 	2; 124D.13, by adding a subdivision; 124D.151, subdivision 6; 124D.165, 
1.16 	subdivisions 2, 3; 124D.20, subdivisions 3, 5; 124D.2211; 124D.231; 124D.42, 
1.17 	subdivision 8; 124D.531, subdivisions 1, 4; 124D.55; 124D.56; 124D.59, 
1.18 	subdivision 2; 124D.65, subdivision 5; 124D.68, subdivision 2; 124D.74, 
1.19 	subdivision 3; 124D.81; 124D.98, by adding a subdivision; 124D.99, subdivisions 
1.20 	2, 3, 5; 125A.03; 125A.08; 125A.71, subdivision 1; 125A.76, subdivision 2e; 
1.21 	126C.05, subdivisions 1, 19; 126C.10, subdivisions 2, 2d, 2e, 4, 13, 13a, 14; 
1.22 	126C.12, by adding a subdivision; 126C.15, subdivision 2; 126C.17, by adding a 
1.23 	subdivision; 126C.40, subdivisions 1, 6; 126C.43, subdivision 2; 134.355, 
1.24 	subdivisions 1, 5, 6, 7; 256B.0625, subdivision 26; 268.085, subdivision 7; Laws 
1.25 	2021, First Special Session chapter 13, article 1, sections 9; 10, subdivisions 2, 3, 
1.26 	4, 5, 6, 7, 9; article 2, section 4, subdivisions 2, 3, 4, 12, 27; article 3, section 7, 
1.27 	subdivision 7; article 5, section 3, subdivisions 2, 3, 4; article 7, section 2, 
1.28 	subdivisions 2, 3; article 8, section 3, subdivisions 2, 3, 4; article 9, section 4, 
1.29 	subdivisions 5, 6, 12; article 10, section 1, subdivisions 2, 8; article 11, section 4, 
1.30 	subdivision 2; Laws 2023, chapter 18, section 4, subdivisions 2, 3; proposing 
1.31 	coding for new law in Minnesota Statutes, chapters 120B; 121A; 122A; 124D; 
1.32 	125A; 127A; 134; repealing Minnesota Statutes 2022, sections 122A.06, subdivision 
1.33 	4; 268.085, subdivision 8; Laws 2023, chapter 18, section 4, subdivision 5.
2.1 	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

2.2 	ARTICLE 1
2.3 	GENERAL EDUCATION

2.4 	Section 1. [121A.212] ACCESS TO MENSTRUAL PRODUCTS.
2.5 	A school district or charter school must provide students access to menstrual products 
2.6 	at no charge. The products must be available to all menstruating students in restrooms 
2.7 	regularly used by students in grades 4 to 12 according to a plan developed by the school 
2.8 	district. For purposes of this section, "menstrual products" means pads, tampons, or other 
2.9 	similar products used in connection with the menstrual cycle.

2.10 	EFFECTIVE DATE. This section is effective January 1, 2024.

2.11 	Sec. 2. Minnesota Statutes 2022, section 124D.095, subdivision 2, is amended to read:
2.12 		Subd. 2.Definitions. For purposes of this section, the following terms have the meanings 
2.13 	given them.
2.14 	(a) "Digital learning" is means learning facilitated by technology that offers students an 
2.15 	element of control over the time, place, path, or pace of their learning and includes blended 
2.16 	and online learning.
2.17 	(b) "Blended learning" is means a form of digital learning that occurs when a student 
2.18 	learns part time in a supervised physical setting and part time through digital delivery of 
2.19 	instruction, or a student learns in a supervised physical setting where technology is used as 
2.20 	a primary method to deliver instruction.
2.21 	(c) "Online learning" is means a form of digital learning delivered by an approved online 
2.22 	learning provider under paragraph (d).
2.23 	(d) "Online learning provider" is means a school district, an intermediate school district, 
2.24 	an organization of two or more school districts operating under a joint powers agreement, 
2.25 	or a charter school located in Minnesota that provides online learning to students and is 
2.26 	approved by the department to provide online learning courses.
2.27 	(e) "Student" is means a Minnesota resident enrolled in a school under section 120A.22, 
2.28 	subdivision 4, or in a Tribal contract or grant school authorized to receive aid under section 
2.29 	124D.83 in kindergarten through grade 12.
2.30 	(f) "Online learning student" is means a student enrolled in an online learning course or 
2.31 	program delivered by an online learning provider under paragraph (d).
3.1 	(g) "Enrolling district" means the school district or charter school in which a student is 
3.2 	enrolled under section 120A.22, subdivision 4, for purposes of compulsory attendance.
3.3 	(h) "Supplemental online learning" means an online learning course taken in place of a 
3.4 	course period at a local district school.
3.5 	(i) "Full-time online learning provider" means an enrolling school authorized by the 
3.6 	department to deliver comprehensive public education at any or all of the elementary, middle, 
3.7 	or high school levels.
3.8 	(j) "Online learning course syllabus" is means a written document that an online learning 
3.9 	provider transmits to the enrolling district using a format prescribed by the commissioner 
3.10 	to identify the state academic standards embedded in an online course, the course content 
3.11 	outline, required course assessments, expectations for actual teacher contact time and other 
3.12 	student-to-teacher communications, and the academic support available to the online learning 
3.13 	student.

3.14 	Sec. 3. Minnesota Statutes 2022, section 124D.095, subdivision 8, is amended to read:
3.15 		Subd. 8.Financial arrangements. (a) For a student enrolled in an online learning course, 
3.16 	the department must calculate average daily membership and make payments according to 
3.17 	this subdivision.
3.18 	(b) The initial online learning average daily membership equals 1/12 for each semester 
3.19 	course or a proportionate amount for courses of different lengths. The adjusted online 
3.20 	learning average daily membership equals the initial online learning average daily 
3.21 	membership times .88.
3.22 	(c) No online learning average daily membership shall be generated if: (1) the student 
3.23 	does not complete the online learning course, or (2) the student is enrolled in online learning 
3.24 	provided by the enrolling district.
3.25 	(d) Online learning average daily membership under this subdivision for a student 
3.26 	currently enrolled in a Minnesota public school or in a Tribal contract or grant school 
3.27 	authorized to receive aid under section 124D.83 shall be used only for computing average 
3.28 	daily membership according to section 126C.05, subdivision 19, paragraph (a), clause (2), 
3.29 	and for computing online learning aid according to section 124D.096.

3.30 	Sec. 4. Minnesota Statutes 2022, section 124D.59, subdivision 2, is amended to read:
3.31 		Subd. 2.English learner. (a) "English learner" means a pupil in kindergarten through 
3.32 	grade 12; an early childhood special education student under Part B, section 619 of the 
4.1 	Individuals with Disabilities Education Act, United States Code, title 20, section 1419; or 
4.2 	a prekindergarten student enrolled in an approved voluntary prekindergarten program under 
4.3 	section 124D.151 or a school readiness plus program who meets the requirements under 
4.4 	subdivision 2a or the following requirements:
4.5 	(1) the pupil, as declared by a parent or guardian first learned a language other than 
4.6 	English, comes from a home where the language usually spoken is other than English, or 
4.7 	usually speaks a language other than English; and
4.8 	(2) the pupil is determined by a valid assessment measuring the pupil's English language 
4.9 	proficiency and by developmentally appropriate measures, which might include observations, 
4.10 	teacher judgment, parent recommendations, or developmentally appropriate assessment 
4.11 	instruments, to lack the necessary English skills to participate fully in academic classes 
4.12 	taught in English.
4.13 	(b) A pupil enrolled in a Minnesota public school in any grade 4 through 12 who in the 
4.14 	previous school year took a commissioner-provided assessment measuring the pupil's 
4.15 	emerging academic English, shall be counted as an English learner in calculating English 
4.16 	learner pupil units under section 126C.05, subdivision 17, and shall generate state English 
4.17 	learner aid under section 124D.65, subdivision 5, if the pupil scored below the state cutoff 
4.18 	score or is otherwise counted as a nonproficient participant on the assessment measuring 
4.19 	the pupil's emerging academic English, or, in the judgment of the pupil's classroom teachers, 
4.20 	consistent with section 124D.61, clause (1), the pupil is unable to demonstrate academic 
4.21 	language proficiency in English, including oral academic language, sufficient to successfully 
4.22 	and fully participate in the general core curriculum in the regular classroom.
4.23 	(c) Notwithstanding paragraphs (a) and (b), a pupil in early childhood special education 
4.24 	or prekindergarten under section 124D.151, through grade 12 shall not be counted as an 
4.25 	English learner in calculating English learner pupil units under section 126C.05, subdivision 
4.26 	17, and shall not generate state English learner aid under section 124D.65, subdivision 5, 
4.27 	if:
4.28 	(1) the pupil is not enrolled during the current fiscal year in an educational program for 
4.29 	English learners under sections 124D.58 to 124D.64; or
4.30 	(2) the pupil has generated seven or more years of average daily membership in Minnesota 
4.31 	public schools since July 1, 1996.

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

5.1 	Sec. 5. Minnesota Statutes 2022, section 124D.65, subdivision 5, is amended to read:
5.2 		Subd. 5.School district EL revenue. (a) A district's English learner programs revenue 
5.3 	equals the sum of:
5.4 	(1) the product of (1) $704 times (2) (i) $1,000 and (ii) the greater of 20 or the adjusted 
5.5 	average daily membership of eligible English learners enrolled in the district during the 
5.6 	current fiscal year;
5.7 	(2) $250 times the English learner pupil units under section 126C.05, subdivision 17; 
5.8 	and
5.9 	(3) the district's English learner cross subsidy aid. A district's English learner cross 
5.10 	subsidy aid under paragraph (b) equals:
5.11 	(i) 25 percent of the district's English learner cross subsidy for fiscal year 2024;
5.12 	(ii) 50 percent of the district's English learner cross subsidy for fiscal year 2025; and
5.13 	(iii) 75 percent of the district's English learner cross subsidy for fiscal year 2026 and 
5.14 	later.
5.15 	(b) A district's English learner cross subsidy aid equals the greater of zero or the difference 
5.16 	between the district's expenditures for qualifying English learner services for the second 
5.17 	previous year and the district's English learner revenue for the second previous year.
5.18 	(b) (c) A pupil ceases to generate state English learner aid in the school year following 
5.19 	the school year in which the pupil attains the state cutoff score on a commissioner-provided 
5.20 	assessment that measures the pupil's emerging academic English.

5.21 	Sec. 6. Minnesota Statutes 2022, section 126C.05, subdivision 1, is amended to read:
5.22 		Subdivision 1.Pupil unit. Pupil units for each Minnesota resident pupil under the age 
5.23 	of 21 or who meets the requirements of section 120A.20, subdivision 1, paragraph (c), in 
5.24 	average daily membership enrolled in the district of residence, in another district under 
5.25 	sections 123A.05 to 123A.08, 124D.03, 124D.08, or 124D.68; in a charter school under 
5.26 	chapter 124E; or for whom the resident district pays tuition under section 123A.18, 123A.22, 
5.27 	123A.30, 123A.32, 123A.44, 123A.488, 123B.88, subdivision 4, 124D.04, 124D.05, 125A.03 
5.28 	to 125A.24, 125A.51, or 125A.65, shall be counted according to this subdivision.
5.29 	(a) A prekindergarten pupil with a disability who is enrolled in a program approved by 
5.30 	the commissioner and has an individualized education program is counted as the ratio of 
5.31 	the number of hours of assessment and education service to 825 times 1.0 with a minimum 
5.32 	average daily membership of 0.28, but not more than 1.0 pupil unit.
6.1 	(b) A prekindergarten pupil who is assessed but determined not to be disabled is counted 
6.2 	as the ratio of the number of hours of assessment service to 825 times 1.0.
6.3 	(c) A kindergarten pupil with a disability who is enrolled in a program approved by the 
6.4 	commissioner is counted as the ratio of the number of hours of assessment and education 
6.5 	services required in the fiscal year by the pupil's individualized education program to 875, 
6.6 	but not more than one.
6.7 	(d) (c) A prekindergarten pupil who is not included in paragraph (a) or (b) and is enrolled 
6.8 	in an approved voluntary prekindergarten program under section 124D.151 is counted as 
6.9 	the ratio of the number of hours of instruction to 850 times 1.0, but not more than 0.6 pupil 
6.10 	units.
6.11 	(e) (d) A kindergarten pupil who is not included in paragraph (c) is counted as 1.0 pupil 
6.12 	unit if the pupil is enrolled in a free all-day, every day kindergarten program available to 
6.13 	all kindergarten pupils at the pupil's school that meets the minimum hours requirement in 
6.14 	section 120A.41, or is counted as .55 pupil unit, if the pupil is not enrolled in a free all-day, 
6.15 	every day kindergarten program available to all kindergarten pupils at the pupil's school.
6.16 	(f) (e) A pupil who is in any of grades 1 to 6 is counted as 1.0 pupil unit.
6.17 	(g) (f) A pupil who is in any of grades 7 to 12 is counted as 1.2 pupil units.
6.18 	(h) (g) A pupil who is in the postsecondary enrollment options program is counted as 
6.19 	1.2 pupil units.
6.20 	(i) (h)For fiscal years 2018 through 2023, A prekindergarten pupil who:
6.21 	(1) is not included in paragraph (a), (b), or (d) (c);
6.22 	(2) is enrolled in a school readiness plus program under Laws 2017, First Special Session 
6.23 	chapter 5, article 8, section 9; and
6.24 	(3) has one or more of the risk factors specified by the eligibility requirements for a 
6.25 	school readiness plus program,
6.26 	is counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more 
6.27 	than 0.6 pupil units. A pupil qualifying under this paragraph must be counted in the same 
6.28 	manner as a voluntary prekindergarten student for all general education and other school 
6.29 	funding formulas.

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

7.1 	Sec. 7. Minnesota Statutes 2022, section 126C.05, subdivision 19, is amended to read:
7.2 		Subd. 19.Online learning students. (a) The average daily membership for a public 
7.3 	school pupil or a pupil enrolled in a school authorized to receive Tribal contract or grant 
7.4 	aid under section 124D.83 generating online learning average daily membership according 
7.5 	to section 124D.095, subdivision 8, paragraph (b), equals the sum of: (1) the ratio of the 
7.6 	sum of the number of instructional hours the pupil is enrolled in a regular classroom setting 
7.7 	at the enrolling school to the actual number of instructional hours in the school year at the 
7.8 	enrolling school, plus (2) .12 times the initial online learning average daily membership 
7.9 	according to section 124D.095, subdivision 8, paragraph (b).
7.10 	(b) When the sum of the average daily membership under paragraph (a) and the adjusted 
7.11 	online learning average daily membership under section 124D.095, subdivision 8, paragraph 
7.12 	(b), exceeds the maximum allowed for the student under subdivision 8 or 15, as applicable, 
7.13 	the average daily membership under paragraph (a) shall be reduced by the excess over the 
7.14 	maximum, but shall not be reduced below .12. The adjusted online learning average daily 
7.15 	membership according to section 124D.095, subdivision 8, paragraph (b), shall be reduced 
7.16 	by any remaining excess over the maximum.

7.17 	Sec. 8. Minnesota Statutes 2022, section 126C.10, subdivision 2, is amended to read:
7.18 		Subd. 2.Basic revenue. The basic revenue for each district equals the formula allowance 
7.19 	times the adjusted pupil units for the school year. The formula allowance for fiscal year 
7.20 	2021 is $6,567. The formula allowance for fiscal year 2022 is $6,728. The formula allowance 
7.21 	for fiscal year 2023 and later is $6,863. The formula allowance for fiscal year 2024 is $7,138. 
7.22 	The formula allowance for fiscal year 2025 and later is $7,495.

7.23 	Sec. 9. Minnesota Statutes 2022, section 126C.10, subdivision 2e, is amended to read:
7.24 		Subd. 2e.Local optional revenue. (a) For fiscal year 2021 and later, Local optional 
7.25 	revenue for a school district equals the sum of the district's first tier local optional revenue 
7.26 	and second tier local optional revenue. A district's first tier local optional revenue equals 
7.27 	$300 times the adjusted pupil units of the district for that school year. A district's second 
7.28 	tier local optional revenue equals $424 times the adjusted pupil units of the district for that 
7.29 	school year.
7.30 	(b) For fiscal year 2021 and later, A district's local optional levy equals the sum of the 
7.31 	first tier local optional levy and the second tier local optional levy.
8.1 	(c) A district's first tier local optional levy equals the district's first tier local optional 
8.2 	revenue times the lesser of one or the ratio of the district's referendum market value per 
8.3 	resident pupil unit to $880,000.
8.4 	(d) For fiscal year 2022, a district's second tier local optional levy equals the district's 
8.5 	second tier local optional revenue times the lesser of one or the ratio of the district's 
8.6 	referendum market value per resident pupil unit to $510,000. For fiscal year 2023, a district's 
8.7 	second tier local optional levy equals the district's second tier local optional revenue times 
8.8 	the lesser of one or the ratio of the district's referendum market value per resident pupil unit 
8.9 	to $548,842. For fiscal year 2024 and later, a district's second tier local optional levy equals 
8.10 	the district's second tier local optional revenue times the lesser of one or the ratio of the 
8.11 	district's referendum market value per resident pupil unit to $510,000. For fiscal year 2025, 
8.12 	a district's second tier local optional levy equals the district's second tier local optional 
8.13 	revenue times the lesser of one or the ratio of the district's referendum market value per 
8.14 	resident pupil unit to $587,244. For fiscal year 2026, a district's second tier local optional 
8.15 	levy equals the district's second tier local optional revenue times the lesser of one or the 
8.16 	ratio of the district's referendum market value per resident pupil unit to $578,149. For fiscal 
8.17 	year 2027 and later, a district's second tier local optional levy equals the district's second 
8.18 	tier local optional revenue times the lesser of one or the ratio of the district's referendum 
8.19 	market value per resident pupil unit to $597,109.
8.20 	(e) The local optional levy must be spread on referendum market value. A district may 
8.21 	levy less than the permitted amount.
8.22 	(f) A district's local optional aid equals its local optional revenue minus its local optional 
8.23 	levy. If a district's actual levy for first or second tier local optional revenue is less than its 
8.24 	maximum levy limit for that tier, its aid must be proportionately reduced.

8.25 	Sec. 10. Minnesota Statutes 2022, section 126C.10, subdivision 4, is amended to read:
8.26 		Subd. 4.Basic skills revenue. A school district's basic skills revenue equals the sum 
8.27 	of:
8.28 	(1) compensatory revenue under subdivision 3; plus and
8.29 	(2) English learner revenue under section 124D.65, subdivision 5; plus
8.30 	(3) $250 times the English learner pupil units under section 126C.05, subdivision 17.

9.1 	Sec. 11. Minnesota Statutes 2022, section 126C.10, subdivision 13, is amended to read:
9.2 		Subd. 13.Total operating capital revenue. (a) Total operating capital revenue for a 
9.3 	district equals the amount determined under paragraph (b) or (c), plus sum of:
9.4 	(1) $79 times the adjusted pupil units for the school year.;
9.5 	(2) the product of $109, the district's maintenance cost index, and its adjusted pupil units 
9.6 	for the school year plus the amount computed under paragraph (c); and
9.7 	(3) $2 times the adjusted pupil units of the school district for the school year for the 
9.8 	purposes of supplying menstrual products under subdivision 14, clause (26).
9.9 	(b) The revenue under this subdivision must be placed in a reserved account in the 
9.10 	general fund and may only be used according to subdivision 14.
9.11 	(b) Capital revenue for a district equals $109 times the district's maintenance cost index 
9.12 	times its adjusted pupil units for the school year.
9.13 	(c) The revenue under paragraph (a), clause (2), for a district that operates a program 
9.14 	under section 124D.128, is increased by an amount equal to $31 times the number of adjusted 
9.15 	pupil units served at the site where the program is implemented.

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

9.17 	Sec. 12. Minnesota Statutes 2022, section 126C.10, subdivision 13a, is amended to read:
9.18 		Subd. 13a.Operating capital levy. (a) To obtain operating capital revenue, a district 
9.19 	may levy an amount not more than the product of its operating capital revenue computed 
9.20 	under subdivision 13, paragraph (a), clauses (1) and (2), for the fiscal year times the lesser 
9.21 	of one or the ratio of its adjusted net tax capacity per adjusted pupil unit to the operating 
9.22 	capital equalizing factor.
9.23 	(b) The operating capital equalizing factor equals $23,902 for fiscal year 2020, $23,885 
9.24 	for fiscal year 2021, and $22,912 for fiscal year 2022 and later years 2023 and 2024, $23,683 
9.25 	for fiscal year 2025, $23,490 for fiscal year 2026, and $23,499 for fiscal year 2027 and 
9.26 	later.

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

9.28 	Sec. 13. Minnesota Statutes 2022, section 126C.10, subdivision 14, is amended to read:
9.29 		Subd. 14.Uses of total operating capital revenue. Total operating capital revenue may 
9.30 	be used only for the following purposes:
10.1 	(1) to acquire land for school purposes;
10.2 	(2) to acquire or construct buildings for school purposes;
10.3 	(3) to rent or lease buildings, including the costs of building repair or improvement that 
10.4 	are part of a lease agreement;
10.5 	(4) to improve and repair school sites and buildings, and equip or reequip school buildings 
10.6 	with permanent attached fixtures, including library media centers;
10.7 	(5) for a surplus school building that is used substantially for a public nonschool purpose;
10.8 	(6) to eliminate barriers or increase access to school buildings by individuals with a 
10.9 	disability;
10.10 	(7) to bring school buildings into compliance with the State Fire Code adopted according 
10.11 	to chapter 299F;
10.12 	(8) to remove asbestos from school buildings, encapsulate asbestos, or make 
10.13 	asbestos-related repairs;
10.14 	(9) to clean up and dispose of polychlorinated biphenyls found in school buildings;
10.15 	(10) to clean up, remove, dispose of, and make repairs related to storing heating fuel or 
10.16 	transportation fuels such as alcohol, gasoline, fuel oil, and special fuel, as defined in section 
10.17 	296A.01;
10.18 	(11) for energy audits for school buildings and to modify buildings if the audit indicates 
10.19 	the cost of the modification can be recovered within ten years;
10.20 	(12) to improve buildings that are leased according to section 123B.51, subdivision 4;
10.21 	(13) to pay special assessments levied against school property but not to pay assessments 
10.22 	for service charges;
10.23 	(14) to pay principal and interest on state loans for energy conservation according to 
10.24 	section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust 
10.25 	Fund Act according to sections 298.292 to 298.298 298.297;
10.26 	(15) to purchase or lease interactive telecommunications equipment;
10.27 	(16) by board resolution, to transfer money into the debt redemption fund to: (i) pay the 
10.28 	amounts needed to meet, when due, principal and interest payments on certain obligations 
10.29 	issued according to chapter 475; or (ii) pay principal and interest on debt service loans or 
10.30 	capital loans according to section 126C.70;
11.1 	(17) to pay operating capital-related assessments of any entity formed under a cooperative 
11.2 	agreement between two or more districts;
11.3 	(18) to purchase or lease computers and related hardware, software, and annual licensing 
11.4 	fees, copying machines, telecommunications equipment, and other noninstructional 
11.5 	equipment;
11.6 	(19) to purchase or lease assistive technology or equipment for instructional programs;
11.7 	(20) to purchase textbooks as defined in section 123B.41, subdivision 2;
11.8 	(21) to purchase new and replacement library media resources or technology;
11.9 	(22) to lease or purchase vehicles;
11.10 	(23) to purchase or lease telecommunications equipment, computers, and related 
11.11 	equipment for integrated information management systems for:
11.12 	(i) managing and reporting learner outcome information for all students under a 
11.13 	results-oriented graduation rule;
11.14 	(ii) managing student assessment, services, and achievement information required for 
11.15 	students with individualized education programs; and
11.16 	(iii) other classroom information management needs;
11.17 	(24) to pay personnel costs directly related to the acquisition, operation, and maintenance 
11.18 	of telecommunications systems, computers, related equipment, and network and applications 
11.19 	software; and
11.20 	(25) to pay the costs directly associated with closing a school facility, including moving 
11.21 	and storage costs; and
11.22 	(26) to pay the costs of supplies and equipment necessary to provide access to menstrual 
11.23 	products at no charge to students in restrooms and as otherwise needed in school facilities.

11.24 	Sec. 14. Minnesota Statutes 2022, section 126C.12, is amended by adding a subdivision 
11.25 	to read:
11.26 		Subd. 7.Reporting. A school district must annually report the district's class size ratios 
11.27 	by each grade to the commissioner of education in the form and manner specified by the 
11.28 	commissioner. The department must annually submit a report beginning December 1, 2024, 
11.29 	to the chairs and ranking minority members of the legislative committees with jurisdiction 
11.30 	over kindergarten through grade 12 education detailing the statewide ratios by grade starting 
11.31 	with the 2023-2024 school year.

12.1 	Sec. 15. Minnesota Statutes 2022, section 126C.15, subdivision 2, is amended to read:
12.2 		Subd. 2.Building allocation. (a) A district or cooperative must allocate at least 80 
12.3 	percent of its compensatory revenue to each school building in the district or cooperative 
12.4 	where the children who have generated the revenue are served unless the school district or 
12.5 	cooperative has received permission under Laws 2005, First Special Session chapter 5, 
12.6 	article 1, section 50, to allocate compensatory revenue according to student performance 
12.7 	measures developed by the school board.
12.8 	(b) Notwithstanding paragraph (a), A district or cooperative may allocate up to 50 no 
12.9 	more than 20 percent of the amount of compensatory revenue that the district receives to 
12.10 	school sites according to a plan adopted by the school board. The money reallocated under 
12.11 	this paragraph must be spent for the purposes listed in subdivision 1, but may be spent on 
12.12 	students in any grade, including students attending school readiness or other prekindergarten 
12.13 	programs.
12.14 	(c) For the purposes of this section and section 126C.05, subdivision 3, "building" means 
12.15 	education site as defined in section 123B.04, subdivision 1.
12.16 	(d) Notwithstanding section 123A.26, subdivision 1, compensatory revenue generated 
12.17 	by students served at a cooperative unit shall be paid to the cooperative unit.
12.18 	(e) A district or cooperative with school building openings, school building closings, 
12.19 	changes in attendance area boundaries, or other changes in programs or student demographics 
12.20 	between the prior year and the current year may reallocate compensatory revenue among 
12.21 	sites to reflect these changes. A district or cooperative must report to the department any 
12.22 	adjustments it makes according to this paragraph and the department must use the adjusted 
12.23 	compensatory revenue allocations in preparing the report required under section 123B.76, 
12.24 	subdivision 3, paragraph (c).

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

12.26 	Sec. 16. Minnesota Statutes 2022, section 126C.17, is amended by adding a subdivision 
12.27 	to read:
12.28 		Subd. 9b.Renewal by school board. (a) Notwithstanding the election requirements of 
12.29 	subdivision 9, a school board may renew an expiring referendum by board action if:
12.30 	(1) the per-pupil amount of the referendum is the same as the amount expiring, or for 
12.31 	an expiring referendum that was adjusted annually by the rate of inflation, the same as the 
12.32 	per-pupil amount of the expiring referendum, adjusted annually for inflation in the same 
12.33 	manner as if the expiring referendum had continued;
13.1 	(2) the term of the renewed referendum is no longer than the initial term approved by 
13.2 	the voters;
13.3 	(3) the school board, having taken a recorded vote, has adopted a written resolution 
13.4 	authorizing the renewal after holding a meeting and allowing public testimony on the 
13.5 	proposed renewal; and
13.6 	(4) the expiring referendum has not been previously renewed under this subdivision.
13.7 	(b) The resolution must be adopted by the school board by June 15 of any calendar year 
13.8 	and becomes effective 60 days after its adoption.
13.9 	(c) A referendum expires in the last fiscal year in which the referendum generates revenue 
13.10 	for the school district. A school board may renew an expiring referendum under this 
13.11 	subdivision not more than two fiscal years before the referendum expires.
13.12 	(d) A district renewing an expiring referendum under this subdivision must submit a 
13.13 	copy of the adopted resolution to the commissioner and to the county auditor no later than 
13.14 	September 1 of the calendar year in which the written resolution is adopted.

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

13.16 	Sec. 17. Minnesota Statutes 2022, section 126C.43, subdivision 2, is amended to read:
13.17 		Subd. 2.Payment to unemployment insurance program trust fund by state and 
13.18 	political subdivisions. (a) A district may levy the amount necessary (1) to pay the district's 
13.19 	obligations under section 268.052, subdivision 1, and (2) to pay for job placement services 
13.20 	offered to employees who may become eligible for benefits pursuant to section 268.085 for 
13.21 	the fiscal year the levy is certified. A district must not include in its levy authority under 
13.22 	this section the costs associated with school employees under section 268.085, subdivision 
13.23 	7, paragraph (b).
13.24 	(b) Districts with a balance remaining in their reserve for reemployment as of June 30, 
13.25 	2003, may not expend the reserved funds for future reemployment expenditures. Each year 
13.26 	a levy reduction must be made to return these funds to taxpayers. The amount of the levy 
13.27 	reduction must be equal to the lesser of: (1) the remaining reserved balance for reemployment, 
13.28 	or (2) the amount of the district's current levy under paragraph (a).

13.29 	Sec. 18. Minnesota Statutes 2022, section 268.085, subdivision 7, is amended to read:
13.30 		Subd. 7.School employees; between terms denial. (a) Wage credits from employment 
13.31 	with an educational institution or institutions may not be used for unemployment benefit 
14.1 	purposes for any week during the period between two successive academic years or terms 
14.2 	if:
14.3 	(1) the applicant had employment for an educational institution or institutions in the 
14.4 	prior academic year or term; and
14.5 	(2) there is a reasonable assurance that the applicant will have employment for an 
14.6 	educational institution or institutions in the following academic year or term.
14.7 	This paragraph applies to a vacation period or holiday recess if the applicant was 
14.8 	employed immediately before the vacation period or holiday recess, and there is a reasonable 
14.9 	assurance that the applicant will be employed immediately following the vacation period 
14.10 	or holiday recess. This paragraph also applies to the period between two regular but not 
14.11 	successive terms if there is an agreement for that schedule between the applicant and the 
14.12 	educational institution.
14.13 	This paragraph does not apply if the subsequent employment is substantially less 
14.14 	favorable than the employment of the prior academic year or term, or the employment prior 
14.15 	to the vacation period or holiday recess.
14.16 	(b) Paragraph (a) does not apply to an applicant who, at the end of the prior academic 
14.17 	year or term, had an agreement for a definite period of employment between academic years 
14.18 	or terms in other than an instructional, research, or principal administrative capacity and 
14.19 	the educational institution or institutions failed to provide that employment. any week during 
14.20 	the period between two successive academic years or terms if an applicant worked at a 
14.21 	public school district, charter school, the Minnesota State Academies for the Deaf and Blind, 
14.22 	or Perpich Center for Arts Education in a capacity other than instructional, research, or 
14.23 	principal administrative capacity.
14.24 	(c) If unemployment benefits are denied to any applicant under paragraph (a) who was 
14.25 	employed in the prior academic year or term in other than an instructional, research, or 
14.26 	principal administrative capacity and who was not offered an opportunity to perform the 
14.27 	employment in the following academic year or term, the applicant is entitled to retroactive 
14.28 	unemployment benefits for each week during the period between academic years or terms 
14.29 	that the applicant filed a timely continued request for unemployment benefits, but 
14.30 	unemployment benefits were denied solely because of paragraph (a). Paragraph (a) applies 
14.31 	to a vacation period or holiday recess if the applicant was employed immediately before 
14.32 	the vacation period or holiday recess, and there is a reasonable assurance that the applicant 
14.33 	will be employed immediately following the vacation period or holiday recess, including 
15.1 	applicants who worked in a capacity other than instructional, research, or principal 
15.2 	administrative capacity.
15.3 	(d) This subdivision applies to employment with an educational service agency if the 
15.4 	applicant performed the services at an educational institution or institutions. "Educational 
15.5 	service agency" means a governmental entity established and operated for the purpose of 
15.6 	providing services to one or more educational institutions.
15.7 	(e) This subdivision applies to employment with Minnesota, a political subdivision, or 
15.8 	a nonprofit organization, if the services are provided to or on behalf of an educational 
15.9 	institution or institutions.
15.10 	(f) Paragraph (a) applies beginning the Sunday of the week that there is a reasonable 
15.11 	assurance of employment.
15.12 	(g) Employment and a reasonable assurance with multiple education institutions must 
15.13 	be aggregated for purposes of application of this subdivision.
15.14 	(h) If all of the applicant's employment with any educational institution or institutions 
15.15 	during the prior academic year or term consisted of on-call employment, and the applicant 
15.16 	has a reasonable assurance of any on-call employment with any educational institution or 
15.17 	institutions for the following academic year or term, it is not considered substantially less 
15.18 	favorable employment.
15.19 	(i) A "reasonable assurance" may be written, oral, implied, or established by custom or 
15.20 	practice.
15.21 	(j) An "educational institution" is a school, college, university, or other educational entity 
15.22 	operated by Minnesota, a political subdivision or instrumentality thereof, or a nonprofit 
15.23 	organization.
15.24 	(k) An "instructional, research, or principal administrative capacity" does not include 
15.25 	an educational assistant.

15.26 	EFFECTIVE DATE. This section is effective May 28, 2023.

15.27 	Sec. 19. Laws 2021, First Special Session chapter 13, article 1, section 9, is amended to 
15.28 	read:
15.29 	Sec. 9. ENGLISH LEARNER CROSS SUBSIDY REDUCTION AID.
 15.30 	(a) Notwithstanding Minnesota Statutes, section 124D.65, English learner aid is increased 
15.31 	by $2,000,000 per year for fiscal years 2022, and 2023, 2024, and 2025. The commissioner 
16.1 	must allocate the aid to each school district and charter school based on the school district's 
16.2 	or charter school's proportionate share of English learner and concentration revenue under 
16.3 	Minnesota Statutes, section 126C.10, subdivision 4, clauses (2) and (3), for the preceding 
16.4 	fiscal year.
16.5 	(b) Revenue under this section must be used and reserved as basic skills revenue 
16.6 	according to Minnesota Statutes, section 126C.15.

16.7 	Sec. 20. Laws 2021, First Special Session chapter 13, article 1, section 9, the effective 
16.8 	date, is amended to read:

16.9 	EFFECTIVE DATE. This section is effective for revenue in fiscal year 2022 and 
16.10 	expires at the end of fiscal year 2025 2023.

16.11 	Sec. 21. REPORT.
 16.12 	By January 15 of each year, the Department of Education, in consultation with the 
16.13 	Department of Employment and Economic Development, must report to the legislative 
16.14 	committees with jurisdiction over education about the annual reimbursable costs and the 
16.15 	number of hourly school workers receiving unemployment insurance benefits during the 
16.16 	summer term. To the extent possible, the report must categorize eligible employees by major 
16.17 	job class. The report must be filed according to Minnesota Statutes, section 3.195.

16.18 	Sec. 22. APPROPRIATIONS.
 16.19 		Subdivision 1.Department of Education. The sums indicated in this section are 
16.20 	appropriated from the general fund to the Department of Education for the fiscal years 
16.21 	designated.
16.22 		Subd. 2.General education aid. (a) For general education aid under Minnesota Statutes, 
16.23 	section 126C.13, subdivision 4:

16.24		$
	8,100,088,000
	.....
	2024
	
16.25		$
	8,478,142,000
	.....
	2025
	
16.26 	(b) The 2024 appropriation includes $707,254,000 for 2023 and $7,392,835,000 for 
16.27 	2024.
16.28 	(c) The 2025 appropriation includes $772,256,000 for 2024 and $7,705,886,000 for 
16.29 	2025.
16.30 		Subd. 3.Abatement aid. (a) For abatement aid under Minnesota Statutes, section 
16.31 	127A.49:

17.1		$
	2,339,000
	.....
	2024
	
17.2		$
	2,665,000
	.....
	2025
	
17.3 	(b) The 2024 appropriation includes $126,000 for 2023 and $2,213,000 for 2024.
17.4 	(c) The 2025 appropriation includes $245,000 for 2024 and $2,420,000 for 2025.
17.5 		Subd. 4.Career and technical aid. (a) For career and technical aid under Minnesota 
17.6 	Statutes, section 124D.4531, subdivision 1b:

17.7		$
	1,512,000
	.....
	2024
	
17.8		$
	761,000
	.....
	2025
	
17.9 	(b) The 2024 appropriation includes $183,000 for 2023 and $1,329,000 for 2024.
17.10 	(c) The 2025 appropriation includes $147,000 for 2024 and $614,000 for 2025.
17.11 		Subd. 5.Consolidation transition aid. (a) For districts consolidating under Minnesota 
17.12 	Statutes, section 123A.485:

17.13		$
	187,000
	.....
	2024
	
17.14		$
	290,000
	.....
	2025
	
17.15 	(b) The 2024 appropriation includes $7,000 for 2023 and $180,000 for 2024.
17.16 	(c) The 2025 appropriation includes $20,000 for 2024 and $270,000 for 2025.
17.17 		Subd. 6.Enrollment options transportation. For transportation of pupils attending 
17.18 	postsecondary institutions under Minnesota Statutes, section 124D.09, or for transportation 
17.19 	of pupils attending nonresident districts under Minnesota Statutes, section 124D.03:

17.20		$
	18,000
	.....
	2024
	
17.21		$
	19,000
	.....
	2025
	
17.22 		Subd. 7.Nonpublic pupil education aid. (a) For nonpublic pupil education aid under  
17.23 	Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:

17.24		$
	22,354,000
	.....
	2024
	
17.25		$
	24,121,000
	.....
	2025
	
17.26 	(b) The 2024 appropriation includes $1,925,000 for 2023 and $20,429,000 for 2024.
17.27 	(c) The 2025 appropriation includes $2,269,000 for 2024 and $21,852,000 for 2025.
17.28 		Subd. 8.Nonpublic pupil transportation. (a) For nonpublic pupil transportation aid 
17.29 	under Minnesota Statutes, section 123B.92, subdivision 9:

17.30		$
	22,248,000
	.....
	2024
	
17.31		$
	24,709,000
	.....
	2025
	
18.1 	(b) The 2024 appropriation includes $2,115,000 for 2023 and $20,133,000 for 2024.
18.2 	(c) The 2025 appropriation includes $2,236,000 for 2024 and $22,473,000 for 2025.
18.3 		Subd. 9.One-room schoolhouse. For a grant to Independent School District No. 690, 
18.4 	Warroad, to operate the Angle Inlet School:

18.5		$
	65,000
	.....
	2024
	
18.6		$
	65,000
	.....
	2025
	
18.7 		Subd. 10.Pregnant and parenting pupil transportation reimbursement. (a) To 
18.8 	reimburse districts for transporting pregnant or parenting pupils under Minnesota Statutes, 
18.9 	section 123B.92, subdivision 1, paragraph (b), clause (1), item (vi):

18.10		$
	55,000
	.....
	2024
	
18.11		$
	55,000
	.....
	2025
	
18.12 	(b) To receive reimbursement, districts must apply using the form and manner of 
18.13 	application prescribed by the commissioner. If the appropriation is insufficient, the 
18.14 	commissioner must prorate the amount paid to districts seeking reimbursement.
18.15 	(c) Any balance in the first year does not cancel but is available in the second year.

18.16 	Sec. 23. REPEALER.
 18.17 	(a) Laws 2023, chapter 18, section 4, subdivision 5, is repealed.
18.18 	(b) Minnesota Statutes 2022, section 268.085, subdivision 8, is repealed.

18.19 	EFFECTIVE DATE. Paragraph (b) is effective May 28, 2023.

18.20 	ARTICLE 2
18.21 	EDUCATION EXCELLENCE

18.22 	Section 1. [121A.201] MTSS AND COLLABORATIVE MINNESOTA 
18.23 	PARTNERSHIPS TO ADVANCE STUDENT SUCCESS (COMPASS).
18.24 	Beginning July 1, 2023, all Minnesota school districts and charter schools must be offered 
18.25 	training and support in implementing MTSS through the Department of Education 
18.26 	COMPASS team and the Department of Education's regional partners, the Minnesota Service 
18.27 	Cooperatives. COMPASS is the state school improvement model providing a statewide 
18.28 	system through which all districts and schools may receive support in the areas of literacy, 
18.29 	math, social-emotional learning, and mental health within the MTSS framework. The MTSS 
18.30 	framework is the state's systemic, continuous school improvement framework for ensuring 
19.1 	positive social, emotional, behavioral, developmental, and academic outcomes for every 
19.2 	student. MTSS provides access to layered tiers of culturally and linguistically responsive, 
19.3 	evidence-based practices. The MTSS framework relies on the understanding and belief that 
19.4 	every student can learn and thrive, and it engages an anti-bias and socially just approach to 
19.5 	examining policies and practices and ensuring equitable distribution of resources and 
19.6 	opportunity. The MTSS systemic framework requires:
19.7 	(1) a district-wide infrastructure consisting of effective leaders, collective efficacy among 
19.8 	staff, positive school climate, linked teams, and professional learning that supports continuous 
19.9 	improvement;
19.10 	(2) authentic engagement with families and communities to develop reciprocal 
19.11 	relationships and build new opportunities for students together;
19.12 	(3) multilayered tiers of culturally and linguistically responsive instruction and support 
19.13 	that allows every student the support they need to reach meaningful and rigorous learning 
19.14 	standards. Tiers of support include core (Tier 1), supplemental (Tier 2), and intensive (Tier 
19.15 	3) instruction levels;
19.16 	(4) valid and reliable assessment tools and processes to assess student and system 
19.17 	performance and inform necessary changes; and
19.18 	(5) a data-based decision-making approach in which problems are precisely defined and 
19.19 	analyzed, solutions address root causes, and implementation is monitored to ensure success. 
19.20 	The data-based problem-solving component of the MTSS framework consists of three major 
19.21 	subcomponents: accessible and integrated data, decision-making process, and system 
19.22 	performance.

19.23 	Sec. 2. Minnesota Statutes 2022, section 124D.095, subdivision 7, is amended to read:
19.24 		Subd. 7.Department of Education. (a) The department must review and approve or 
19.25 	disapprove online learning providers within 90 calendar days of receiving an online learning 
19.26 	provider's completed application. The commissioner, using research-based standards of 
19.27 	quality for online learning programs, must review all approved online learning providers 
19.28 	on a cyclical three-year basis. Approved online learning providers annually must submit 
19.29 	program data to, confirm statements of assurances for, and provide program updates including 
19.30 	a current course list to the commissioner.
19.31 	(b) The online learning courses and programs must be rigorous, aligned with state 
19.32 	academic standards, and contribute to grade progression in a single subject. The online 
19.33 	learning provider, other than a digital learning provider offering digital learning to its enrolled 
20.1 	students only under subdivision 4, paragraph (d), must give the commissioner written 
20.2 	assurance that: (1) all courses meet state academic standards; and (2) the online learning 
20.3 	curriculum, instruction, and assessment, expectations for actual teacher-contact time or 
20.4 	other student-to-teacher communication, and academic support meet nationally recognized 
20.5 	professional standards and are described as such in an online learning course syllabus that 
20.6 	meets the commissioner's requirements. Once an online learning provider is approved under 
20.7 	this paragraph, all of its online learning course offerings are eligible for payment under this 
20.8 	section unless a course is successfully challenged by an enrolling district or the department 
20.9 	under paragraph (c).
20.10 	(c) An enrolling district may challenge the validity of a course offered by an online 
20.11 	learning provider. The department must review such challenges based on the approval 
20.12 	procedures under paragraph (b). The department may initiate its own review of the validity 
20.13 	of an online learning course offered by an online learning provider.
20.14 	(d) The department may collect a fee not to exceed $250 for approving online learning 
20.15 	providers or $50 per course for reviewing a challenge by an enrolling district.
20.16 	(e) The department must develop, publish, and maintain a list of online learning providers 
20.17 	that it has reviewed and approved.
20.18 	(f) The department may review a complaint about an online learning provider, or a 
20.19 	complaint about a provider based on the provider's response to notice of a violation. If the 
20.20 	department determines that an online learning provider violated a law or rule, the department 
20.21 	may:
20.22 	(1) create a compliance plan for the provider; or
20.23 	(2) withhold funds from the provider under sections 124D.095, 124E.25, and 127A.42. 
20.24 	The department must notify an online learning provider in writing about withholding funds 
20.25 	and provide detailed calculations.
20.26 	(g) An online learning program fee administration account is created in the special 
20.27 	revenue fund. Funds retained under paragraph (d) shall be deposited in the account. Money 
20.28 	in the account is appropriated to the commissioner for costs associated with administering 
20.29 	and monitoring online and digital learning programs.

21.1 	Sec. 3. Minnesota Statutes 2022, section 124D.231, is amended to read:
21.2 	124D.231 FULL-SERVICE COMMUNITY SCHOOLS.
21.3 		Subdivision 1.Definitions. For the purposes of this section, the following terms have 
21.4 	the meanings given them.
21.5 	(a) "Community organization" means a nonprofit organization that has been in existence 
21.6 	for three years or more and serves persons within the community surrounding the covered 
21.7 	school site on education and other issues.
21.8 	(b) "Community school consortium" means a group of schools and community 
21.9 	organizations that propose to work together to plan and implement community school 
21.10 	programming.
21.11 	(c) "Community school programming" means services, activities, and opportunities 
21.12 	described under subdivision 2, paragraph (g) (f).
21.13 	(d) "Community-wide full-service community school leadership team" means a 
21.14 	district-level team that is responsible for guiding the vision, policy, resource alignment, 
21.15 	implementation, oversight, and goal setting for community school programs within the 
21.16 	district. This team shall include representatives from the district, including teachers, school 
21.17 	leaders, students, and family members from the eligible schools; community members; 
21.18 	system-level partners that include representatives from government agencies, relevant 
21.19 	unions, and nonprofit and other community-based partners; and, if applicable, the full-service 
21.20 	community school initiative director.
21.21 	(e) "Full-service community school initiative director" means a director responsible for 
21.22 	coordinating districtwide administrative and leadership assistance to community school 
21.23 	sites and site coordinators, including serving as chairperson for the district's community-wide 
21.24 	full-service community school leadership team; site coordinator support; data gathering and 
21.25 	evaluation; administration of partnership and data agreements, contracts, and procurement; 
21.26 	and grant administration.
21.27 	(d) (f) "High-quality child care or early childhood education programming" means 
21.28 	educational programming for preschool-aged children that is grounded in research, consistent 
21.29 	with best practices in the field, and provided by licensed teachers.
21.30 	(e) (g) "School site" means a school site at which an applicant has proposed or has been 
21.31 	funded to provide community school programming.
21.32 	(f) (h) "Site coordinator" is an individual means a full-time staff member serving one 
21.33 	eligible school who is responsible for aligning the identification, implementation, and 
22.1 	coordination of programming with to address the needs of the school community identified 
22.2 	in the baseline analysis.
22.3 		Subd. 2.Full-service community school program. (a) The commissioner shall provide 
22.4 	funding to districts and charter schools with eligible school sites to plan, implement, and 
22.5 	improve full-service community schools. Eligible school sites must meet one of the following 
22.6 	criteria:
22.7 	(1) the school is on a development plan for continuous improvement under section 
22.8 	120B.35, subdivision 2; or
22.9 	(2) the school is in a district that has an achievement and integration plan approved by 
22.10 	the commissioner of education under sections 124D.861 and 124D.862.
22.11 	(b) An eligible school site may receive up to $150,000 annually.Districts and charter 
22.12 	schools may receive up to:
22.13 	(1) $100,000 for each eligible school available for up to one year to fund planning   
22.14 	activities, including convening a full-service community school leadership team, facilitating 
22.15 	family and community stakeholder engagement, conducting a baseline analysis, and creating 
22.16 	a full-service community school plan. At the end of this period, the school must submit a 
22.17 	full-service community school plan pursuant to paragraphs (d) and (e); and
22.18 	(2) $200,000 annually for each eligible school for up to three years of implementation   
22.19 	of a full-service community school plan, pursuant to paragraphs (f) and (g). School sites 
22.20 	receiving funding under this section shall hire or contract with a partner agency to hire a 
22.21 	site coordinator to coordinate services at each covered school site. Districts or charter schools 
22.22 	receiving funding under this section for three or more schools shall provide or contract with 
22.23 	a partner agency to provide a full-service community school initiative director.
22.24 	(c) Of grants awarded, implementation funding of up to $20,000 must be available for 
22.25 	up to one year for planning for school sites. At the end of this period, the school must submit 
22.26 	a full-service community school plan, pursuant to paragraph (g). If the site decides not to 
22.27 	use planning funds, the plan must be submitted with the application.
22.28 	(d) (c) The commissioner shall consider additional school factors when dispensing funds 
22.29 	including: schools with significant populations of students receiving free or reduced-price 
22.30 	lunches; significant homeless and highly mobile rates; and equity among urban, suburban, 
22.31 	and greater Minnesota schools; and demonstrated success implementing full-service 
22.32 	community school programming.
23.1 	(e) (d) A school site must establish a full-service community school leadership team 
23.2 	responsible for developing school-specific programming goals, assessing program needs, 
23.3 	and overseeing the process of implementing expanded programming at each covered site. 
23.4 	The school leadership team shall have between at least 12 to 15 members and shall meet 
23.5 	the following requirements:
23.6 	(1) at least 30 percent of the members are parents, guardians, or students and 30 percent 
23.7 	of the members are teachers at the school site and must include the school principal and 
23.8 	representatives from partner agencies; and
23.9 	(2) the full-service community school leadership team must be responsible for overseeing 
23.10 	the baseline analyses under paragraph (f) (e) and the creation of a full-service community 
23.11 	school plan under paragraphs (f) and (g). A full-service community school leadership team 
23.12 	must meet at least quarterly and have ongoing responsibility for monitoring the development 
23.13 	and implementation of full-service community school operations and programming at the 
23.14 	school site and shall issue recommendations to schools on a regular basis and summarized 
23.15 	in an annual report. These reports shall also be made available to the public at the school 
23.16 	site and on school and district websites.
23.17 	(f) (e) School sites must complete a baseline analysis prior to beginning programming 
23.18 	as the creation of a full-service community school plan. The analysis shall include:
23.19 	(1) a baseline analysis of needs at the school site, led by the school leadership team, 
23.20 	which shall include including the following elements:
23.21 	(i) identification of challenges facing the school;
23.22 	(ii) analysis of the student body, including:
23.23 	(A) number and percentage of students with disabilities and needs of these students;
23.24 	(B) number and percentage of students who are English learners and the needs of these 
23.25 	students;
23.26 	(C) number of students who are homeless or highly mobile; and
23.27 	(D) number and percentage of students receiving free or reduced-price lunch and the 
23.28 	needs of these students; and
23.29 	(E) number and percentage of students by race and ethnicity;
23.30 	(iii) analysis of enrollment and retention rates for students with disabilities, English 
23.31 	learners, homeless and highly mobile students, and students receiving free or reduced-price 
23.32 	lunch;
24.1 	(iv) analysis of suspension and expulsion data, including the justification for such 
24.2 	disciplinary actions and the degree to which particular populations, including, but not limited 
24.3 	to, American Indian students and students of color, students with disabilities, students who 
24.4 	are English learners, and students receiving free or reduced-price lunch are represented 
24.5 	among students subject to such actions;
24.6 	(v) analysis of school achievement data disaggregated by major demographic categories, 
24.7 	including, but not limited to, race, ethnicity, English learner status, disability status, and 
24.8 	free or reduced-price lunch status;
24.9 	(vi) analysis of current parent engagement strategies and their success; and
24.10 	(vii) evaluation of the need for and availability of wraparound services full-service 
24.11 	community school activities, including, but not limited to:
24.12 	(A) mechanisms for meeting students' social, emotional, and physical health needs, 
24.13 	which may include coordination of existing services as well as the development of new 
24.14 	services based on student needs; and
24.15 	(B) strategies to create a safe and secure school environment and improve school climate 
24.16 	and discipline, such as implementing a system of positive behavioral supports, and taking 
24.17 	additional steps to eliminate bullying;
24.18 	(A) integrated student supports that address out-of-school barriers to learning through 
24.19 	partnerships with social and health service agencies and providers, and may include medical, 
24.20 	dental, vision care, and mental health services or counselors to assist with housing, 
24.21 	transportation, nutrition, immigration, or criminal justice issues;
24.22 	(B) expanded and enriched learning time and opportunities, including before-school, 
24.23 	after-school, weekend, and summer programs that provide additional academic instruction, 
24.24 	individualized academic support, enrichment activities, and learning opportunities that 
24.25 	emphasize real-world learning and community problem solving and may include art, music, 
24.26 	drama, creative writing, hands-on experience with engineering or science, tutoring and 
24.27 	homework help, or recreational programs that enhance and are consistent with the school's 
24.28 	curriculum;
24.29 	(C) active family and community engagement that brings students' families and the 
24.30 	community into the school as partners in education and makes the school a neighborhood 
24.31 	hub, providing adults with educational opportunities that may include adult English as a 
24.32 	second language classes, computer skills, art, or other programs that bring community 
24.33 	members into the school for meetings or events; and
25.1 	(D) collaborative leadership and practices that build a culture of professional learning, 
25.2 	collective trust, and shared responsibility and include a school-based full-service community 
25.3 	school leadership team, a full-service community school site coordinator, a full-service 
25.4 	community school initiative director, a community-wide leadership team, other leadership 
25.5 	or governance teams, teacher learning communities, or other staff to manage the joint work 
25.6 	of school and community organizations;
25.7 	(2) a baseline analysis of community assets and a strategic plan for utilizing and aligning 
25.8 	identified assets. This analysis should include, but is not limited to, a, including
25.9 	documentation of individuals in the community, faith-based organizations, community and 
25.10 	neighborhood associations, colleges, hospitals, libraries, businesses, and social service 
25.11 	agencies who that may be able to provide support and resources; and
25.12 	(3) a baseline analysis of needs in the community surrounding the school, led by the 
25.13 	school leadership team, including, but not limited to:
25.14 	(i) the need for high-quality, full-day child care and early childhood education programs;
25.15 	(ii) the need for physical and mental health care services for children and adults; and
25.16 	(iii) the need for job training and other adult education programming.
25.17 	(g) (f) Each school site receiving funding under this section must establish develop a 
25.18 	full-service community school plan that utilizes and aligns district and community assets 
25.19 	and establishes services in at least two of the following types of programming:
25.20 	(1) early childhood:
25.21 	(i) early childhood education; and
25.22 	(ii) child care services;
25.23 	(2) academic:
25.24 	(i) academic support and enrichment activities, including expanded learning time;
25.25 	(ii) summer or after-school enrichment and learning experiences;
25.26 	(iii) job training, internship opportunities, and career counseling services;
25.27 	(iv) programs that provide assistance to students who have been chronically absent, 
25.28 	truant, suspended, or expelled; and
25.29 	(v) specialized instructional support services;
25.30 	(3) parental involvement:
26.1 	(i) programs that promote parental involvement and family literacy;
26.2 	(ii) parent leadership development activities that empower and strengthen families and 
26.3 	communities, provide volunteer opportunities, or promote inclusion in school-based 
26.4 	leadership teams; and
26.5 	(iii) parenting education activities;
26.6 	(4) mental and physical health:
26.7 	(i) mentoring and other youth development programs, including peer mentoring and 
26.8 	conflict mediation;
26.9 	(ii) juvenile crime prevention and rehabilitation programs;
26.10 	(iii) home visitation services by teachers and other professionals;
26.11 	(iv) developmentally appropriate physical education;
26.12 	(v) nutrition services;
26.13 	(vi) primary health and dental care; and
26.14 	(vii) mental health counseling services;
26.15 	(5) community involvement:
26.16 	(i) service and service-learning opportunities;
26.17 	(ii) adult education, including instruction in English as a second language; and
26.18 	(iii) homeless prevention services;
26.19 	(6) positive discipline practices; and
26.20 	(7) other programming designed to meet school and community needs identified in the 
26.21 	baseline analysis and reflected in the full-service community school plan.
26.22 	(h) (g) The full-service community school leadership team at each school site must 
26.23 	develop a full-service community school plan detailing the steps the school leadership team 
26.24 	will take, including:
26.25 	(1) timely establishment and consistent operation of the school leadership team;
26.26 	(2) maintenance of attendance records in all programming components;
26.27 	(3) maintenance of measurable data showing annual participation and the impact of 
26.28 	programming on the participating children and adults;
27.1 	(4) documentation of meaningful and sustained collaboration between the school and 
27.2 	community stakeholders, including local governmental units, civic engagement organizations, 
27.3 	businesses, and social service providers;
27.4 	(5) establishment and maintenance of partnerships with institutions, such as universities, 
27.5 	hospitals, museums, or not-for-profit community organizations to further the development 
27.6 	and implementation of community school programming;
27.7 	(6) ensuring compliance with the district nondiscrimination policy; and
27.8 	(7) plan for school leadership team development.
27.9 		Subd. 3.Full-service community school review. (a) Every three years, A full-service 
27.10 	community school site must submit to the commissioner, and make available at the school 
27.11 	site and online, a report describing efforts to integrate community school programming at 
27.12 	each covered school site and the effect of the transition to a full-service community school 
27.13 	on participating children and adults. This report shall include, but is not limited to, the 
27.14 	following:
27.15 	(1) an assessment of the effectiveness of the school site in development or implementing 
27.16 	the community school plan;
27.17 	(2) problems encountered in the design and execution of the community school plan, 
27.18 	including identification of any federal, state, or local statute or regulation impeding program 
27.19 	implementation;
27.20 	(3) the operation of the school leadership team and its contribution to successful execution 
27.21 	of the community school plan;
27.22 	(4) recommendations for improving delivery of community school programming to 
27.23 	students and families;
27.24 	(5) the number and percentage of students receiving community school programming 
27.25 	who had not previously been served;
27.26 	(6) the number and percentage of nonstudent community members receiving community 
27.27 	school programming who had not previously been served;
27.28 	(7) improvement in retention among students who receive community school 
27.29 	programming;
27.30 	(8) improvement in academic achievement among students who receive community 
27.31 	school programming;
28.1 	(9) changes in student's readiness to enter school, active involvement in learning and in 
28.2 	their community, physical, social and emotional health, and student's relationship with the 
28.3 	school and community environment;
28.4 	(10) an accounting of anticipated local budget savings, if any, resulting from the 
28.5 	implementation of the program;
28.6 	(11) improvements to the frequency or depth of families' involvement with their children's 
28.7 	education;
28.8 	(12) assessment of community stakeholder satisfaction;
28.9 	(13) assessment of institutional partner satisfaction;
28.10 	(14) the ability, or anticipated ability, of the school site and partners to continue to 
28.11 	provide services in the absence of future funding under this section;
28.12 	(15) increases in access to services for students and their families; and.
28.13 	(16) the degree of increased collaboration among participating agencies and private 
28.14 	partners.
28.15 	(b) Reports submitted under this section shall be evaluated by the commissioner with 
28.16 	respect to the following criteria:
28.17 	(1) the effectiveness of the school or the community school consortium in implementing 
28.18 	the full-service community school plan, including the degree to which the school site 
28.19 	navigated difficulties encountered in the design and operation of the full-service community 
28.20 	school plan, including identification of any federal, state, or local statute or regulation 
28.21 	impeding program implementation;
28.22 	(2) the extent to which the project has produced lessons about ways to improve delivery 
28.23 	of community school programming to students;
28.24 	(3) the degree to which there has been an increase in the number or percentage of students 
28.25 	and nonstudents receiving community school programming;
28.26 	(4) the degree to which there has been an improvement in retention of students and 
28.27 	improvement in academic achievement among students receiving community school 
28.28 	programming;
28.29 	(5) local budget savings, if any, resulting from the implementation of the program;
28.30 	(6) the degree of community stakeholder and institutional partner engagement;
29.1 	(7) the ability, or anticipated ability, of the school site and partners to continue to provide 
29.2 	services in the absence of future funding under this section;
29.3 	(8) increases in access to services for students and their families; and
29.4 	(9) the degree of increased collaboration among participating agencies and private 
29.5 	partners.

29.6 	Sec. 4. [124D.475] CREDIT FOR EMPLOYMENT WITH HEALTH CARE 
29.7 	PROVIDERS.
29.8 	Consistent with the career and technical pathways program, a student in grade 11 or 12 
29.9 	who is employed by an institutional long-term care or licensed assisted living facility, a 
29.10 	home and community-based services and supports provider, a hospital or health system 
29.11 	clinic, or a child care center may earn up to two elective credits each year toward graduation 
29.12 	under section 120B.024, subdivision 1, paragraph (a), clause (7), at the discretion of the 
29.13 	enrolling school district or charter school. A student may earn one elective credit for every 
29.14 	350 hours worked, including hours worked during the summer. A student who is employed 
29.15 	by an eligible employer must submit an application, in the form or manner required by the 
29.16 	school district or charter school, for elective credit to the school district or charter school 
29.17 	in order to receive elective credit. The school district or charter school must verify the hours 
29.18 	worked with the employer before awarding elective credit.

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

29.20 	Sec. 5. Minnesota Statutes 2022, section 124D.74, subdivision 3, is amended to read:
29.21 		Subd. 3.Enrollment of other children; shared time enrollment. To the extent it is 
29.22 	economically feasible that the unique educational and culturally related academic needs of 
29.23 	American Indian people are met and American Indian student accountability factors are the 
29.24 	same or higher than their non-American Indian peers, a district or participating school may 
29.25 	make provision for the voluntary enrollment of non-American Indian children in the 
29.26 	instructional components of an American Indian education program in order that they may 
29.27 	acquire an understanding of the cultural heritage of the American Indian children for whom 
29.28 	that particular program is designed. However, in determining eligibility to participate in a 
29.29 	program, priority must be given to American Indian children. American Indian children 
29.30 	and other children enrolled in an existing nonpublic school system may be enrolled on a 
29.31 	shared time basis in American Indian education programs.

30.1 	Sec. 6. Minnesota Statutes 2022, section 124D.81, is amended to read:
30.2 	124D.81 AMERICAN INDIAN EDUCATION AID.
30.3 		Subdivision 1. Procedures. A school district, charter school, cooperative unit as defined 
30.4 	in section 123A.24, subdivision 2, or American Indian-controlled Tribal contract or grant 
30.5 	school enrolling at least 20 American Indian students on October 1 of the previous school 
30.6 	year and operating an American Indian education program according to section 124D.74 is 
30.7 	eligible for American Indian education aid if it meets the requirements of this section. 
30.8 	Programs may provide for contracts for the provision of program components by nonsectarian 
30.9 	nonpublic, community, Tribal, charter, or alternative schools. The commissioner shall 
30.10 	prescribe the form and manner of application for aids, and no aid shall be made for a program 
30.11 	not complying with the requirements of sections 124D.71 to 124D.82.
30.12 		Subd. 2.Plans. To qualify for receive aid, an eligible district, charter school, cooperative 
30.13 	unit as defined in section 123A.24, subdivision 2, or Tribal contract school must develop 
30.14 	and submit a plan for approval by the Indian education director that shall:
30.15 	(a) Identify the measures to be used to meet the requirements of sections 124D.71 to 
30.16 	124D.82;
30.17 	(b) Identify the activities, methods and programs to meet the identified educational needs 
30.18 	of the children to be enrolled in the program;
30.19 	(c) Describe how district goals and objectives as well as the objectives of sections 
30.20 	124D.71 to 124D.82 are to be achieved;
30.21 	(d) Demonstrate that required and elective courses as structured do not have a 
30.22 	discriminatory effect within the meaning of section 124D.74, subdivision 5;
30.23 	(e) Describe how each school program will be organized, staffed, coordinated, and 
30.24 	monitored; and
30.25 	(f) Project expenditures for programs under sections 124D.71 to 124D.82.
30.26 		Subd. 2a.American Indian education aid. (a) The American Indian education aid for 
30.27 	an eligible district, cooperative unit, or Tribal contract school equals the greater of (1) the 
30.28 	sum of $20,000 $40,000 plus the product of $358 $500 times the difference between the 
30.29 	number of American Indian students enrolled on October 1 of the previous school year and 
30.30 	20; or (2) if the district or school received a grant under this section for fiscal year 2015, 
30.31 	the amount of the grant for fiscal year 2015.
31.1 	(b) Notwithstanding paragraph (a), the American Indian education aid must not exceed 
31.2 	the district, cooperative unit, or Tribal contract school's actual expenditure according to the 
31.3 	approved plan under subdivision 2, except as provided in subdivision 2b.
31.4 		Subd. 2b.Carry forward of funds. Notwithstanding section 16A.28, if a school district 
31.5 	or Tribal contract school does not expend the full amount of its aid described in its plan and 
31.6 	received under this section in the designated fiscal year, the school district or Tribal contract 
31.7 	school may carry forward the remaining funds to the following fiscal year and is not subject 
31.8 	to an aid reduction only if:
31.9 	(1) the district is otherwise adhering to the plan developed under subdivision 2;
31.10 	(2) the American Indian education parent advisory committee for that school has approved 
31.11 	the carry forward; and
31.12 	(3) the school district reports the reason for the carry forward and describes the district's 
31.13 	intended actions to ensure the funds are expended in the following fiscal year. The district 
31.14 	must report this information to the Department of Education in the form and manner and 
31.15 	according to the timelines specified by the commissioner.
31.16 		Subd. 3.Additional requirements. Each district or cooperative unit receiving aid under 
31.17 	this section must each year conduct a count of American Indian children in the schools of 
31.18 	the district; test for achievement; identify the extent of other educational needs of the children 
31.19 	to be enrolled in the American Indian education program; and classify the American Indian 
31.20 	children by grade, level of educational attainment, age and achievement. Participating 
31.21 	schools must maintain records concerning the needs and achievements of American Indian 
31.22 	children served.
31.23 		Subd. 4.Nondiscrimination; testing. In accordance with recognized professional 
31.24 	standards, all testing and evaluation materials and procedures utilized for the identification, 
31.25 	testing, assessment, and classification of American Indian children must be selected and 
31.26 	administered so as not to be racially or culturally discriminatory and must be valid for the 
31.27 	purpose of identifying, testing, assessing, and classifying American Indian children.
31.28 		Subd. 5.Records. Participating schools and, districts, and cooperative units must keep 
31.29 	records and afford access to them as the commissioner finds necessary to ensure that 
31.30 	American Indian education programs are implemented in conformity with sections 124D.71
31.31 	to 124D.82. Each school district, cooperative unit, or participating school must keep accurate, 
31.32 	detailed, and separate revenue and expenditure accounts for pilot American Indian education 
31.33 	programs funded under this section.
32.1 		Subd. 6.Money from other sources. A district, cooperative unit, or participating school 
32.2 	providing American Indian education programs shall be eligible to receive moneys for these 
32.3 	programs from other government agencies and from private sources when the moneys are 
32.4 	available.
32.5 		Subd. 7.Exceptions. Nothing in sections 124D.71 to 124D.82 shall be construed as 
32.6 	prohibiting a district, cooperative unit, or school from implementing an American Indian 
32.7 	education program which is not in compliance with sections 124D.71 to 124D.82 if the 
32.8 	proposal and plan for that program is not funded pursuant to this section.

32.9 	EFFECTIVE DATE. This section is effective the day following final enactment for 
32.10 	aid for fiscal year 2024 and later.

32.11 	Sec. 7. INNOVATIVE INCUBATOR SERVICE-LEARNING GRANTS.
 32.12 		Subdivision 1.Definitions. (a) For the purposes of this section, the following terms have 
32.13 	the meanings given.
32.14 	(b) "Eligible school" means a school district or school site operated by a school district, 
32.15 	charter school, or Tribal contract or grant school eligible for state aid under Minnesota 
32.16 	Statutes, section 124D.83, or cooperative unit under Minnesota Statutes, section 123A.24, 
32.17 	subdivision 2.
32.18 	(c) "Eligible service-learning partnership" means a partnership that includes an eligible 
32.19 	school and at least one community-based organization, community education program, state 
32.20 	or federal agency, or political subdivision. An eligible service-learning partnership may 
32.21 	include other individuals or entities, such as a postsecondary faculty member or institution, 
32.22 	parent, other community member, local business or business organization, or local media 
32.23 	representative. A school district member in an eligible service-learning partnership may 
32.24 	participate in the partnership through a community education program established under 
32.25 	Minnesota Statutes, section 124D.19.
32.26 		Subd. 2.Establishment; eligibility criteria; application requirements.  (a) A technical 
32.27 	assistance and grant program is established to initiate or expand and strengthen innovative 
32.28 	service-learning opportunities for students in kindergarten through grade 12; increase student 
32.29 	engagement and academic achievement; help close the academic achievement gap and the 
32.30 	community, college, and career opportunity gaps; and create a positive school climate and 
32.31 	safer schools and communities.
32.32 	(b) At least one teacher, administrator, or program staff member and at least one 
32.33 	service-learning specialist, service-learning coordinator, curriculum specialist, or other 
33.1 	qualified employee employed by an eligible school and designated to develop and share 
33.2 	expertise in implementing service-learning best practices must work with students to form 
33.3 	a student-adult partnership. Before developing and submitting a grant application to the 
33.4 	department, a participating student must work with at least one adult who is part of the 
33.5 	initial partnership to identify a need or opportunity to pursue through a service-learning 
33.6 	partnership and invite at least one partner to collaborate in developing and submitting a 
33.7 	grant application. The fiscal agent for the grant to an eligible service-learning partnership 
33.8 	is an eligible school that is a member of the partnership or has a program that is a member 
33.9 	of the partnership.
33.10 	(c) An eligible service-learning partnership receiving an innovation service-learning 
33.11 	grant must:
33.12 	(1) include at least two or more enrolled students; two or more school employees of an 
33.13 	eligible school in accordance with paragraph (b); and an eligible community-based 
33.14 	organization, community education program, state or federal agency, or political subdivision; 
33.15 	and
33.16 	(2) assist students to:
33.17 	(i) actively participate in service-learning experiences that meet identified student and 
33.18 	community needs or opportunities;
33.19 	(ii) operate collaboratively with service-learning partnership members;
33.20 	(iii) align service-learning experiences with at least one state or local academic standard, 
33.21 	which may include a local career and technical education standard;
33.22 	(iv) apply students' knowledge and skills in their community and help solve community 
33.23 	problems or address community opportunities;
33.24 	(v) foster students' civic engagement; and
33.25 	(vi) explore or pursue career pathways and support career and college readiness.
33.26 	(d) An eligible service-learning partnership interested in receiving a grant must apply 
33.27 	to the commissioner of education in the form and manner determined by the commissioner. 
33.28 	The partnership must work with an eligible school. Consistent with this subdivision, the 
33.29 	application must describe the eligible service-learning partnership plan to:
33.30 	(1) incorporate student-designed and student-led service-learning into the school 
33.31 	curriculum or specific courses or across subject areas;
34.1 	(2) provide students with instruction and experiences using service-learning best practices 
34.2 	during the regular school day with an option to supplement their service-learning experiences 
34.3 	outside of the school day;
34.4 	(3) align service-learning experiences with at least one state or local academic standard, 
34.5 	which may include a local career or technical education standard, and at least one goal of 
34.6 	the world's best workforce in accordance with Minnesota Statutes, section 120B.11, or the 
34.7 	state plan submitted and approved under the most recent reauthorization of the Elementary 
34.8 	and Secondary Education Act;
34.9 	(4) make implementing service-learning best practices an educational priority;
34.10 	(5) provide student-designed, student-led service-learning experiences that help meet 
34.11 	community needs or develop or advance community opportunities; and
34.12 	(6) identify at least one eligible school teacher, administrator, or program staff member 
34.13 	and at least one service-learning specialist, service-learning coordinator, curriculum specialist, 
34.14 	or other qualified eligible school employee designated to develop and share expertise in 
34.15 	implementing service-learning best practices to work with students to form a student-adult 
34.16 	partnership that includes at least one community-based organization, community education 
34.17 	program, state or federal agency, or political subdivision.
34.18 		Subd. 3.Innovation grants. The commissioner of education must award up to 32 grants 
34.19 	of up to $50,000 each to allow eligible partnerships to provide student-designed, student-led 
34.20 	service-learning opportunities consistent with this section. Grant awards must be equitably 
34.21 	distributed throughout Minnesota by congressional district. The commissioner may designate 
34.22 	start-up or leader grant categories with differentiated maximum grant dollar amounts up to 
34.23 	$50,000. A grantee designated as a leader grantee may be required to meet additional leader 
34.24 	grant requirements as established by the commissioner in the grant application criteria 
34.25 	developed by the commissioner. In order to receive a grant, a partnership must provide a 
34.26 	50 percent match in funds or in-kind contributions unless the commissioner waives the 
34.27 	match requirement for an applicant serving a high number of students whose families meet 
34.28 	federal poverty guidelines. A partnership grantee must allocate the grant amount according 
34.29 	to its grant application. The partnership must convey 50 percent of the actual grant amount 
34.30 	to at least one community-based organization, community education program, state or 
34.31 	federal agency, or political subdivision to help implement or defray the direct costs of 
34.32 	carrying out the service-learning strategies and activities described in the partnership's grant 
34.33 	application.
35.1 		Subd. 4.Report. A grantee must report to the commissioner on the educational and 
35.2 	developmental outcomes of participating students and the eligible school's progress toward 
35.3 	meeting at least one goal of the world's best workforce goals in accordance with Minnesota 
35.4 	Statutes, section 120B.11, or the state plan submitted and approved under the most recent 
35.5 	reauthorization of the Elementary and Secondary Education Act. A grantee must report on 
35.6 	the community outcomes achieved through student service-learning experiences and the 
35.7 	corresponding student service activities. The commissioner must submit a report on 
35.8 	participating student and community outcomes under this section to the legislative committees 
35.9 	with jurisdiction over kindergarten through grade 12 education by February 15, 2025.

35.10 	Sec. 8. PILOT PROGRAM TO IMPROVE EDUCATIONAL OUTCOMES AND 
35.11 	ACCOUNTABILITY.
 35.12 		Subdivision 1.Establishment. The Department of Education must establish a pilot 
35.13 	program beginning in the 2023-2024 school year to redesign performance frameworks for 
35.14 	high schools to improve educational outcomes for students of color. The pilot program must 
35.15 	engage students, families, and community leaders in redesigning performance frameworks. 
35.16 	The performance frameworks must support schools in continuous improvement efforts and 
35.17 	use data to measure performance of students beyond tests scores, graduation rates, and the 
35.18 	world's best workforce goals.
35.19 		Subd. 2.Performance measures. For each school in the pilot program, the equity-focused 
35.20 	framework must:
35.21 	(1) measure total enrollment, including the percentage of enrolled students disaggregated 
35.22 	by characteristics of race and ethnicity, gender, age, economic disadvantage, disability, 
35.23 	homelessness, home language, number of schools attended, foster-system involvement, or 
35.24 	other categories required by the department;
35.25 	(2) describe basic needs support provided by the school to students, family members, 
35.26 	and community members;
35.27 	(3) measure the number of students who receive support of the following types of 
35.28 	social-emotional and mental health support: (i) individual meetings with licensed mental 
35.29 	health professionals; (ii) peer support groups; (iii) referrals to community resources; and 
35.30 	(iv) other social-emotional and mental health services provided by the school;
35.31 	(4) describe flexible, personalized, and innovative instruction provided by the school;
36.1 	(5) describe culturally and real-life relevant curriculum provided by the school, including 
36.2 	students learning about the experiences of People of Color through a contextually accurate 
36.3 	history of Minnesota's Indigenous people;
36.4 	(6) measure the number and percentage of students provided opportunities for student 
36.5 	identity development, including cultural identity;
36.6 	(7) measure the number and percentage of students provided opportunities for student 
36.7 	career exploration and preparation;
36.8 	(8) measure the number and percentage of students participating in at least one 
36.9 	extracurricular activity;
36.10 	(9) measure the number of restorative-justice interventions and the number of referrals, 
36.11 	suspensions, and expulsions per school;
36.12 	(10) describe family engagement practices by the school;
36.13 	(11) describe community engagement practices by the school; and
36.14 	(12) describe teacher and staff training about antiracism, anti-bias, or equity, and the 
36.15 	average weekly time provided for teacher and staff collaboration.
36.16 		Subd. 3.Reports. (a) By July 1, 2024, the commissioner of education must submit a 
36.17 	report to the chairs and ranking minority members of the legislative committees with 
36.18 	jurisdiction over kindergarten through grade 12 education detailing the effectiveness of the 
36.19 	first year of the pilot program and recommendations for improvement in future years.
36.20 	(b) By July 1, 2025, the commissioner of education must submit a report to the chairs 
36.21 	and ranking minority members of the legislative committees with jurisdiction over 
36.22 	kindergarten through grade 12 education detailing the effectiveness of the pilot program 
36.23 	after two years, including details on school implementation and performance measures on 
36.24 	each of the criteria listed under subdivision 2.

36.25 	Sec. 9. APPROPRIATIONS.
 36.26 		Subdivision 1.Department of Education. The sums indicated in this section are 
36.27 	appropriated from the general fund to the Department of Education for the fiscal years 
36.28 	designated.
36.29 		Subd. 2.Achievement and integration aid. (a) For achievement and integration aid 
36.30 	under Minnesota Statutes, section 124D.862:

37.1		$
	83,330,000
	.....
	2024
	
37.2		$
	84,232,000
	.....
	2025
	
37.3 	(b) The 2024 appropriation includes $8,172,000 for 2023 and $75,158,000 for 2024.
37.4 	(c) The 2025 appropriation includes $8,350,000 for 2024 and $75,882,000 for 2025.
37.5 		Subd. 3.Alliance of Chicanos, Hispanics, and Latin Americans. (a) For a grant to 
37.6 	the Alliance of Chicanos, Hispanics, and Latin Americans (ACHLA) for the Juntos Club 
37.7 	to support English language learners, low-income students, migrant students, and Latinx 
37.8 	students with improving English and math proficiency:

37.9		$
	300,000
	.....
	2024
	
37.10		$
	200,000
	.....
	2025
	
37.11 	(b) The base for fiscal year 2026 and later is $0.
37.12 		Subd. 4.American Indian education aid. (a) For American Indian education aid under 
37.13 	Minnesota Statutes, section 124D.81, subdivision 2a:

37.14		$
	17,949,000
	.....
	2024
	
37.15		$
	19,266,000
	.....
	2025
	
37.16 	(b) The 2024 appropriation includes $1,159,000 for 2023 and $16,790,000 for 2024.
37.17 	(c) The 2025 appropriation includes $1,865,000 for 2024 and $17,401,000 for 2025.
37.18 		Subd. 5.BARR Center. (a) For grants to the Building Assets, Reducing Risks (BARR) 
37.19 	Center, to deliver an evidence-based, research-validated program to schools:

37.20		$
	5,000,000
	.....
	2024
	
37.21 	(b) Consistent with Minnesota Statutes, section 127A.20, the BARR Center must apply 
37.22 	for the grants in the form and manner specified by the commissioner of education. The 
37.23 	BARR Center must deliver an evidence-based, research-validated program that provides 
37.24 	school coaching support, professional development, and curriculum and resources over a 
37.25 	three-year period to each qualifying school site.
37.26 	(c) The BARR Center must select at least 18 schools to participate in the program. The 
37.27 	schools must be geographically balanced among urban, suburban, and rural schools, and 
37.28 	serve high concentrations of students in poverty or high concentrations of underrepresented 
37.29 	students, including students who are from Black, Indigenous, and People of Color 
37.30 	communities.
37.31 	(d) The grants to the BARR Center must be directed toward:
38.1 	(1) improving student social and emotional skills and engagement in school;
38.2 	(2) increasing opportunity and academic achievement for students of color and those 
38.3 	experiencing poverty;
38.4 	(3) improving teacher satisfaction and effectiveness; and
38.5 	(4) increasing the number of students who earn a high school diploma.
38.6 	(e) This is a onetime appropriation and is available until June 30, 2026.
38.7 		Subd. 6.Charter school building lease aid. (a) For building lease aid under Minnesota 
38.8 	Statutes, section 124E.22:

38.9		$
	94,320,000
	.....
	2024
	
38.10		$
	98,166,000
	.....
	2025
	
38.11 	(b) The 2024 appropriation includes $9,047,000 for 2023 and $85,273,000 for 2024.
38.12 	(c) The 2025 appropriation includes $9,474,000 for 2024 and $88,692,000 for 2025.
38.13 		Subd. 7.College entrance examination reimbursement. (a) To reimburse districts for 
38.14 	the costs of college entrance examination fees for students who are eligible for free or 
38.15 	reduced-price meals who take the ACT or SAT test under Minnesota Statutes, section 
38.16 	120B.30, subdivision 1, paragraph (e):

38.17		$
	1,011,000
	.....
	2024
	
38.18		$
	1,011,000
	.....
	2025
	
38.19 	(b) Any balance in the first year does not cancel but is available in the second year.
38.20 		Subd. 8.COMPASS and MTSS. (a) To support the development and implementation 
38.21 	of the MTSS framework and the Collaborative Minnesota Partnerships to Advance Student 
38.22 	Success (COMPASS) school improvement model:

38.23		$
	4,738,000
	.....
	2024
	
38.24		$
	4,738,000
	.....
	2025
	
38.25 	(b) Of this amount, $2,755,000 each year is to support implementation of MTSS and 
38.26 	COMPASS. Funds must be used to support increased capacity at the Department of Education 
38.27 	and the Minnesota Service Cooperatives for implementation supports.
38.28 	(c) Of this amount, $1,983,000 each year is reserved for grants to school districts, charter 
38.29 	schools, and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 
38.30 	2, for implementation of MTSS, including: hiring local MTSS coordinators; deferring costs 
38.31 	for personnel to participate in cohort activities and professional learning; and piloting a 
39.1 	Department of Education One Plan, the consolidation of multiple reporting structures to 
39.2 	streamline various applications, reports, and submissions by school districts and charter 
39.3 	schools. Up to five percent of this amount is available for program and grant administration.
39.4 	(d) The base for fiscal year 2026 and later is $14,786,000.
39.5 	(e) Up to five percent of the funds identified for grants is available for grant administration 
39.6 	costs.
39.7 	(f) Any balance in the first year does not cancel but is available in the second year.
39.8 		Subd. 9.Concurrent enrollment aid. (a) For concurrent enrollment aid under Minnesota 
39.9 	Statutes, section 124D.091:

39.10		$
	4,000,000
	.....
	2024
	
39.11		$
	4,000,000
	.....
	2025
	
39.12 	(b) If the appropriation is insufficient, the commissioner must proportionately reduce 
39.13 	the aid payment to each school district.
39.14 	(c) Any balance in the first year does not cancel but is available in the second year.
39.15 		Subd. 10.Early childhood literacy programs. (a) For early childhood literacy programs 
39.16 	under Minnesota Statutes, section 119A.50, subdivision 3:

39.17		$
	7,950,000
	.....
	2024
	
39.18		$
	7,950,000
	.....
	2025
	
39.19 	(b) Up to $7,950,000 each year is for leveraging federal and private funding to support 
39.20 	AmeriCorps members serving in the Minnesota reading corps program established by 
39.21 	ServeMinnesota, including costs associated with training and teaching early literacy skills 
39.22 	to children ages three through grade 3 and evaluating the impact of the program under 
39.23 	Minnesota Statutes, sections 124D.38, subdivision 2, and 124D.42, subdivision 6.
39.24 	(c) Any balance in the first year does not cancel but is available in the second year.
39.25 		Subd. 11.Emergency medical training. (a) For grants to offer high school students 
39.26 	courses in emergency medical services:

39.27		$
	1,000,000
	.....
	2024
	
39.28		$
	1,000,000
	.....
	2025
	
39.29 	(b) A school district, charter school, or cooperative unit under Minnesota Statutes, section 
39.30 	123A.24, subdivision 2, may apply for a grant under this section to offer enrolled students 
39.31 	emergency medical services courses approved by the Minnesota Emergency Medical Services 
39.32 	Regulatory Board to prepare students to take the emergency medical technician certification 
40.1 	test, including an emergency medical services course that is a prerequisite to an emergency 
40.2 	medical technician course.
40.3 	(c) A grant recipient may use grant funds to partner with a district, charter school, 
40.4 	cooperative unit, postsecondary institution, political subdivision, or entity with expertise in 
40.5 	emergency medical services, including health systems, hospitals, ambulance services, and 
40.6 	health care providers to offer an emergency medical services course.
40.7 	(d) Eligible uses of grant funds include teacher salaries, transportation, equipment costs, 
40.8 	emergency medical technician certification test fees, and student background checks.
40.9 	(e) To the extent practicable, the commissioner must award half of the grant funds to 
40.10 	applicants outside of the seven-county metropolitan area, and 30 percent of the grant funds 
40.11 	to applicants with high concentrations of students of color.
40.12 	(f) Any balance in the first year does not cancel but is available in the second year.
40.13 	(g) The base for fiscal year 2026 is $0.
40.14 		Subd. 12.Examination fees; teacher training and support programs. (a) For students' 
40.15 	advanced placement and international baccalaureate examination fees under Minnesota 
40.16 	Statutes, section 120B.13, subdivision 3, and the training and related costs for teachers and 
40.17 	other interested educators under Minnesota Statutes, section 120B.13, subdivision 1:

40.18		$
	4,500,000
	.....
	2024
	
40.19		$
	4,500,000
	.....
	2025
	
40.20 	(b) The advanced placement program shall receive 75 percent of the appropriation each 
40.21 	year and the international baccalaureate program shall receive 25 percent of the appropriation 
40.22 	each year. The department, in consultation with representatives of the advanced placement 
40.23 	and international baccalaureate programs selected by the Advanced Placement Advisory 
40.24 	Council and International Baccalaureate Minnesota, respectively, shall determine the amounts 
40.25 	of the expenditures each year for examination fees and training and support programs for 
40.26 	each program.
40.27 	(c) Notwithstanding Minnesota Statutes, section 120B.13, subdivision 1, at least $500,000 
40.28 	each year is for teachers to attend subject matter summer training programs and follow-up 
40.29 	support workshops approved by the advanced placement or international baccalaureate 
40.30 	programs. The amount of the subsidy for each teacher attending an advanced placement or 
40.31 	international baccalaureate summer training program or workshop shall be the same. The 
40.32 	commissioner shall determine the payment process and the amount of the subsidy.
41.1 	(d) The commissioner shall pay all examination fees for all students of low-income 
41.2 	families under Minnesota Statutes, section 120B.13, subdivision 3, and to the extent of 
41.3 	available appropriations, shall also pay examination fees for students sitting for an advanced 
41.4 	placement examination, international baccalaureate examination, or both.
41.5 	(e) Any balance in the first year does not cancel but is available in the second year.
41.6 		Subd. 13.Full-service community schools. (a) For grants to school districts and charter 
41.7 	schools to plan or expand the full-service community schools programs under Minnesota 
41.8 	Statutes, section 124D.231:

41.9		$
	14,500,000
	.....
	2024
	
41.10		$
	0
	.....
	2025
	
41.11 	(b) Up to five percent of this appropriation is available for grant administration costs.
41.12 	(c) This is a onetime appropriation and is available through June 30, 2027.
41.13 		Subd. 14.Girls Taking Action grant. (a) For a grant to the Girls Taking Action program 
41.14 	to enable Girls Taking Action to continue to provide and expand metropolitan-area school 
41.15 	and community-based programs that encourage and support low-income girls of color:

41.16		$
	1,500,000
	.....
	2024
	
41.17 	(b) Of the appropriated funds, $1,000,000 must be used to sustain 16 current Girls Taking 
41.18 	Action program sites, and to expand to an additional four sites in inner-ring suburban 
41.19 	communities with growing ethnic diversity among students.
41.20 	(c) Of the appropriated funds, $500,000 must be used to sustain three community-based 
41.21 	Girls Taking Action programs for Asian, East African, and Latina girls in Hennepin, Ramsey, 
41.22 	and Dakota Counties, and to expand an additional two community-based programs in these 
41.23 	counties to reach Native American and African American girls.
41.24 	(d) Girls Taking Action programs supported by these funds must include programs 
41.25 	focused on:
41.26 	(1) increasing academic performance, high school graduation rates, and enrollment in 
41.27 	postsecondary education for girls faced with social, demographic, racial, and economic 
41.28 	barriers and challenges;
41.29 	(2) increasing mentoring opportunities, literacy, career development, positive community 
41.30 	engagement, and the number of qualified female employees of color in the workforce 
41.31 	pipeline, particularly in science, technology, engineering, and mathematics fields;
42.1 	(3) providing coaching, mentoring, health and wellness counseling, resources to girls 
42.2 	whose experience with sexual assault has negatively impacted their academics and behavior, 
42.3 	and culturally sensitive therapy resources and counseling services to sexual assault victims; 
42.4 	and
42.5 	(4) increasing financial literacy and knowledge of options for financing college or 
42.6 	postsecondary education.
42.7 	(e) This is a onetime appropriation. Any balance in the first year does not cancel but is 
42.8 	available in the second year.
42.9 		Subd. 15.Grants to increase science, technology, engineering, and math course 
42.10 	offerings. (a) For grants to schools to encourage low-income and other underserved students 
42.11 	to participate in advanced placement and international baccalaureate programs according 
42.12 	to Minnesota Statutes, section 120B.132:

42.13		$
	250,000
	.....
	2024
	
42.14		$
	250,000
	.....
	2025
	
42.15 	(b) To the extent practicable, the commissioner must distribute grant funds equitably 
42.16 	among geographic areas in the state, including schools located in greater Minnesota and in 
42.17 	the seven-county metropolitan area.
42.18 	(c) Any balance in the first year does not cancel but is available in the second year.
42.19 		Subd. 16.Innovation service learning grants. (a) For innovative service-learning grants 
42.20 	under Minnesota Statutes, section 124D.501:

42.21		$
	1,000,000
	.....
	2024
	
42.22		$
	0
	.....
	2025
	
42.23 	(b) Any balance in the first year does not cancel but is available in the second year.
42.24 	(c) The base for fiscal year 2026 and later is $0.
42.25 		Subd. 17.Interdistrict desegregation or integration transportation grants. For 
42.26 	interdistrict desegregation or integration transportation grants under Minnesota Statutes, 
42.27 	section 124D.87:

42.28		$
	14,992,000
	.....
	2024
	
42.29		$
	16,609,000
	.....
	2025
	
42.30 		Subd. 18.Junior Achievement North. (a) For a grant to Junior Achievement North to 
42.31 	expand access to its financial literacy programming for elementary and secondary students:

43.1		$
	500,000
	.....
	2024
	
43.2		$
	500,000
	.....
	2025
	
43.3 	(b) The grant awarded under this section must be consistent with the procedures for 
43.4 	evidence-based education grants under Minnesota Statutes, section 127A.20.
43.5 	(c) Junior Achievement North must use the grant proceeds to expand the number of 
43.6 	students who participate in Junior Achievement North's financial literacy programs, career 
43.7 	readiness programs, and entrepreneurship programs with a focus on expanding opportunities 
43.8 	for underserved students. To the extent practicable, programming must be provided in an 
43.9 	equitable manner to students in greater Minnesota.
43.10 	(d) In addition to other reporting requirements, and subject to Minnesota Statutes, section 
43.11 	3.195, by February 1 of each year Junior Achievement North receives an appropriation, 
43.12 	Junior Achievement North must report to the chairs and ranking minority members of the 
43.13 	legislative committees with jurisdiction over education on activities funded by this 
43.14 	appropriation. The report must include but is not limited to: information about the operations 
43.15 	of Junior Achievement North, including its most recent audit; a description of the financial 
43.16 	literacy, career readiness, and entrepreneurship programs offered during the year; 
43.17 	participation and demographic information about the students and schools served by the 
43.18 	program; and a description of partnerships with other financial literacy organizations.
43.19 	(e) The base for fiscal year 2026 and later is $0.
43.20 		Subd. 19.Literacy incentive aid. (a) For literacy incentive aid under Minnesota Statutes, 
43.21 	section 124D.98:

43.22		$
	42,234,000
	.....
	2024
	
43.23		$
	42,502,000
	.....
	2025
	
43.24 	(b) The 2024 appropriation includes $4,606,000 for 2023 and $37,628,000 for 2024.
43.25 	(c) The 2025 appropriation includes $4,180,000 for 2024 and $38,322,000 for 2025.
43.26 		Subd. 20.Minnesota Center for the Book programming. (a) For grants to the entity 
43.27 	designated by the Library of Congress as the Minnesota Center for the Book to provide 
43.28 	statewide programming related to the Minnesota Book Awards and for additional 
43.29 	programming throughout the state related to the Center for the Book designation:

43.30		$
	150,000
	.....
	2024
	
43.31		$
	150,000
	.....
	2025
	
43.32 	(b) The base for fiscal year 2026 and later is $0.
44.1 		Subd. 21.Minnesota Council on Economic Education. (a) For a grant to the Minnesota 
44.2 	Council on Economic Education:

44.3		$
	200,000
	.....
	2024
	
44.4		$
	200,000
	.....
	2025
	
44.5 	(b) The grant must be used to:
44.6 	(1) provide professional development to kindergarten through grade 12 teachers 
44.7 	implementing state graduation standards in learning areas related to economic education; 
44.8 	and
44.9 	(2) support the direct-to-student ancillary economic and personal finance programs that 
44.10 	teachers supervise and coach.
44.11 	(c) By February 15 of each year following the receipt of a grant, the Minnesota Council 
44.12 	on Economic Education must report to the commissioner of education the number and type 
44.13 	of in-person and online teacher professional development opportunities provided by the 
44.14 	Minnesota Council on Economic Education or its affiliated state centers. The report must 
44.15 	include a description of the content, length, and location of the programs; the number of 
44.16 	preservice and licensed teachers receiving professional development through each of these 
44.17 	opportunities; and summaries of evaluations of teacher professional opportunities.
44.18 	(d) The Department of Education must pay the full amount of the grant to the Minnesota 
44.19 	Council on Economic Education by August 15 of each fiscal year for which the grant is 
44.20 	appropriated. The Minnesota Council on Economic Education must submit its fiscal reporting 
44.21 	in the form and manner specified by the commissioner. The commissioner may request 
44.22 	additional information as necessary.
44.23 	(e) Any balance in the first year does not cancel but is available in the second year.
44.24 	(f) The base for fiscal year 2026 and later is $0.
44.25 		Subd. 22.Minnesota Independence College and Community. (a) For transfer to the 
44.26 	Office of Higher Education for grants to Minnesota Independence College and Community 
44.27 	for tuition reduction and institutional support:

44.28		$
	625,000
	.....
	2024
	
44.29		$
	625,000
	.....
	2025
	
44.30 	(b) Any balance in the first year does not cancel but is available in the second year.
44.31 	(c) By January 15 of each year, Minnesota Independence College and Community must 
44.32 	submit a report detailing expenditures, activities, and outcomes to the commissioner and 
45.1 	the chairs and ranking minority members of the legislative committees with primary 
45.2 	jurisdiction over kindergarten through grade 12 education.
45.3 		Subd. 23.Minnesota math corps program. (a) For the Minnesota math corps program 
45.4 	under Minnesota Statutes, section 124D.42, subdivision 9:

45.5		$
	1,000,000
	.....
	2024
	
45.6		$
	1,000,000
	.....
	2025
	
45.7 	(b) Any balance in the first year does not cancel but is available in the second year.
45.8 	(c) The base for fiscal year 2026 and later is $500,000.
45.9 		Subd. 24.Minnesota Principals Academy. (a) For grants to the University of Minnesota 
45.10 	College of Education and Human Development for the operation of the Minnesota Principals 
45.11 	Academy:

45.12		$
	200,000
	.....
	2024
	
45.13		$
	200,000
	.....
	2025
	
45.14 	(b) Of these amounts, $50,000 must be used to pay the costs of attendance for principals 
45.15 	and school leaders from schools identified for intervention under the state's accountability 
45.16 	system as implemented to comply with the federal Every Student Succeeds Act. To the 
45.17 	extent funds are available, the Department of Education is encouraged to use up to $200,000 
45.18 	of federal Title II funds to support additional participation in the Principals Academy by 
45.19 	principals and school leaders from schools identified for intervention under the state's 
45.20 	accountability system as implemented to comply with the federal Every Student Succeeds 
45.21 	Act.
45.22 	(c) Any balance in the first year does not cancel but is available in the second year.
45.23 		Subd. 25.Museums and education centers. (a) For grants to museums and education 
45.24 	centers:

45.25		$
	1,241,000
	.....
	2024
	
45.26		$
	1,241,000
	.....
	2025
	
45.27 	(b) $500,000 each year is for the Minnesota Children's Museum.
45.28 	(c) $50,000 each year is for the Children's Museum of Rochester.
45.29 	(d) $41,000 each year is for the Minnesota Academy of Science.
45.30 	(e) $50,000 each year is for the Headwaters Science Center.
45.31 	(f) $100,000 each year is for The Bakken Museum, Minneapolis.
46.1 	(g) $50,000 each year is for The Works, Bloomington.
46.2 	(h) $50,000 each year is for the WonderTrek Children's Museum, Brainerd-Baxter.
46.3 	(i) $50,000 each year is for the Duluth Children's Museum, Duluth.
46.4 	(j) $50,000 each year is for the Otter Cove Children's Museum, Fergus Falls.
46.5 	(k) $50,000 each year is for the Children's Discovery Museum, Grand Rapids.
46.6 	(l) $50,000 each year is for the Wheel and Cog Children's Museum, Hutchinson.
46.7 	(m) $50,000 each year is for the Children's Museum of Southern Minnesota, Mankato.
46.8 	(n) $50,000 each year is for the Great River Children's Museum, St. Cloud.
46.9 	(o) $50,000 each year is for the Village Children's Museum, Willmar.
46.10 	(p) $50,000 each year is for the Children's Discovery Museum, Breckenridge.
46.11 	(q) A recipient of a grant under this subdivision must use the funds to encourage and 
46.12 	increase access for historically underserved communities.
46.13 	(r) Any balance in the first year does not cancel but is available in the second year.
46.14 	(s) The base for fiscal year 2026 and later is $1,741,000. Of this amount, $741,000 is 
46.15 	for the museums and amounts indicated in paragraphs (b) to (f), and $1,000,000 is for the 
46.16 	museums in paragraphs (g) to (q) in the amount of $100,000 per museum.
46.17 		Subd. 26.Native language revitalization grants to schools. (a) For grants to school 
46.18 	districts and charter schools to offer language instruction in Dakota and Anishinaabe 
46.19 	languages or another language indigenous to the United States or Canada:

46.20		$
	7,500,000
	.....
	2024
	
46.21		$
	7,500,000
	.....
	2025
	
46.22 	(b) Grant amounts are to be determined based upon the number of schools within a 
46.23 	district implementing language courses. Eligible expenses include costs for teachers, program 
46.24 	supplies, and curricular resources.
46.25 	(c) Up to five percent of the grant amount is available for grant administration and 
46.26 	monitoring.
46.27 	(d) Up to $300,000 each year is for administrative and programmatic capacity at the 
46.28 	Department of Education.
46.29 	(e) Any balance in the first year does not cancel but is available in the second year.
47.1 		Subd. 27.Online music instruction grant. (a) For a grant to MacPhail Center for Music 
47.2 	for the online music instruction program:

47.3		$
	300,000
	.....
	2024
	
47.4		$
	0
	.....
	2025
	
47.5 	(b) The MacPhail Center for Music must use the grant funds received under this 
47.6 	subdivision to:
47.7 	(1) partner with schools and early childhood centers to provide online music instruction 
47.8 	to students and children for the purpose of increasing student self-confidence, providing 
47.9 	students with a sense of community, and reducing individual stress. In applying for the 
47.10 	grant, MacPhail Center for Music must commit to providing at least a 30 percent match of 
47.11 	the funds allocated. MacPhail Center for Music must also include in the application the 
47.12 	measurable outcomes the applicant intends to accomplish with the grant funds;
47.13 	(2) partner with schools or early childhood centers that are designated Title I schools or 
47.14 	centers or are located in rural Minnesota, and may use the funds in consultation with the 
47.15 	music or early childhood educators in each school or early childhood center to provide 
47.16 	individual or small group music instruction, sectional ensembles or other group music 
47.17 	activities, music workshops, or early childhood music activities. At least half of the online 
47.18 	music programs must be in partnership with schools or early childhood centers located in 
47.19 	rural Minnesota. MacPhail Center for Music may use the funds awarded to supplement or 
47.20 	enhance an existing online music program within a school or early childhood center that 
47.21 	meets the criteria described in this clause; and
47.22 	(3) contract with a third-party entity to evaluate the success of the online music program. 
47.23 	The evaluation must include interviews with the music educators and students at the schools 
47.24 	and early childhood centers where an online music program was established. The results of 
47.25 	the evaluation must be submitted to the commissioner of education and to the chairs and 
47.26 	ranking minority members of the legislative committees with jurisdiction over education 
47.27 	policy and finance by December 15, 2026.
47.28 	(c) Any balance in the first year does not cancel but is available in the second year.
47.29 	(d) The base for fiscal year 2026 is $0.
47.30 		Subd. 28.P-TECH schools. (a) For P-TECH support grants under Minnesota Statutes, 
47.31 	section 124D.093, subdivision 5:

47.32		$
	791,000
	.....
	2024
	
47.33		$
	791,000
	.....
	2025
	
48.1 	(b) The amounts in this subdivision are for grants, including to a public-private 
48.2 	partnership that includes Independent School District No. 535, Rochester.
48.3 	(c) Any balance in the first year does not cancel but is available in the second year.
48.4 		Subd. 29.Pilot program to improve educational outcomes and accountability. (a) 
48.5 	For a grant to Pillsbury United Communities to collaborate with the Department of Education 
48.6 	to implement the pilot program to improve educational outcomes and accountability under 
48.7 	article 1, section 8.

48.8		$
	150,000
	.....
	2024
	
48.9		$
	150,000
	.....
	2025
	
48.10 	(b) Up to $30,000 of the appropriation amount in each fiscal year may be retained to 
48.11 	monitor and administer the program.
48.12 	(c) Any balance in the first year does not cancel but is available in the second year.
48.13 	(d) The base for fiscal year 2026 and later is $0.
48.14 		Subd. 30.Recovery program grants. (a) For recovery program grants under Minnesota 
48.15 	Statutes, section 124D.695:

48.16		$
	750,000
	.....
	2024
	
48.17		$
	750,000
	.....
	2025
	
48.18 	(b) Any balance in the first year does not cancel but is available in the second year.
48.19 		Subd. 31.Rural career and technical education consortium. (a) For rural career and 
48.20 	technical education consortium grants:

48.21		$
	3,000,000
	.....
	2024
	
48.22		$
	3,000,000
	.....
	2025
	
48.23 	(b) Any balance in the first year does not cancel but is available in the second year.
48.24 		Subd. 32.ServeMinnesota program. (a) For funding ServeMinnesota programs under 
48.25 	Minnesota Statutes, sections 124D.37 to 124D.45:

48.26		$
	900,000
	.....
	2024
	
48.27		$
	900,000
	.....
	2025
	
48.28 	(b) A grantee organization may provide health and child care coverage to the dependents 
48.29 	of each participant enrolled in a full-time ServeMinnesota program to the extent such 
48.30 	coverage is not otherwise available.
48.31 	(c) Any balance in the first year does not cancel but is available in the second year.
49.1 		Subd. 33.Starbase MN. (a) For a grant to Starbase MN for a rigorous science, 
49.2 	technology, engineering, and math program providing students in grades 4 through 6 with 
49.3 	a multisensory learning experience and a hands-on curriculum in an aerospace environment 
49.4 	using state-of-the-art technology:

49.5		$
	500,000
	.....
	2024
	
49.6		$
	500,000
	.....
	2025
	
49.7 	(b) Any balance in the first year does not cancel but is available in the second year.
49.8 		Subd. 34.Statewide testing and reporting system. (a) For the statewide testing and 
49.9 	reporting system under Minnesota Statutes, section 120B.30:

49.10		$
	10,892,000
	.....
	2024
	
49.11		$
	10,892,000
	.....
	2025
	
49.12 	(b) Any balance in the first year does not cancel but is available in the second year.
49.13 		Subd. 35.Student organizations. (a) For student organizations:

49.14		$
	868,000
	.....
	2024
	
49.15		$
	868,000
	.....
	2025
	
49.16 	(b) $53,000 each year is for student organizations serving health occupations (HOSA).
49.17 	(c) $100,000 each year is for student organizations serving trade and industry occupations 
49.18 	(Skills USA, secondary and postsecondary).
49.19 	(d) $104,000 each year is for student organizations serving business occupations (BPA, 
49.20 	secondary and postsecondary).
49.21 	(e) $234,000 each year is for student organizations serving agriculture occupations (FFA, 
49.22 	PAS).
49.23 	(f) $185,000 each year is for student organizations serving family and consumer science 
49.24 	occupations (FCCLA). Notwithstanding Minnesota Rules, part 3505.1000, subparts 28 and 
49.25 	31, the student organizations serving FCCLA shall continue to serve students in grade 9 
49.26 	and below.
49.27 	(g) $138,000 each year is for student organizations serving marketing occupations (DECA 
49.28 	and DECA collegiate).
49.29 	(h) $54,000 each year is for the Minnesota Foundation for Student Organizations.
49.30 	(i) Any balance in the first year does not cancel but is available in the second year.
49.31 	(j) The base for fiscal year 2026 and later is $768,000. Of this amount:
50.1 	(1) $46,000 each year is for student organizations serving health occupations (HOSA);
50.2 	(2) $100,000 each year is for student organizations serving trade and industry occupations 
50.3 	(Skills USA, secondary and postsecondary);
50.4 	(3) $95,000 each year is for student organizations serving business occupations (BPA, 
50.5 	secondary and postsecondary);
50.6 	(4) $193,000 each year is for student organizations serving agriculture occupations (FFA, 
50.7 	PAS);
50.8 	(5) $185,000 each year is for student organizations serving family and consumer science 
50.9 	occupations (FCCLA). Notwithstanding Minnesota Rules, part 3505.1000, subparts 28 and 
50.10 	31, the student organizations serving FCCLA shall continue to serve students in grade 9 
50.11 	and below;
50.12 	(6) $109,000 each year is for student organizations serving marketing occupations (DECA 
50.13 	and DECA collegiate); and
50.14 	(7) $40,000 each year is for the Minnesota Foundation for Student Organizations.
50.15 		Subd. 36.Tribal contract school aid. (a) For Tribal contract school aid under Minnesota 
50.16 	Statutes, section 124D.83:

50.17		$
	2,585,000
	.....
	2024
	
50.18		$
	2,961,000
	.....
	2025
	
50.19 	(b) The 2024 appropriation includes $255,000 for 2023 and $2,330,000 for 2024.
50.20 	(c) The 2025 appropriation includes $258,000 for 2024 and $2,703,000 for 2025.
50.21 		Subd. 37.Walkabouts program. (a) For a grant to the regional centers of excellence 
50.22 	to provide an evidence-based, standards-aligned, kinesthetic learning platform using physical 
50.23 	activity to teach math, English, language arts, and literacy standards for prekindergarten 
50.24 	through grade 5 to improve academic performance and social-emotional learning:

50.25		$
	250,000
	.....
	2024
	
50.26		$
	250,000
	.....
	2025
	
50.27 	(b) The regional centers of excellence must provide the ActivEd Walkabouts program 
50.28 	at no cost to schools. A school must apply for participation in the program in the form and 
50.29 	manner determined by the regional centers of excellence. To the extent practicable, the 
50.30 	regional centers of excellence must select schools that are identified for support under the 
50.31 	state accountability system and that are geographically distributed equitably throughout the 
50.32 	state.
51.1 	(c) The base for fiscal year 2026 and later is $0.

51.2 	ARTICLE 3
51.3 	READ ACT

51.4 	Section 1. Minnesota Statutes 2022, section 120B.11, subdivision 1, is amended to read:
51.5 		Subdivision 1.Definitions. For the purposes of this section and section 120B.10, the 
51.6 	following terms have the meanings given them.
51.7 	(a) "Instruction" means methods of providing learning experiences that enable a student 
51.8 	to meet state and district academic standards and graduation requirements including applied 
51.9 	and experiential learning.
51.10 	(b) "Curriculum" means district or school adopted programs and written plans for 
51.11 	providing students with learning experiences that lead to expected knowledge and skills 
51.12 	and career and college readiness.
51.13 	(c) "World's best workforce" means striving to: meet school readiness goals; have all 
51.14 	third grade students achieve grade-level literacy; close the academic achievement gap among 
51.15 	all racial and ethnic groups of students and between students living in poverty and students 
51.16 	not living in poverty; have all students attain career and college readiness before graduating 
51.17 	from high school; and have all students graduate from high school.
51.18 	(d) "Experiential learning" means learning for students that includes career exploration 
51.19 	through a specific class or course or through work-based experiences such as job shadowing, 
51.20 	mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative 
51.21 	work experience, youth apprenticeship, or employment.

51.22 	Sec. 2. Minnesota Statutes 2022, section 120B.11, subdivision 2, is amended to read:
51.23 		Subd. 2.Adopting plans and budgets. (a) A school board, at a public meeting, shall 
51.24 	adopt a comprehensive, long-term strategic plan to support and improve teaching and 
51.25 	learning that is aligned with creating the world's best workforce and includes:
51.26 	(1) clearly defined district and school site goals and benchmarks for instruction and 
51.27 	student achievement for all student subgroups identified in section 120B.35, subdivision 3, 
51.28 	paragraph (b), clause (2);
51.29 	(2) a process to assess and evaluate each student's progress toward meeting state and 
51.30 	local academic standards, assess and identify students to participate in gifted and talented 
51.31 	programs and accelerate their instruction, and adopt early-admission procedures consistent 
52.1 	with section 120B.15, and identifying the strengths and weaknesses of instruction in pursuit 
52.2 	of student and school success and curriculum affecting students' progress and growth toward 
52.3 	career and college readiness and leading to the world's best workforce;
52.4 	(3) a system to periodically review and evaluate the effectiveness of all instruction and 
52.5 	curriculum, taking into account strategies and best practices, student outcomes, school 
52.6 	principal evaluations under section 123B.147, subdivision 3, students' access to effective 
52.7 	teachers who are members of populations underrepresented among the licensed teachers in 
52.8 	the district or school and who reflect the diversity of enrolled students under section 120B.35, 
52.9 	subdivision 3, paragraph (b), clause (2), and teacher evaluations under section 122A.40, 
52.10 	subdivision 8, or 122A.41, subdivision 5;
52.11 	(4) strategies for improving instruction, curriculum, and student achievement, including 
52.12 	the English and, where practicable, the native language development and the academic 
52.13 	achievement of English learners;
52.14 	(5) a process to examine the equitable distribution of teachers and strategies to ensure 
52.15 	low-income and minority children are not taught at higher rates than other children by 
52.16 	inexperienced, ineffective, or out-of-field teachers;
52.17 	(6) education effectiveness practices that integrate high-quality instruction, rigorous 
52.18 	curriculum, technology, and a collaborative professional culture that develops and supports 
52.19 	teacher quality, performance, and effectiveness; and
52.20 	(7) an annual budget for continuing to implement the district plan.
52.21 	(b) A school district is not required to include information regarding literacy in a plan 
52.22 	or report required under this section, except with regard to the academic achievement of 
52.23 	English learners.

52.24 	Sec. 3. [120B.1119] TITLE; THE READ ACT.
52.25 	Sections 120B.12 to 120B.124 may be cited as the "Reading to Ensure Academic 
52.26 	Development Act" or the "Read Act."

52.27 	Sec. 4. Minnesota Statutes 2022, section 120B.12, is amended to read:
52.28 	120B.12 READING PROFICIENTLY NO LATER THAN THE END OF GRADE 
52.29 	3 READ ACT GOAL AND INTERVENTIONS.
52.30 		Subdivision 1.Literacy goal. (a) The legislature seeks to have every child reading at 
52.31 	or above grade level no later than the end of grade 3, every year, beginning in kindergarten,
53.1 	including English multilingual learners, and that teachers provide comprehensive, 
53.2 	scientifically basedand students receiving special education services. School leaders and 
53.3 	educators must provide evidence-based reading instruction consistent with section 122A.06, 
53.4 	subdivision 4 through a focus on student mastery of the foundational reading skills of 
53.5 	phonemic awareness, phonics, and fluency, as well as the development of oral language, 
53.6 	vocabulary, and reading comprehension skills. Students must receive evidence-based 
53.7 	instruction that is proven to effectively teach children to read, consistent with sections 
53.8 	120B.12 to 120B.124.
53.9 	(b) To meet this goal, each school district must provide teachers and instructional support 
53.10 	staff with responsibility for teaching reading with training on evidence-based reading 
53.11 	instruction that is approved by the Department of Education and CAREI. By 2025, a district 
53.12 	must provide the training to intervention teachers working with students in kindergarten 
53.13 	through grade 12, special education teachers, curriculum directors, instructional support 
53.14 	staff who provide reading instruction, and any staff who selects literacy instructional materials 
53.15 	for a district. By 2027, a district must provide the training to all classroom teachers of 
53.16 	students in a prekindergarten program, and in kindergarten through grade 3. The 
53.17 	commissioner may grant a district an extension to the deadlines in this paragraph.
53.18 	(c) Districts are strongly encouraged to adopt a MTSS framework. The framework should 
53.19 	include a process for monitoring student progress, evaluating program fidelity, and analyzing 
53.20 	student outcomes and needs in order to design and implement ongoing evidenced-based 
53.21 	instruction and interventions.
53.22 		Subd. 2.Identification; report. (a) Each school district must identify before the end of
53.23 	Twice per year, each school district must screen every student enrolled in kindergarten, 
53.24 	grade 1, and grade 2 all students who are not reading at grade level, and grade 3 using a 
53.25 	screening tool approved by the Department of Education. Students identified as not reading 
53.26 	at grade level by the end of kindergarten, grade 1, and grade 2, and grade 3, including 
53.27 	multilingual learners and students receiving special education services, must be universally 
53.28 	screened, in a locally determined manner for mastery of foundational reading skills, including 
53.29 	phonemic awareness, phonics, decoding, fluency, oral language, and for characteristics of 
53.30 	dyslexia as measured by a screening tool approved by the Department of Education. The 
53.31 	screening for characteristics of dyslexia may be integrated with universal screening for 
53.32 	mastery of foundational skills and oral language. A district must submit data on student 
53.33 	performance in kindergarten, grade 1, grade 2, and grade 3 on foundational reading skills, 
53.34 	including phonemic awareness, phonics, decoding, fluency, and oral language to the 
53.35 	Department of Education in the annual local literacy plan.
54.1 	(b) Students in grade 3 or higher who demonstrate a reading difficulty to a classroom 
54.2 	teacher grades 4 and above, including multilingual learners and students receiving special 
54.3 	education services, who do not demonstrate mastery of foundational reading skills, including 
54.4 	phonemic awareness, phonics, decoding, fluency, and oral language, must be screened, in 
54.5 	a locally determined manner, using a screening tool approved by the Department of Education
54.6 	for characteristics of dyslexia, unless a different reason for the reading difficulty has been 
54.7 	identified, and must continue to receive evidence-based instruction, interventions, and 
54.8 	progress monitoring until the student achieves grade-level proficiency.
54.9 	(c) Reading assessments screeners in English, and in the predominant languages of 
54.10 	district students where practicable, must identify and evaluate students' areas of academic 
54.11 	need related to literacy. The district also must monitor the progress and provide reading 
54.12 	instruction appropriate to the specific needs of English multilingual learners. The district 
54.13 	must use a locally adopted, developmentally appropriate, and culturally responsive assessment
54.14 	screener and annually report summary assessment screener results to the commissioner by 
54.15 	July 1.
54.16 	(d) The district also must annually report to the commissioner by July 1 include in its 
54.17 	literacy plan under subdivision 4a, a summary of the district's efforts to screen and, identify, 
54.18 	and provide interventions to students who demonstrate characteristics of dyslexia using as 
54.19 	measured by a screening tools such as those recommended by the department's dyslexia 
54.20 	specialist tool approved by the Department of Education. Districts are strongly encouraged 
54.21 	to use the MTSS framework. With respect to students screened or identified under paragraph 
54.22 	(a), the report must include:
54.23 	(1) a summary of the district's efforts to screen for dyslexia;
54.24 	(2) the number of students universally screened for that reporting year; and
54.25 	(3) the number of students demonstrating characteristics of dyslexia for that year.; and
54.26 	(e) A student (4) an explanation of how students identified under this subdivision must 
54.27 	be are provided with alternate instruction and interventions under section 125A.56, 
54.28 	subdivision 1.
54.29 		Subd. 2a.Parent notification and involvement. Schools, at least annually, must give 
54.30 	the parent of each student who is not reading at or above grade level timely information 
54.31 	about:
54.32 	(1) the student's reading proficiency as measured by a locally adopted assessment screener 
54.33 	approved by the Department of Education;
55.1 	(2) reading-related services currently being provided to the student and the student's 
55.2 	progress; and
55.3 	(3) strategies for parents to use at home in helping their student succeed in becoming 
55.4 	grade-level proficient in reading in English and in their native language.
55.5 	A district may not use this section to deny a student's right to a special education 
55.6 	evaluation.
55.7 		Subd. 3.Intervention. (a) For each student identified under subdivision 2, the district 
55.8 	shall provide reading intervention to accelerate student growth and reach the goal of reading 
55.9 	at or above grade level by the end of the current grade and school year. A district is 
55.10 	encouraged to provide reading intervention through a MTSS framework. If a student does 
55.11 	not read at or above grade level by the end of grade 3 the current school year, the district 
55.12 	must continue to provide reading intervention until the student reads at grade level. District 
55.13 	intervention methods shall encourage family engagement and, where possible, collaboration 
55.14 	with appropriate school and community programs. Intervention methods that specialize in 
55.15 	evidence-based instructional practices and measure mastery of foundational reading skills, 
55.16 	including phonemic awareness, phonics, decoding, fluency, and oral language. Intervention
55.17 	may include, but are is not limited to, requiring student attendance in summer school, 
55.18 	intensified reading instruction that may require that the student be removed from the regular 
55.19 	classroom for part of the school day, extended-day programs, or programs that strengthen 
55.20 	students' cultural connections.
55.21 	(b) A school district or charter school is strongly encouraged to provide a personal 
55.22 	learning plan for a student who is unable to demonstrate grade-level proficiency, as measured 
55.23 	by the statewide reading assessment in grade 3 or a screener identified by the Department 
55.24 	of Education under section 120B.123. The district or charter school must determine the 
55.25 	format of the personal learning plan in collaboration with the student's educators and other 
55.26 	appropriate professionals. The school must develop the learning plan in consultation with 
55.27 	the student's parent or guardian. The personal learning plan must include targeted instruction 
55.28 	and ongoing progress monitoring of the student's progress, and address knowledge gaps 
55.29 	and skill deficiencies through strategies such as specific exercises and practices during and 
55.30 	outside of the regular school day, group interventions, periodic assessments or screeners, 
55.31 	and reasonable timelines. The personal learning plan may include grade retention, if it is in 
55.32 	the student's best interest; a student may not be retained solely due to delays in literacy or 
55.33 	not demonstrating grade-level proficiency. A school must maintain and regularly update 
55.34 	and modify the personal learning plan until the student reads at grade level. This paragraph 
55.35 	does not apply to a student under an individualized education program.
56.1 		Subd. 4.Staff development. (a) A district must provide training that is evidence-based 
56.2 	to teachers and instructional staff in accordance with subdivision 1, paragraph (b). The 
56.3 	training must include teaching in the areas of phonemic awareness, phonics, vocabulary 
56.4 	development, reading fluency, reading comprehension, and culturally and linguistically 
56.5 	responsive pedagogy.
56.6 	(b) Each district shall use the data under subdivision 2 to identify the staff development 
56.7 	needs so that:
56.8 	(1) elementary teachers are able to implement comprehensive, scientifically based reading 
56.9 	and oral language explicit, systematic, evidence-based instruction on foundational reading 
56.10 	skills in the five reading areas of phonemic awareness, phonics, fluency, vocabulary, and 
56.11 	comprehension as defined in section 122A.06, subdivision 4,120B.121 and other 
56.12 	literacy-related areas including writing until the student achieves grade-level reading and 
56.13 	writing proficiency;
56.14 	(2) elementary teachers have sufficient training to provide comprehensive, scientifically 
56.15 	based reading school students with evidence-based reading and oral language instruction 
56.16 	that meets students' developmental, linguistic, and literacy needs using the intervention 
56.17 	methods or programs selected by the district for the identified students;
56.18 	(3) licensed teachers employed by the district have regular opportunities to improve 
56.19 	reading and writing instruction;
56.20 	(4) licensed teachers recognize students' diverse needs in cross-cultural settings and are 
56.21 	able to serve the oral language and linguistic needs of students who are English multilingual
56.22 	learners by maximizing strengths in their native languages in order to cultivate students' 
56.23 	English language development, including oral academic language development, and build 
56.24 	academic literacy; and
56.25 	(5) licensed teachers are well trained in culturally responsive pedagogy that enables 
56.26 	students to master content, develop skills to access content, and build relationships.
56.27 	(c) A district must provide staff in early childhood programs sufficient training to provide 
56.28 	children in early childhood programs with explicit, systematic instruction in phonological 
56.29 	and phonemic awareness; oral language, including listening comprehension; vocabulary; 
56.30 	and letter-sound correspondence.
56.31 		Subd. 4a.Local literacy plan. (a) Consistent with this section, a school district must 
56.32 	adopt a local literacy plan to have every child reading at or above grade level no later than 
56.33 	the end ofin kindergarten through grade 3, including English learners multilingual learners 
57.1 	and students receiving special education services, demonstrate mastery of foundational 
57.2 	literacy skills and read proficiently, at or above grade level, at every grade. The plan must 
57.3 	be updated by August 1 each year. The plan must be consistent with section 122A.06, 
57.4 	subdivision 4 the Read Act, and include the following:
57.5 	(1) a process to assess students' level of reading proficiency and data to support the 
57.6 	effectiveness of an assessment used to screen and identify a student's level of reading 
57.7 	proficiency the screeners used, by school site and grade level, under section 120B.123;
57.8 	(2) a process to notify and involve parents;
57.9 	(3) a description of how schools in the district will determine the proper targeted reading 
57.10 	instruction that is evidence-based and includes an intervention strategy for a student and 
57.11 	the process for intensifying or modifying the reading strategy in order to obtain measurable 
57.12 	reading progress;
57.13 	(4) evidence-based intervention methods for students who are not reading at or above 
57.14 	grade level and progress monitoring to provide information on the effectiveness of the 
57.15 	intervention; and
57.16 	(5) identification of staff development needs, including a program to meet those needs.;
57.17 	(6) the literacy curriculum used by school site and grade level;
57.18 	(7) a statement of whether the district has adopted a MTSS framework; and
57.19 	(8) student data using the measures of foundational literacy skills and mastery identified 
57.20 	by the Department of Education and CAREI.
57.21 	(b) The district must post its literacy plan on the official school district website and 
57.22 	submit it to the commissioner of education using the template developed by the commissioner 
57.23 	of education once it is available.
57.24 	(c) By March 1, 2024, the commissioner of education must develop a streamlined template 
57.25 	for local literacy plans that meets the requirements of this subdivision and requires all 
57.26 	reading instruction and teacher training in reading instruction to be evidence-based. The 
57.27 	template must require a district to report information using the student categories required 
57.28 	in the commissioner's report under paragraph (d). The template must focus district resources 
57.29 	on improving students' foundational reading skills while reducing paperwork requirements 
57.30 	for teachers.
57.31 	(d) By December 1, 2025, the commissioner of education must submit a report to the 
57.32 	legislative committees with jurisdiction over prekindergarten through grade 12 education 
58.1 	summarizing the local literacy plans submitted to the commissioner. The summary must 
58.2 	include the following information:
58.3 	(1) the number of teachers and other staff that have completed training approved by the 
58.4 	Department of Education;
58.5 	(2) by school site and grade, the screeners used at the beginning and end of the school 
58.6 	year and the reading curriculum used; and
58.7 	(3) by school site and grade, using the measurements of foundational literacy skills and 
58.8 	mastery identified by the department and CAREI, both aggregated data and disaggregated 
58.9 	data using the student categories under section 120B.35, subdivision 3, paragraph (a), clause 
58.10 	(2).
58.11 		Subd. 5.Commissioner Approved screeners. The commissioner shall must recommend 
58.12 	to districts multiple assessment screening tools to assist districts and teachers with identifying 
58.13 	students under subdivision 2 and to assess students' reading proficiency. The commissioner 
58.14 	must identify screeners that may be used for both purposes. The commissioner shall must
58.15 	also make available examples of nationally recognized and research-based evidence-based
58.16 	instructional methods or programs to districts to provide comprehensive, scientifically based
58.17 	evidence-based reading instruction and intervention under this section.

58.18 	Sec. 5. [120B.121] READ ACT DEFINITIONS.
58.19 		Subdivision 1.Read Act. For purposes of sections 120B.12 to 120B.124, the following 
58.20 	terms have the meanings given.
58.21 		Subd. 2.CAREI. "CAREI" means the Center for Applied Research and Educational 
58.22 	Improvement at the University of Minnesota.
58.23 		Subd. 3.District. "District" means a school district, charter school, or cooperative unit 
58.24 	as defined in section 123A.24, subdivision 2.
58.25 		Subd. 4.Evidence-based. "Evidence-based" means the instruction or item described is 
58.26 	based on reliable, trustworthy, and valid evidence and has demonstrated a record of success 
58.27 	in increasing students' reading competency in the areas of phonemic awareness, phonics, 
58.28 	vocabulary development, reading fluency, and reading comprehension. Evidence-based 
58.29 	literacy instruction is explicit, systematic, evidence-based reading instruction that includes 
58.30 	the acquisition of language, phonological and phonemic awareness, phonics and decoding, 
58.31 	spelling, fluency, vocabulary, oral language, and comprehension that can be differentiated 
58.32 	to meet the needs of individual students. Evidence-based instruction does not include the 
58.33 	three-cueing system, as defined in subdivision 17.
59.1 		Subd. 5.Fluency. "Fluency" means the ability of students to read text accurately, 
59.2 	automatically, and with proper expression.
59.3 		Subd. 6.Foundational reading skills. "Foundational reading skills" includes 
59.4 	phonological and phonemic awareness, phonics and decoding, and fluency. Foundational 
59.5 	reading skills appropriate to each grade level must be mastered in kindergarten, grade 1, 
59.6 	grade 2, and grade 3. Struggling readers in grades 4 and above who do not demonstrate 
59.7 	mastery of grade-level foundational reading skills must continue to receive explicit, 
59.8 	systematic instruction to reach mastery.
59.9 		Subd. 7.Literacy specialist. "Literacy specialist" means a person licensed by the 
59.10 	Professional Educator Licensing and Standards Board as a teacher of reading, a special 
59.11 	education teacher, or a kindergarten through grade 6 teacher, who has completed professional 
59.12 	development approved by the Department of Education in structured literacy.
59.13 		Subd. 8.Literacy lead. "Literacy lead" means a literacy specialist with expertise in 
59.14 	working with educators as adult learners. A district literacy lead must support the district's 
59.15 	implementation of the Read Act; provide school-based coaching; support the implementation 
59.16 	of structured literacy, interventions, curriculum delivery, and teacher training; assist with 
59.17 	the development of personal learning plans; and train paraprofessionals and other support 
59.18 	staff to support classroom literacy instruction. A literacy lead may be employed by one 
59.19 	district, jointly by two or more districts, or may provide services to districts through a 
59.20 	partnership with the Regional Centers of Excellence or another district.
59.21 		Subd. 9.MTSS. "Multitiered system of support" or "MTSS" means a systemic, continuous 
59.22 	improvement framework for ensuring positive social, emotional, behavioral, developmental, 
59.23 	and academic outcomes for every student. The MTSS framework provides access to layered 
59.24 	tiers of culturally and linguistically responsive, evidence-based practices and relies on the 
59.25 	understanding and belief that every student can learn and thrive. Through a MTSS at the 
59.26 	core (Tier 1), supplemental (Tier 2), and intensive (Tier 3) levels, educators provide high 
59.27 	quality, evidence-based instruction and intervention that is matched to a student's needs; 
59.28 	progress is monitored to inform instruction and set goals and data is used for educational 
59.29 	decision making.
59.30 		Subd. 10.Oral language. "Oral language," also called "spoken language," includes 
59.31 	speaking and listening, and consists of five components, including phonology, morphology, 
59.32 	syntax, semantics, and pragmatics.
59.33 		Subd. 11.Phonemic awareness. "Phonemic awareness" means the ability to notice, 
59.34 	think about, and manipulate individual sounds in spoken syllables and words.
60.1 		Subd. 12.Phonics instruction. "Phonics instruction" means the explicit, systematic, 
60.2 	and direct instruction of the relationships between letters and the sounds they represent and 
60.3 	the application of this knowledge in reading and spelling.
60.4 		Subd. 13.Progress monitoring. "Progress monitoring" means using data collected to 
60.5 	inform whether interventions are working. Progress monitoring involves ongoing monitoring 
60.6 	of progress that quantifies rates of improvement and informs instructional practice and the 
60.7 	development of individualized programs using state-approved screening that is reliable and 
60.8 	valid for the intended purpose.
60.9 		Subd. 14.Reading comprehension. "Reading comprehension" means a function of 
60.10 	word recognition skills, which includes phonemic awareness and language comprehension 
60.11 	skills.
60.12 		Subd. 15.Structured literacy. "Structured literacy" means an approach to reading 
60.13 	instruction in which teachers carefully structure important literacy skills, concepts, and the 
60.14 	sequence of instruction to facilitate children's literacy learning and progress. Structured 
60.15 	literacy is characterized by the provision of systematic, explicit, sequential, and diagnostic 
60.16 	instruction in phonemic awareness, phonics, fluency, vocabulary and oral language 
60.17 	development, and reading comprehension.
60.18 		Subd. 16.Three-cueing system. "Three-cueing system," also known as "meaning 
60.19 	structure visual (MSV)," means a method that teaches students to use meaning, structure 
60.20 	and syntax, and visual cues when attempting to read an unknown word.
60.21 		Subd. 17.Vocabulary development. "Vocabulary development" means the process of 
60.22 	acquiring new words. A robust vocabulary improves all areas of communication: listening, 
60.23 	speaking, reading, and writing. Vocabulary growth is directly related to school achievement 
60.24 	and is a strong predictor for reading success.

60.25 	Sec. 6. Minnesota Statutes 2022, section 120B.122, subdivision 1, is amended to read:
60.26 		Subdivision 1.Purpose. The department must employ a dyslexia specialist to provide 
60.27 	technical assistance for dyslexia and related disorders and to serve as the primary source of 
60.28 	information and support for schools in addressing the needs of students with dyslexia and 
60.29 	related disorders. The dyslexia specialist shall also act to increase professional awareness 
60.30 	and instructional competencies to meet the educational needs of students with dyslexia or 
60.31 	identified with risk characteristics associated with dyslexia and shall develop implementation 
60.32 	guidance and make recommendations to the commissioner consistent with section 122A.06, 
60.33 	subdivision 4 sections 120B.12 to 120B.124, to be used to assist general education teachers 
61.1 	and special education teachers to recognize educational needs and to improve literacy 
61.2 	outcomes for students with dyslexia or identified with risk characteristics associated with 
61.3 	dyslexia, including recommendations related to increasing the availability of online and 
61.4 	asynchronous professional development programs and materials.

61.5 	Sec. 7. [120B.123] READ ACT IMPLEMENTATION.
61.6 		Subdivision 1.Screeners. A district must administer a reading screener to students in 
61.7 	kindergarten through grade 3 within the first six weeks of the school year, and again within 
61.8 	the last six weeks of the school year. The screener must be one of the screening tools 
61.9 	identified by the Department of Education.
61.10 		Subd. 2.Progress monitoring. For a student not reading at grade level, a district is 
61.11 	strongly encouraged to develop an intervention plan that meets the requirements of section 
61.12 	120B.12, subdivision 3. A district may use screening tools to monitor students' progress.
61.13 		Subd. 3.Curriculum. A district must use evidence-based curriculum at each grade level 
61.14 	that is designed around teaching the foundational reading skills of phonemic awareness, 
61.15 	phonics, vocabulary development, reading fluency, and reading comprehension.
61.16 		Subd. 4.MTSS Framework. A district is encouraged to use a data-based decision-making 
61.17 	process within the MTSS framework to determine the evidence-based core reading instruction 
61.18 	and Tier 2 or Tier 3 intervention required to meet a student's identified needs.
61.19 		Subd. 5.Professional development. (a) A district must provide training that is 
61.20 	evidence-based to all reading intervention teachers and literacy specialists by July 1, 2025; 
61.21 	and by June 15, 2027, to other teachers in the district, prioritizing elementary school 
61.22 	classroom teachers, teachers who work with students with disabilities, English learners, and 
61.23 	students who qualify for the graduation incentives program under section 124D.68. The 
61.24 	commissioner of education may grant a district an extension to the deadlines in this 
61.25 	paragraph.
61.26 	(b) The training must prepare teachers to provide:
61.27 	(1) elementary school students with explicit, systematic instruction in the five reading 
61.28 	areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension as defined 
61.29 	in section 120B.121 and other literacy-related areas, including writing and oral language, 
61.30 	until the student achieves grade-level reading and writing proficiency; and
61.31 	(2) children in early childhood programs with explicit, systematic instruction in 
61.32 	phonological and phonemic awareness; oral language, including listening comprehension; 
61.33 	vocabulary; and letter-sound correspondence.
62.1 	(c) The training must include teaching in the areas of phonemic awareness, phonics, 
62.2 	vocabulary development, reading fluency, reading comprehension, and culturally and 
62.3 	linguistically responsive pedagogy.
62.4 		Subd. 6.Literacy lead. (a) By August 30, 2025, a district must employ or contract with 
62.5 	a literacy lead, or be actively supporting a designated literacy specialist through the process 
62.6 	of becoming a literacy lead. A board may satisfy the requirements of this subdivision by 
62.7 	contracting with another school board or cooperative unit under section 123A.24 for the 
62.8 	services of a literacy lead by August 30, 2025. A district may use Read Act funding to pay 
62.9 	for training, substitute teachers to allow teachers time to attend trainings, and incentives for 
62.10 	teachers that complete the training.
62.11 	(b) A district literacy lead must collaborate with district administrators and staff to 
62.12 	support the district's implementation of requirements under the Read Act.
62.13 		Subd. 7.Department of Education. (a) By July 1, 2023, the department must make 
62.14 	available to districts a list of approved evidence-based screeners in accordance with section 
62.15 	120B.12. A district must use an approved screener to assess students' mastery of foundational 
62.16 	reading skills in accordance with section 120B.12.
62.17 	(b) The Department of Education must partner with CAREI as required under section 
62.18 	120B.124 to approve literacy curricula. A district is not required to use an approved 
62.19 	curriculum, unless the curriculum was purchased with state grant funds that require a 
62.20 	curriculum to be selected from a list of approved curricula.
62.21 	(c) The Department of Education must partner with CAREI as required under section 
62.22 	120B.124 to approve professional development programs, subject to final determination by 
62.23 	the department. After the implementation partnership under section 120B.124 ends, the 
62.24 	department must continue to regularly provide districts with information about professional 
62.25 	development opportunities available throughout the state on reading instruction that is 
62.26 	evidence-based.
62.27 	(d) The department must identify training required for a literacy specialist position under 
62.28 	this section.
62.29 	(e) The department must employ a literacy specialist to provide support to districts 
62.30 	implementing the Read Act and coordinate duties assigned to the department under the 
62.31 	Read Act. The literacy specialist must work on state efforts to improve literacy tracking 
62.32 	and implementation.
63.1 	(f) The department must develop a template for a local literacy plan in accordance with 
63.2 	section 120B.12, subdivision 4a.

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

63.4 	Sec. 8. [120B.124] READ ACT IMPLEMENTATION PARTNERSHIP.
63.5 		Subdivision 1.Resources. The Department of Education must partner with CAREI for 
63.6 	two years beginning June 1, 2023, until August 30, 2025, to support implementation of the 
63.7 	Read Act. The department and CAREI must jointly:
63.8 	(1) identify at least five literacy curricula and supporting materials that are evidence-based 
63.9 	or focused on structured literacy by July 15, 2023, and post a list of the curricula on the 
63.10 	department website. The list must include curricula that use culturally and linguistically 
63.11 	responsive materials that reflect diverse populations;
63.12 	(2) identify at least three professional development programs that focus on the five pillars 
63.13 	of literacy and the components of structured literacy by July 15, 2023, and post a list of the 
63.14 	programs on the department website. The programs may include a program offered by 
63.15 	CAREI;
63.16 	(3) identify evidence-based literacy intervention materials for students in kindergarten 
63.17 	through grade 12;
63.18 	(4) develop an evidence-based literacy lead training program that trains literacy specialists 
63.19 	throughout Minnesota to support schools' efforts in screening, measuring growth, monitoring 
63.20 	progress, and implementing interventions in accordance with subdivision 1;
63.21 	(5) identify measures of foundational literacy skills and mastery that a district must 
63.22 	report on a local literacy plan;
63.23 	(6) provide guidance to districts about best practices in literacy instruction, and practices 
63.24 	that are not evidence-based;
63.25 	(7) develop MTSS model plans that districts may adopt to support efforts to screen, 
63.26 	identify, intervene, and monitor the progress of students not reading at grade level; and
63.27 	(8) ensure that teacher professional development options and MTSS framework trainings 
63.28 	are geographically equitable by supporting trainings through the regional service 
63.29 	cooperatives.
63.30 		Subd. 2.Reconsideration. The department and CAREI must provide districts an 
63.31 	opportunity to request that the department and CAREI add to the list of curricula or 
63.32 	professional development programs a specific curriculum or professional development 
64.1 	program. The department must publish the request for reconsideration procedure on the 
64.2 	department website. A request for reconsideration must demonstrate that the curriculum or 
64.3 	professional development program meets the requirements of the Read Act, is 
64.4 	evidence-based, and has structured literacy components; or that the screener accurately 
64.5 	measures literacy growth, monitors progress, and accurately assesses effective reading, 
64.6 	including phonemic awareness, phonics, fluency, vocabulary, and comprehension. The 
64.7 	department and CAREI must review the request for reconsideration, consult with the Read 
64.8 	Act Implementation Advisory Council regarding the request, and approve or deny the request 
64.9 	within 60 days.
64.10 		Subd. 3.Support. The department and CAREI must support district efforts to implement 
64.11 	the Read Act by:
64.12 	(1) issuing guidance for teachers on implementing curriculum that is evidence-based, 
64.13 	or focused on structured literacy;
64.14 	(2) providing teachers accessible options for evidence-based professional development 
64.15 	focused on structured literacy;
64.16 	(3) providing districts with guidance on adapting MTSS; and
64.17 	(4) providing districts with literacy implementation guidance and support.

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

64.19 	Sec. 9. Minnesota Statutes 2022, section 122A.092, subdivision 5, is amended to read:
64.20 		Subd. 5.Reading strategies. (a) A teacher preparation provider approved by the 
64.21 	Professional Educator Licensing and Standards Board to prepare persons for classroom 
64.22 	teacher licensure must include in its teacher preparation programs research-based
64.23 	evidence-based best practices in reading, consistent with section 122A.06, subdivision 4
64.24 	sections 120B.12 to 120B.124, that enable the licensure candidate to teach reading in the 
64.25 	candidate's content areas. Teacher candidates must be instructed in using students' native 
64.26 	languages as a resource in creating effective differentiated instructional strategies for English 
64.27 	learners developing literacy skills. A teacher preparation provider also must prepare early 
64.28 	childhood and elementary teacher candidates for Tier 3 and Tier 4 teaching licenses under 
64.29 	sections 122A.183 and 122A.184, respectively, for the portion of the examination under 
64.30 	section 122A.185, subdivision 1, paragraph (c), covering assessment of reading instruction.
64.31 	(b) Board-approved teacher preparation programs for teachers of elementary education 
64.32 	must require instruction in applying comprehensive, scientifically based or evidence-based, 
64.33 	and structured reading instruction programs that:
65.1 	(1) teach students to read using foundational knowledge, practices, and strategies 
65.2 	consistent with section 122A.06, subdivision 4 sections 120B.12 to 120B.124, so that all 
65.3 	students achieve continuous progress in reading; and
65.4 	(2) teach specialized instruction in reading strategies, interventions, and remediations 
65.5 	that enable students of all ages and proficiency levels to become proficient readers.
65.6 	(c) Board-approved teacher preparation programs for teachers of elementary education, 
65.7 	early childhood education, special education, and reading intervention must include 
65.8 	instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation 
65.9 	programs may consult with the Department of Education, including the dyslexia specialist 
65.10 	under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia 
65.11 	must be modeled on practice standards of the International Dyslexia Association, and must 
65.12 	address:
65.13 	(1) the nature and symptoms of dyslexia;
65.14 	(2) resources available for students who show characteristics of dyslexia;
65.15 	(3) evidence-based instructional strategies for students who show characteristics of 
65.16 	dyslexia, including the structured literacy approach; and
65.17 	(4) outcomes of intervention and lack of intervention for students who show 
65.18 	characteristics of dyslexia.
65.19 	(d) Nothing in this section limits the authority of a school district to select a school's 
65.20 	reading program or curriculum.

65.21 	Sec. 10. Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:
65.22 		Subdivision 1.Tests. (a) The Professional Educator Licensing and Standards Board 
65.23 	must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted 
65.24 	examination of skills in reading, writing, and mathematics before being granted a Tier 4 
65.25 	teaching license under section 122A.184 to provide direct instruction to pupils in elementary, 
65.26 	secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier 
65.27 	3 license to provide direct instruction to pupils in elementary, secondary, or special education 
65.28 	programs if candidates meet the other requirements in section 122A.181, 122A.182, or 
65.29 	122A.183, respectively.
65.30 	(b) The board must adopt rules requiring candidates for Tier 3 and Tier 4 licenses to 
65.31 	pass an examination of general pedagogical knowledge and examinations of licensure field 
66.1 	specific content. The content examination requirement does not apply if no relevant content 
66.2 	exam exists.
66.3 	(c) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must 
66.4 	pass test items assessing the candidates' knowledge, skill, and ability in comprehensive, 
66.5 	scientifically based reading evidence-based literacy instruction under section 122A.06, 
66.6 	subdivision 4 sections 120B.12 to 120B.124, knowledge and understanding of the foundations 
66.7 	of reading development, development of reading comprehension and reading assessment 
66.8 	and instruction, and the ability to integrate that knowledge and understanding into instruction 
66.9 	strategies under section 122A.06, subdivision 4 sections 120B.12 to 120B.124.
66.10 	(d) The requirement to pass a board-adopted reading, writing, and mathematics skills 
66.11 	examination does not apply to nonnative English speakers, as verified by qualified Minnesota 
66.12 	school district personnel or Minnesota higher education faculty, who, after meeting the 
66.13 	content and pedagogy requirements under this subdivision, apply for a teaching license to 
66.14 	provide direct instruction in their native language or world language instruction under section 
66.15 	120B.022, subdivision 1.

66.16 	Sec. 11. Minnesota Statutes 2022, section 122A.187, subdivision 5, is amended to read:
66.17 		Subd. 5.Reading preparation. The Professional Educator Licensing and Standards 
66.18 	Board must adopt rules that require all licensed teachers who are renewing a Tier 3 or Tier 
66.19 	4 teaching license under sections 122A.183 and 122A.184, respectively, to include in the 
66.20 	renewal requirements further reading preparation, consistent with section 122A.06, 
66.21 	subdivision 4 sections 120B.12 to 120B.124. The rules do not take effect until they are 
66.22 	approved by law. Teachers who do not provide direct instruction including, at least, 
66.23 	counselors, school psychologists, school nurses, school social workers, audiovisual directors 
66.24 	and coordinators, and recreation personnel are exempt from this section.

66.25 	Sec. 12. Minnesota Statutes 2022, section 124D.42, subdivision 8, is amended to read:
66.26 		Subd. 8.Minnesota reading corps program. (a) A Minnesota reading corps program 
66.27 	is established to provide ServeMinnesota AmeriCorps members with a data-based 
66.28 	problem-solving model of literacy instruction to use in helping to train local Head Start 
66.29 	program providers, other prekindergarten program providers, and staff in schools with 
66.30 	students in kindergarten through grade 3 to evaluate and teach early literacy skills, including 
66.31 	comprehensive, scientifically based reading evidence-based literacy instruction under section 
66.32 	122A.06, subdivision 4 sections 120B.12 to 120B.124, to children age 3 to grade 3.
67.1 	(b) Literacy programs under this subdivision must comply with the provisions governing 
67.2 	literacy program goals and data use under section 119A.50, subdivision 3, paragraph (b).
67.3 	(c) The commission must submit a biennial report to the committees of the legislature 
67.4 	with jurisdiction over kindergarten through grade 12 education that records and evaluates 
67.5 	program data to determine the efficacy of the programs under this subdivision.

67.6 	Sec. 13. Minnesota Statutes 2022, section 124D.98, is amended by adding a subdivision 
67.7 	to read:
67.8 		Subd. 5.Literacy incentive aid uses. A school district must use its literacy incentive 
67.9 	aid to support evidence-based reading instruction. The following are eligible uses of literacy 
67.10 	incentive aid:
67.11 	(1) training for kindergarten through grade 3 teachers, early childhood educators, special 
67.12 	education teachers, reading intervention teachers working with students in kindergarten 
67.13 	through grade 12, curriculum directors, and instructional support staff that provide reading 
67.14 	instruction, on using evidence-based screening and progress monitoring tools;
67.15 	(2) evidence-based training using a training program approved by the Department of 
67.16 	Education;
67.17 	(3) employing or contracting with a literacy lead, as defined in section 120B.121;
67.18 	(4) materials, training, and ongoing coaching to ensure reading interventions under 
67.19 	section 125A.56, subdivision 1, are evidence-based; and
67.20 	(5) evidence-based, structured literacy curriculum and supporting materials.

67.21 	Sec. 14. APPROPRIATIONS.
 67.22 		Subdivision 1.Department of Education. The sums indicated in this section are 
67.23 	appropriated from the general fund to the Department of Education for the fiscal years 
67.24 	designated.
67.25 		Subd. 2.CAREI. (a) To contract with the Center for Applied Research and Educational 
67.26 	Improvement at the University of Minnesota for the Read Act implementation partnership 
67.27 	under section 120B.124:

67.28		$
	4,200,000
	.....
	2024
	
67.29		$
	4,200,000
	.....
	2025
	
67.30 	(b) This appropriation is available until June 30, 2026.
68.1 	(c) The base for fiscal year 2026 and later is $0.
68.2 		Subd. 3.Department literacy specialist. For a full-time literacy specialist at the 
68.3 	Department of Education:

68.4		$
	250,000
	.....
	2024
	
68.5		$
	250,000
	.....
	2025
	
68.6 		Subd. 4.Read Act professional development. (a) For evidence-based training on 
68.7 	structured literacy for teachers working in school districts, charter schools, and cooperatives:

68.8		$
	32,543,000
	.....
	2024
	
68.9		$
	0
	.....
	2025
	
68.10 	(b) Of this amount, $18,000,000 is to fund the development of regional literacy networks. 
68.11 	The regional literacy networks must focus on the implementation of comprehensive literacy 
68.12 	reform efforts based on structured literacy. Each Minnesota service cooperative must add 
68.13 	a literacy director position and establish a team of trained literacy coaches to facilitate 
68.14 	evidence-based training opportunities and ongoing supports to school districts and charter 
68.15 	schools in each of their regions.
68.16 	(c) Of this amount, $9,200,000 is for one or more contracts to develop statewide training 
68.17 	based in structured literacy to be offered free to school districts and charter schools and 
68.18 	facilitated by the regional literacy networks and Minnesota Service Cooperatives.
68.19 	(d) Of this amount, $1,000,000 is for grants to school districts, charter schools, or 
68.20 	cooperatives to pay for substitute teachers to allow classroom teachers time to attend training, 
68.21 	and incentives for teachers that complete training.
68.22 	(e) Of this amount, $125,000 is for administration.
68.23 	(f) If funds remain unspent on July 1, 2026, the commissioner must expand eligibility 
68.24 	for approved training to include principals and other district, charter school, or cooperative 
68.25 	administrators.
68.26 	(g) The commissioner must report to the legislative committees with jurisdiction over 
68.27 	kindergarten through grade 12 education the number of teachers from each district who 
68.28 	received approved training using funds under this subdivision, and the amounts awarded to 
68.29 	districts, charter schools, or cooperatives under paragraph (d).
68.30 	(h) This appropriation is available until June 30, 2028.
69.1 	(i) The base for fiscal year 2026 is $7,200,000 for the regional literacy networks and 
69.2 	staff at the Department of Education to support ongoing support for school districts, charter 
69.3 	schools, and cooperatives to implement evidence-based literacy instruction.

69.4 	Sec. 15. REPEALER.
 69.5 	Minnesota Statutes 2022, section 122A.06, subdivision 4, is repealed.

69.6 	ARTICLE 4
69.7 	TEACHERS

69.8 	Section 1. [120B.113] CLOSING EDUCATIONAL OPPORTUNITY GAPS GRANTS.
69.9 		Subdivision 1.Grant program established. The commissioner of education must 
69.10 	establish a grant program to support implementation of world's best workforce strategies 
69.11 	under section 120B.11, subdivision 2, clauses (4) and (6), and collaborative efforts that 
69.12 	address opportunity gaps resulting from curricular, environmental, and structural inequities 
69.13 	in schools experienced by students, families, and staff who are of color or who are American 
69.14 	Indian.
69.15 		Subd. 2.Definitions. (a) For purposes of this section, the following terms have the 
69.16 	meanings given.
69.17 	(b) "Antiracist" means actively working to identify and eliminate racism in all forms so 
69.18 	that power and resources are redistributed and shared equitably among racial groups.
69.19 	(c) "Curricular" means curriculum resources used and content taught as well as access 
69.20 	to levels of coursework or types of learning opportunities.
69.21 	(d) "Environmental" means relating to the climate and culture of a school.
69.22 	(e) "Equitable" means fairness by providing curriculum, instruction, support, and other 
69.23 	resources for learning based on the needs of individual students and groups of students to 
69.24 	succeed at school rather than treating all students the same despite the students having 
69.25 	different needs.
69.26 	(f) "Institutional racism" means policies and practices within and across institutions that 
69.27 	produce outcomes that chronically favor white people and disadvantage those who are 
69.28 	Black, Indigenous, and People of Color.
69.29 	(g) "Opportunity gap" means the inequitable distribution of resources that impacts 
69.30 	inequitable opportunities that contribute to or perpetuate learning gaps for certain groups 
69.31 	of students.
70.1 	(h) "Structural" means relating to the organization and systems of a school that have 
70.2 	been created to manage a school.
70.3 		Subd. 3.Applications and grant awards. The commissioner must determine application 
70.4 	procedures and deadlines, select districts and charter schools to participate in the grant 
70.5 	program, and determine the award amount and payment process of the grants. To the extent 
70.6 	that there are sufficient applications, the commissioner must award an approximately equal 
70.7 	number of grants between districts in greater Minnesota and those in the Twin Cities 
70.8 	metropolitan area. If there are an insufficient number of applications received for either 
70.9 	geographic area, then the commissioner may award grants to meet the requests for funds 
70.10 	wherever a district is located.
70.11 		Subd. 4.Description. The grant program must provide funding that supports collaborative 
70.12 	efforts that close opportunity gaps by:
70.13 	(1) ensuring school environments and curriculum validate, affirm, embrace, and integrate 
70.14 	cultural and community strengths of students, families, and employees from all racial and 
70.15 	ethnic backgrounds; and
70.16 	(2) addressing institutional racism with equitable school policies, structures, practices, 
70.17 	and curricular offerings, consistent with the requirements for long-term plans under section 
70.18 	124D.861, subdivision 2, paragraph (c).
70.19 		Subd. 5.Report. Grant recipients must annually report to the commissioner by a date 
70.20 	and in a form and manner determined by the commissioner on efforts planned and 
70.21 	implemented that engaged students, families, educators, and community members of diverse 
70.22 	racial and ethnic backgrounds in making improvements to school climate and curriculum. 
70.23 	The report must assess the impact of those efforts as perceived by racially and ethnically 
70.24 	diverse stakeholders, and must identify any areas needed for further continuous improvement. 
70.25 	The commissioner must publish a report for the public summarizing the activities of grant 
70.26 	recipients and what was done to promote sharing of effective practices among grant recipients 
70.27 	and potential grant applicants.

70.28 	Sec. 2. Minnesota Statutes 2022, section 122A.183, subdivision 1, is amended to read:
70.29 		Subdivision 1.Requirements. (a) The Professional Educator Licensing and Standards 
70.30 	Board must issue a Tier 3 license to a candidate who provides information sufficient to 
70.31 	demonstrate all of the following:
70.32 	(1) the candidate meets the educational or professional requirements in paragraphs (b) 
70.33 	and (c);
71.1 	(2) the candidate has obtained a passing score on the required licensure exams under 
71.2 	section 122A.185; and
71.3 	(3) the candidate has completed the coursework required under subdivision 2.
71.4 	(b) A candidate for a Tier 3 license must have a bachelor's degree to teach a class or 
71.5 	course outside a career and technical education or career pathways course of study.
71.6 	(c) A candidate for a Tier 3 license must have one of the following credentials in a 
71.7 	relevant content area to teach a class or course in a career and technical education or career 
71.8 	pathways course of study:
71.9 	(1) an associate's degree;
71.10 	(2) a professional certification; or
71.11 	(3) five years of relevant work experience.
71.12 	In consultation with the governor's Workforce Development Board established under section 
71.13 	116L.665, the board must establish a list of qualifying certifications, and may add additional 
71.14 	professional certifications in consultation with school administrators, teachers, and other 
71.15 	stakeholders.
71.16 	(d) The board must issue a Tier 3 license to a candidate who provides information 
71.17 	sufficient to demonstrate the following, regardless of whether the candidate meets other 
71.18 	requirements in this section:
71.19 	(1) the candidate has completed a teacher preparation program from a culturally specific 
71.20 	Minority Serving Institution in the United States, such as Historically Black Colleges and 
71.21 	Universities, Tribal Colleges and Universities, or Hispanic-Serving Institutions, including 
71.22 	those in Puerto Rico; or
71.23 	(2) the candidate has completed a university teacher preparation program in another 
71.24 	country and has taught at least two years.
71.25 	The candidate must have completed student teaching comparable to the student teaching 
71.26 	expectations in Minnesota.

71.27 	Sec. 3. Minnesota Statutes 2022, section 122A.184, subdivision 1, is amended to read:
71.28 		Subdivision 1.Requirements. The Professional Educator Licensing and Standards 
71.29 	Board must issue a Tier 4 license to a candidate who provides information sufficient to 
71.30 	demonstrate all of the following:
72.1 	(1) the candidate meets all requirements for a Tier 3 license under section 122A.183, 
72.2 	and has completed a teacher preparation program under section 122A.183, subdivision 2, 
72.3 	clause (1) or (2);
72.4 	(2) the candidate has at least three years of teaching experience in Minnesota or another 
72.5 	state;
72.6 	(3) the candidate has obtained a passing score on all required licensure exams under 
72.7 	section 122A.185; and
72.8 	(4) the candidate's most recent summative teacher evaluation did not result in placing 
72.9 	or otherwise keeping the teacher in an improvement process pursuant to section 122A.40, 
72.10 	subdivision 8, or 122A.41, subdivision 5.

72.11 	Sec. 4. Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:
72.12 		Subdivision 1.Tests. (a) The Professional Educator Licensing and Standards Board 
72.13 	must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted 
72.14 	examination of skills in reading, writing, and mathematics before being granted a Tier 4 
72.15 	teaching license under section 122A.184 to provide direct instruction to pupils in elementary, 
72.16 	secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier 
72.17 	3 license to provide direct instruction to pupils in elementary, secondary, or special education 
72.18 	programs if candidates meet the other requirements in section 122A.181, 122A.182, or 
72.19 	122A.183, respectively.
72.20 	(b) (a) The board must adopt and revise rules requiring candidates applicants for Tier 3 
72.21 	and Tier 4 licenses to pass an examination of general pedagogical knowledge and 
72.22 	examinations of licensure field specific content. if the applicant has not completed a 
72.23 	board-approved preparation program assuring that candidates from the program recommended 
72.24 	for licensure meet content and pedagogy licensure standards in Minnesota. Candidates who 
72.25 	have satisfactorily completed board-approved programs in Minnesota with required 
72.26 	coursework and clinical field experiences that include learning opportunities and assessments 
72.27 	aligned to content and pedagogy licensure standards are not additionally required to pass 
72.28 	content and pedagogy exams for Tier 3 licensure. Applicants who have satisfactorily 
72.29 	completed a preparation program in another state and passed licensure examinations in that 
72.30 	state are not additionally required to pass similar examinations required in Minnesota. The 
72.31 	content examination requirement does not apply if no relevant content exam exists.
72.32 	(c) (b) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must 
72.33 	pass test items assessing under this paragraph if the candidates did not complete a 
73.1 	board-approved preparation program in Minnesota. The test items must assess the candidates' 
73.2 	knowledge, skill, and ability in comprehensive, scientifically based reading instruction 
73.3 	under section 122A.06, subdivision 4, knowledge and understanding of the foundations of 
73.4 	reading development, development of reading comprehension and reading assessment and 
73.5 	instruction, and the ability to integrate that knowledge and understanding into instruction 
73.6 	strategies under section 122A.06, subdivision 4.
73.7 	(d) The requirement to pass a board-adopted reading, writing, and mathematics skills 
73.8 	examination does not apply to nonnative English speakers, as verified by qualified Minnesota 
73.9 	school district personnel or Minnesota higher education faculty, who, after meeting the 
73.10 	content and pedagogy requirements under this subdivision, apply for a teaching license to 
73.11 	provide direct instruction in their native language or world language instruction under section 
73.12 	120B.022, subdivision 1.
73.13 	(c) All testing centers in the state must provide monthly opportunities for untimed content 
73.14 	and pedagogy examinations. These opportunities must be advertised on the test registration 
73.15 	website. The board must require the exam vendor to provide other equitable opportunities 
73.16 	to pass exams, including: (1) waiving testing fees for test takers who qualify for federal 
73.17 	grants; (2) providing free, multiple, full-length practice tests for each exam and free, 
73.18 	comprehensive study guides on the test registration website; (3) making content and pedagogy 
73.19 	exams available in languages other than English for teachers seeking licensure to teach in 
73.20 	language immersion programs; and (4) providing free, detailed exam results analysis by 
73.21 	test objective to assist candidates who do not pass an exam in identifying areas for 
73.22 	improvement. Any candidate who has not passed a required exam after two attempts must 
73.23 	be allowed to retake the exam, including new versions of the exam, without being charged 
73.24 	an additional fee.

73.25 	Sec. 5. Minnesota Statutes 2022, section 122A.40, subdivision 3, is amended to read:
73.26 		Subd. 3.Hiring, dismissing. (a) School boards must hire or dismiss teachers at duly 
73.27 	called meetings. Where a husband and wife, brother and sister, or two brothers or sisters, 
73.28 	constitute a quorum, no contract employing a teacher shall be made or authorized except 
73.29 	upon the unanimous vote of the full board. A teacher related by blood or marriage, within 
73.30 	the fourth degree, computed by the civil law, to a board member shall not be employed 
73.31 	except by a unanimous vote of the full board. The initial employment of the teacher in the 
73.32 	district must be by written contract, signed by the teacher and by the chair and clerk. All 
73.33 	subsequent employment of the teacher in the district must be by written contract, signed by 
73.34 	the teacher and by the chair and clerk, except where there is a master agreement covering 
74.1 	the employment of the teacher. Contracts for teaching or supervision of teaching can be 
74.2 	made only with qualified teachers. A teacher shall not be required to reside within the 
74.3 	employing district as a condition to teaching employment or continued teaching employment.
74.4 	(b) A school district must annually report to the Professional Educator Licensing and 
74.5 	Standards Board: (1) all new teacher hires and terminations, including layoffs, by race and 
74.6 	ethnicity; and (2) the reasons for all teacher resignations and requested leaves of absence. 
74.7 	The report must not include data that would personally identify individuals.

74.8 	Sec. 6. Minnesota Statutes 2022, section 122A.40, subdivision 5, is amended to read:
74.9 		Subd. 5.Probationary period. (a) The first three consecutive years of a teacher's first 
74.10 	teaching experience in Minnesota in a single district is deemed to be a probationary period 
74.11 	of employment, and, the probationary period in each district in which the teacher is thereafter 
74.12 	employed shall be one year. The school board must adopt a plan for written evaluation of 
74.13 	teachers during the probationary period that is consistent with subdivision 8. Evaluation 
74.14 	must occur at least three times periodically throughout each school year for a teacher 
74.15 	performing services during that school year; the first evaluation must occur within the first 
74.16 	90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops, 
74.17 	and other staff development opportunities and days on which a teacher is absent from school 
74.18 	must not be included in determining the number of school days on which a teacher performs 
74.19 	services. Except as otherwise provided in paragraph (b), during the probationary period any 
74.20 	annual contract with any teacher may or may not be renewed as the school board shall see 
74.21 	fit. However, the board must give any such teacher whose contract it declines to renew for 
74.22 	the following school year written notice to that effect before July 1. If the teacher requests 
74.23 	reasons for any nonrenewal of a teaching contract, the board must give the teacher its reason 
74.24 	in writing, including a statement that appropriate supervision was furnished describing the 
74.25 	nature and the extent of such supervision furnished the teacher during the employment by 
74.26 	the board, within ten days after receiving such request. The school board may, after a hearing 
74.27 	held upon due notice, discharge a teacher during the probationary period for cause, effective 
74.28 	immediately, under section 122A.44.
74.29 	(b) A board must discharge a probationary teacher, effective immediately, upon receipt 
74.30 	of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's license has 
74.31 	been revoked due to a conviction for child abuse or sexual abuse.
74.32 	(c) A probationary teacher whose first three years of consecutive employment are 
74.33 	interrupted for active military service and who promptly resumes teaching consistent with 
74.34 	federal reemployment timelines for uniformed service personnel under United States Code, 
75.1 	title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes 
75.2 	of paragraph (a).
75.3 	(d) A probationary teacher whose first three years of consecutive employment are 
75.4 	interrupted for maternity, paternity, or medical leave and who resumes teaching within 12 
75.5 	months of when the leave began is considered to have a consecutive teaching experience 
75.6 	for purposes of paragraph (a) if the probationary teacher completes a combined total of 
75.7 	three years of teaching service immediately before and after the leave.
75.8 	(e) A probationary teacher must complete at least 120 days of teaching service each year 
75.9 	during the probationary period. Days devoted to parent-teacher conferences, teachers' 
75.10 	workshops, and other staff development opportunities and days on which a teacher is absent 
75.11 	from school do not count as days of teaching service under this paragraph.
75.12 	(f) Notwithstanding any law to the contrary, a teacher who has taught for three 
75.13 	consecutive years in a single school district or charter school in Minnesota or another state 
75.14 	must serve a probationary period no longer than one year in a Minnesota school district.

75.15 	EFFECTIVE DATE. This section is effective for collective bargaining agreements 
75.16 	effective July 1, 2023, and thereafter.

75.17 	Sec. 7. Minnesota Statutes 2022, section 122A.41, subdivision 2, is amended to read:
75.18 		Subd. 2.Probationary period; discharge or demotion. (a) All teachers in the public 
75.19 	schools in cities of the first class during the first three years of consecutive employment 
75.20 	shall be deemed to be in a probationary period of employment during which period any 
75.21 	annual contract with any teacher may, or may not, be renewed as the school board, after 
75.22 	consulting with the peer review committee charged with evaluating the probationary teachers 
75.23 	under subdivision 3, shall see fit. The school site management team or the school board if 
75.24 	there is no school site management team, shall adopt a plan for a written evaluation of 
75.25 	teachers during the probationary period according to subdivisions 3 and 5. Evaluation by 
75.26 	the peer review committee charged with evaluating probationary teachers under subdivision 
75.27 	3 shall occur at least three times periodically throughout each school year for a teacher 
75.28 	performing services during that school year; the first evaluation must occur within the first 
75.29 	90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops, 
75.30 	and other staff development opportunities and days on which a teacher is absent from school 
75.31 	shall not be included in determining the number of school days on which a teacher performs 
75.32 	services. The school board may, during such probationary period, discharge or demote a 
75.33 	teacher for any of the causes as specified in this code. A written statement of the cause of 
75.34 	such discharge or demotion shall be given to the teacher by the school board at least 30 
76.1 	days before such removal or demotion shall become effective, and the teacher so notified 
76.2 	shall have no right of appeal therefrom.
76.3 	(b) A probationary teacher whose first three years of consecutive employment are 
76.4 	interrupted for active military service and who promptly resumes teaching consistent with 
76.5 	federal reemployment timelines for uniformed service personnel under United States Code, 
76.6 	title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes 
76.7 	of paragraph (a).
76.8 	(c) A probationary teacher whose first three years of consecutive employment are 
76.9 	interrupted for maternity, paternity, or medical leave and who resumes teaching within 12 
76.10 	months of when the leave began is considered to have a consecutive teaching experience 
76.11 	for purposes of paragraph (a) if the probationary teacher completes a combined total of 
76.12 	three years of teaching service immediately before and after the leave.
76.13 	(d) A probationary teacher must complete at least 120 days of teaching service each year 
76.14 	during the probationary period. Days devoted to parent-teacher conferences, teachers' 
76.15 	workshops, and other staff development opportunities and days on which a teacher is absent 
76.16 	from school do not count as days of teaching service under this paragraph.
76.17 	(e) Notwithstanding any law to the contrary, a teacher who has taught for three 
76.18 	consecutive years in a single school district or charter school in Minnesota or another state 
76.19 	must serve a probationary period no longer than one year in a Minnesota school district.

76.20 	EFFECTIVE DATE. This section is effective for collective bargaining agreements 
76.21 	effective July 1, 2023, and thereafter.

76.22 	Sec. 8. Minnesota Statutes 2022, section 122A.41, is amended by adding a subdivision to 
76.23 	read:
76.24 		Subd. 16.Reporting of hires and terminations. A school district must annually report 
76.25 	to the Professional Educator Licensing and Standards Board: (1) all new teacher hires and 
76.26 	terminations, including layoffs, by race and ethnicity; and (2) the reasons for all teacher 
76.27 	resignations and requested leaves of absence. The report must not include data that would 
76.28 	personally identify individuals.

76.29 	Sec. 9. Minnesota Statutes 2022, section 122A.415, subdivision 4, is amended to read:
76.30 		Subd. 4.Basic alternative teacher compensation aid. (a) The basic alternative teacher 
76.31 	compensation aid for a school with a plan approved under section 122A.414, subdivision 
76.32 	2b, equals 65 percent of the alternative teacher compensation revenue under subdivision 1. 
77.1 	The basic alternative teacher compensation aid for a charter school with a plan approved 
77.2 	under section 122A.414, subdivisions 2a and 2b, equals $260 times the number of pupils 
77.3 	enrolled in the school on October 1 of the previous year, or on October 1 of the current year 
77.4 	for a charter school in the first year of operation, times the ratio of the sum of the alternative 
77.5 	teacher compensation aid and alternative teacher compensation levy for all participating 
77.6 	school districts to the maximum alternative teacher compensation revenue for those districts 
77.7 	under subdivision 1.
77.8 	(b) Notwithstanding paragraph (a) and subdivision 1, the state total basic alternative 
77.9 	teacher compensation aid entitlement must not exceed $75,840,000 for fiscal year 2016 and
77.10 	$88,118,000 for fiscal year 2017 2023; $88,466,000 for fiscal year 2024; $88,426,000 for 
77.11 	fiscal year 2025; $88,244,000 for fiscal year 2026; and $87,940,000 for fiscal year 2027
77.12 	and later. The commissioner must limit the amount of alternative teacher compensation aid 
77.13 	approved under this section so as not to exceed these limits by not approving new participants 
77.14 	or by prorating the aid among participating districts, intermediate school districts, school 
77.15 	sites, and charter schools. The commissioner may also reallocate a portion of the allowable 
77.16 	aid for the biennium from the second year to the first year to meet the needs of approved 
77.17 	participants.
77.18 	(c) Basic alternative teacher compensation aid for an intermediate district or other 
77.19 	cooperative unit equals $3,000 times the number of licensed teachers employed by the 
77.20 	intermediate district or cooperative unit on October 1 of the previous school year.

77.21 	Sec. 10. Minnesota Statutes 2022, section 122A.59, is amended to read:
77.22 	122A.59 COME TEACH IN MINNESOTA HIRING BONUSES.
77.23 		Subdivision 1.Purpose. This section establishes a program to support districts and 
77.24 	schools recruiting and offering hiring bonuses for licensed teachers who are American 
77.25 	Indian or a person of color from another state or country in order to meet staffing needs in 
77.26 	shortage areas in economic development regions in Minnesota.
77.27 		Subd. 2.Eligibility. A district or school must verify that the hiring bonus is given to 
77.28 	teachers licensed in persons from another state or country who:
77.29 	(1) immediately qualify for a Tier 3 or Tier 4 2 or higher Minnesota license;
77.30 	(2) have moved to the economic development region in Minnesota where they were 
77.31 	hired; and
78.1 	(3) belong to a racial or ethnic group that is underrepresented among teachers compared 
78.2 	to students in the district or school under section 120B.35, subdivision 3, paragraph (b), 
78.3 	clause (2).
78.4 		Subd. 3.Bonus amount. A district or school may offer a signing hiring and retention 
78.5 	bonus of a minimum of $2,500 $4,000 and a maximum of $5,000 $8,000 to a teacher who 
78.6 	meets the eligibility requirements. A teacher who meets the eligibility requirements and 
78.7 	meets a licensure shortage area in the economic development region of the state where the 
78.8 	school is located may be offered a signing hiring bonus of a minimum of $4,000 $5,000
78.9 	and a maximum of $8,000 $10,000. A teacher must be paid half of the bonus when starting 
78.10 	employment and half after completing four years of service in the hiring district or school 
78.11 	if the teacher has demonstrated teaching effectiveness and is not on a professional 
78.12 	improvement plan under section 122A.40, subdivision 8, paragraph (b), clause (12) or (13), 
78.13 	or section 122A.41, subdivision 5, paragraph (b), clause (12) or (13), or is not being 
78.14 	considered for termination for a reason listed in section 122A.40, subdivision 9, including 
78.15 	a teacher hired by a school district located in a city of the first class. A teacher who does 
78.16 	not complete their first school year upon receiving a hiring bonus must repay the hiring 
78.17 	bonus. A teacher must have a Tier 3 or Tier 4 Minnesota teaching license to qualify for the 
78.18 	second half of the bonus. A district must prorate the second half of the bonus if the eligible 
78.19 	teacher is nonrenewed due to reasons not having to do with teaching effectiveness or 
78.20 	misconduct.
78.21 		Subd. 4.Administration. (a) The commissioner must establish a process for districts 
78.22 	or schools to seek reimbursement for hiring bonuses given to teachers in shortage areas 
78.23 	moving to and working in Minnesota schools experiencing specific shortages. The 
78.24 	commissioner must provide guidance for districts to seek repayment of a hiring bonus from 
78.25 	a teacher who does not complete the first year of employment. The department may conduct 
78.26 	a pilot program with a small number of teachers during the 2022-2023 biennium to establish 
78.27 	feasibility. The department must submit a report by December 1, 2022, to the chairs and 
78.28 	ranking minority members of the legislative committees with jurisdiction over kindergarten 
78.29 	through grade 12 education detailing the effectiveness of the program and recommendations 
78.30 	for improvement in future years.
78.31 	(b) The commissioner may award participating districts and schools additional funds to 
78.32 	administer the program, including out-of-state recruiting efforts and retention activities. 
78.33 	The commissioner may allow participating districts and schools to reserve up to five percent 
78.34 	of Come Teach in Minnesota funding to administer the program, including for out-of-state 
78.35 	recruiting efforts and retention activities.
79.1 		Subd. 5.Come Teach in Minnesota Hiring Bonus program account. (a) An account 
79.2 	is established in the special revenue fund known as the "Come Teach in Minnesota Hiring 
79.3 	Bonus program account."
79.4 	(b) Funds appropriated for the Come Teach in Minnesota Hiring Bonus program under 
79.5 	this section must be transferred to the Come Teach in Minnesota Hiring Bonus program 
79.6 	account in the special revenue fund.
79.7 	(c) Money in the account is annually appropriated to the commissioner for hiring bonuses 
79.8 	under this section. Any returned funds are available to be regranted.
79.9 	(d) Up to $35,000 annually is appropriated to the commissioner for costs associated with 
79.10 	developing and administering the program under this section.

79.11 	EFFECTIVE DATE. The amendment to subdivision 2 is effective retroactively from 
79.12 	July 1, 2022. The amendments to subdivisions 1, 3, and 4 are effective the day following 
79.13 	final enactment.

79.14 	Sec. 11. [122A.631] SUPPORTING HERITAGE LANGUAGE AND CULTURE 
79.15 	TEACHERS.
79.16 		Subdivision 1.Purpose. The purpose of this section is to increase the number of heritage 
79.17 	language and culture teachers in Minnesota.
79.18 		Subd. 2.Definitions. "Heritage language and culture teachers" means teachers with a 
79.19 	connection to a community's language and culture who use this connection to support 
79.20 	students as they learn academic content or the language and culture of that particular 
79.21 	community.
79.22 		Subd. 3.Eligibility. Applicants for the heritage language and culture licensure pathway 
79.23 	program must:
79.24 	(1) hold a current license issued by the Professional Educator Licensing and Standards 
79.25 	Board or meet the criteria for licensure in 122A.181; and
79.26 	(2) seek initial, dual, or additional licensure in a heritage language.
79.27 		Subd. 4.Heritage language and culture teacher licensure pathway program. (a) The 
79.28 	Professional Educator Licensing and Standards Board shall develop a program to support 
79.29 	initial and additional licensure for heritage language and culture teachers. The program 
79.30 	must include:
79.31 	(1) a yearlong mentorship program;
80.1 	(2) monthly meetings where applicants receive guidance on completing the portfolio 
80.2 	process from a portfolio liaison, dedicated specifically to facilitating this program;
80.3 	(3) a stipend to cover substitute teachers when meetings take place during the school 
80.4 	day;
80.5 	(4) a waiver for all portfolio and licensure testing fees; and
80.6 	(5) a portfolio review committee created by the board.
80.7 	(b) For applicants seeking an initial license in a world language and culture, the applicant 
80.8 	must demonstrate meeting the standards of effective practice in Minnesota Rules, part 
80.9 	8710.2000 and content-specific pedagogical standards in Minnesota Rules, part 8710.4950, 
80.10 	through the portfolio process.
80.11 	(c) For applicants seeking a dual license, the applicant must demonstrate meeting the 
80.12 	standards of effective practice in Minnesota Rules, part 8710.2000, content-specific 
80.13 	pedagogical standards in Minnesota Rules, part 8710.4950, and all standards for the chosen 
80.14 	dual license through the portfolio process.
80.15 	(d) For applicants seeking an additional license in a world language and culture, the 
80.16 	applicant must demonstrate meeting the content-specific pedagogical standards in Minnesota 
80.17 	Rules, part 8710.4950.
80.18 		Subd. 5.Heritage language and culture educators seeking a world language 
80.19 	license. Heritage language and culture teachers seeking a world language and culture license 
80.20 	pursuant to Minnesota Rules, part 8710.4950, who demonstrate proficiency through one of 
80.21 	the following may use this proficiency to evidence meeting the required content-specific 
80.22 	world language and culture standards, which do not include content-specific pedagogical 
80.23 	standards, for licensure in their heritage language:
80.24 	(1) passing a board-adopted assessment;
80.25 	(2) holding a certificate to serve as a translator or interpreter; or
80.26 	(3) completing an undergraduate or postbaccalaureate degree from an accredited 
80.27 	university where the majority of coursework was taught via the non-English instructional 
80.28 	language.

81.1 	Sec. 12. Minnesota Statutes 2022, section 122A.635, is amended to read:
81.2 	122A.635 COLLABORATIVE URBAN AND GREATER MINNESOTA 
81.3 	EDUCATORS OF COLOR GRANT PROGRAM.
81.4 		Subdivision 1.Establishment. The Professional Educator Licensing and Standards 
81.5 	Board must award competitive grants to increase the number of teacher candidates who are 
81.6 	of color or who are American Indian, complete teacher preparation programs, and meet the 
81.7 	requirements for a Tier 3 license under section 122A.183. Eligibility for a grant under this 
81.8 	section is limited to public or private higher education institutions that offer a teacher 
81.9 	preparation program approved by the Professional Educator Licensing and Standards Board.
81.10 		Subd. 2.Competitive grants. (a) The Professional Educator Licensing and Standards 
81.11 	Board must award competitive grants to a variety of higher education institution types under 
81.12 	this section. The board must require an applicant institution to submit a plan describing how 
81.13 	it would use grant funds to increase the number of teachers who are of color or who are 
81.14 	American Indian, and must award grants based on the following criteria, listed in descending 
81.15 	order of priority:
81.16 	(1) the number of teacher candidates being supported in the program who are of color 
81.17 	or who are American Indian;
81.18 	(2) (1) program outcomes, including graduation or program completion rates, and
81.19 	licensure recommendation rates, and placement rates for candidates who are of color or 
81.20 	who are American Indian compared to all candidates enrolled in a teacher preparation 
81.21 	program at the institution and, for each outcome measure, the number of those teacher 
81.22 	candidates who are of color or who are American Indian; and
81.23 	(3) the percent of racially and ethnically diverse teacher candidates enrolled in the 
81.24 	institution compared to:
81.25 	(i) the total percent of students of color and American Indian students enrolled at the 
81.26 	institution, regardless of major; and
81.27 	(ii) the percent of underrepresented racially and ethnically diverse teachers in the 
81.28 	economic development region of the state where the institution is located and where a 
81.29 	shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
81.30 	(2) the extent to which an institution's plan is clear in describing how the institution 
81.31 	would use grant funds for implementing explicit research-based practices to provide 
81.32 	programmatic support to teacher candidates who are of color or who are American Indian. 
81.33 	Plans for grant funds may include:
82.1 	(i) recruiting more racially and ethnically diverse candidates for admission to teacher 
82.2 	preparation programs;
82.3 	(ii) providing differentiated advising, mentoring, or other supportive community-building 
82.4 	activities in addition to what the institution provides to all candidates enrolled in the 
82.5 	institution;
82.6 	(iii) providing academic tutoring or support to help teacher candidates pass required 
82.7 	assessments; and
82.8 	(iv) providing for program staffing expenses;
82.9 	(3) an institution's plan to provide direct financial assistance as scholarships or stipends 
82.10 	within the allowable dollar range determined by the board under subdivision 3, paragraph 
82.11 	(b), to teacher candidates who are of color or who are American Indian;
82.12 	(b) The board must give priority in awarding grants under this section to institutions that 
82.13 	received grants under Laws 2017, First Special Session chapter 5, article 2, section 57, 
82.14 	subdivision 27, and have demonstrated continuing success at recruiting, retaining, graduating, 
82.15 	and inducting (4) whether the institution has previously received a competitive grant under 
82.16 	this section and has demonstrated positive outcomes from the use of grant funds for efforts 
82.17 	helping teacher candidates who are of color or who are American Indian. to enroll in and 
82.18 	successfully complete teacher preparation programs and be recommended for licensure;
82.19 	(5) geographic diversity among the institutions. In order to expand the number of grant 
82.20 	recipients throughout the state, whenever there is at least a 20 percent increase in the base 
82.21 	appropriation for this grant program, the board must prioritize awarding grants to institutions 
82.22 	outside of the Twin Cities metropolitan area. If the board awards a competitive grant based 
82.23 	on the criteria in paragraph (a) to a program that has not previously received funding, the 
82.24 	board must thereafter give priority to the program equivalent to other programs given priority 
82.25 	under this paragraph. that have received grants and demonstrated positive outcomes; and
82.26 	(6) the percentage of racially and ethnically diverse teacher candidates enrolled in the 
82.27 	institution compared to:
82.28 	(i) the aggregate percentage of students of color and American Indian students enrolled 
82.29 	in the institution, regardless of major; and
82.30 	(ii) the percentage of underrepresented racially and ethnically diverse teachers in the 
82.31 	economic development region of the state where the institution is located and where a 
82.32 	shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
83.1 	(b) The board must not penalize an applicant institution in the grant review process for 
83.2 	using grant funds only to provide direct financial support to teacher candidates if that is the 
83.3 	institution's priority and the institution uses other resources to provide programmatic support 
83.4 	to candidates.
83.5 	(c) The board must determine award amounts for development, maintenance and, or
83.6 	expansion of programs based only on the degree to which applicants meet the criteria in 
83.7 	this subdivision, the number of candidates who are of color or who are American Indian
83.8 	supported by an applicant program, sustaining support for those candidates, and funds 
83.9 	available.
83.10 	(d) The board must determine grant awards in part by multiplying the number of teacher 
83.11 	candidates to be provided direct financial assistance by the average amount the institution 
83.12 	proposes per candidate that is within the allowable dollar range. After assessing an 
83.13 	institution's adherence to grant criteria and funds available, the board may grant an institution 
83.14 	a lower average amount per candidate and the institution may decide to award less per 
83.15 	candidate or provide financial assistance to fewer candidates within the allowable range. 
83.16 	Additionally, an institution may use up to 25 percent of the awarded grant funds to provide 
83.17 	programmatic support as described in paragraph (a), clause (3). If the board does not award 
83.18 	an applicant institution's full request, the board must allow the institution to modify how it 
83.19 	uses grant funds to maximize program outcomes consistent with the requirements of this 
83.20 	section.
83.21 		Subd. 3.Grant program administration. (a) The Professional Educator Licensing and 
83.22 	Standards Board may enter into an interagency agreement with the Office of Higher 
83.23 	Education. The agreement may include a transfer of funds to the Office of Higher Education 
83.24 	to help establish and administer the competitive grant process. The board must award grants 
83.25 	to institutions located in various economic development regions throughout the state, but 
83.26 	must not predetermine the number of institutions to be awarded grants under this section 
83.27 	or set a limit for the amount that any one institution may receive as part of the competitive 
83.28 	grant application process.
83.29 	(b) The board must establish a standard allowable dollar range for the amount of direct 
83.30 	financial assistance an applicant institution may provide to each candidate. To determine 
83.31 	the range, the board may collect de-identified data from institutions that received a grant 
83.32 	during the previous grant period and calculate the average scholarship amount awarded to 
83.33 	all candidates across all institutions using the most recent fiscal year data available. The 
83.34 	calculation may be used to determine a scholarship range that is no more than 25 percent 
83.35 	of this amount and no less than half the average of this amount. The purpose of direct 
84.1 	financial assistance is to assist candidates matriculating through completing licensure 
84.2 	programs if they demonstrate financial need after considering other grants and scholarships 
84.3 	provided.
84.4 	(c) All grants must be awarded by August 15 of the fiscal year in which the grants are 
84.5 	to be used except that, for initial competitive grants awarded for fiscal year 2020, grants 
84.6 	must be awarded by September 15. An institution that receives a grant under this section 
84.7 	may use the grant funds over a two- to four-year period to sustain support for teacher 
84.8 	candidates at any stage from recruitment and program admission to graduation and licensure 
84.9 	application.
84.10 		Subd. 4.Report. (a) By January August 15 of each year, an institution awarded a grant 
84.11 	under this section must prepare for the legislature and the board a detailed report regarding 
84.12 	the expenditure of grant funds, including the amounts used to recruit, retain, and induct
84.13 	support teacher candidates of color or who are American Indian teacher candidates to 
84.14 	complete programs and be recommended for licensure. The report must include:
84.15 	(1) the total number of teacher candidates of color, disaggregated by race or ethnic group, 
84.16 	who and American Indian teacher candidates who:
84.17 	(i) are enrolled in the institution;
84.18 	(ii) are supported by grant funds with direct financial assistance during the academic 
84.19 	reporting year;
84.20 	(iii) are supported with other programmatic supports;
84.21 	(iv) are recruited to the institution, are and newly admitted to the a licensure program, 
84.22 	are enrolled in the;
84.23 	(v) are enrolled in a licensure program;
84.24 	(vi) have completed a licensure program, have completed student teaching, have 
84.25 	graduated, are licensed, and are newly employed as Minnesota teachers in their licensure 
84.26 	field. A grant recipient must report; and
84.27 	(vii) were recommended for licensure in the field for which they were prepared;
84.28 	(2) the total number of teacher candidates of color or who are American Indian teacher 
84.29 	candidates at each stage from recruitment program admission to licensed teaching licensure 
84.30 	recommendation as a percentage of total all candidates seeking the same licensure at the 
84.31 	institution.; and
85.1 	(3) a brief narrative describing the successes and challenges of efforts proposed in the 
85.2 	grant application to support candidates with grant funds, and lessons learned for future 
85.3 	efforts.
85.4 	(b) By November 1 of each year, the board must post a report on its website summarizing 
85.5 	the activities and outcomes of grant recipients and results that promote sharing of effective 
85.6 	practices and lessons learned among grant recipients.

85.7 	Sec. 13. Minnesota Statutes 2022, section 122A.70, is amended to read:
85.8 	122A.70 TEACHER MENTORSHIP AND RETENTION OF EFFECTIVE 
85.9 	TEACHERS.
85.10 		Subdivision 1.Teacher mentoring, induction, and retention programs. (a) School 
85.11 	districts must develop teacher mentoring programs for teachers new to the profession or 
85.12 	district, including teaching residents, teachers of color, teachers who are American Indian, 
85.13 	teachers in license shortage areas, teachers with special needs, or experienced teachers in 
85.14 	need of peer coaching.
85.15 	(b) Teacher mentoring programs must be included in or aligned with districts' teacher 
85.16 	evaluation and peer review processes under sections 122A.40, subdivision 8, and 122A.41, 
85.17 	subdivision 5. A district may use staff development revenue under section 122A.61, special 
85.18 	grant programs established by the legislature, or another funding source to pay a stipend to 
85.19 	a mentor who may be a current or former teacher who has taught at least three years and is 
85.20 	not on an improvement plan. Other initiatives using such funds or funds available under 
85.21 	sections 124D.861 and 124D.862 may include:
85.22 	(1) additional stipends as incentives to mentors of color or who are American Indian;
85.23 	(2) financial supports for professional learning community affinity groups across schools 
85.24 	within and between districts for teachers from underrepresented racial and ethnic groups to 
85.25 	come together throughout the school year. For purposes of this section, "affinity groups" 
85.26 	are groups of educators who share a common racial or ethnic identity in society as persons 
85.27 	of color or who are American Indian;
85.28 	(3) programs for induction aligned with the district or school mentorship program during 
85.29 	the first three years of teaching, especially for teachers from underrepresented racial and 
85.30 	ethnic groups; or
85.31 	(4) grants supporting licensed and nonlicensed educator participation in professional 
85.32 	development, such as workshops and graduate courses, related to increasing student 
86.1 	achievement for students of color and American Indian students in order to close opportunity 
86.2 	and achievement gaps.
86.3 	(c) A school or district that receives a grant must negotiate additional retention strategies 
86.4 	or protection from unrequested leave of absences in the beginning years of employment for 
86.5 	teachers of color and teachers who are American Indian. Retention strategies may include 
86.6 	providing financial incentives for teachers of color and teachers who are American Indian 
86.7 	to work in the school or district for at least five years and placing American Indian educators 
86.8 	at sites with other American Indian educators and educators of color at sites with other 
86.9 	educators of color to reduce isolation and increase opportunity for collegial support.
86.10 		Subd. 2.Board grants. The Professional Educator Licensing and Standards Board must 
86.11 	make grant application forms available to sites interested in developing, sustaining, or 
86.12 	expanding a mentorship program. A school district; a or group of school districts; a coalition 
86.13 	of districts, teachers, and teacher education institutions; or, a school or coalition of schools, 
86.14 	or a coalition of teachers, or nonlicensed educators may apply for a program grant. A higher 
86.15 	education institution or nonprofit organization may partner with a grant applicant but is not 
86.16 	eligible as a sole applicant for grant funds. The Professional Educator Licensing and 
86.17 	Standards Board, in consultation with the teacher mentoring task force, must approve or 
86.18 	disapprove the applications. To the extent possible, the approved applications must reflect 
86.19 	effective mentoring, professional development, and retention components, and be 
86.20 	geographically distributed throughout the state. The Professional Educator Licensing and 
86.21 	Standards Board must encourage the selected sites to consider the use of its assessment 
86.22 	procedures.
86.23 		Subd. 2a.Funded work. (a) Grant funds may be used for the following:
86.24 	(1) additional stipends as incentives to mentors who are of color or who are American 
86.25 	Indian;
86.26 	(2) financial supports for professional learning community affinity groups across schools 
86.27 	within and between districts for educators from underrepresented racial and ethnic groups 
86.28 	to come together throughout the school year. For purposes of this section, "affinity groups" 
86.29 	means groups of licensed and nonlicensed educators who share a common racial or ethnic 
86.30 	identity in society as persons who are of color or who are American Indian;
86.31 	(3) programs for induction aligned with the district or school mentorship program during 
86.32 	the first three years of teaching, especially for teachers from underrepresented racial and 
86.33 	ethnic groups;
87.1 	(4) professional development focused on ways to close opportunity and achievement 
87.2 	gaps for students of color and American Indian students; or
87.3 	(5) for teachers of color and American Indian teachers, graduate courses toward a first 
87.4 	master's degree in a field related to their licensure or toward an additional license.
87.5 	(b) A charter school or district that receives a grant must negotiate additional retention 
87.6 	strategies or protection from unrequested leaves of absence in the beginning years of 
87.7 	employment for teachers who are of color or who are American Indian. Retention strategies 
87.8 	may include providing financial incentives for teachers of color and teachers who are 
87.9 	American Indian to work in the school or district for at least five years and placing American 
87.10 	Indian educators at sites with other American Indian educators and educators of color at 
87.11 	sites with other educators of color to reduce isolation and increase opportunity for collegial 
87.12 	support.
87.13 		Subd. 3.Criteria for selection. (a) At a minimum, applicants for grants under subdivision 
87.14 	2 must express commitment to:
87.15 	(1) allow staff participation;
87.16 	(2) assess skills of both beginning and mentor teachers;
87.17 	(3) provide appropriate in-service to needs identified in the assessment;
87.18 	(4) provide leadership to the effort;
87.19 	(5) cooperate with higher education institutions or teacher educators;
87.20 	(6) provide facilities and other resources;
87.21 	(7) share findings, materials, and techniques with other school districts; and
87.22 	(8) retain teachers of color and teachers who are American Indian.
87.23 	(b) The Professional Educator Licensing and Standards Board must give priority to 
87.24 	applications to fund programs to induct, mentor, and retain Tier 2 or Tier 3 teachers who 
87.25 	are of color or who are American Indian, and Tier 2 or Tier 3 teachers in licensure shortage 
87.26 	areas within the applicant's economic development region.
87.27 		Subd. 4.Additional funding. Grant applicants must seek additional funding and 
87.28 	assistance from sources such as school districts, postsecondary institutions, foundations, 
87.29 	and the private sector.
87.30 		Subd. 5.Program implementation. A grant recipient may use grant funds on 
87.31 	implementing activities over a period of time up to 24 months. New and expanding 
88.1 	mentorship sites that receive a board grant under subdivision 2 to design, develop, implement, 
88.2 	and evaluate their program must participate in activities that support program development 
88.3 	and implementation.
88.4 		Subd. 6.Report. By June September 30 of each year after receiving a grant, recipients 
88.5 	must submit a report to the Professional Educator Licensing and Standards Board on program 
88.6 	efforts that describes mentoring and induction activities and assesses the impact of these 
88.7 	programs on teacher effectiveness and retention. The board must publish a summary report 
88.8 	for the public and submit the report to the committees of the legislature with jurisdiction 
88.9 	over kindergarten through grade 12 education policy and finance in accordance with section 
88.10 	3.302 by November 30 of each year.

88.11 	Sec. 14. Minnesota Statutes 2022, section 122A.73, subdivision 2, is amended to read:
88.12 		Subd. 2.Grow Your Own district programs. (a) A school district, charter school, 
88.13 	cooperative unit under section 123A.24, subdivision 2, or Head Start program under section 
88.14 	119A.50 may apply for a grant for to partner with a Professional Educator Licensing and 
88.15 	Standards Board-approved teacher preparation program at the undergraduate or 
88.16 	postbaccalaureate level. Partnerships may also include associate's degree-granting institutions 
88.17 	to support students in early childhood or education programs that have transfer agreements 
88.18 	with board-approved preparation programs at colleges or universities. The grant recipient 
88.19 	must use at least 80 percent of grant funds to provide tuition scholarships or stipends to 
88.20 	enable school district employees or community members affiliated with a school district, 
88.21 	who are of color or American Indian and who seek a teaching license, to participate in the 
88.22 	teacher preparation program.
88.23 	(b) A district using grant funds under this subdivision to provide financial support to 
88.24 	teacher candidates may require a commitment as determined by the district to teach in the 
88.25 	district for a reasonable amount of time that does not exceed five years.
88.26 	(c) The maximum grant award under this subdivision is $850,000. The commissioner 
88.27 	may consider the number of participants a grant recipient intends to support when determining 
88.28 	a grant amount.

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

88.30 	Sec. 15. Minnesota Statutes 2022, section 122A.73, subdivision 3, is amended to read:
88.31 		Subd. 3.Grants for programs serving secondary school students. (a) In addition to 
88.32 	grants for developing and offering dual-credit postsecondary course options in schools for 
89.1 	"Introduction to Teaching" or "Introduction to Education" courses under section 124D.09, 
89.2 	subdivision 10, A school district or charter school may apply for grants under this section 
89.3 	to offer other innovative programs that encourage secondary school students, especially 
89.4 	students of color and American Indian students, to pursue teaching. To be eligible for a 
89.5 	grant under this subdivision, a school district or charter school an applicant must ensure 
89.6 	that the aggregate percentage of secondary school students of color and American Indian 
89.7 	students participating in the program is equal to or greater than the aggregate percentage of 
89.8 	students of color and American Indian students in the school district or, charter school, or 
89.9 	cooperative unit.
89.10 	(b) A grant recipient must use grant funds awarded under this subdivision for:
89.11 	(1) supporting future teacher clubs or service-learning opportunities that provide middle 
89.12 	and high school students with experiential learning that supports the success of younger 
89.13 	students or peers and increases students' interest in pursuing a teaching career;
89.14 	(2) developing and offering postsecondary enrollment options for "Introduction to 
89.15 	Teaching" or "Introduction to Education" courses consistent with section 124D.09, 
89.16 	subdivision 10, that meet degree requirements for teacher licensure;
89.17 	(2) (3) providing direct support, including wrap-around services, for students who are 
89.18 	of color or American Indian to enroll and be successful in postsecondary enrollment options 
89.19 	courses under section 124D.09 that would meet degree requirements for teacher licensure; 
89.20 	or
89.21 	(3) (4) offering scholarships to graduating high school students who are of color or 
89.22 	American Indian to enroll in board-approved undergraduate teacher preparation programs 
89.23 	at a college or university in Minnesota.
89.24 	(c) The maximum grant award under this subdivision is $500,000. The commissioner 
89.25 	may consider the number of participants a grant recipient intends to support when determining 
89.26 	a grant amount.

89.27 	Sec. 16. Minnesota Statutes 2022, section 123B.147, subdivision 3, is amended to read:
89.28 		Subd. 3.Duties; evaluation. (a) The principal shall provide administrative, supervisory, 
89.29 	and instructional leadership services, under the supervision of the superintendent of schools 
89.30 	of the district and according to the policies, rules, and regulations of the school board, for 
89.31 	the planning, management, operation, and evaluation of the education program of the building 
89.32 	or buildings to which the principal is assigned.
90.1 	(b) To enhance a principal's culturally responsive leadership skills and support and 
90.2 	improve teaching practices, school performance, and student achievement for diverse student 
90.3 	populations, including at-risk students, children with disabilities, English learners, and gifted 
90.4 	students, among others, a district must develop and implement a performance-based system 
90.5 	for annually evaluating school principals assigned to supervise a school building within the 
90.6 	district. The evaluation must be designed to improve teaching and learning by supporting 
90.7 	the principal in shaping the school's professional environment and developing teacher 
90.8 	quality, performance, and effectiveness. The annual evaluation must:
90.9 	(1) support and improve a principal's instructional leadership, organizational management, 
90.10 	and professional development, and strengthen the principal's capacity in the areas of 
90.11 	instruction, supervision, evaluation, and teacher development;
90.12 	(2) support and improve a principal's culturally responsive leadership practices that 
90.13 	create inclusive and respectful teaching and learning environments for all students, families, 
90.14 	and employees;
90.15 	(2) (3) include formative and summative evaluations based on multiple measures of 
90.16 	student progress toward career and college readiness;
90.17 	(3) (4) be consistent with a principal's job description, a district's long-term plans and 
90.18 	goals, and the principal's own professional multiyear growth plans and goals, all of which 
90.19 	must support the principal's leadership behaviors and practices, rigorous curriculum, school 
90.20 	performance, and high-quality instruction;
90.21 	(4) (5) include on-the-job observations and previous evaluations;
90.22 	(5) (6) allow surveys to help identify a principal's effectiveness, leadership skills and 
90.23 	processes, and strengths and weaknesses in exercising leadership in pursuit of school success;
90.24 	(6) (7) use longitudinal data on student academic growth as 35 percent of the evaluation 
90.25 	and incorporate district achievement goals and targets;
90.26 	(7) (8) be linked to professional development that emphasizes improved teaching and 
90.27 	learning, curriculum and instruction, student learning, culturally responsive leadership 
90.28 	practices, and a collaborative professional culture; and
90.29 	(8) (9) for principals not meeting standards of professional practice or other criteria 
90.30 	under this subdivision, implement a plan to improve the principal's performance and specify 
90.31 	the procedure and consequence if the principal's performance is not improved.
91.1 	The provisions of this paragraph are intended to provide districts with sufficient flexibility 
91.2 	to accommodate district needs and goals related to developing, supporting, and evaluating 
91.3 	principals.

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

91.5 	Sec. 17. [124D.901] STUDENT SUPPORT PERSONNEL AID.
91.6 		Subdivision 1.Definitions. For the purposes of this section, the following terms have 
91.7 	the meanings given:
91.8 	(1) "new position" means a student support services personnel full-time or part-time 
91.9 	position not under contract by a school district, charter school, or cooperative unit at the 
91.10 	start of the 2022-2023 school year;
91.11 	(2) "part-time position" means a student support services personnel position less than 
91.12 	1.0 full-time equivalent at the start of the 2022-2023 school year;
91.13 	(3) "American Rescue Plan Act" means the federal American Rescue Plan Act of 2021, 
91.14 	Public Law 117-2, that awarded funds; and
91.15 	(4) "student support services personnel" means an individual licensed to serve as a school 
91.16 	counselor, school psychologist, school social worker, school nurse, or chemical dependency 
91.17 	counselor in Minnesota.
91.18 		Subd. 2.Purpose. The purpose of student support personnel aid is to:
91.19 	(1) address shortages of student support services personnel within Minnesota schools;
91.20 	(2) decrease caseloads for existing student support services personnel to ensure effective 
91.21 	services;
91.22 	(3) ensure that students receive effective student support services and integrated and 
91.23 	comprehensive services to improve prekindergarten through grade 12 academic, physical, 
91.24 	social, and emotional outcomes supporting career and college readiness and effective school 
91.25 	mental health services;
91.26 	(4) ensure that student support services personnel serve within the scope and practice 
91.27 	of their training and licensure;
91.28 	(5) fully integrate learning supports, instruction, assessment, data-based decision making, 
91.29 	and family and community engagement within a comprehensive approach that facilitates 
91.30 	interdisciplinary collaboration; and
92.1 	(6) improve student health, school safety, and school climate to support academic success 
92.2 	and career and college readiness.
92.3 		Subd. 3.Student support personnel aid. (a) The initial student support personnel aid 
92.4 	for fiscal year 2024 and fiscal year 2025 for a school district equals the greater of $24 times 
92.5 	the adjusted pupil units at the district for the current fiscal year or $25,000. The initial 
92.6 	student support personnel aid for fiscal year 2026 and later for a school district equals the 
92.7 	greater of $44 times the adjusted pupil units at the district for the current fiscal year or 
92.8 	$60,000. The initial student support personnel aid for fiscal year 2024 and fiscal year 2025 
92.9 	for a charter school equals $22 times the adjusted pupil units at the charter school for the 
92.10 	current fiscal year. The initial student support personnel aid for fiscal year 2026 and later 
92.11 	for a charter school equals $40 times the adjusted pupil units at the charter school for the 
92.12 	current fiscal year.
92.13 	(b) The cooperative student support personnel aid for fiscal year 2024 and fiscal year 
92.14 	2025 for a school district that is a member of an intermediate school district or other 
92.15 	cooperative unit that enrolls students equals $2 times the adjusted pupil units at the member 
92.16 	district for the current fiscal year. The cooperative student support personnel aid for fiscal 
92.17 	year 2026 and later for a school district that is a member of an intermediate school district 
92.18 	or other cooperative unit that enrolls students equals $4 times the adjusted pupil units at the 
92.19 	member district for the current fiscal year. If a district is a member of more than one 
92.20 	cooperative unit that enrolls students, the revenue must be allocated among the cooperative 
92.21 	units.
92.22 	(c) Notwithstanding paragraphs (a) and (b), the student support personnel aid must not 
92.23 	exceed the district's or cooperative unit's actual expenditure according to the approved plan 
92.24 	under subdivision 3.
92.25 		Subd. 4.Allowed uses. (a) Aid under this section must be used to hire new positions 
92.26 	for student support services personnel or increase a current position that is less than 1.0 
92.27 	full-time equivalent to a greater number of service hours or make permanent a position hired 
92.28 	using onetime resources awarded through the American Rescue Plan Act, or to maintain a 
92.29 	position that would otherwise be eliminated.
92.30 	(b) Cooperative student support personnel aid must be transferred to the intermediate 
92.31 	district or other cooperative unit of which the district is a member and used to hire new 
92.32 	positions for student support services personnel or increase a current position that is less 
92.33 	than 1.0 full-time equivalent to a greater number of service hours or make permanent a 
93.1 	position hired using onetime resources awarded through the federal American Rescue Plan 
93.2 	Act at the intermediate district or cooperative unit.
93.3 	(c) If a school district, charter school, or cooperative unit does not receive at least two 
93.4 	applications and is not able to hire a new full-time equivalent position with student support 
93.5 	personnel aid, the aid may be used for contracted services from individuals licensed to serve 
93.6 	as a school counselor, school psychologist, school social worker, school nurse, or chemical 
93.7 	dependency counselor in Minnesota.
93.8 		Subd. 5.Report required. By February 1 following any fiscal year in which student 
93.9 	support personnel aid was received, a school district, charter school, or cooperative unit 
93.10 	must submit a written report to the commissioner indicating how the new position affected 
93.11 	two or more of the following measures:
93.12 	(1) school climate;
93.13 	(2) student health;
93.14 	(3) attendance rates;
93.15 	(4) academic achievement;
93.16 	(5) career and college readiness; and
93.17 	(6) postsecondary completion rates.

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

93.19 	Sec. 18. APPROPRIATIONS; DEPARTMENT OF EDUCATION.
 93.20 		Subdivision 1.Department of Education. The sums indicated in this section are 
93.21 	appropriated from the general fund to the Department of Education for the fiscal year 
93.22 	designated.
93.23 		Subd. 2.Agricultural educator grants. (a) For agricultural educator grants under Laws 
93.24 	2017, First Special Session chapter 5, article 2, section 51:

93.25		$
	250,000
	.....
	2024
	
93.26		$
	250,000
	.....
	2025
	
93.27 	(b) Any balance in the first year does not cancel but is available in the second year.
93.28 		Subd. 3.Alternative teacher compensation aid. (a) For alternative teacher compensation 
93.29 	aid under Minnesota Statutes, section 122A.415, subdivision 4:

94.1		$
	88,443,000
	.....
	2024
	
94.2		$
	88,430,000
	.....
	2025
	
94.3 	(b) The 2024 appropriation includes $8,824,000 for fiscal year 2023 and $79,619,000 
94.4 	for fiscal year 2024.
94.5 	(c) The 2025 appropriation includes $8,847,000 for fiscal year 2024 and $79,583,000 
94.6 	for fiscal year 2025.
94.7 		Subd. 4.Come Teach in Minnesota hiring bonuses. (a) For the Come Teach in 
94.8 	Minnesota hiring bonuses pilot program under Minnesota Statutes, section 122A.59:

94.9		$
	200,000
	.....
	2024
	
94.10		$
	400,000
	.....
	2025
	
94.11 	(b) The department may use up to $30,000 of the appropriation amount to administer 
94.12 	and improve the program under this subdivision.
94.13 	(c) This appropriation is subject to the requirements under Minnesota Statutes, section 
94.14 	122A.59, subdivision 5.
94.15 	(d) The base for fiscal year 2026 and later is $400,000.
94.16 		Subd. 5.Closing educational opportunity gaps grants. (a) To support schools in their 
94.17 	efforts to close opportunity gaps under Minnesota Statutes, section 120B.113:

94.18		$
	4,000,000
	.....
	2024
	
94.19		$
	4,000,000
	.....
	2025
	
94.20 	(b) The department may retain up to five percent of this appropriation to administer the 
94.21 	grant program.
94.22 		Subd. 6.Coalition to Increase Teachers of Color and American Indian Teachers. (a) 
94.23 	For a grant to the Coalition to Increase Teachers of Color and American Indian Teachers 
94.24 	in Minnesota for nonlobbying activities and general operating expenses that support the 
94.25 	recruitment and retention of racially and ethnically diverse teachers underrepresented in the 
94.26 	state's workforce:

94.27		$
	100,000
	.....
	2024
	
94.28		$
	100,000
	.....
	2025
	
94.29 	(b) Any balance in the first year does not cancel but is available in the second year.
94.30 		Subd. 7.Expanded concurrent enrollment grants. (a) For grants to institutions offering 
94.31 	"Introduction to Teaching" or "Introduction to Education" courses under Minnesota Statutes, 
94.32 	section 124D.09, subdivision 10, paragraph (b):

95.1		$
	500,000
	.....
	2024
	
95.2		$
	500,000
	.....
	2025
	
95.3 	(b) Up to five percent of the grant amount is available for grant administration and 
95.4 	monitoring.
95.5 	(c) Any balance in the first year does not cancel but is available in the second year.
95.6 		Subd. 8.Grow Your Own pathways to teacher licensure grants. (a) For grants to 
95.7 	develop, continue, or expand Grow Your Own new teacher programs under Minnesota 
95.8 	Statutes, section 122A.73, to develop a teaching workforce that more closely reflects the 
95.9 	state's increasingly diverse student population and ensure all students have equitable access 
95.10 	to effective and diverse teachers:

95.11		$
	32,500,000
	.....
	2024
	
95.12		$
	32,500,000
	.....
	2025
	
95.13 	(b) Of the amounts in paragraph (a), $1,500,000 each year is for grants to early childhood 
95.14 	educator programs.
95.15 	(c) Of the amounts in paragraph (a), at least $3,000,000 each year is for teacher residency 
95.16 	programs under Minnesota Statutes, section 122A.68, subdivision 3.
95.17 	(d) This appropriation is subject to the requirements under Minnesota Statutes, section 
95.18 	122A.73, subdivision 5.
95.19 	(e) The base for fiscal year 2026 and later is $32,500,000.
95.20 		Subd. 9.Minnesota Indian teacher training program grants. (a) For joint grants to 
95.21 	assist American Indian people to become teachers under Minnesota Statutes, section 122A.63:

95.22		$
	700,000
	.....
	2024
	
95.23		$
	700,000
	.....
	2025
	
95.24 	(b) The department may use up to five percent of the appropriation amount to administer 
95.25 	the grant program.
95.26 		Subd. 10.Reimbursements for teacher licensing and exam fees. (a) For reducing 
95.27 	financial burdens for aspiring teachers by funding costs associated with Minnesota teacher 
95.28 	licensing exams and first professional teacher license fees for newly graduated teachers:

95.29		$
	1,400,000
	.....
	2024
	
95.30		$
	0
	.....
	2025
	
95.31 	(b) The commissioner must establish a process for newly licensed teachers to be 
95.32 	reimbursed for expenses related to:
96.1 	(1) application fees to the board for initial licensure; and
96.2 	(2) exam fees for required licensure exams to obtain a teaching license in Minnesota.
96.3 	(c) Up to $50,000 is available for administration, including contracts.
96.4 	(d) This is a onetime appropriation and is available until June 30, 2027.
96.5 		Subd. 11.Statewide concurrent enrollment teacher training program. (a) For the 
96.6 	concurrent enrollment teacher partnership under Minnesota Statutes, section 122A.76:

96.7		$
	375,000
	.....
	2024
	
96.8		$
	375,000
	.....
	2025
	
96.9 	(b) Any balance in the first year does not cancel but is available in the second year.
96.10 		Subd. 12.Statewide teacher mentoring program. (a) For a statewide teacher induction 
96.11 	and mentoring program:

96.12		$
	9,940,000
	.....
	2024
	
96.13		$
	0
	.....
	2025
	
96.14 	(b) Funds may be used for:
96.15 	(1) competitive grants to Minnesota regional partners, including institutions of higher 
96.16 	education, regional service cooperatives, other district or charter collaboratives, and 
96.17 	professional organizations, to provide mentoring supports for new teachers, on-the-ground 
96.18 	training, technical assistance, and networks or communities of practice for local new teachers, 
96.19 	districts, and charter schools to implement Minnesota's induction model;
96.20 	(2) competitive grants to school districts to fund Teacher of Record mentorships to Tier 
96.21 	1 special education teachers, including training and supervision; and
96.22 	(3) contracts with national content experts and research collaboratives to assist in 
96.23 	developing Minnesota's induction model, to provide ongoing training to mentors and 
96.24 	principals, and to evaluate the program over time.
96.25 	(c) This is a onetime appropriation and is available until June 30, 2027.
96.26 		Subd. 13.Student support personnel. (a) To address shortages of school support 
96.27 	personnel services that benefit children and young people's social, emotional, and physical 
96.28 	health through strategies to fund additional positions within early childhood systems, public 
96.29 	schools, and the Department of Education, and to implement a workforce development 
96.30 	initiative:

97.1		$
	2,550,000
	.....
	2024
	
97.2		$
	2,550,000
	.....
	2025
	
97.3 	(b) Of this amount, $2,400,000 each year is to fund a workforce development initiative 
97.4 	to increase the number of student support personnel each year.
97.5 	(c) Of this amount, $150,000 each year is to fund a school mental health service lead at 
97.6 	the Department of Education.
97.7 		Subd. 14.Student support personnel aid. (a) For aid to support schools in addressing 
97.8 	students' social, emotional, and physical health under Minnesota Statutes, section 124D.901:

97.9		$
	23,432,000
	.....
	2024
	
97.10		$
	25,990,000
	.....
	2025
	
97.11 	(b) The 2024 appropriation includes $0 for 2023 and $23,432,000 for 2024.
97.12 	(c) The 2025 appropriation includes $2,604,000 for 2024 and $23,386,000 for 2025.

97.13 	Sec. 19. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND 
97.14 	STANDARDS BOARD.
 97.15 		Subdivision 1.Professional Educator Licensing and Standards Board. The sum 
97.16 	indicated in this section is appropriated from the general fund to the Professional Educator 
97.17 	Licensing and Standards Board for the fiscal year designated.
97.18 		Subd. 2.Collaborative urban and greater Minnesota educators of color grants. (a) 
97.19 	For collaborative urban and greater Minnesota educators of color competitive grants under 
97.20 	Minnesota Statutes, section 122A.635:

97.21		$
	5,530,000
	.....
	2024
	
97.22		$
	5,350,000
	.....
	2025
	
97.23 	(b) The board may retain up to $100,000 of the appropriation amount to monitor and 
97.24 	administer the grant program.
97.25 	(c) Any balance does not cancel but is available in the following fiscal year.
97.26 	(d) The base for fiscal year 2026 and later is $5,350,000.
97.27 		Subd. 3.Heritage language and culture teachers. To support an additional licensure 
97.28 	pathway program for heritage language and culture teachers under Minnesota Statutes, 
97.29 	section 122A.631, including funding for a portfolio liaison and funding for substitute teachers 
97.30 	on meeting days, portfolio fees, licensure fees, and licensure exam fees for 50 program 
97.31 	participants:

98.1		$
	208,000
	.....
	2024
	
98.2		$
	208,000
	.....
	2025
	
98.3 		Subd. 4.Mentoring, induction, and retention incentive program grants for teachers 
98.4 	of color. (a) To develop and expand mentoring, induction, and retention programs designed 
98.5 	for teachers of color or American Indian teachers under Minnesota Statutes, section 122A.70:

98.6		$
	3,496,000
	.....
	2024
	
98.7		$
	3,496,000
	.....
	2025
	
98.8 	(b) Any balance does not cancel but is available in the following fiscal year.
98.9 	(c) The base for fiscal year 2026 and later is $3,496,000, of which at least $2,500,000 
98.10 	each fiscal year is for grants to develop and expand mentoring, induction, and retention 
98.11 	programs designed for teachers of color or American Indian teachers.
98.12 	(d) The board may retain up to three percent of the appropriation amount to monitor and 
98.13 	administer the grant program.
98.14 		Subd. 5.Reports on increasing percentage of teachers of color and American Indian 
98.15 	teachers. (a) For a full-time equivalent employee to complete reports on state-funded 
98.16 	programs to increase the percentage of teachers of color and American Indian teachers in 
98.17 	Minnesota schools in accordance with Minnesota Statutes, section 120B.117, and process 
98.18 	reports under Minnesota Statutes, sections 122A.40, subdivision 3, and 122A.41, subdivision 
98.19 	16:

98.20		$
	20,000
	.....
	2024
	
98.21		$
	0
	.....
	2025
	
98.22 	(b) The base for fiscal year 2026 and later is $0.
98.23 		Subd. 6.Teacher recruitment marketing campaign. (a) To develop two contracts to 
98.24 	develop and implement an outreach and marketing campaign under this subdivision:

98.25		$
	500,000
	.....
	2024
	
98.26		$
	500,000
	.....
	2025
	
98.27 	(b) The Professional Educator Licensing and Standards Board must issue a request for 
98.28 	proposals to develop and implement an outreach and marketing campaign to elevate the 
98.29 	profession and recruit teachers, especially teachers of color and American Indian teachers. 
98.30 	Outreach efforts should include and support current and former Teacher of the Year finalists 
98.31 	interested in being recruitment fellows to encourage prospective educators throughout the 
98.32 	state.
99.1 	(c) The outreach and marketing campaign must focus on increasing interest in teaching 
99.2 	in Minnesota public schools for the following individuals:
99.3 	(1) high school and college students of color or American Indian students who have not 
99.4 	chosen a career path; or
99.5 	(2) adults from racial or ethnic groups underrepresented in the teacher workforce who 
99.6 	may be seeking to change careers.
99.7 	(d) The board must award two $250,000 grants each year to firms or organizations that 
99.8 	demonstrate capacity to reach wide and varied audiences of prospective teachers based on 
99.9 	a work plan with quarterly deliverables. Preferences should be given to firms or organizations 
99.10 	that are led by people of color and that have people of color working on the campaign with 
99.11 	a proven record of success. The grant recipients must recognize current pathways or programs 
99.12 	to become a teacher and must partner with educators, schools, institutions, and racially 
99.13 	diverse communities. The grant recipients are encouraged to provide in-kind contributions 
99.14 	or seek funds from nonstate sources to supplement the grant award.
99.15 	(e) The board may use no more than three percent of the appropriation amount to 
99.16 	administer the program under this subdivision, and may have an interagency agreement 
99.17 	with the Department of Education including transfer of funds to help administer the program.
99.18 	(f) Any balance in the first year does not cancel but is available in the second year.

99.19 	ARTICLE 5
99.20 	SPECIAL EDUCATION

99.21 	Section 1. Minnesota Statutes 2022, section 120A.20, subdivision 1, is amended to read:
99.22 		Subdivision 1.Age limitations; pupils. (a) All schools supported in whole or in part 
99.23 	by state funds are public schools. Admission to a public school is free to any person who: 
99.24 	(1) resides within the district that operates the school; (2) is under 21 years of age or who 
99.25 	meets the requirements of paragraph (c); and (3) satisfies the minimum age requirements 
99.26 	imposed by this section. Notwithstanding the provisions of any law to the contrary, the 
99.27 	conduct of all students under 21 years of age attending a public secondary school is governed 
99.28 	by a single set of reasonable rules and regulations promulgated by the school board.
99.29 	(b) A person shall not be admitted to a public school (1) as a kindergarten pupil, unless 
99.30 	the pupil is at least five years of age on September 1 of the calendar year in which the school 
99.31 	year for which the pupil seeks admission commences; or (2) as a 1st grade student, unless 
99.32 	the pupil is at least six years of age on September 1 of the calendar year in which the school 
100.1 	year for which the pupil seeks admission commences or has completed kindergarten; except 
100.2 	that any school board may establish a policy for admission of selected pupils at an earlier 
100.3 	age under section 124D.02.
100.4 	(c) A pupil who becomes age 21 after enrollment is eligible for continued free public 
100.5 	school enrollment until at least one of the following occurs: (1) the first September 1 after 
100.6 	the pupil's 21st birthday; (2) the pupil's completion of the graduation requirements; (3) the 
100.7 	pupil's withdrawal with no subsequent enrollment within 21 calendar days; or (4) the end 
100.8 	of the school year; or (5) in the case of a student with a disability as defined under section 
100.9 	125A.02, the pupil's 22nd birthday.

100.10 	Sec. 2. Minnesota Statutes 2022, section 121A.41, subdivision 7, is amended to read:
100.11 		Subd. 7.Pupil. (a) "Pupil" means any student:
100.12 	(1) without a disability under 21 years of age; or
100.13 	(2) with a disability under 21 22 years old who has not received a regular high school 
100.14 	diploma or for a child with a disability who becomes 21 years old during the school year 
100.15 	but has not received a regular high school diploma, until the end of that school year; and
100.16 	(3) who remains eligible to attend a public elementary or secondary school.
100.17 	(b) A "student with a disability" or a "pupil with a disability" has the same meaning as 
100.18 	a "child with a disability" under section 125A.02.

100.19 	Sec. 3. Minnesota Statutes 2022, section 122A.31, subdivision 1, is amended to read:
100.20 		Subdivision 1.Requirements for American sign language/English interpreters. (a) 
100.21 	In addition to any other requirements that a school district establishes, any person employed 
100.22 	to provide American sign language/English interpreting or sign transliterating services on 
100.23 	a full-time or part-time basis for a school district after July 1, 2000, must:
100.24 	(1) hold current interpreter and or transliterator certificates awarded by the Registry of 
100.25 	Interpreters for the Deaf (RID), or the general level interpreter proficiency certificate awarded 
100.26 	by the National Association of the Deaf (NAD), or a comparable state certification from 
100.27 	the commissioner of education;, and
100.28 	(2) satisfactorily complete an interpreter/transliterator training program affiliated with 
100.29 	an accredited educational institution.; or
100.30 	(2) hold a certified deaf interpreter certification issued by RID.
101.1 	(b) New graduates of an interpreter/transliterator program affiliated with an accredited 
101.2 	education institution or certified deaf interpreters who hold a certification issued by RID
101.3 	shall be granted a two-year provisional certificate by the commissioner. During the two-year 
101.4 	provisional period, the interpreter/transliterator must develop and implement an education 
101.5 	plan in collaboration with a mentor under paragraph (c).
101.6 	(c) A mentor of a provisionally certified interpreter/transliterator must be an 
101.7 	interpreter/transliterator who has either NAD level IV or V certification or RID certified 
101.8 	interpreter and certified transliterator certification and have at least three years of 
101.9 	interpreting/transliterating experience in any educational setting. The mentor, in collaboration 
101.10 	with the provisionally certified interpreter/transliterator, shall develop and implement an 
101.11 	education plan designed to meet the requirements of paragraph (a), clause (1), and include 
101.12 	a weekly on-site mentoring process.
101.13 	(d) Consistent with the requirements of this paragraph, a person holding a provisional 
101.14 	certificate may apply to the commissioner for one time-limited extension. The commissioner, 
101.15 	in consultation with the Commission of the Deaf, DeafBlind and Hard of Hearing, must 
101.16 	grant the person a time-limited extension of the provisional certificate based on the following 
101.17 	documentation:
101.18 	(1) letters of support from the person's mentor, a parent of a pupil the person serves, the 
101.19 	special education director of the district in which the person is employed, and a representative 
101.20 	from the regional service center of the deaf and hard-of-hearing;
101.21 	(2) records of the person's formal education, training, experience, and progress on the 
101.22 	person's education plan; and
101.23 	(3) an explanation of why the extension is needed.
101.24 	As a condition of receiving the extension, the person must comply with a plan and the 
101.25 	accompanying time line timeline for meeting the requirements of this subdivision. A 
101.26 	committee composed of the deaf and hard-of-hearing state specialist, a representative of 
101.27 	the Minnesota Association of Deaf Citizens, a representative of the Minnesota Registry of 
101.28 	Interpreters of for the Deaf, and other appropriate persons committee members selected by 
101.29 	the commissioner must develop the plan and time line timeline for the person receiving the 
101.30 	extension.
101.31 	(e) A school district may employ only an interpreter/transliterator who has been certified 
101.32 	under paragraph (a) or (b), or for whom a time-limited extension has been granted under 
101.33 	paragraph (d).
102.1 	(f) An interpreter who meets the requirements of paragraph (a) is "essential personnel" 
102.2 	as defined in section 125A.76, subdivision 1.

102.3 	Sec. 4. Minnesota Statutes 2022, section 123B.92, subdivision 1, is amended to read:
102.4 		Subdivision 1.Definitions. For purposes of this section and section 125A.76, the terms 
102.5 	defined in this subdivision have the meanings given to them.
102.6 	(a) "Actual expenditure per pupil transported in the regular and excess transportation 
102.7 	categories" means the quotient obtained by dividing:
102.8 	(1) the sum of:
102.9 	(i) all expenditures for transportation in the regular category, as defined in paragraph 
102.10 	(b), clause (1), and the excess category, as defined in paragraph (b), clause (2), plus
102.11 	(ii) an amount equal to one year's depreciation on the district's school bus fleet and 
102.12 	mobile units computed on a straight line basis at the rate of 15 percent per year for districts 
102.13 	operating a program under section 124D.128 for grades 1 to 12 for all students in the district 
102.14 	and 12-1/2 percent per year for other districts of the cost of the fleet, plus
102.15 	(iii) an amount equal to one year's depreciation on the district's type III vehicles, as 
102.16 	defined in section 169.011, subdivision 71, which must be used a majority of the time for 
102.17 	pupil transportation purposes, computed on a straight line basis at the rate of 20 percent per 
102.18 	year of the cost of the type three school buses by:
102.19 	(2) the number of pupils eligible for transportation in the regular category, as defined 
102.20 	in paragraph (b), clause (1), and the excess category, as defined in paragraph (b), clause 
102.21 	(2).
102.22 	(b) "Transportation category" means a category of transportation service provided to 
102.23 	pupils as follows:
102.24 	(1) Regular transportation is:
102.25 	(i) transportation to and from school during the regular school year for resident elementary 
102.26 	pupils residing one mile or more from the public or nonpublic school they attend, and 
102.27 	resident secondary pupils residing two miles or more from the public or nonpublic school 
102.28 	they attend, excluding desegregation transportation and noon kindergarten transportation; 
102.29 	but with respect to transportation of pupils to and from nonpublic schools, only to the extent 
102.30 	permitted by sections 123B.84 to 123B.87;
102.31 	(ii) transportation of resident pupils to and from language immersion programs;
103.1 	(iii) transportation of a pupil who is a custodial parent and that pupil's child between the 
103.2 	pupil's home and the child care provider and between the provider and the school, if the 
103.3 	home and provider are within the attendance area of the school;
103.4 	(iv) transportation to and from or board and lodging in another district, of resident pupils 
103.5 	of a district without a secondary school;
103.6 	(v) transportation to and from school during the regular school year required under 
103.7 	subdivision 3 for nonresident elementary pupils when the distance from the attendance area 
103.8 	border to the public school is one mile or more, and for nonresident secondary pupils when 
103.9 	the distance from the attendance area border to the public school is two miles or more, 
103.10 	excluding desegregation transportation and noon kindergarten transportation; and
103.11 	(vi) transportation of pregnant or parenting pupils to and from a program that was 
103.12 	established on or before January 1, 2018, or that is in operation on or after July 1, 2021, 
103.13 	that provides:
103.14 	(A) academic instruction;
103.15 	(B) at least four hours per week of parenting instruction; and
103.16 	(C) high-quality child care on site during the education day with the capacity to serve 
103.17 	all children of enrolled pupils.
103.18 	For the purposes of this paragraph, a district may designate a licensed day care facility, 
103.19 	school day care facility, respite care facility, the residence of a relative, or the residence of 
103.20 	a person or other location chosen by the pupil's parent or guardian, or an after-school program 
103.21 	for children operated by a political subdivision of the state, as the home of a pupil for part 
103.22 	or all of the day, if requested by the pupil's parent or guardian, and if that facility, residence, 
103.23 	or program is within the attendance area of the school the pupil attends.
103.24 	(2) Excess transportation is:
103.25 	(i) transportation to and from school during the regular school year for resident secondary 
103.26 	pupils residing at least one mile but less than two miles from the public or nonpublic school 
103.27 	they attend, and transportation to and from school for resident pupils residing less than one 
103.28 	mile from school who are transported because of full-service school zones, extraordinary 
103.29 	traffic, drug, or crime hazards; and
103.30 	(ii) transportation to and from school during the regular school year required under 
103.31 	subdivision 3 for nonresident secondary pupils when the distance from the attendance area 
103.32 	border to the school is at least one mile but less than two miles from the public school they 
103.33 	attend, and for nonresident pupils when the distance from the attendance area border to the 
104.1 	school is less than one mile from the school and who are transported because of full-service 
104.2 	school zones, extraordinary traffic, drug, or crime hazards.
104.3 	(3) Desegregation transportation is transportation within and outside of the district during 
104.4 	the regular school year of pupils to and from schools located outside their normal attendance 
104.5 	areas under a plan for desegregation mandated by the commissioner or under court order.
104.6 	(4) "Transportation services for pupils with disabilities" is:
104.7 	(i) transportation of pupils with disabilities who cannot be transported on a regular school 
104.8 	bus between home or a respite care facility and school;
104.9 	(ii) necessary transportation of pupils with disabilities from home or from school to 
104.10 	other buildings, including centers such as developmental achievement centers, hospitals, 
104.11 	and treatment centers where special instruction or services required by sections 125A.03 to 
104.12 	125A.24, 125A.26 to 125A.48, and 125A.65 are provided, within or outside the district 
104.13 	where services are provided;
104.14 	(iii) necessary transportation for resident pupils with disabilities required by sections 
104.15 	125A.12, and 125A.26 to 125A.48;
104.16 	(iv) board and lodging for pupils with disabilities in a district maintaining special classes;
104.17 	(v) transportation from one educational facility to another within the district for resident 
104.18 	pupils enrolled on a shared-time basis in educational programs, and necessary transportation 
104.19 	required by sections 125A.18, and 125A.26 to 125A.48, for resident pupils with disabilities 
104.20 	who are provided special instruction and services on a shared-time basis or if resident pupils 
104.21 	are not transported, the costs of necessary travel between public and private schools or 
104.22 	neutral instructional sites by essential personnel employed by the district's program for 
104.23 	children with a disability;
104.24 	(vi) transportation for resident pupils with disabilities to and from board and lodging 
104.25 	facilities when the pupil is boarded and lodged for educational purposes;
104.26 	(vii) transportation of pupils for a curricular field trip activity on a school bus equipped 
104.27 	with a power lift when the power lift is required by a student's disability or section 504 plan; 
104.28 	and
104.29 	(viii) services described in clauses (i) to (vii), when provided for pupils with disabilities 
104.30 	in conjunction with a summer instructional program that relates to the pupil's individualized 
104.31 	education program or in conjunction with a learning year program established under section 
104.32 	124D.128.
105.1 	For purposes of computing special education initial aid under section 125A.76, the cost 
105.2 	of providing transportation for children with disabilities includes (A) the additional cost of 
105.3 	transporting a student in a shelter care facility as defined in section 260C.007, subdivision 
105.4 	30, a student placed in a family foster home as defined in section 260C.007, subdivision 
105.5 	16b, a homeless student in another district to the school of origin, or a formerly homeless 
105.6 	student from a permanent home in another district to the school of origin but only through 
105.7 	the end of the academic year; and (B) depreciation on district-owned school buses purchased 
105.8 	after July 1, 2005, and used primarily for transportation of pupils with disabilities, calculated 
105.9 	according to paragraph (a), clauses (ii) and (iii). Depreciation costs included in the disabled 
105.10 	transportation category must be excluded in calculating the actual expenditure per pupil 
105.11 	transported in the regular and excess transportation categories according to paragraph (a). 
105.12 	For purposes of subitem (A), a school district may transport a child who does not have a 
105.13 	school of origin to the same school attended by that child's sibling, if the siblings are homeless 
105.14 	or in a shelter care facility.
105.15 	(5) "Nonpublic nonregular transportation" is:
105.16 	(i) transportation from one educational facility to another within the district for resident 
105.17 	pupils enrolled on a shared-time basis in educational programs, excluding transportation 
105.18 	for nonpublic pupils with disabilities under clause (4);
105.19 	(ii) transportation within district boundaries between a nonpublic school and a public 
105.20 	school or a neutral site for nonpublic school pupils who are provided pupil support services 
105.21 	pursuant to section 123B.44; and
105.22 	(iii) late transportation home from school or between schools within a district for 
105.23 	nonpublic school pupils involved in after-school activities.
105.24 	(c) "Mobile unit" means a vehicle or trailer designed to provide facilities for educational 
105.25 	programs and services, including diagnostic testing, guidance and counseling services, and 
105.26 	health services. A mobile unit located off nonpublic school premises is a neutral site as 
105.27 	defined in section 123B.41, subdivision 13.

105.28 	Sec. 5. Minnesota Statutes 2022, section 124D.128, subdivision 2, is amended to read:
105.29 		Subd. 2.Commissioner designation. (a) A state-approved alternative program designated 
105.30 	by the state must be a site. A state-approved alternative program must provide services to 
105.31 	students who meet the criteria in section 124D.68 and who are enrolled in:
105.32 	(1) a district that is served by the state-approved alternative program; or
106.1 	(2) a charter school located within the geographic boundaries of a district that is served 
106.2 	by the state-approved alternative program.
106.3 	(b) To be designated, a state-approved alternative program must demonstrate to the 
106.4 	commissioner that it will:
106.5 	(1) provide a program of instruction that permits pupils to receive instruction throughout 
106.6 	the entire year; and
106.7 	(2) develop and maintain a separate record system that, for purposes of section 126C.05, 
106.8 	permits identification of membership attributable to pupils participating in the program. 
106.9 	The record system and identification must ensure that the program will not have the effect 
106.10 	of increasing the total average daily membership attributable to an individual pupil as a 
106.11 	result of a learning year program. The record system must include the date the pupil originally 
106.12 	enrolled in a learning year program, the pupil's grade level, the date of each grade promotion, 
106.13 	the average daily membership generated in each grade level, the number of credits or 
106.14 	standards earned, and the number needed to graduate.
106.15 	(c) A student who has not completed a school district's graduation requirements may 
106.16 	continue to enroll in courses the student must complete in order to graduate until the student 
106.17 	satisfies the district's graduation requirements or the student is 21 years old, whichever 
106.18 	comes first. A student with a disability as set forth in section 125A.02 may continue to 
106.19 	enroll in courses until the student graduates with a regular high school diploma or the student 
106.20 	is 22 years old, whichever comes first.

106.21 	Sec. 6. Minnesota Statutes 2022, section 124D.68, subdivision 2, is amended to read:
106.22 		Subd. 2.Eligible pupils. (a) A pupil under the age of 21 or who meets the requirements 
106.23 	of section 120A.20, subdivision 1, paragraph (c), is eligible to participate in the graduation 
106.24 	incentives program, if the pupil:
106.25 	(1) performs substantially below the performance level for pupils of the same age in a 
106.26 	locally determined achievement test;
106.27 	(2) is behind in satisfactorily completing coursework or obtaining credits for graduation;
106.28 	(3) is pregnant or is a parent;
106.29 	(4) has been assessed as having substance use disorder;
106.30 	(5) has been excluded or expelled according to sections 121A.40 to 121A.56;
106.31 	(6) has been referred by a school district for enrollment in an eligible program or a 
106.32 	program pursuant to section 124D.69;
107.1 	(7) is a victim of physical or sexual abuse;
107.2 	(8) has experienced mental health problems;
107.3 	(9) has experienced homelessness sometime within six months before requesting a 
107.4 	transfer to an eligible program;
107.5 	(10) speaks English as a second language or is an English learner;
107.6 	(11) has withdrawn from school or has been chronically truant; or
107.7 	(12) is being treated in a hospital in the seven-county metropolitan area for cancer or 
107.8 	other life threatening illness or is the sibling of an eligible pupil who is being currently 
107.9 	treated, and resides with the pupil's family at least 60 miles beyond the outside boundary 
107.10 	of the seven-county metropolitan area.
107.11 	(b) A pupil otherwise qualifying under paragraph (a) who is at least 21 years of age and 
107.12 	not yet 22 years of age, and is an English learner with an interrupted formal education 
107.13 	according to section 124D.59, subdivision 2a, or is a pupil with a disability as set forth in 
107.14 	section 125A.02, is eligible to participate in the graduation incentives program under section 
107.15 	124D.68 and in concurrent enrollment courses offered under section 124D.09, subdivision 
107.16 	10, and is funded in the same manner as other pupils under this section.

107.17 	Sec. 7. Minnesota Statutes 2022, section 125A.03, is amended to read:
107.18 	125A.03 SPECIAL INSTRUCTION FOR CHILDREN WITH A DISABILITY.
107.19 	(a) As defined in paragraph (b), every district must provide special instruction and 
107.20 	services, either within the district or in another district, for all children with a disability, 
107.21 	including providing required services under Code of Federal Regulations, title 34, section 
107.22 	300.121, paragraph (d), to those children suspended or expelled from school for more than 
107.23 	ten school days in that school year, who are residents of the district and who are disabled 
107.24 	as set forth in section 125A.02. For purposes of state and federal special education laws, 
107.25 	the phrase "special instruction and services" in the state Education Code means a free and 
107.26 	appropriate public education provided to an eligible child with disabilities. "Free appropriate 
107.27 	public education" means special education and related services that:
107.28 	(1) are provided at public expense, under public supervision and direction, and without 
107.29 	charge;
107.30 	(2) meet the standards of the state, including the requirements of the Individuals with 
107.31 	Disabilities Education Act, Part B or C;
108.1 	(3) include an appropriate preschool, elementary school, or secondary school education; 
108.2 	and
108.3 	(4) are provided to children ages three through 21 in conformity with an individualized 
108.4 	education program that meets the requirements of the Individuals with Disabilities Education 
108.5 	Act, subpart A, sections 300.320 to 300.324, and provided to infants and toddlers in 
108.6 	conformity with an individualized family service plan that meets the requirements of the 
108.7 	Individuals with Disabilities Education Act, subpart A, sections 303.300 to 303.346.
108.8 	(b) Notwithstanding any age limits in laws to the contrary, special instruction and services 
108.9 	must be provided from birth until July 1 after the child with a disability becomes 21 years 
108.10 	old until the child with a disability becomes 22 years old but shall not extend beyond 
108.11 	secondary school or its equivalent, except as provided in section 124D.68, subdivision 2. 
108.12 	Local health, education, and social service agencies must refer children under age five who 
108.13 	are known to need or suspected of needing special instruction and services to the school 
108.14 	district. Districts with less than the minimum number of eligible children with a disability 
108.15 	as determined by the commissioner must cooperate with other districts to maintain a full 
108.16 	range of programs for education and services for children with a disability. This section 
108.17 	does not alter the compulsory attendance requirements of section 120A.22.
108.18 	(c) At the board's discretion, a school district that participates in a reciprocity agreement 
108.19 	with a neighboring state under section 124D.041 may enroll and provide special instruction 
108.20 	and services to a child from an adjoining state whose family resides at a Minnesota address 
108.21 	as assigned by the United States Postal Service if the district has completed child 
108.22 	identification procedures for that child to determine the child's eligibility for special education 
108.23 	services, and the child has received developmental screening under sections 121A.16 to 
108.24 	121A.19.

108.25 	Sec. 8. Minnesota Statutes 2022, section 125A.08, is amended to read:
108.26 	125A.08 INDIVIDUALIZED EDUCATION PROGRAMS.
108.27 	(a) At the beginning of each school year, each school district shall have in effect, for 
108.28 	each child with a disability, an individualized education program.
108.29 	(b) As defined in this section, every district must ensure the following:
108.30 	(1) all students with disabilities are provided the special instruction and services which 
108.31 	are appropriate to their needs. Where the individualized education program team has 
108.32 	determined appropriate goals and objectives based on the student's needs, including the 
108.33 	extent to which the student can be included in the least restrictive environment, and where 
109.1 	there are essentially equivalent and effective instruction, related services, or assistive 
109.2 	technology devices available to meet the student's needs, cost to the district may be among 
109.3 	the factors considered by the team in choosing how to provide the appropriate services, 
109.4 	instruction, or devices that are to be made part of the student's individualized education 
109.5 	program. The individualized education program team shall consider and may authorize 
109.6 	services covered by medical assistance according to section 256B.0625, subdivision 26. 
109.7 	Before a school district evaluation team makes a determination of other health disability 
109.8 	under Minnesota Rules, part 3525.1335, subparts 1 and 2, item A, subitem (1), the evaluation 
109.9 	team must seek written documentation of the student's medically diagnosed chronic or acute 
109.10 	health condition signed by a licensed physician or a licensed health care provider acting 
109.11 	within the scope of the provider's practice. The student's needs and the special education 
109.12 	instruction and services to be provided must be agreed upon through the development of 
109.13 	an individualized education program. The program must address the student's need to develop 
109.14 	skills to live and work as independently as possible within the community. The individualized 
109.15 	education program team must consider positive behavioral interventions, strategies, and 
109.16 	supports that address behavior needs for children. During grade 9, the program must address 
109.17 	the student's needs for transition from secondary services to postsecondary education and 
109.18 	training, employment, community participation, recreation, and leisure and home living. In 
109.19 	developing the program, districts must inform parents of the full range of transitional goals 
109.20 	and related services that should be considered. The program must include a statement of 
109.21 	the needed transition services, including a statement of the interagency responsibilities or 
109.22 	linkages or both before secondary services are concluded. If the individualized education 
109.23 	program meets the plan components in section 120B.125, the individualized education 
109.24 	program satisfies the requirement and no additional transition plan is needed;
109.25 	(2) children with a disability under age five and their families are provided special 
109.26 	instruction and services appropriate to the child's level of functioning and needs;
109.27 	(3) children with a disability and their parents or guardians are guaranteed procedural 
109.28 	safeguards and the right to participate in decisions involving identification, assessment 
109.29 	including assistive technology assessment, and educational placement of children with a 
109.30 	disability;
109.31 	(4) eligibility and needs of children with a disability are determined by an initial 
109.32 	evaluation or reevaluation, which may be completed using existing data under United States 
109.33 	Code, title 20, section 33, et seq.;
109.34 	(5) to the maximum extent appropriate, children with a disability, including those in 
109.35 	public or private institutions or other care facilities, are educated with children who are not 
110.1 	disabled, and that special classes, separate schooling, or other removal of children with a 
110.2 	disability from the regular educational environment occurs only when and to the extent that 
110.3 	the nature or severity of the disability is such that education in regular classes with the use 
110.4 	of supplementary services cannot be achieved satisfactorily;
110.5 	(6) in accordance with recognized professional standards, testing and evaluation materials, 
110.6 	and procedures used for the purposes of classification and placement of children with a 
110.7 	disability are selected and administered so as not to be racially or culturally discriminatory; 
110.8 	and
110.9 	(7) the rights of the child are protected when the parents or guardians are not known or 
110.10 	not available, or the child is a ward of the state.
110.11 	(c) For all paraprofessionals employed to work in programs whose role in part is to 
110.12 	provide direct support to students with disabilities, the school board in each district shall 
110.13 	ensure that:
110.14 	(1) before or beginning at the time of employment, each paraprofessional must develop 
110.15 	sufficient knowledge and skills in emergency procedures, building orientation, roles and 
110.16 	responsibilities, confidentiality, vulnerability, and reportability, among other things, to begin 
110.17 	meeting the needs, especially disability-specific and behavioral needs, of the students with 
110.18 	whom the paraprofessional works;
110.19 	(2) before beginning work alone with an individual student with a disability, the assigned 
110.20 	paraprofessional must be either given paid time, or time during the school day, to review a 
110.21 	student's individualized education program or be briefed on the student's specific needs by 
110.22 	appropriate staff;
110.23 	(2) (3) annual training opportunities are required to enable the paraprofessional to 
110.24 	continue to further develop the knowledge and skills that are specific to the students with 
110.25 	whom the paraprofessional works, including understanding disabilities, the unique and 
110.26 	individual needs of each student according to the student's disability and how the disability 
110.27 	affects the student's education and behavior, following lesson plans, and implementing 
110.28 	follow-up instructional procedures and activities; and
110.29 	(4) a minimum of 16 hours of paid orientation or professional development must be 
110.30 	provided annually to all paraprofessionals, Title I aides, and other instructional support 
110.31 	staff. Eight of the 16 hours must be completed before the first instructional day of the school 
110.32 	year or within 30 days of hire. The orientation or professional development must be relevant 
110.33 	to the employee's occupation and may include collaboration time with classroom teachers 
110.34 	and planning for the school year. For paraprofessionals who provide direct support to 
111.1 	students, at least 50 percent of the professional development or orientation must be dedicated 
111.2 	to meeting the requirements of this section. Professional development for paraprofessionals 
111.3 	may also address the requirements of section 120B.363, subdivision 3. A school administrator 
111.4 	must provide an annual certification of compliance with this requirement to the commissioner. 
111.5 	The annual certification must include the prior year expenses associated with the training 
111.6 	provided under this clause; and
111.7 	(3) (5) a districtwide process obligates each paraprofessional to work under the ongoing 
111.8 	direction of a licensed teacher and, where appropriate and possible, the supervision of a 
111.9 	school nurse.
111.10 	(d) A school district may conduct a functional behavior assessment as defined in 
111.11 	Minnesota Rules, part 3525.0210, subpart 22, as a stand-alone evaluation without conducting 
111.12 	a comprehensive evaluation of the student in accordance with prior written notice provisions 
111.13 	in section 125A.091, subdivision 3a. A parent or guardian may request that a school district 
111.14 	conduct a comprehensive evaluation of the parent's or guardian's student.

111.15 	Sec. 9. Minnesota Statutes 2022, section 125A.76, subdivision 2e, is amended to read:
111.16 		Subd. 2e.Cross subsidy reduction aid. (a) A school district's annual cross subsidy 
111.17 	reduction aid equals the school district's initial special education cross subsidy for the 
111.18 	previous fiscal year times the cross subsidy aid factor for that fiscal year.
111.19 	(b) The cross subsidy aid factor equals 2.6 percent for fiscal year 2020 and 6.43 percent 
111.20 	for fiscal year 2021 40 percent for fiscal year 2024, 47.3 percent for fiscal year 2025, and 
111.21 	60 percent for fiscal year 2026 and later.

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

111.23 	Sec. 10. [125A.81] SPECIAL EDUCATION SEPARATE SITES AND PROGRAMS 
111.24 	AID.
111.25 		Subdivision 1.Definition. For purposes of this section, "special education separate site 
111.26 	and program" means a public separate day school facility attended by students with 
111.27 	disabilities for 50 percent or more of their school day.
111.28 		Subd. 2.Eligibility for special education separate sites and programs aid. An 
111.29 	education cooperative under section 471.59, education district under section 123A.15, 
111.30 	service cooperative under section 123A.21, or intermediate school district under section 
111.31 	136D.01 qualifies for additional state funding to special education separate sites and programs 
112.1 	for every kindergarten through grade 12 child with a disability, as defined in section 125A.02, 
112.2 	served in a special education separate site or program as defined in subdivision 1.
112.3 		Subd. 3.Uses of special education separate sites and programs aid. Additional state 
112.4 	funding to special education separate sites and programs under this section may be used for 
112.5 	the same purposes as are permitted for state special education aid under section 125A.76.
112.6 		Subd. 4.Special education separate sites and programs aid. For fiscal year 2024 and 
112.7 	later, additional state funding to special education separate sites and programs equals $1,689 
112.8 	times the adjusted kindergarten through grade 12 pupil units served in special education 
112.9 	separate sites and programs under subdivision 1.

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

112.11 	Sec. 11. Minnesota Statutes 2022, section 256B.0625, subdivision 26, is amended to read:
112.12 		Subd. 26.Special education services. (a) Medical assistance covers evaluations necessary 
112.13 	in making a determination for eligibility for individualized education program and 
112.14 	individualized family service plan services and for medical services identified in a recipient's 
112.15 	individualized education program and individualized family service plan and covered under 
112.16 	the medical assistance state plan. Covered services include occupational therapy, physical 
112.17 	therapy, speech-language therapy, clinical psychological services, nursing services, school 
112.18 	psychological services, school social work services, personal care assistants serving as 
112.19 	management aides, assistive technology devices, transportation services, health assessments, 
112.20 	and other services covered under the medical assistance state plan. Mental health services 
112.21 	eligible for medical assistance reimbursement must be provided or coordinated through a 
112.22 	children's mental health collaborative where a collaborative exists if the child is included 
112.23 	in the collaborative operational target population. The provision or coordination of services 
112.24 	does not require that the individualized education program be developed by the collaborative.
112.25 	The services may be provided by a Minnesota school district that is enrolled as a medical 
112.26 	assistance provider or its subcontractor, and only if the services meet all the requirements 
112.27 	otherwise applicable if the service had been provided by a provider other than a school 
112.28 	district, in the following areas: medical necessity; physician's, advanced practice registered 
112.29 	nurse's, or physician assistant's orders; documentation; personnel qualifications; and prior 
112.30 	authorization requirements. The nonfederal share of costs for services provided under this 
112.31 	subdivision is the responsibility of the local school district as provided in section 125A.74. 
112.32 	Services listed in a child's individualized education program are eligible for medical 
112.33 	assistance reimbursement only if those services meet criteria for federal financial participation 
112.34 	under the Medicaid program.
113.1 	(b) Approval of health-related services for inclusion in the individualized education 
113.2 	program does not require prior authorization for purposes of reimbursement under this 
113.3 	chapter. The commissioner may require physician, advanced practice registered nurse, or 
113.4 	physician assistant review and approval of the plan not more than once annually or upon 
113.5 	any modification of the individualized education program that reflects a change in 
113.6 	health-related services.
113.7 	(c) Services of a speech-language pathologist provided under this section are covered 
113.8 	notwithstanding Minnesota Rules, part 9505.0390, subpart 1, item L, if the person:
113.9 	(1) holds a masters degree in speech-language pathology;
113.10 	(2) is licensed by the Professional Educator Licensing and Standards Board as an 
113.11 	educational speech-language pathologist; and
113.12 	(3) either has a certificate of clinical competence from the American Speech and Hearing 
113.13 	Association, has completed the equivalent educational requirements and work experience 
113.14 	necessary for the certificate or has completed the academic program and is acquiring 
113.15 	supervised work experience to qualify for the certificate.
113.16 	(d) Medical assistance coverage for medically necessary services provided under other 
113.17 	subdivisions in this section may not be denied solely on the basis that the same or similar 
113.18 	services are covered under this subdivision.
113.19 	(e) The commissioner shall develop and implement package rates, bundled rates, or per 
113.20 	diem rates for special education services under which separately covered services are grouped 
113.21 	together and billed as a unit in order to reduce administrative complexity.
113.22 	(f) The commissioner shall develop a cost-based payment structure for payment of these 
113.23 	services. Only costs reported through the designated Minnesota Department of Education 
113.24 	data systems in distinct service categories qualify for inclusion in the cost-based payment 
113.25 	structure. The commissioner shall reimburse claims submitted based on an interim rate, and 
113.26 	shall settle at a final rate once the department has determined it. The commissioner shall 
113.27 	notify the school district of the final rate. The school district has 60 days to appeal the final 
113.28 	rate. To appeal the final rate, the school district shall file a written appeal request to the 
113.29 	commissioner within 60 days of the date the final rate determination was mailed. The appeal 
113.30 	request shall specify (1) the disputed items and (2) the name and address of the person to 
113.31 	contact regarding the appeal.
114.1 	(g) Effective July 1, 2000, medical assistance services provided under an individualized 
114.2 	education program or an individual family service plan by local school districts shall not 
114.3 	count against medical assistance authorization thresholds for that child.
114.4 	(h) Nursing services as defined in section 148.171, subdivision 15, and provided as an 
114.5 	individualized education program health-related service, are eligible for medical assistance 
114.6 	payment if they are otherwise a covered service under the medical assistance program. 
114.7 	Medical assistance covers the administration of prescription medications by a licensed nurse 
114.8 	who is employed by or under contract with a school district when the administration of 
114.9 	medications is identified in the child's individualized education program. The simple 
114.10 	administration of medications alone is not covered under medical assistance when 
114.11 	administered by a provider other than a school district or when it is not identified in the 
114.12 	child's individualized education program.
114.13 	(i) School social work services provided by a mental health professional, as defined in 
114.14 	section 245I.04, subdivision 2, or mental health practitioner, as defined in section 245I.04, 
114.15 	subdivision 4, under the supervision of a mental health professional, are eligible for medical 
114.16 	assistance payment. A mental health practitioner performing school social work services 
114.17 	under this section must provide services within the mental health practitioner's licensure 
114.18 	scope of practice, if applicable, and within the mental health practitioner scope of practice 
114.19 	under section 245I.04, subdivision 5.
114.20 	(j) Notwithstanding Minnesota Rules, part 9505.0371, a special education evaluation, 
114.21 	individualized education program, or individual family service plan may be used to determine 
114.22 	medical necessity and eligibility for school social work services under paragraph (i) instead 
114.23 	of a diagnostic assessment if the special education evaluation, individualized education 
114.24 	program, or individual family service plan includes a sign, symptom, or condition 
114.25 	ICD-10-CM code for the student.
114.26 	(k) A school social worker or school providing mental health services under paragraph 
114.27 	(i) is not required to be certified to provide children's therapeutic services and supports 
114.28 	under section 256B.0943.
114.29 	(l) Covered mental health services provided by a school social worker under paragraph 
114.30 	(i) include but are not limited to:
114.31 	(1) administering and reporting standardized measures;
114.32 	(2) care coordination;
114.33 	(3) children's mental health crisis assistance, planning, and response services;
115.1 	(4) children's mental health clinical care consultation;
115.2 	(5) dialectical behavioral therapy for adolescents;
115.3 	(6) direction of mental health behavioral aides;
115.4 	(7) family psychoeducation;
115.5 	(8) individual, family, and group psychotherapy;
115.6 	(9) mental health behavioral aide services;
115.7 	(10) skills training; and
115.8 	(11) treatment plan development and review.

115.9 	EFFECTIVE DATE. This section is effective January 1, 2024, or upon federal approval, 
115.10 	whichever is later. The commissioner shall notify the revisor of statutes when federal 
115.11 	approval has been obtained.

115.12 	Sec. 12. APPROPRIATIONS.
 115.13 		Subdivision 1.Department of Education. The sums indicated in this section are 
115.14 	appropriated from the general fund to the Department of Education for the fiscal years 
115.15 	designated.
115.16 		Subd. 2.Aid for children with disabilities. (a) For aid under Minnesota Statutes, section 
115.17 	125A.75, subdivision 3, for children with disabilities placed in residential facilities within 
115.18 	the district boundaries for whom no district of residence can be determined:

115.19		$
	1,674,000
	.....
	2024
	
115.20		$
	1,888,000
	.....
	2025
	
115.21 	(b) If the appropriation for either year is insufficient, the appropriation for the other year 
115.22 	is available.
115.23 		Subd. 3.Court-placed special education revenue.  For reimbursing serving school 
115.24 	districts for unreimbursed eligible expenditures attributable to children placed in the serving 
115.25 	school district by court action under Minnesota Statutes, section 125A.79, subdivision 4:

115.26		$
	26,000
	.....
	2024
	
115.27		$
	27,000
	.....
	2025
	
115.28 		Subd. 4.Paraprofessional training. For reimbursement of prior year expenses associated 
115.29 	with paid orientation and professional development for paraprofessionals under Minnesota 
115.30 	Statutes, section 125A.08:

116.1		$
	0
	.....
	2024
	
116.2		$
	14,105,000
	.....
	2025
	
116.3 	(b) The 2025 appropriation includes $0 for 2024 and $14,105,000 for 2025.
116.4 		Subd. 5.Special education out-of-state tuition.  For special education out-of-state 
116.5 	tuition under Minnesota Statutes, section 125A.79, subdivision 8:

116.6		$
	250,000
	.....
	2024
	
116.7		$
	250,000
	.....
	2025
	
116.8 		Subd. 6.Special education; regular. (a) For special education aid under Minnesota 
116.9 	Statutes, section 125A.75:

116.10		$
	2,237,494,000
	.....
	2024
	
116.11		$
	2,456,695,000
	.....
	2025
	
116.12 	(b) The 2024 appropriation includes $229,860,000 for 2023 and $2,007,634,000 for 
116.13 	2024.
116.14 	(c) The 2025 appropriation includes $282,617,000 for 2024 and $2,174,078,000 for 
116.15 	2025.
116.16 		Subd. 7.Special education separate sites and programs. (a) For aid for special 
116.17 	education separate sites and programs under Minnesota Statutes, section 125A.81, subdivision 
116.18 	4:

116.19		$
	4,378,000
	.....
	2024
	
116.20		$
	5,083,000
	.....
	2025
	
116.21 	(b) The 2024 appropriation includes $0 for 2023 and $4,378,000 for 2024.
116.22 	(c) The 2025 appropriation includes $486,000 for 2024 and $4,597,000 for 2025.
116.23 		Subd. 8.Travel for home-based services. (a) For aid for teacher travel for home-based 
116.24 	services under Minnesota Statutes, section 125A.75, subdivision 1:

116.25		$
	334,000
	.....
	2024
	
116.26		$
	348,000
	.....
	2025
	
116.27 	(b) The 2024 appropriation includes $32,000 for 2023 and $302,000 for 2024.
116.28 	(c) The 2025 appropriation includes $33,000 for 2024 and $315,000 for 2025.

117.1 	ARTICLE 6
117.2 	FACILITIES

117.3 	Section 1. Minnesota Statutes 2022, section 123B.595, subdivision 3, is amended to read:
117.4 		Subd. 3.Intermediate districts and other cooperative units. (a) Upon approval through 
117.5 	the adoption of a resolution by each member district school board of an intermediate district 
117.6 	or other cooperative units unit under section 123A.24, subdivision 2, or a joint powers 
117.7 	district under section 471.59, and the approval of the commissioner of education, a school 
117.8 	district may include in its authority under this section a proportionate share of the long-term 
117.9 	maintenance costs of the intermediate district or, cooperative unit, or joint powers district. 
117.10 	The cooperative unit or joint powers district may issue bonds to finance the project costs 
117.11 	or levy for the costs, using long-term maintenance revenue transferred from member districts 
117.12 	to make debt service payments or pay project costs or, for leased facilities, pay the portion 
117.13 	of lease costs attributable to the amortized cost of long-term facilities maintenance projects 
117.14 	completed by the landlord. Authority under this subdivision is in addition to the authority 
117.15 	for individual district projects under subdivision 1.
117.16 	(b) The resolution adopted under paragraph (a) may specify which member districts will 
117.17 	share the project costs under this subdivision, except that debt service payments for bonds 
117.18 	issued by a cooperative unit or joint powers district to finance long-term maintenance project 
117.19 	costs must be the responsibility of all member districts.

117.20 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2025 and later.

117.21 	Sec. 2. Minnesota Statutes 2022, section 126C.40, subdivision 1, is amended to read:
117.22 		Subdivision 1.To lease building or land. (a) When an independent or a special school 
117.23 	district or a group of independent or special school districts finds it economically 
117.24 	advantageous to rent or lease a building or land for any instructional purposes or for school 
117.25 	storage or furniture repair, and it determines that the operating capital revenue authorized 
117.26 	under section 126C.10, subdivision 13, is insufficient for this purpose, it may apply to the 
117.27 	commissioner for permission to make an additional capital expenditure levy for this purpose. 
117.28 	An application for permission to levy under this subdivision must contain financial 
117.29 	justification for the proposed levy, the terms and conditions of the proposed lease, and a 
117.30 	description of the space to be leased and its proposed use.
117.31 	(b) The criteria for approval of applications to levy under this subdivision must include: 
117.32 	the reasonableness of the price, the appropriateness of the space to the proposed activity, 
117.33 	the feasibility of transporting pupils to the leased building or land, conformity of the lease 
118.1 	to the laws and rules of the state of Minnesota, and the appropriateness of the proposed 
118.2 	lease to the space needs and the financial condition of the district. The commissioner must 
118.3 	not authorize a levy under this subdivision in an amount greater than the cost to the district 
118.4 	of renting or leasing a building or land for approved purposes. The proceeds of this levy 
118.5 	must not be used for custodial or other maintenance services. A district may not levy under 
118.6 	this subdivision for the purpose of leasing or renting a district-owned building or site to 
118.7 	itself.
118.8 	(c) For agreements finalized after July 1, 1997, a district may not levy under this 
118.9 	subdivision for the purpose of leasing: (1) a newly constructed building used primarily for 
118.10 	regular kindergarten, elementary, or secondary instruction; or (2) a newly constructed 
118.11 	building addition or additions used primarily for regular kindergarten, elementary, or 
118.12 	secondary instruction that contains more than 20 percent of the square footage of the 
118.13 	previously existing building.
118.14 	(d) Notwithstanding paragraph (b), a district may levy under this subdivision for the 
118.15 	purpose of leasing or renting a district-owned building or site to itself only if the amount is 
118.16 	needed by the district to make payments required by a lease purchase agreement, installment 
118.17 	purchase agreement, or other deferred payments agreement authorized by law, and the levy 
118.18 	meets the requirements of paragraph (c). A levy authorized for a district by the commissioner 
118.19 	under this paragraph may be in the amount needed by the district to make payments required 
118.20 	by a lease purchase agreement, installment purchase agreement, or other deferred payments 
118.21 	agreement authorized by law, provided that any agreement include a provision giving the 
118.22 	school districts the right to terminate the agreement annually without penalty.
118.23 	(e) The total levy under this subdivision for a district for any year must not exceed $212 
118.24 	times the adjusted pupil units for the fiscal year to which the levy is attributable.
118.25 	(f) For agreements for which a review and comment have been submitted to the 
118.26 	Department of Education after April 1, 1998, the term "instructional purpose" as used in 
118.27 	this subdivision excludes expenditures on stadiums.
118.28 	(g) The commissioner of education may authorize a school district to exceed the limit 
118.29 	in paragraph (e) if the school district petitions the commissioner for approval. The 
118.30 	commissioner shall grant approval to a school district to exceed the limit in paragraph (e) 
118.31 	for not more than five years if the district meets the following criteria:
118.32 	(1) the school district has been experiencing pupil enrollment growth in the preceding 
118.33 	five years;
118.34 	(2) the purpose of the increased levy is in the long-term public interest;
119.1 	(3) the purpose of the increased levy promotes colocation of government services; and
119.2 	(4) the purpose of the increased levy is in the long-term interest of the district by avoiding 
119.3 	over construction of school facilities.
119.4 	(h) A school district that is a member of an intermediate school district or other 
119.5 	cooperative unit under section 123A.24, subdivision 2, or a joint powers district under 
119.6 	section 471.59 may include in its authority under this section the costs associated with leases 
119.7 	of administrative and classroom space for intermediate school district programs of the 
119.8 	intermediate school district or other cooperative unit under section 123A.24, subdivision 
119.9 	2, or joint powers district under section 471.59. This authority must not exceed $65 times 
119.10 	the adjusted pupil units of the member districts. This authority is in addition to any other 
119.11 	authority authorized under this section. The intermediate school district, other cooperative 
119.12 	unit, or joint powers district may specify which member districts will levy for lease costs 
119.13 	under this paragraph.
119.14 	(i) In addition to the allowable capital levies in paragraph (a), for taxes payable in 2012 
119.15 	to 2023, a district that is a member of the "Technology and Information Education Systems" 
119.16 	data processing joint board, that finds it economically advantageous to enter into a lease 
119.17 	agreement to finance improvements to a building and land for a group of school districts 
119.18 	or special school districts for staff development purposes, may levy for its portion of lease 
119.19 	costs attributed to the district within the total levy limit in paragraph (e). The total levy 
119.20 	authority under this paragraph shall not exceed $632,000.
119.21 	(j) (i) Notwithstanding paragraph (a), a district may levy under this subdivision for the 
119.22 	purpose of leasing administrative space if the district can demonstrate to the satisfaction of 
119.23 	the commissioner that the lease cost for the administrative space is no greater than the lease 
119.24 	cost for instructional space that the district would otherwise lease. The commissioner must 
119.25 	deny this levy authority unless the district passes a resolution stating its intent to lease 
119.26 	instructional space under this section if the commissioner does not grant authority under 
119.27 	this paragraph. The resolution must also certify that the lease cost for administrative space 
119.28 	under this paragraph is no greater than the lease cost for the district's proposed instructional 
119.29 	lease.
119.30 	(j) Notwithstanding paragraph (a), a district may levy under this subdivision for the 
119.31 	district's proportionate share of deferred maintenance expenditures for a district-owned 
119.32 	building or site leased to a cooperative unit under section 123A.24, subdivision 2, or a joint 
119.33 	powers district under section 471.59 for any instructional purposes or for school storage.

119.34 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2025 and later.

120.1 	Sec. 3. Minnesota Statutes 2022, section 126C.40, subdivision 6, is amended to read:
120.2 		Subd. 6.Lease purchase; installment buys. (a) Upon application to, and approval by, 
120.3 	the commissioner in accordance with the procedures and limits in subdivision 1, paragraphs 
120.4 	(a) and (b), a district, as defined in this subdivision, may:
120.5 	(1) purchase real or personal property under an installment contract or may lease real 
120.6 	or personal property with an option to purchase under a lease purchase agreement, by which 
120.7 	installment contract or lease purchase agreement title is kept by the seller or vendor or 
120.8 	assigned to a third party as security for the purchase price, including interest, if any; and
120.9 	(2) annually levy the amounts necessary to pay the district's obligations under the 
120.10 	installment contract or lease purchase agreement.
120.11 	(b) The obligation created by the installment contract or the lease purchase agreement 
120.12 	must not be included in the calculation of net debt for purposes of section 475.53, and does 
120.13 	not constitute debt under other law. An election is not required in connection with the 
120.14 	execution of the installment contract or the lease purchase agreement.
120.15 	(c) The proceeds of the levy authorized by this subdivision must not be used to acquire 
120.16 	a facility to be primarily used for athletic or school administration purposes.
120.17 	(d) For the purposes of this subdivision, "district" means:
120.18 	(1) Special School District No. 1, Minneapolis, Independent School District No. 625, 
120.19 	St. Paul, Independent School District No. 709, Duluth, or Independent School District No. 
120.20 	535, Rochester, if the district's desegregation plan has been determined by the commissioner 
120.21 	to be in compliance with Department of Education rules relating to equality of educational 
120.22 	opportunity and where the acquisition of property under this subdivision is determined by 
120.23 	the commissioner to contribute to the implementation of the desegregation plan; or
120.24 	(2) other districts eligible for revenue under section 124D.862 if the facility acquired 
120.25 	under this subdivision is to be primarily used for a joint program for interdistrict 
120.26 	desegregation and the commissioner determines that the joint programs are being undertaken 
120.27 	to implement the districts' desegregation plan.
120.28 	(e) Notwithstanding subdivision 1, the prohibition against a levy by a district to lease 
120.29 	or rent a district-owned building to itself does not apply to levies otherwise authorized by 
120.30 	this subdivision.
120.31 	(f) For the purposes of this subdivision, any references in subdivision 1 to building or 
120.32 	land shall include personal property.
121.1 	(g) This subdivision is subject to review and comment under section 123B.71, subdivision 
121.2 	8.

121.3 	Sec. 4. LEASE LEVY FOR TRANSPORTATION HUB FOR EASTERN CARVER 
121.4 	COUNTY SCHOOL DISTRICT.
 121.5 	Notwithstanding Minnesota Statutes, section 126C.40, subdivision 1, Independent School 
121.6 	District No. 112, Eastern Carver County Schools, may lease a transportation hub under 
121.7 	Minnesota Statutes, section 126C.40, subdivision 1, if the district demonstrates to the 
121.8 	satisfaction of the commissioner of education that the transportation hub will result in 
121.9 	significant financial savings for the school district. Levy authority under this section must 
121.10 	be included within the total levy authority under Minnesota Statutes, section 126C.40, 
121.11 	subdivision 1, paragraph (e).

121.12 	EFFECTIVE DATE. This section is effective for taxes payable in 2024 and later.

121.13 	Sec. 5. FUND TRANSFER; BURNSVILLE-EAGAN-SAVAGE SCHOOL DISTRICT.
 121.14 	(a) Notwithstanding Minnesota Statutes, section 123B.51, subdivision 4, paragraph (b), 
121.15 	or any law to the contrary, any remaining net proceeds received by the district in connection 
121.16 	with a lease of real property that is not needed for school purposes, or part of the property 
121.17 	that is not needed for school purposes as permitted under Minnesota Statutes, section 
121.18 	123B.51, subdivision 4, paragraph (a), and which the school board of Independent School 
121.19 	District No. 191, Burnsville-Eagan-Savage, specifically identified in the district's open 
121.20 	facilities action plan, may be deposited in the district's general unrestricted fund following 
121.21 	the deposit of such proceeds, as required under Minnesota Statutes, section 123B.51, 
121.22 	subdivision 4, paragraph (b).
121.23 	(b) Notwithstanding Minnesota Statutes, section 123B.51, subdivision 6, paragraphs (c) 
121.24 	to (f), or any law to the contrary, any remaining proceeds of the sale or exchange of school 
121.25 	buildings or real property of Independent School District No. 191, Burnsville-Eagan-Savage, 
121.26 	specifically identified in the district's open facilities action plan may be deposited in the 
121.27 	district's general unrestricted fund following application of such proceeds, as required under 
121.28 	Minnesota Statutes, section 123B.51, subdivision 6, paragraph (b).

121.29 	EFFECTIVE DATE. This section is effective upon compliance by Independent School 
121.30 	District No. 191, Burnsville-Eagan-Savage, with Minnesota Statutes, section 645.021, 
121.31 	subdivisions 2 and 3.

122.1 	Sec. 6. LONG-TERM FACILITIES MAINTENANCE REVENUE ADJUSTMENT.
 122.2 		Subdivision 1.Eligibility. A school board that purchases a nonschool facility and converts 
122.3 	that facility to a school building may document to the commissioner of education, in the 
122.4 	form and manner specified by the commissioner, that the purchase and subsequent remodeling 
122.5 	of the facility is less expensive than constructing a new facility for the same space and is 
122.6 	eligible for an adjustment to its long-term facilities maintenance revenue according to 
122.7 	subdivision 2.
122.8 		Subd. 2.Inclusion in plan and revenue. Notwithstanding Minnesota Statutes, section 
122.9 	123B.595, or any other law to the contrary, an eligible school district under subdivision 1 
122.10 	may include in its long-term facilities maintenance ten-year plan any heating, ventilation, 
122.11 	and air conditioning projects necessary to improve air handling performance sufficient to 
122.12 	satisfy the requirements for a certificate of occupancy for the space for its intended use as 
122.13 	a school facility. The Department of Education must adjust an eligible school district's 
122.14 	long-term facilities maintenance revenue to include these costs.

122.15 	EFFECTIVE DATE. This section is effective the day following final enactment and 
122.16 	applies to a nonschool facility purchased between January 1, 2019, and June 30, 2023.

122.17 	Sec. 7. FUND TRANSFER; MOORHEAD AREA PUBLIC SCHOOLS.
 122.18 	Notwithstanding Minnesota Statutes, section 123B.595, subdivisions 10 and 11, 123B.79, 
122.19 	or 123B.80, on June 30, 2023, Independent School District No. 152, Moorhead Area Public 
122.20 	Schools, may permanently transfer up to $5,000,000 from the long term facilities maintenance 
122.21 	reserve account in the general fund to the operating capital account in the general fund. 
122.22 	Transferred funds must be used to pay for increased costs of constructing, furnishing, and 
122.23 	equipping the new Moorhead High School facility.

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

122.25 	Sec. 8. APPROPRIATIONS.
 122.26 		Subdivision 1.Department of Education. The sums indicated in this section are 
122.27 	appropriated from the general fund to the Department of Education for the fiscal years 
122.28 	designated.
122.29 		Subd. 2.Debt service equalization aid. (a) For debt service equalization aid under 
122.30 	Minnesota Statutes, section 123B.53, subdivision 6:

122.31		$
	24,511,000
	.....
	2024
	
122.32		$
	21,351,000
	.....
	2025
	
123.1 	(b) The 2024 appropriation includes $2,424,000 for 2023 and $22,087,000 for 2024.
123.2 	(c) The 2025 appropriation includes $2,454,000 for 2024 and $18,897,000 for 2025.
123.3 		Subd. 3.Equity in telecommunications access. (a) For equity in telecommunications 
123.4 	access:

123.5		$
	3,750,000
	.....
	2024
	
123.6		$
	3,750,000
	.....
	2025
	
123.7 	(b) If the appropriation amount is insufficient, the commissioner shall reduce the 
123.8 	reimbursement rate in Minnesota Statutes, section 125B.26, subdivisions 4 and 5, and the 
123.9 	revenue for fiscal years 2024 and 2025 shall be prorated.
123.10 	(c) Any balance in the first year does not cancel but is available in the second year.
123.11 		Subd. 4.Historic school building preservation grants. (a) For grants to school districts 
123.12 	and the Minnesota State Academies for the Deaf and the Blind for historic school building 
123.13 	preservation:

123.14		$
	400,000
	.....
	2024
	
123.15		$
	400,000
	.....
	2025
	
123.16 	(b) To be eligible for a grant under this subdivision, a school district or the Minnesota 
123.17 	State Academies for the Deaf and the Blind must apply for a historic school building 
123.18 	preservation grant in the form and manner determined by the commissioner. A grant recipient 
123.19 	is eligible for up to $300,000 per eligible building. For purposes of this subdivision, "eligible 
123.20 	building" means a building that is:
123.21 	(1) currently serving elementary or secondary students; and
123.22 	(2) listed on the National Register of Historic Places.
123.23 	A grant recipient must use funds received under this subdivision to properly maintain and 
123.24 	prevent deterioration of the eligible building.
123.25 	(c) Any balance in the first year does not cancel but is available in the second year.
123.26 	(d) The base for fiscal year 2026 and later is $1,500,000.
123.27 		Subd. 5.Long-term facilities maintenance equalized aid. (a) For long-term facilities 
123.28 	maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:

123.29		$
	108,045,000
	.....
	2024
	
123.30		$
	107,894,000
	.....
	2025
	
123.31 	(b) The 2024 appropriation includes $10,821,000 for 2023 and $97,224,000 for 2024.
124.1 	(c) The 2025 appropriation includes $10,802,000 for 2024 and $97,092,000 for 2025.

124.2 	ARTICLE 7
124.3 	NUTRITION AND LIBRARIES

124.4 	Section 1. Minnesota Statutes 2022, section 124D.1158, as amended by Laws 2023, chapter 
124.5 	18, section 2, is amended to read:
124.6 	124D.1158 SCHOOL BREAKFAST PROGRAM.
124.7 		Subdivision 1.Purpose; eligibility. (a) The purpose of the school breakfast program is 
124.8 	to provide affordable morning nutrition to children so that they can effectively learn.
124.9 	(b) A school district, charter school, nonpublic school, or other participant in the federal 
124.10 	school breakfast program may receive state breakfast aid.
124.11 	(c) Schools shall encourage all children to eat a nutritious breakfast, either at home or 
124.12 	at school, and shall work to eliminate barriers to breakfast participation at school such as 
124.13 	inadequate facilities and transportation.
124.14 		Subd. 3.Program reimbursement. Each school year, the state must reimburse each 
124.15 	participating school either:
124.16 	(1) 30 cents for each reduced-price breakfast, 55 cents for each fully paid breakfast 
124.17 	served to students in grades 1 to 12, and $1.30 for each fully paid breakfast served to a 
124.18 	prekindergarten student enrolled in an approved voluntary prekindergarten program under 
124.19 	section 124D.151, early childhood special education student participating in a program 
124.20 	authorized under section 124D.151, or a kindergarten student; or
124.21 	(2) if the school participates in the free school meals program under section 124D.111, 
124.22 	subdivision 1c, state aid as provided in section 124D.111, subdivision 1d.
124.23 		Subd. 4.No fees. A school that receives school breakfast aid under this section must 
124.24 	make breakfast available without charge to all participating students in grades 1 to 12 who 
124.25 	qualify for free or reduced-price meals and to all prekindergarten students enrolled in an 
124.26 	approved voluntary prekindergarten program under section 124D.151, early childhood 
124.27 	special education students participating in a program authorized under section 124D.151,
124.28 	and all kindergarten students.

124.29 	Sec. 2. [124D.901] SCHOOL LIBRARIES AND MEDIA CENTERS.
124.30 	A school district or charter school library or school library media center provides equitable 
124.31 	and free access to students, teachers, and administrators.
125.1 	A school library or school library media center must have the following characteristics:
125.2 	(1) ensures every student has equitable access to resources and is able to locate, access, 
125.3 	and use resources that are organized and cataloged;
125.4 	(2) has a collection development plan that includes but is not limited to materials selection 
125.5 	and deselection, a challenged materials procedure, and an intellectual and academic freedom 
125.6 	statement;
125.7 	(3) is housed in a central location that provides an environment for expanded learning 
125.8 	and supports a variety of student interests;
125.9 	(4) has technology and Internet access; and
125.10 	(5) is served by a licensed school library media specialist or licensed school librarian.

125.11 	Sec. 3. Minnesota Statutes 2022, section 134.355, subdivision 1, is amended to read:
125.12 		Subdivision 1.Appropriations. (a) Basic system support aid and regional library 
125.13 	telecommunications aid provide the appropriations for the basic regional library system.
125.14 	(b) For fiscal year 2026 and later, basic system support aid equals the aid entitlement 
125.15 	amount for the previous fiscal year times one plus the percent increase in the basic formula 
125.16 	allowance under section 126C.10, subdivision 2, from the previous school year to the current 
125.17 	school year.

125.18 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2026 and later.

125.19 	Sec. 4. Minnesota Statutes 2022, section 134.355, subdivision 5, is amended to read:
125.20 		Subd. 5.Base aid distribution. Five Fifteen percent of the available aid funds shall be 
125.21 	paid to each system as base aid for basic system services.

125.22 	EFFECTIVE DATE. This section is effective for state aid for fiscal year 2024 and 
125.23 	later.

125.24 	Sec. 5. Minnesota Statutes 2022, section 134.355, subdivision 6, is amended to read:
125.25 		Subd. 6.Adjusted net tax capacity per capita distribution. Twenty-five Fifteen percent 
125.26 	of the available aid funds shall be distributed to regional public library systems based upon 
125.27 	the adjusted net tax capacity per capita for each member county or participating portion of 
125.28 	a county as calculated for the second third year preceding the fiscal year for which aid is 
125.29 	provided. Each system's entitlement shall be calculated as follows:
126.1 	(a) (1) multiply the adjusted net tax capacity per capita for each county or participating 
126.2 	portion of a county by .0082.;
126.3 	(b) (2) add sufficient aid funds that are available under this subdivision to raise the 
126.4 	amount of the county or participating portion of a county with the lowest value calculated 
126.5 	according to paragraph (a) clause (1) to the amount of the county or participating portion 
126.6 	of a county with the next highest value calculated according to paragraph (a) clause (1). 
126.7 	Multiply the amount of the additional aid funds by the population of the county or 
126.8 	participating portion of a county.;
126.9 	(c) (3) continue the process described in paragraph (b) clause (2) by adding sufficient 
126.10 	aid funds that are available under this subdivision to the amount of a county or participating 
126.11 	portion of a county with the next highest value calculated in paragraph (a) clause (1) to raise 
126.12 	it and the amount of counties and participating portions of counties with lower values 
126.13 	calculated in paragraph (a) clause (1) up to the amount of the county or participating portion 
126.14 	of a county with the next highest value, until reaching an amount where funds available 
126.15 	under this subdivision are no longer sufficient to raise the amount of a county or participating 
126.16 	portion of a county and the amount of counties and participating portions of counties with 
126.17 	lower values up to the amount of the next highest county or participating portion of a county.; 
126.18 	and
126.19 	(d) (4) if the point is reached using the process in paragraphs (b) and (c) clauses (2) and 
126.20 	(3) at which the remaining aid funds under this subdivision are not adequate for raising the 
126.21 	amount of a county or participating portion of a county and all counties and participating 
126.22 	portions of counties with amounts of lower value to the amount of the county or participating 
126.23 	portion of a county with the next highest value, those funds are to be divided on a per capita 
126.24 	basis for all counties or participating portions of counties that received aid funds under the 
126.25 	calculation in paragraphs (b) and (c) clauses (2) and (3).

126.26 	EFFECTIVE DATE. This section is effective for state aid for fiscal year 2024 and 
126.27 	later.

126.28 	Sec. 6. Minnesota Statutes 2022, section 134.355, subdivision 7, is amended to read:
126.29 		Subd. 7.Population determination. A regional public library system's population shall 
126.30 	be determined according to must be calculated using the most recent estimate available 
126.31 	under section 477A.011, subdivision 3, at the time the aid amounts are calculated, which 
126.32 	must be by April 1 in the year the calculation is made.

127.1 	EFFECTIVE DATE. This section is effective for state aid for fiscal year 2024 and 
127.2 	later.

127.3 	Sec. 7. [134.356] SCHOOL LIBRARY AID.
127.4 		Subdivision 1.School library aid. For fiscal year 2024 and later, school library aid for 
127.5 	a district or charter school equals the greater of $15 times the district's adjusted pupil units 
127.6 	for the school year or $50,000.
127.7 		Subd. 2.Uses of school library aid. School library aid must be reserved and used for 
127.8 	directly funding the costs of the following purposes within a library:
127.9 	(1) the salaries and benefits of a school library media specialist;
127.10 	(2) electronic, computer, and audiovisual equipment;
127.11 	(3) information technology infrastructure and digital tools;
127.12 	(4) electronic and material resources; or
127.13 	(5) furniture, equipment, or supplies.

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

127.15 	Sec. 8. Laws 2023, chapter 18, section 4, subdivision 2, is amended to read:
127.16 		Subd. 2.School lunch. For school lunch aid under Minnesota Statutes, section 124D.111, 
127.17 	including the amounts for the free school meals program:

127.19127.18
		$
	190,863,000
190,897,000
	.....
	2024
	
127.21127.20
		$
	197,902,000
197,936,000
	.....
	2025

127.22 	Sec. 9. Laws 2023, chapter 18, section 4, subdivision 3, is amended to read:
127.23 		Subd. 3.School breakfast. For school breakfast aid under Minnesota Statutes, section 
127.24 	124D.1158:

127.26127.25
		$
	25,731,000
25,912,000
	.....
	2024
	
127.28127.27
		$
	26,538,000
26,719,000
	.....
	2025

128.1 	Sec. 10. APPROPRIATIONS.
 128.2 		Subdivision 1.Department of Education. The sums indicated in this section are 
128.3 	appropriated from the general fund to the Department of Education for the fiscal years 
128.4 	designated. Any balance in the first year does not cancel but is available in the second year.
128.5 		Subd. 2.Kindergarten milk. For kindergarten milk aid under Minnesota Statutes, 
128.6 	section 124D.118:

128.7		$
	659,000
	.....
	2024
	
128.8		$
	659,000
	.....
	2025
	
128.9 		Subd. 3.Summer school food service replacement. For summer school food service 
128.10 	replacement aid under Minnesota Statutes, section 124D.119:

128.11		$
	150,000
	.....
	2024
	
128.12		$
	150,000
	.....
	2025
	
128.13 		Subd. 4.Basic system support. (a) For basic system support aid under Minnesota 
128.14 	Statutes, section 134.355:

128.15		$
	17,570,000
	.....
	2024
	
128.16		$
	17,570,000
	.....
	2025
	
128.17 	(b) The 2024 appropriation includes $1,357,000 for 2023 and $16,213,000 for 2024.
128.18 	(c) The 2025 appropriation includes $1,801,000 for 2024 and $15,769,000 for 2025.
128.19 		Subd. 5.Electronic library for Minnesota. For statewide licenses to online databases 
128.20 	selected in cooperation with the Minnesota Office of Higher Education for school media 
128.21 	centers, public libraries, state government agency libraries, and public or private college or 
128.22 	university libraries:

128.23		$
	900,000
	.....
	2024
	
128.24		$
	900,000
	.....
	2025
	
128.25 		Subd. 6.Licensed library media specialists. (a) For aid to multicounty, multitype 
128.26 	library systems to increase the number of licensed library media specialists:

128.27		$
	1,000,000
	.....
	2024
	
128.28		$
	0
	.....
	2025
	
128.29 	(b) The aid awarded under this subdivision must be used for activities associated with 
128.30 	increasing the number of licensed library media specialists, including but not limited to 
128.31 	conducting a census of licensed library media specialists currently working in Minnesota 
128.32 	schools, conducting a needs-based assessment to identify gaps in licensed library media 
129.1 	specialist services, providing professional development opportunities for licensed library 
129.2 	media specialists, and providing tuition support to candidates seeking to attain school library 
129.3 	media specialist licensure.
129.4 	(c) This is a onetime appropriation.
129.5 		Subd. 7.Multicounty, multitype library systems. (a) For aid under Minnesota Statutes, 
129.6 	sections 134.353 and 134.354, to multicounty, multitype library systems:

129.7		$
	2,000,000
	.....
	2024
	
129.8		$
	2,000,000
	.....
	2025
	
129.9 	(b) The 2024 appropriation includes $130,000 for 2023 and $1,870,000 for 2024.
129.10 	(c) The 2025 appropriation includes $207,000 for 2024 and $1,793,000 for 2025.
129.11 		Subd. 8.Regional library telecommunications. (a) For regional library 
129.12 	telecommunications aid under Minnesota Statutes, section 134.355:

129.13		$
	2,300,000
	.....
	2024
	
129.14		$
	2,300,000
	.....
	2025
	
129.15 	(b) The 2024 appropriation includes $230,000 for 2023 and $2,070,000 for 2024.
129.16 	(c) The 2025 appropriation includes $230,000 for 2024 and $2,070,000 for 2025.
129.17 		Subd. 9.School library aid. (a) For school library aid under Minnesota Statutes, section 
129.18 	134.356:

129.19		$
	28,066,000
	.....
	2024
	
129.20		$
	31,207,000
	.....
	2025
	
129.21 	(b) The 2024 appropriation includes $0 for 2023 and $28,066,000 for 2024.
129.22 	(c) The 2025 appropriation includes $3,119,000 for 2024 and $28,088,000 for 2025.

129.23 	ARTICLE 8
129.24 	EARLY EDUCATION

129.25 	Section 1. Minnesota Statutes 2022, section 119A.52, is amended to read:
129.26 	119A.52 DISTRIBUTION OF APPROPRIATION.
129.27 	(a) The commissioner of education must distribute money appropriated for that purpose 
129.28 	to federally designated Head Start programs to expand services and to serve additional 
129.29 	low-income children. Migrant and Indian reservation programs must be initially allocated 
129.30 	money based on the programs' share of federal funds., which may include costs associated 
130.1 	with program operations, infrastructure, or reconfiguration to serve children from birth to 
130.2 	age five in center-based services. The distribution must occur in the following order: (1) 
130.3 	10.72 percent of the total Head Start appropriation must be initially allocated to federally 
130.4 	designated Tribal Head Start programs; (2) the Tribal Head Start portion of the appropriation 
130.5 	must be initially allocated to Tribal Head Start programs based on the programs' share of 
130.6 	federal funds; and (3) migrant programs must be initially allocated funding based on the 
130.7 	programs' share of federal funds. The remaining money must be initially allocated to the 
130.8 	remaining local agencies based equally on the agencies' share of federal funds and on the 
130.9 	proportion of eligible children in the agencies' service area who are not currently being 
130.10 	served. A Head Start program must be funded at a per child rate equal to its contracted, 
130.11 	federally funded base level at the start of the fiscal year. For all agencies without a federal 
130.12 	Early Head Start rate, the state average federal cost per child for Early Head Start applies. 
130.13 	In allocating funds under this paragraph, the commissioner of education must assure that 
130.14 	each Head Start program in existence in 1993 is allocated no less funding in any fiscal year 
130.15 	than was allocated to that program in fiscal year 1993. Before paying money to the programs, 
130.16 	the commissioner must notify each program of its initial allocation and how the money must 
130.17 	be used. Each program must present a plan under section 119A.535. For any program that 
130.18 	cannot utilize its full allocation at the beginning of the fiscal year, the commissioner must 
130.19 	reduce the allocation proportionately. Money available after the initial allocations are reduced 
130.20 	must be redistributed to eligible programs.
130.21 	(b) The commissioner must develop procedures to make payments to programs based 
130.22 	upon the number of children reported to be enrolled during the required time period of 
130.23 	program operations. Enrollment is defined by federal Head Start regulations. The procedures 
130.24 	must include a reporting schedule, corrective action plan requirements, and financial 
130.25 	consequences to be imposed on programs that do not meet full enrollment after the period 
130.26 	of corrective action. Programs reporting chronic underenrollment, as defined by the 
130.27 	commissioner, will have their subsequent program year allocation reduced proportionately. 
130.28 	Funds made available by prorating payments and allocations to programs with reported 
130.29 	underenrollment will be made available to the extent funds exist to fully enrolled Head Start 
130.30 	programs through a form and manner prescribed by the department.
130.31 	(c) Programs with approved innovative initiatives that target services to high-risk 
130.32 	populations, including homeless families and families living in homeless shelters and 
130.33 	transitional housing, are exempt from the procedures in paragraph (b). This exemption does 
130.34 	not apply to entire programs. The exemption applies only to approved innovative initiatives 
131.1 	that target services to high-risk populations, including homeless families and families living 
131.2 	in homeless shelters, transitional housing, and permanent supportive housing.

131.3 	Sec. 2. Minnesota Statutes 2022, section 121A.19, is amended to read:
131.4 	121A.19 DEVELOPMENTAL SCREENING AID.
131.5 	Each school year, the state must pay a district for each child or student screened by the 
131.6 	district according to the requirements of section 121A.17. The amount of state aid for each 
131.7 	child or student screened shall be: (1) $75 $98 for a child screened at age three; (2) $50 $65
131.8 	for a child screened at age four; (3) $40 $52 for a child screened at age five or six prior to 
131.9 	kindergarten; and (4) $30 $39 for a student screened within 30 days after first enrolling in 
131.10 	a public school kindergarten if the student has not previously been screened according to 
131.11 	the requirements of section 121A.17. If this amount of aid is insufficient, the district may 
131.12 	permanently transfer from the general fund an amount that, when added to the aid, is 
131.13 	sufficient. Developmental screening aid shall not be paid for any student who is screened 
131.14 	more than 30 days after the first day of attendance at a public school kindergarten, except 
131.15 	if a student transfers to another public school kindergarten within 30 days after first enrolling 
131.16 	in a Minnesota public school kindergarten program. In this case, if the student has not been 
131.17 	screened, the district to which the student transfers may receive developmental screening 
131.18 	aid for screening that student when the screening is performed within 30 days of the transfer 
131.19 	date.

131.20 	Sec. 3. Minnesota Statutes 2022, section 124D.151, subdivision 6, is amended to read:
131.21 		Subd. 6.Participation limits. (a) Notwithstanding section 126C.05, subdivision 1, 
131.22 	paragraph (d), the pupil units for a voluntary prekindergarten program for an eligible school 
131.23 	district or charter school must not exceed 60 percent of the kindergarten pupil units for that 
131.24 	school district or charter school under section 126C.05, subdivision 1, paragraph (e).
131.25 	(b) In reviewing applications under subdivision 5, the commissioner must limit the total 
131.26 	number of participants in the voluntary prekindergarten and school readiness plus programs 
131.27 	under Laws 2017, First Special Session chapter 5, article 8, section 9, to not more than 7,160 
131.28 	participants for fiscal years 2019, 2020, 2021, 2022, and 2023, and 3,160 participants for 
131.29 	fiscal years 2024 and later per fiscal year.

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

132.1 	Sec. 4. Minnesota Statutes 2022, section 124D.165, subdivision 2, is amended to read:
132.2 		Subd. 2.Family eligibility. (a) For a family to receive an early learning scholarship, 
132.3 	parents or guardians must meet the following eligibility requirements:
132.4 	(1) have an eligible child; and
132.5 	(2) have income equal to or less than 185 200 percent of federal poverty level income 
132.6 	in the current calendar year, or be able to document their child's current participation in the 
132.7 	free and reduced-price lunch program or Child and Adult Care Food Program, National 
132.8 	School Lunch Act, United States Code, title 42, sections 1751 and 1766; the Food 
132.9 	Distribution Program on Indian Reservations, Food and Nutrition Act, United States Code, 
132.10 	title 7, sections 2011-2036; Head Start under the federal Improving Head Start for School 
132.11 	Readiness Act of 2007; Minnesota family investment program under chapter 256J; child 
132.12 	care assistance programs under chapter 119B; the supplemental nutrition assistance program; 
132.13 	or placement in foster care under section 260C.212.
132.14 	(b) An "eligible child" means a child who has not yet enrolled in kindergarten and is:
132.15 	(1) at least three but not yet five years of age on September 1 of the current school year;.
132.16 	(2) a sibling from birth to age five of a child who has been awarded a scholarship under 
132.17 	this section provided the sibling attends the same program as long as funds are available;
132.18 	(3) the child of a parent under age 21 who is pursuing a high school degree or a course 
132.19 	of study for a high school equivalency test; or
132.20 	(4) homeless, in foster care, or in need of child protective services.
132.21 	(c) A child who has received a scholarship under this section must continue to receive 
132.22 	a scholarship each year until that child is eligible for kindergarten under section 120A.20 
132.23 	and as long as funds are available.
132.24 	(d) Early learning scholarships may not be counted as earned income for the purposes 
132.25 	of medical assistance under chapter 256B, MinnesotaCare under chapter 256L, Minnesota 
132.26 	family investment program under chapter 256J, child care assistance programs under chapter 
132.27 	119B, or Head Start under the federal Improving Head Start for School Readiness Act of 
132.28 	2007.
132.29 	(e) A child from an adjoining state whose family resides at a Minnesota address as 
132.30 	assigned by the United States Postal Service, who has received developmental screening 
132.31 	under sections 121A.16 to 121A.19, who intends to enroll in a Minnesota school district, 
133.1 	and whose family meets the criteria of paragraph (a) is eligible for an early learning 
133.2 	scholarship under this section.

133.3 	Sec. 5. Minnesota Statutes 2022, section 124D.165, subdivision 3, is amended to read:
133.4 		Subd. 3.Administration. (a) The commissioner shall establish application timelines 
133.5 	and determine the schedule for awarding scholarships that meets operational needs of eligible 
133.6 	families and programs. The commissioner must give highest priority to applications from 
133.7 	children who:
133.8 	(1) have a parent under age 21 who is pursuing a high school diploma or a course of 
133.9 	study for a high school equivalency test;
133.10 	(2) are in foster care or otherwise in need of protection or services; or;
133.11 	(3) have been referred as in need of child protection services;
133.12 	(4) have an incarcerated parent;
133.13 	(5) have a parent in a substance use treatment program;
133.14 	(6) have a parent in a mental health treatment program;
133.15 	(7) have experienced domestic violence;
133.16 	(8) have family income less than or equal to 185 percent of federal poverty level income 
133.17 	in the current calendar year; or
133.18 	(3) (9) have experienced homelessness in the last 24 months, as defined under the federal 
133.19 	McKinney-Vento Homeless Assistance Act, United States Code, title 42, section 11434a.
133.20 	The commissioner may prioritize applications on additional factors including family 
133.21 	income, geographic location, and whether the child's family is on a waiting list for a publicly 
133.22 	funded program providing early education or child care services.
133.23 	(b) The commissioner shall establish a target for the average scholarship amount per 
133.24 	child based on the results of the rate survey conducted under section 119B.02.
133.25 	(c) A four-star rated program that has children eligible for a scholarship enrolled in or 
133.26 	on a waiting list for a program beginning in July, August, or September may notify the 
133.27 	commissioner, in the form and manner prescribed by the commissioner, each year of the 
133.28 	program's desire to enhance program services or to serve more children than current funding 
133.29 	provides. The commissioner may designate a predetermined number of scholarship slots 
133.30 	for that program and notify the program of that number. For fiscal year 2018 and later, the 
133.31 	statewide amount of funding directly designated by the commissioner must not exceed the 
134.1 	funding directly designated for fiscal year 2017. Beginning July 1, 2016, a school district 
134.2 	or Head Start program qualifying under this paragraph may use its established registration 
134.3 	process to enroll scholarship recipients and may verify a scholarship recipient's family 
134.4 	income in the same manner as for other program participants.
134.5 	(d) A scholarship is awarded for a 12-month period. If the scholarship recipient has not 
134.6 	been accepted and subsequently enrolled in a rated program within ten months of the 
134.7 	awarding of the scholarship, the scholarship cancels and the recipient must reapply in order 
134.8 	to be eligible for another scholarship. A child may not be awarded more than one scholarship 
134.9 	in a 12-month period.
134.10 	(e) A child who receives a scholarship who has not completed development screening 
134.11 	under sections 121A.16 to 121A.19 must complete that screening within 90 days of first 
134.12 	attending an eligible program or within 90 days after the child's third birthday if awarded 
134.13 	a scholarship under the age of three.
134.14 	(f) For fiscal year 2017 and later, a school district or Head Start program enrolling 
134.15 	scholarship recipients under paragraph (c) may apply to the commissioner, in the form and 
134.16 	manner prescribed by the commissioner, for direct payment of state aid. Upon receipt of 
134.17 	the application, the commissioner must pay each program directly for each approved 
134.18 	scholarship recipient enrolled under paragraph (c) according to the metered payment system 
134.19 	or another schedule established by the commissioner.

134.20 	Sec. 6. Minnesota Statutes 2022, section 126C.10, subdivision 2d, is amended to read:
134.21 		Subd. 2d.Declining enrollment revenue. (a) A school district's declining enrollment 
134.22 	revenue equals the greater of zero or the product of: (1) 28 percent of the formula allowance 
134.23 	for that year and (2) the difference between the adjusted pupil units for the preceding year 
134.24 	and the adjusted pupil units for the current year.
134.25 	(b) Notwithstanding paragraph (a), for fiscal year 2024 only, prekindergarten pupil units 
134.26 	under section 126C.05, subdivision 1, paragraph (d), must be excluded from the calculation 
134.27 	of declining enrollment revenue.

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

134.29 	Sec. 7. APPROPRIATIONS.
 134.30 		Subdivision 1.Department of Education. The sums indicated in this section are 
134.31 	appropriated from the general fund to the Department of Education for the fiscal years 
134.32 	designated.
135.1 		Subd. 2.Developmental screening aid. (a) For developmental screening aid under 
135.2 	Minnesota Statutes, sections 121A.17 and 121A.19:

135.3		$
	4,350,000
	.....
	2024
	
135.4		$
	4,375,000
	.....
	2025
	
135.5 	(b) The 2024 appropriation includes $349,000 for 2023 and $4,001,000 for 2024.
135.6 	(c) The 2025 appropriation includes $445,000 for 2024 and $3,930,000 for 2025.
135.7 		Subd. 3.Early childhood family education aid. (a) For early childhood family education 
135.8 	aid under Minnesota Statutes, section 124D.135:

135.9		$
	37,497,000
	.....
	2024
	
135.10		$
	40,743,000
	.....
	2025
	
135.11 	(b) The 2024 appropriation includes $3,518,000 for 2023 and $33,979,000 for 2024.
135.12 	(c) The 2025 appropriation includes $3,775,000 for 2024 and $36,968,000 for 2025.
135.13 		Subd. 4.Early childhood programs at Tribal contract schools. (a) For early childhood 
135.14 	family education programs at Tribal contract schools under Minnesota Statutes, section 
135.15 	124D.83, subdivision 4:

135.16		$
	68,000
	.....
	2024
	
135.17		$
	68,000
	.....
	2025
	
135.18 	(b) Any balance in the first year does not cancel but is available in the second year.
135.19 		Subd. 5.Early childhood teacher shortage. (a) For grants to Minnesota institutions of 
135.20 	higher education to address the early childhood education teacher shortage:

135.21		$
	490,000
	.....
	2024
	
135.22		$
	490,000
	.....
	2025
	
135.23 	(b) Grant funds may be used to provide tuition and other supports to students.
135.24 	(c) Up to five percent of the grant amount is available for grant administration and 
135.25 	monitoring.
135.26 	(d) Any balance in the first year does not cancel but is available in the second year.
135.27 	(e) The base for fiscal year 2026 and later is $700,000.
135.28 		Subd. 6.Early learning scholarships. (a) For the early learning scholarship program 
135.29 	under Minnesota Statutes, section 124D.165:

136.1		$
	205,968,000
	.....
	2024
	
136.2		$
	205,969,000
	.....
	2025
	
136.3 	(b) This appropriation is subject to the requirements under Minnesota Statutes, section 
136.4 	124D.165, subdivision 6.
136.5 	(c) The base for fiscal year 2026 and later is $105,974,000.
136.6 		Subd. 7.Educate parents partnership. (a) For the educate parents partnership under 
136.7 	Minnesota Statutes, section 124D.129:

136.8		$
	49,000
	.....
	2024
	
136.9		$
	49,000
	.....
	2025
	
136.10 	(b) Any balance in the first year does not cancel but is available in the second year.
136.11 		Subd. 8.Head Start program. (a) For Head Start programs under Minnesota Statutes, 
136.12 	section 119A.52:

136.13		$
	35,100,000
	.....
	2024
	
136.14		$
	35,100,000
	.....
	2025
	
136.15 	(b) Any balance in the first year does not cancel but is available in the second year.
136.16 		Subd. 9.Home visiting aid. (a) For home visiting aid under Minnesota Statutes, section 
136.17 	124D.135:

136.18		$
	391,000
	.....
	2024
	
136.19		$
	309,000
	.....
	2025
	
136.20 	(b) The 2024 appropriation includes $41,000 for 2023 and $350,000 for 2024.
136.21 	(c) The 2025 appropriation includes $38,000 for 2024 and $271,000 for 2025.
136.22 		Subd. 10.Kindergarten entrance assessment initiative and intervention program. (a) 
136.23 	For the kindergarten entrance assessment initiative and intervention program under Minnesota 
136.24 	Statutes, section 124D.162:

136.25		$
	281,000
	.....
	2024
	
136.26		$
	281,000
	.....
	2025
	
136.27 	(b) The base for fiscal year 2026 is $0.
136.28 		Subd. 11.Learning with Music program. (a) For a grant to the MacPhail Center for 
136.29 	Music to expand the Learning with Music program:

136.30		$
	250,000
	.....
	2024
	
136.31		$
	250,000
	.....
	2025
	
137.1 	(b) The MacPhail Center for Music must use the grant funds received under this 
137.2 	subdivision to:
137.3 	(1) expand direct programming to four early childhood center locations in each year of 
137.4 	the grant, with a focus on meeting the needs of children experiencing economic hardship 
137.5 	in the metropolitan area; and
137.6 	(2) create and deliver professional development training opportunities to early childhood 
137.7 	educators statewide, both online and in person, that are based on current successful elements 
137.8 	of the Learning with Music program.
137.9 	(c) Any balance in the first year does not cancel but is available in the second year.
137.10 	(d) The base for fiscal year 2026 is $0.
137.11 		Subd. 12.ParentChild+ program. For a grant to the ParentChild+ program:

137.12		$
	1,800,000
	.....
	2024
	
137.13		$
	1,800,000
	.....
	2025
	
137.14 	(b) The grant must be used for an evidence-based and research-validated early childhood 
137.15 	literacy and school readiness program for children ages 16 months to four years at its existing 
137.16 	suburban program location. The program must include urban and rural program locations 
137.17 	for fiscal years 2024 and 2025.
137.18 	(c) Any balance in the first year does not cancel but is available in the second year.
137.19 		Subd. 13.Quality rating and improvement system. (a) For transfer to the commissioner 
137.20 	of human services for the purposes of expanding the quality rating and improvement system 
137.21 	under Minnesota Statutes, section 124D.142, in greater Minnesota and increasing supports 
137.22 	for providers participating in the quality rating and improvement system:

137.23		$
	1,750,000
	.....
	2024
	
137.24		$
	1,750,000
	.....
	2025
	
137.25 	(b) The amounts in paragraph (a) must be in addition to any federal funding under the 
137.26 	child care and development block grant authorized under Public Law 101-508 in that year 
137.27 	for the system under Minnesota Statutes, section 124D.142.
137.28 		Subd. 14.Reach Out and Read Minnesota. (a) For a grant to Reach Out and Read 
137.29 	Minnesota to establish a statewide plan that encourages early childhood development through 
137.30 	a network of health care clinics:

137.31		$
	250,000
	.....
	2024
	
137.32		$
	250,000
	.....
	2025
	
138.1 	(b) The grant recipient must develop and implement a plan that includes:
138.2 	(1) integrating children's books and parent education into well-child visits;
138.3 	(2) creating literacy-rich environments at health care clinics by providing books to clinics 
138.4 	for visits outside of Reach Out and Read Minnesota parameters, for waiting room use, or 
138.5 	for volunteer readers to model read-aloud techniques for parents where possible;
138.6 	(3) working with public health clinics, federally qualified health centers, Tribal sites, 
138.7 	community health centers, and clinics that belong to health care systems, as well as 
138.8 	independent clinics in underserved areas; and
138.9 	(4) training medical professionals on discussing the importance of early literacy with 
138.10 	parents of infants, toddlers, and preschoolers.
138.11 	(c) The grant recipient must fully implement the plan on a statewide basis by 2030.
138.12 		Subd. 15.School readiness.  (a) For revenue for school readiness programs under 
138.13 	Minnesota Statutes, sections 124D.15 and 124D.16:

138.14		$
	33,683,000
	.....
	2024
	
138.15		$
	33,683,000
	.....
	2025
	
138.16 	(b) The 2024 appropriation includes $3,368,000 for 2023 and $30,315,000 for 2024.
138.17 	(c) The 2025 appropriation includes $3,368,000 for 2024 and $30,315,000 for 2025.

138.18 	ARTICLE 9
138.19 	COMMUNITY EDUCATION AND LIFELONG LEARNING

138.20 	Section 1. Minnesota Statutes 2022, section 124D.20, subdivision 3, is amended to read:
138.21 		Subd. 3.General community education revenue. The general community education 
138.22 	revenue for a district equals $5.23 for fiscal years 2005 and 2006 and $5.42 for fiscal year 
138.23 	2007 through fiscal year 2024 and $7.00 for fiscal year 2025 and later, times the greater of 
138.24 	1,335 or the population of the district. The population of the district is determined according 
138.25 	to section 275.14.

138.26 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2025 and later.

138.27 	Sec. 2. Minnesota Statutes 2022, section 124D.20, subdivision 5, is amended to read:
138.28 		Subd. 5.Total community education levy. To obtain total community education revenue, 
138.29 	a district may levy the amount raised by a maximum tax rate of 0.94 percent through fiscal 
138.30 	year 2024, 0.409 percent in fiscal year 2025, 0.3687 percent in fiscal year 2026, and 0.35 
139.1 	percent in fiscal year 2027 and later, times the adjusted net tax capacity of the district. If 
139.2 	the amount of the total community education levy would exceed the total community 
139.3 	education revenue, the total community education levy shall be determined according to 
139.4 	subdivision 6.

139.5 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2025 and later.

139.6 	Sec. 3. Minnesota Statutes 2022, section 124D.2211, is amended to read:
139.7 	124D.2211 AFTER-SCHOOL COMMUNITY LEARNING PROGRAMS.
139.8 		Subdivision 1.Establishment. A competitive statewide after-school community learning 
139.9 	grant program is established to provide grants to community or nonprofit organizations, 
139.10 	political subdivisions, for-profit or nonprofit child care centers, or school-based programs 
139.11 	that serve support eligible organizations to provide culturally affirming and enriching 
139.12 	after-school and summer learning programs for school-age youth after school or during 
139.13 	nonschool hours. Grants must be used to offer a broad array of academic enrichment activities 
139.14 	that promote positive after-school and summer learning activities, including art, music, 
139.15 	community engagement, literacy, science, technology, engineering, math, health, and 
139.16 	recreation programs. The commissioner shall develop criteria for after-school community 
139.17 	learning programs that promote partnerships and active collaboration with the schools that 
139.18 	participating students attend. The commissioner may award grants under this section to 
139.19 	community or nonprofit organizations, culturally specific organizations, American Indian 
139.20 	organizations, Tribal Nations, political subdivisions, public libraries, or school-based 
139.21 	programs that serve youth after school, during the summer, or during nonschool hours.
139.22 		Subd. 2.Program outcomes Objectives. The expected outcomes objectives of the 
139.23 	after-school community learning programs are to increase:
139.24 	(1) school connectedness of participants;
139.25 	(2) academic achievement of participating students in one or more core academic areas;
139.26 	(3) the capacity of participants to become productive adults; and
139.27 	(4) prevent truancy from school and prevent juvenile crime.
139.28 	(1) increase access to comprehensive and culturally affirming after-school and summer 
139.29 	learning and enrichment opportunities that meet the academic, social, and emotional needs 
139.30 	of historically underserved students;
139.31 	(2) promote engagement in learning and connections to school and community; and
139.32 	(3) encourage school attendance and improve academic performance.
140.1 		Subd. 3.Grants. (a) An applicant shall must submit an after-school community learning 
140.2 	program proposal to the commissioner. The submitted plan proposal must include:
140.3 	(1) collaboration with and leverage of existing community resources that have 
140.4 	demonstrated effectiveness;
140.5 	(2) outreach to children and youth; and
140.6 	(3) involvement of local governments, including park and recreation boards or schools, 
140.7 	unless no government agency is appropriate.
140.8 	Proposals will be reviewed and approved by the commissioner.
140.9 	(1) an assessment of the needs and available resources for the after-school community 
140.10 	learning program and a description of how the proposed program will address the needs 
140.11 	identified, including how students and families were engaged in the process;
140.12 	(2) a description of the partnership between a school and another eligible entity;
140.13 	(3) an explanation of how the proposal will support the objectives identified in subdivision 
140.14 	2, including the use of best practices;
140.15 	(4) a plan to implement effective after-school and summer learning practices and provide 
140.16 	staff access to professional development opportunities; and
140.17 	(5) a description of the data they will use to evaluate the impact of the program.
140.18 	(b) The commissioner must review proposals and award grants to programs that:
140.19 	(1) primarily serve historically underserved students; and
140.20 	(2) provide opportunities for academic enrichment and a broad array of additional services 
140.21 	and activities to meet program objectives.
140.22 	(c) To the extent practicable, the commissioner must award grants equitably among the 
140.23 	geographic areas of Minnesota, including rural, suburban, and urban communities.
140.24 		Subd. 4.Technical assistance and continuous improvement. (a) The commissioner 
140.25 	must monitor and evaluate the performance of grant recipients to assess the effectiveness 
140.26 	of after-school community learning programs in meeting the objectives identified in 
140.27 	subdivision 2.
140.28 	(b) The commissioner must provide technical assistance, capacity building, and 
140.29 	professional development to grant recipients, including guidance on effective practices for 
140.30 	after-school and summer learning programs.

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

141.1 	Sec. 4. Minnesota Statutes 2022, section 124D.531, subdivision 1, is amended to read:
141.2 		Subdivision 1.State total adult basic education aid. (a) The state total adult basic 
141.3 	education aid for fiscal year 2011 equals $44,419,000, plus any amount that is not paid 
141.4 	during the previous fiscal year as a result of adjustments under subdivision 4, paragraph 
141.5 	(a), or section 124D.52, subdivision 3. The state total adult basic education aid for later 
141.6 	fiscal years equals:
141.7 	(1) the state total adult basic education aid for the preceding fiscal year plus any amount 
141.8 	that is not paid for during the previous fiscal year, as a result of adjustments under subdivision 
141.9 	4, paragraph (a), or section 124D.52, subdivision 3; times
141.10 	(2) the greater of 1.00 or the lesser of:
141.11 	(i) 1.03; or
141.12 	(ii) the average growth in state total contact hours over the prior ten program years.
141.13 	Three percent of the state total adult basic education aid must be set aside for adult basic 
141.14 	education supplemental service grants under section 124D.522.
141.15 	(b) The state total adult basic education aid, excluding basic population aid, equals the 
141.16 	difference between the amount computed in paragraph (a), and the state total basic population 
141.17 	aid under subdivision 2.

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

141.19 	Sec. 5. Minnesota Statutes 2022, section 124D.531, subdivision 4, is amended to read:
141.20 		Subd. 4.Adult basic education program aid limit. (a) Notwithstanding subdivisions 
141.21 	2 and 3, the total adult basic education aid for a program per prior year contact hour must 
141.22 	not exceed $22 $30 per prior year contact hour computed under subdivision 3, clause (2).
141.23 	(b) The aid for a program under subdivision 3, clause (2), adjusted for changes in program 
141.24 	membership, must not exceed the aid for that program under subdivision 3, clause (2), for 
141.25 	the first preceding fiscal year by more than the greater of 11 percent or $10,000.
141.26 	(c) Adult basic education aid is payable to a program for unreimbursed costs occurring 
141.27 	in the program year as defined in section 124D.52, subdivision 3.
141.28 	(d) Any adult basic education aid that is not paid to a program because of the program 
141.29 	aid limitation under paragraph (a) must be added to the state total adult basic education aid 
141.30 	for the next fiscal year under subdivision 1. Any adult basic education aid that is not paid 
142.1 	to a program because of the program aid limitations under paragraph (b) must be reallocated 
142.2 	among programs by adjusting the rate per contact hour under subdivision 3, clause (2).

142.3 	Sec. 6. Minnesota Statutes 2022, section 124D.55, is amended to read:
142.4 	124D.55 COMMISSIONER-SELECTED HIGH SCHOOL EQUIVALENCY TEST 
142.5 	FEES.
142.6 	(a) The commissioner shall pay 60 percent of the fee that is charged to an eligible 
142.7 	individual for the full battery of the commissioner-selected high school equivalency tests, 
142.8 	but not more than $40 for an eligible individual.
142.9 	(b) Notwithstanding paragraph (a), for fiscal years 2020 and 2021 2023 through 2027
142.10 	only, subject to the availability of funds, the commissioner shall pay 100 percent of the fee 
142.11 	charged to an eligible individual for the full battery of the commissioner-selected high 
142.12 	school equivalency tests, but not more than the cost of one full battery of tests per year for 
142.13 	any individual.

142.14 	Sec. 7. Minnesota Statutes 2022, section 124D.56, is amended to read:
142.15 	124D.56 COMMUNITY EDUCATION PROGRAM REVENUE; ADULTS WITH 
142.16 	DISABILITIES.
142.17 		Subdivision 1.Revenue amount. A district that is eligible according to section 124D.20, 
142.18 	subdivision 2, may receive revenue for a program for adults with disabilities. Revenue for 
142.19 	the program for adults with disabilities for a district or a group of districts equals the lesser 
142.20 	of:
142.21 	(1) the actual expenditures for approved programs and budgets; or
142.22 	(2) $60,000 the greater of (i) $0.67 times the population of the school district as 
142.23 	determined according to section 275.14, or (ii) the district's adults with disabilities revenue 
142.24 	for fiscal year 2023. If the district does not levy the entire amount permitted, the district's 
142.25 	adults with disabilities aid is reduced in proportion to the actual amount levied.
142.26 		Subd. 2.Aid. Program aid for adults with disabilities equals the lesser of:
142.27 	(1) one-half of the actual expenditures for approved programs and budgets; or
142.28 	(2) $30,000 difference between the district's adults with disabilities revenue and the 
142.29 	district's adults with disabilities levy.
142.30 		Subd. 3.Levy. A district may levy for a program for adults with disabilities in an amount 
142.31 	up to the amount designated in subdivision 2. In the case of a program offered by a group 
143.1 	of districts, the levy amount must be apportioned among the districts according to the 
143.2 	agreement submitted to the department. not to exceed the lesser of:
143.3 	(1) the district's revenue under subdivision 1; or
143.4 	(2) the product of a tax rate not to exceed .006 percent in fiscal year 2025, .0053 percent 
143.5 	in fiscal year 2026, and .005 percent in fiscal year 2027 and later, times the district's adjusted 
143.6 	net tax capacity for the year prior to the year the levy is certified.
143.7 		Subd. 4.Outside revenue. A district may receive money from public or private sources 
143.8 	to supplement revenue for the program for adults with disabilities. Aid may not be reduced 
143.9 	as a result of receiving money from these sources.
143.10 		Subd. 5.Use of revenue. Revenue for the program for adults with disabilities may be 
143.11 	used only to provide programs for adults with disabilities.
143.12 		Subd. 6.Cooperation encouraged. A school district offering programming for adults 
143.13 	with disabilities is encouraged to provide programming in cooperation with other school 
143.14 	districts and other public and private organizations providing services to adults with 
143.15 	disabilities.

143.16 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2025 and later.

143.17 	Sec. 8. Minnesota Statutes 2022, section 124D.99, subdivision 2, is amended to read:
143.18 		Subd. 2.Definitions. (a) For purposes of this section the terms defined in this subdivision 
143.19 	have the meanings given them.
143.20 	(b) "Tier 1 grant" "Neighborhood partnership grant" means a sustaining grant for the 
143.21 	ongoing operation, stability, and expansion of existing education partnership program 
143.22 	locations serving a defined geographic area within a single municipality.
143.23 	(c) "Tier 2 grant" "Regional neighborhood partnership grant" means an implementation 
143.24 	grant for expanding activity in the ongoing operation, stability, and expansion of activity 
143.25 	of existing education partnership program locations serving a defined geographic area 
143.26 	encompassing an entire municipality or part of or all of multiple municipalities.

143.27 	Sec. 9. Minnesota Statutes 2022, section 124D.99, subdivision 3, is amended to read:
143.28 		Subd. 3.Administration; design. (a) The commissioner shall establish program 
143.29 	requirements, an application process and timeline for each tier of grants grant specified in 
143.30 	subdivision 4, criteria for evaluation of applications, and a grant awards process. The 
143.31 	commissioner's process must minimize administrative costs, minimize burdens for applicants 
144.1 	and grant recipients, and provide a framework that permits flexibility in program design 
144.2 	and implementation among grant recipients.
144.3 	(b) To the extent practicable, the commissioner shall design the program to align with 
144.4 	programs implemented or proposed by organizations in Minnesota that:
144.5 	(1) identify and increase the capacity of organizations that are focused on achieving 
144.6 	data-driven, locally controlled positive outcomes for children and youth throughout an entire 
144.7 	neighborhood or geographic area through programs such as Strive Together, Promise 
144.8 	Neighborhood, and the Education Partnerships Coalition members;
144.9 	(2) build a continuum of educational family and community supports with academically 
144.10 	rigorous schools at the center;
144.11 	(3) maximize program efficiencies by integrating programmatic activities and eliminating 
144.12 	administrative barriers;
144.13 	(4) develop local infrastructure needed to sustain and scale up proven and effective 
144.14 	solutions beyond the initial neighborhood or geographic area;
144.15 	(5) utilize appropriate outcome measures based on unique community needs and interests 
144.16 	and apply rigorous evaluation on a periodic basis to be used to both monitor outcomes and 
144.17 	allow for continuous improvements to systems;
144.18 	(6) collect and utilize data to improve student outcomes;
144.19 	(7) share disaggregated performance data with the community to set community-level 
144.20 	outcomes;
144.21 	(8) employ continuous improvement processes;
144.22 	(9) have a Tribal entity, community foundation, higher education institution, or 
144.23 	community-based organization as an anchor entity managing the partnership;
144.24 	(10) convene a cross-sector leadership group and have a documented accountability 
144.25 	structure; and
144.26 	(11) demonstrate use of nonstate funds, from multiple sources, including in-kind 
144.27 	contributions.
144.28 	(c) A grant recipient's supportive services programming must address:
144.29 	(1) kindergarten readiness and youth development;
144.30 	(2) grade 3 reading proficiency;
144.31 	(3) middle school mathematics;
145.1 	(4) high school graduation;
145.2 	(5) postsecondary educational enrollment;
145.3 	(6) postsecondary education completion or attainment;
145.4 	(7) physical and mental health;
145.5 	(8) development of career skills and readiness;
145.6 	(9) parental engagement and development;
145.7 	(10) community engagement and programmatic alignment; and
145.8 	(11) reduction of remedial education.
145.9 	(d) The commissioner, in consultation with grant recipients, must:
145.10 	(1) develop and revise core indicators of progress toward outcomes specifying impacts 
145.11 	for each tier identified under subdivision 4;
145.12 	(2) establish a reporting system for grant recipients to measure program outcomes using 
145.13 	data sources and program goals; and
145.14 	(3) evaluate effectiveness based on the core indicators established by each partnership 
145.15 	for each tier.

145.16 	Sec. 10. Minnesota Statutes 2022, section 124D.99, subdivision 5, is amended to read:
145.17 		Subd. 5.Grants. The commissioner shall award Tier 1 and Tier 2 grants to qualifying 
145.18 	recipients that can demonstrate a nonstate source of funds, including in-kind contributions.

145.19 	Sec. 11. APPROPRIATIONS.
 145.20 		Subdivision 1.Department of Education. The sums indicated in this section are 
145.21 	appropriated from the general fund to the Department of Education for the fiscal years 
145.22 	designated. Any balance in the first year does not cancel but is available in the second year.
145.23 		Subd. 2.Adult basic education aid. (a) For adult basic education aid under Minnesota 
145.24 	Statutes, section 124D.531:

145.25		$
	51,763,000
	.....
	2024
	
145.26		$
	51,758,000
	.....
	2025
	
145.27 	(b) The 2024 appropriation includes $5,179,000 for 2023 and $46,584,000 for 2024.
145.28 	(c) The 2025 appropriation includes $5,175,000 for 2024 and $46,583,000 for 2025.
146.1 		Subd. 3.Adults with disabilities program aid. (a) For adults with disabilities programs 
146.2 	under Minnesota Statutes, section 124D.56:

146.3		$
	710,000
	.....
	2024
	
146.4		$
	2,881,000
	.....
	2025
	
146.5 	(b) The 2024 appropriation includes $71,000 for 2023 and $639,000 for 2024.
146.6 	(c) The 2025 appropriation includes $71,000 for 2024 and $2,171,000 for 2025.
146.7 		Subd. 4.After school community learning grant program. (a) For grants for after 
146.8 	school community learning programs in accordance with Minnesota Statutes, section 
146.9 	124D.2211:

146.10		$
	40,000,000
	.....
	2024
	
146.11		$
	0
	.....
	2025
	
146.12 	(b) Of this amount, a portion may be used for a contract with Ignite Afterschool to build 
146.13 	out a state-wide system of support for continuous improvement.
146.14 	(c) Up to $2,250,000 is available for grant administration, monitoring, providing technical 
146.15 	assistance, and program evaluation.
146.16 	(d) This is a onetime appropriation and is available until June 30, 2027.
146.17 		Subd. 5.Community education aid. (a) For community education aid under Minnesota 
146.18 	Statutes, section 124D.20:

146.19		$
	98,000
	.....
	2024
	
146.20		$
	8,684,000
	.....
	2025
	
146.21 	(b) The 2024 appropriation includes $14,000 for 2023 and $84,000 for 2024.
146.22 	(c) The 2025 appropriation includes $9,000 for 2024 and $8,675,000 for 2025.
146.23 		Subd. 6.Deaf, deafblind, and hard-of-hearing adults. For programs for deaf, deafblind, 
146.24 	and hard-of-hearing adults under Minnesota Statutes, section 124D.57:

146.25		$
	70,000
	.....
	2024
	
146.26		$
	70,000
	.....
	2025
	
146.27 		Subd. 7.High school equivalency tests. (a) For payment of the costs of the 
146.28 	commissioner-selected high school equivalency tests under Minnesota Statutes, section 
146.29 	124D.55:

146.30		$
	615,000
	.....
	2024
	
146.31		$
	125,000
	.....
	2025
	
147.1 	(b) Of the amounts in paragraph (a), $490,000 in fiscal year 2024 is available until June 
147.2 	30, 2027.
147.3 		Subd. 8.Minnesota Alliance of Boys and Girls Clubs. (a) For a grant to the Minnesota 
147.4 	Alliance of Boys and Girls Clubs to support the establishment and expansion of Boys and 
147.5 	Girls Clubs in Minnesota beyond existing service areas to support after-school and summer 
147.6 	programming that address learning loss:

147.7		$
	2,500,000
	.....
	2024
	
147.8		$
	2,500,000
	.....
	2025
	
147.9 	(b) The grant recipient must take into consideration multiple factors, including need, 
147.10 	feasibility, and community engagement when determining where to establish and expand 
147.11 	Boys and Girls Clubs programming. Need may be analyzed using available data from the 
147.12 	department. Feasibility must be determined by proximity to supporting organizations, staffing 
147.13 	capabilities, and access to adequate facilities. The grant recipient must take into consideration 
147.14 	community engagement and interest in programming as important elements for the desired 
147.15 	sustainability of programming beyond the project's funding period.
147.16 	(c) To receive a grant under this section, the Minnesota Alliance of Boys and Girls Clubs 
147.17 	must receive a 25 percent match from nonstate funds.
147.18 	(d) The base in fiscal year 2026 is $0.
147.19 		Subd. 9.Neighborhood partnership grants.  (a) For neighborhood partnership grants 
147.20 	under Minnesota Statutes, section 124D.99:

147.21		$
	2,600,000
	.....
	2024
	
147.22		$
	2,600,000
	.....
	2025
	
147.23 	(b) Of the amounts in paragraph (a), $1,300,000 each year is for the Northside 
147.24 	Achievement Zone and $1,300,000 each year is for the St. Paul Promise Neighborhood.
147.25 		Subd. 10.Regional neighborhood partnership grants. (a) For regional neighborhood 
147.26 	partnership grants under Minnesota Statutes, section 124D.99:

147.27		$
	2,100,000
	.....
	2024
	
147.28		$
	2,100,000
	.....
	2025
	
147.29 	(b) Of the amounts in paragraph (a), $300,000 each year is for the following programs:
147.30 	(1) Northfield Healthy Community Initiative in Northfield;
147.31 	(2) Red Wing Youth Outreach Program in Red Wing;
147.32 	(3) United Way of Central Minnesota in St. Cloud;
148.1 	(4) Austin Aspires in Austin;
148.2 	(5) Rochester Area Foundation in Rochester;
148.3 	(6) Greater Twin Cities United Way for Generation Next; and
148.4 	(7) Children First and Partnership for Success in St. Louis Park.
148.5 		Subd. 11.School-age care aid. (a) For school-age care aid under Minnesota Statutes, 
148.6 	section 124D.22:

148.7		$
	1,000
	.....
	2024
	
148.8		$
	1,000
	.....
	2025
	
148.9 	(b) The 2024 appropriation includes $0 for 2023 and $1,000 for 2024.
148.10 	(c) The 2025 appropriation includes $0 for 2024 and $1,000 for 2025.

148.11 	ARTICLE 10
148.12 	STATE AGENCIES

148.13 	Section 1. [121A.20] LICENSED SCHOOL NURSE.
148.14 		Subdivision 1.Purpose and duties. (a) The Department of Education must employ a 
148.15 	school health services specialist to:
148.16 	(1) provide technical assistance to school districts and charter schools for the 
148.17 	education-related health needs of students;
148.18 	(2) serve as the primary source of information and support for schools in addressing 
148.19 	emergency readiness, public health, and the needs of children and youth with acute and 
148.20 	chronic health conditions and related disorders; and
148.21 	(3) serve as the primary liaison to the Department of Health and other state agencies to 
148.22 	coordinate school-based, health-related services for students.
148.23 	(b) The school health services specialist's duties include:
148.24 	(1) increasing professional awareness and competencies of school nurses and other 
148.25 	specialized instructional support personnel, using the competencies defined in the most 
148.26 	recent edition of the document jointly prepared by the American Nurses Association and 
148.27 	the National Association of School Nurses identified as "School Nursing; Scope and 
148.28 	Standards of Practice" to meet the educational needs of students with acute or chronic health 
148.29 	conditions or students identified with risk characteristics associated with health and mental 
148.30 	health;
149.1 	(2) developing implementation guidance to assist general education and special education 
149.2 	teachers in (i) recognizing health-related educational needs of children and youth, and (ii) 
149.3 	improving students' attendance and full participation in instruction and other school activities;
149.4 	(3) developing implementation guidance to assist teachers, specialized instructional 
149.5 	support personnel, and school administrators in prevention of and intervention with 
149.6 	health-harming behavior and mental health; and
149.7 	(4) increasing the availability of online and asynchronous professional development 
149.8 	programs and materials for school staff.
149.9 		Subd. 2.Definition. For purposes of this section, "health services specialist" means a 
149.10 	professional registered nurse who:
149.11 	(1) is licensed as a public health nurse in Minnesota;
149.12 	(2) is licensed as a school nurse in Minnesota;
149.13 	(3) has a minimum of three years of experience in school nursing services or as a public 
149.14 	health nurse serving schools;
149.15 	(4) has experience in managing a districtwide health policy, overseeing a budget, and 
149.16 	supervising personnel; and
149.17 	(5) has a graduate degree in nursing, public health, education, or a related field.
149.18 		Subd. 3.Requirements for position. The Department of Education's school health 
149.19 	services specialist must be highly trained in school nursing, which includes knowledge 
149.20 	about child growth and development; public health; health education; and special education 
149.21 	with a focus on the impact of health on learning, comprehensive assessment of 
149.22 	learning-related health using interventions that are evidence-based, and documentation and 
149.23 	evaluation of child health knowledge, skills, status, and education implications. The specialist 
149.24 	must have knowledge of section 504 plans, health insurance and third-party reimbursement, 
149.25 	health privacy, and emergency preparedness. The specialist must also have skills in 
149.26 	interdisciplinary collaboration, policy development, parent involvement, health teaching 
149.27 	and learning, and staff development.

149.28 	Sec. 2. Minnesota Statutes 2022, section 121A.582, subdivision 1, is amended to read:
149.29 		Subdivision 1.Reasonable force standard. (a) A teacher or school principal, in 
149.30 	exercising the person's lawful authority, may use reasonable force when it is necessary under 
149.31 	the circumstances to correct or restrain a student or to prevent imminent bodily harm or 
149.32 	death to the student or to another.
150.1 	(b) A school employee, school bus driver, or other agent of a district, in exercising the 
150.2 	person's lawful authority, may use reasonable force when it is necessary under the 
150.3 	circumstances to restrain a student or to prevent bodily harm or death to the student or to 
150.4 	another.
150.5 	(c) Paragraphs (a) and (b) do not authorize conduct prohibited under section 125A.0942.
150.6 	(d) Districts must report data on their use of any reasonable force used on a student with 
150.7 	a disability to correct or restrain the student to prevent imminent bodily harm or death to 
150.8 	the student or another that is consistent with the definition of physical holding under section 
150.9 	125A.0941, paragraph (c), as outlined in section 125A.0942, subdivision 3, paragraph (b).
150.10 	(e) Beginning with the 2024-2025 school year, districts must report annually by July 
150.11 	15, in a form and manner determined by the commissioner, data from the prior school year 
150.12 	about any reasonable force used on a general education student to correct or restrain the 
150.13 	student to prevent imminent bodily harm or death to the student or another that is consistent 
150.14 	with the definition of physical holding under section 125A.0941, paragraph (c).

150.15 	Sec. 3. Minnesota Statutes 2022, section 124D.13, is amended by adding a subdivision to 
150.16 	read:
150.17 		Subd. 12a.Support staff. (a) The department must employ two full-time equivalent 
150.18 	staff to serve as resources for programs described in this section. The staff persons must 
150.19 	provide operational support and guidance to programs, including but not limited to providing 
150.20 	professional development and education support, assisting with marketing and outreach, 
150.21 	and facilitating collaborations with public and private organizations serving families.
150.22 	(b) Each staff person described in this subdivision must hold a valid license as a teacher 
150.23 	of parent and family education.

150.24 	Sec. 4. Minnesota Statutes 2022, section 125A.71, subdivision 1, is amended to read:
150.25 		Subdivision 1.Rental income; appropriation. Rental income, excluding rent for land 
150.26 	and living residences, must be deposited in the state treasury and credited to a revolving 
150.27 	fund of the academies. Money in the revolving fund for rental income is annually 
150.28 	appropriated to the academies for staff development purposes. Payment from the revolving 
150.29 	fund for rental income may be made only according to vouchers authorized by the 
150.30 	administrator of the academies.

151.1 	Sec. 5. [127A.21] OFFICE OF THE INSPECTOR GENERAL.
151.2 		Subdivision 1.Establishment of Office of the Inspector General; powers; duties. The 
151.3 	commissioner must establish within the department an Office of the Inspector General. The 
151.4 	Office of the Inspector General is charged with protecting the integrity of the department 
151.5 	and the state by detecting and preventing fraud, waste, and abuse in department programs. 
151.6 	The Office of the Inspector General must conduct independent and objective investigations 
151.7 	to promote the integrity of the department's programs and operations. When fraud or other 
151.8 	misuse of public funds is detected, the Office of the Inspector General must report it to the 
151.9 	appropriate law enforcement entity and collaborate and cooperate with law enforcement to 
151.10 	assist in the investigation and any subsequent civil and criminal prosecution.
151.11 		Subd. 2.Data practices; hiring; reporting. The Office of the Inspector General has 
151.12 	access to all program data, regardless of classification under chapter 13, held by the 
151.13 	department, school districts or charter schools, grantees, and any other recipient of funds 
151.14 	from the department. The commissioner, or the commissioner's designee, must hire an 
151.15 	inspector general to lead the Office of the Inspector General. The inspector general must 
151.16 	hire a deputy inspector general and, at the discretion of the inspector general, sufficient 
151.17 	assistant inspectors general to carry out the duties of the office. In a form and manner 
151.18 	determined by the inspector general, the Office of the Inspector General must develop a 
151.19 	public platform for the public to report instances of potential fraud, waste, or abuse of public 
151.20 	funds administered by the department.

151.21 	Sec. 6. Laws 2021, First Special Session chapter 13, article 11, section 4, subdivision 2, 
151.22 	is amended to read:
151.23 		Subd. 2.Department. (a) For the Department of Education:

151.24		$
	30,837,000
	.....
	2022
	
151.26151.25
		$
	26,287,000
25,187,000
	.....
	2023
	
151.27 	Of these amounts:
151.28 	(1) $319,000 each year is for the Board of School Administrators;
151.29 	(2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes, 
151.30 	section 120B.115;
151.31 	(3) $250,000 each year is for the School Finance Division to enhance financial data 
151.32 	analysis;
152.1 	(4) $720,000 each year is for implementing Minnesota's Learning for English Academic 
152.2 	Proficiency and Success Act under Laws 2014, chapter 272, article 1, as amended;
152.3 	(5) $123,000 each year is for a dyslexia specialist;
152.4 	(6) $480,000 each year is for the Department of Education's mainframe update;
152.5 	(7) $4,500,000 in fiscal year 2022 only is for legal fees and costs associated with 
152.6 	litigation; and
152.7 	(8) $340,000 in fiscal years 2022 and 2023 only are for voluntary prekindergarten 
152.8 	programs.
152.9 	(b) None of the amounts appropriated under this subdivision may be used for Minnesota's 
152.10 	Washington, D.C., office.
152.11 	(c) The expenditures of federal grants and aids as shown in the biennial budget document 
152.12 	and its supplements are approved and appropriated and must be spent as indicated.
152.13 	(d) This appropriation includes funds for information technology project services and 
152.14 	support subject to the provisions of Minnesota Statutes, section 16E.21. Any ongoing 
152.15 	information technology costs will be incorporated into the service level agreement and will 
152.16 	be paid to the Office of MN.IT Services by the Department of Education under the rates 
152.17 	and mechanisms specified in that agreement.
152.18 	(e) To account for the base adjustments provided in Laws 2018, chapter 211, article 21, 
152.19 	section 1, paragraph (a), and section 3, paragraph (a), the base for fiscal year 2024 and later 
152.20 	is $25,965,000.
152.21 	(f) On the effective date of this act, $1,500,000 from the fiscal year 2022 appropriation 
152.22 	for legal fees and costs associated with litigation is canceled to the general fund.

152.23 	Sec. 7. GRANT AUTHORITY.
 152.24 	(a) The commissioner of education may transfer funding for grant administration and 
152.25 	monitoring within the Department of Education as the commissioner determines necessary 
152.26 	with the advance approval of the commissioner of management and budget. All transfers 
152.27 	under this section must be intrafund.
152.28 	(b) Unless a different amount is specified by law, the commissioner of education may 
152.29 	retain up to four percent of amounts appropriated for grants for the purpose of grant 
152.30 	administration and monitoring.

153.1 	Sec. 8. APPROPRIATIONS; DEPARTMENT OF EDUCATION.
 153.2 		Subdivision 1.Department of Education. Unless otherwise indicated, the sums indicated 
153.3 	in this section are appropriated from the general fund to the Department of Education for 
153.4 	the fiscal years designated. Any balance in the first year does not cancel but is available in 
153.5 	the second year.
153.6 		Subd. 2.Department. (a) For the Department of Education:

153.7		$
	43,363,000
	.....
	2024
	
153.8		$
	38,185,000
	.....
	2025
	
153.9 	Of these amounts:
153.10 	(1) $405,000 each year is for the Board of School Administrators;
153.11 	(2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes, 
153.12 	section 120B.115;
153.13 	(3) $720,000 each year is for implementing Minnesota's Learning for English Academic 
153.14 	Proficiency and Success Act (LEAPS) under Laws 2014, chapter 272, article 1, as amended;
153.15 	(4) $480,000 each year is for the Department of Education's mainframe update;
153.16 	(5) $7,500,000 in fiscal year 2024 only is for legal fees and costs associated with 
153.17 	litigation;
153.18 	(6) $595,000 in fiscal year 2024 and $2,609,000 in fiscal year 2025 are for modernizing 
153.19 	district data submissions. The base amount for the allocation under this clause is $2,359,000 
153.20 	in fiscal year 2026 and later; and
153.21 	(7) $2,000,000 each year is for the Office of the Inspector General established under 
153.22 	section 127A.21.
153.23 	(b) None of the amounts appropriated under this subdivision may be used for Minnesota's 
153.24 	Washington, D.C., office.
153.25 	(c) The expenditures of federal grants and aids as shown in the biennial budget document 
153.26 	and its supplements are approved and appropriated and must be spent as indicated.
153.27 	(d) This appropriation includes funds for information technology project services and 
153.28 	support subject to the provisions of Minnesota Statutes, section 16E.21. Any ongoing 
153.29 	information technology costs may be incorporated into the service level agreement and may 
153.30 	be paid to the Department of Information Technology Services by the Department of 
153.31 	Education under the rates and mechanisms specified in that agreement.
154.1 	(e) The base for fiscal year 2026 is $37,931,000. The base for fiscal year 2027 and later 
154.2 	is $37,927,000.

154.3 	Sec. 9. APPROPRIATIONS; MINNESOTA STATE ACADEMIES.
 154.4 	(a) The sums indicated in this section are appropriated from the general fund to the 
154.5 	Minnesota State Academies for the Deaf and the Blind for the fiscal years designated:

154.6		$
	17,445,000
	.....
	2024
	
154.7		$
	17,189,000
	.....
	2025
	
154.8 	Of these amounts:
154.9 	(1) $125,000 in fiscal year 2024 only is for an audiology booth and related testing 
154.10 	equipment; and
154.11 	(2) $445,000 in fiscal year 2024 and $185,000 in fiscal year 2025 are for a mental health 
154.12 	day treatment program. These funds are available until June 30, 2027. The base amount for 
154.13 	the allocation under this clause is $185,000 in fiscal year 2026 and later.
154.14 	(b) The base for fiscal year 2026 is $17,436,000. The base for fiscal year 2027 and later 
154.15 	is $17,193,000.
154.16 	(c) Any balance in the first year does not cancel but is available in the second year.

154.17 	Sec. 10. APPROPRIATIONS; PERPICH CENTER FOR ARTS EDUCATION.
 154.18 	(a) The sums indicated in this section are appropriated from the general fund to the 
154.19 	Perpich Center for Arts Education for the fiscal years designated:

154.20		$
	8,369,000
	.....
	2024
	
154.21		$
	8,435,000
	.....
	2025
	
154.22 	Of these amounts, $300,000 in fiscal year 2024 only is for furniture replacement in the 
154.23 	agency's dormitory and classrooms, including costs associated with moving and disposal.
154.24 	(b) Any balance in the first year does not cancel but is available in the second year.

154.25 	Sec. 11. APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND 
154.26 	STANDARDS BOARD.
 154.27 		Subdivision 1.Professional Educator Licensing and Standards Board. (a) The sums 
154.28 	indicated in this section are appropriated from the general fund to the Professional Educator 
154.29 	Licensing and Standards Board for the fiscal years designated:

155.1		$
	3,417,000
	.....
	2024
	
155.2		$
	3,561,000
	.....
	2025
	
155.3 	(b) Any balance in the first year does not cancel but is available in the second year.
155.4 	(c) This appropriation includes funds for information technology project services and 
155.5 	support subject to Minnesota Statutes, section 16E.21. Any ongoing information technology 
155.6 	costs may be incorporated into an interagency agreement and may be paid to the Department 
155.7 	of Information Technology Services by the Professional Educator Licensing and Standards 
155.8 	Board under the mechanism specified in that agreement.
155.9 		Subd. 2.Licensure by portfolio. (a) For licensure by portfolio:

155.10		$
	34,000
	.....
	2024
	
155.11		$
	34,000
	.....
	2025
	
155.12 	(b) This appropriation is from the education licensure portfolio account in the special revenue 
155.13 	fund.

155.14 	ARTICLE 11
155.15 	FORECAST
155.16 	A. GENERAL EDUCATION

155.17 	Section 1. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 
155.18 	2, is amended to read:
155.19 		Subd. 2.General education aid. For general education aid under Minnesota Statutes, 
155.20 	section 126C.13, subdivision 4:

155.21		$
	7,569,266,000
	.....
	2022
	
155.23155.22
		$
	7,804,527,000
7,538,983,000
	.....
	2023
	
155.24 	The 2022 appropriation includes $717,326,000 for 2021 and $6,851,940,000 for 2022.
155.25 	The 2023 appropriation includes $734,520,000 for 2022 and $7,070,007,000
155.26 	$6,804,463,000 for 2023.

155.27 	Sec. 2. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 3, 
155.28 	is amended to read:
155.29 		Subd. 3.Enrollment options transportation. For transportation of pupils attending 
155.30 	postsecondary institutions under Minnesota Statutes, section 124D.09, or for transportation 
155.31 	of pupils attending nonresident districts under Minnesota Statutes, section 124D.03:

156.1		$
	12,000
	.....
	2022
	
156.3156.2
		$
	13,000
16,000
	.....
	2023

156.4 	Sec. 3. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 4, 
156.5 	is amended to read:
156.6 		Subd. 4.Abatement aid. For abatement aid under Minnesota Statutes, section 127A.49:

156.7		$
	2,897,000
	.....
	2022
	
156.9156.8
		$
	3,558,000
1,434,000
	.....
	2023
	
156.10 	The 2022 appropriation includes $269,000 for 2021 and $2,628,000 for 2022.
156.11 	The 2023 appropriation includes $291,000 for 2022 and $3,267,000 $1,143,000 for 
156.12 	2023.

156.13 	Sec. 4. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 5, 
156.14 	is amended to read:
156.15 		Subd. 5.Consolidation transition aid. For districts consolidating under Minnesota 
156.16 	Statutes, section 123A.485:

156.17		$
	309,000
	.....
	2022
	
156.19156.18
		$
	373,000
95,000
	.....
	2023
	
156.20 	The 2022 appropriation includes $30,000 for 2021 and $279,000 for 2022.
156.21 	The 2023 appropriation includes $31,000 for 2022 and $342,000 $64,000 for 2023.

156.22 	Sec. 5. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 6, 
156.23 	is amended to read:
156.24 		Subd. 6.Nonpublic pupil education aid. For nonpublic pupil education aid under 
156.25 	Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:

156.26		$
	16,991,000
	.....
	2022
	
156.28156.27
		$
	17,450,000
19,003,000
	.....
	2023
	
156.29 	The 2022 appropriation includes $1,903,000 for 2021 and $15,088,000 for 2022.
156.30 	The 2023 appropriation includes $1,676,000 for 2022 and $15,774,000 $17,327,000 for 
156.31 	2023.

157.1 	Sec. 6. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 7, 
157.2 	is amended to read:
157.3 		Subd. 7.Nonpublic pupil transportation. For nonpublic pupil transportation aid under 
157.4 	Minnesota Statutes, section 123B.92, subdivision 9:

157.5		$
	19,770,000
	.....
	2022
	
157.7157.6
		$
	19,906,000
21,027,000
	.....
	2023
	
157.8 	The 2022 appropriation includes $1,910,000 for 2021 and $17,860,000 for 2022.
157.9 	The 2023 appropriation includes $1,984,000 for 2022 and $17,922,000 $19,043,000 for 
157.10 	2023.

157.11 	Sec. 7. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 9, 
157.12 	is amended to read:
157.13 		Subd. 9.Career and technical aid. For career and technical aid under Minnesota 
157.14 	Statutes, section 124D.4531, subdivision 1b:

157.15		$
	2,668,000
	.....
	2022
	
157.17157.16
		$
	2,279,000
1,914,000
	.....
	2023
	
157.18 	The 2022 appropriation includes $323,000 for 2021 and $2,345,000 for 2022.
157.19 	The 2023 appropriation includes $260,000 for 2022 and $2,019,000 $1,654,000 for 
157.20 	2023.
157.21 	B. EDUCATION EXCELLENCE

157.22 	Sec. 8. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 2, is 
157.23 	amended to read:
157.24 		Subd. 2.Achievement and integration aid. For achievement and integration aid under 
157.25 	Minnesota Statutes, section 124D.862:

157.26		$
	84,057,000
	.....
	2022
	
157.28157.27
		$
	83,431,000
81,579,000
	.....
	2023
	
157.29 	The 2022 appropriation includes $8,868,000 for 2021 and $75,189,000 for 2022.
157.30 	The 2023 appropriation includes $8,353,000 for 2022 and $75,078,000 $73,226,000 for 
157.31 	2023.

158.1 	Sec. 9. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 3, is 
158.2 	amended to read:
158.3 		Subd. 3.American Indian education aid. For American Indian education aid under 
158.4 	Minnesota Statutes, section 124D.81, subdivision 2a:

158.5		$
	11,351,000
	.....
	2022
	
158.7158.6
		$
	11,775,000
11,575,000
	.....
	2023
	
158.8 	The 2022 appropriation includes $1,102,000 for 2021 and $10,249,000 for 2022.
158.9 	The 2023 appropriation includes $1,138,000 for 2022 and $10,637,000 $10,437,000 for 
158.10 	2023.

158.11 	Sec. 10. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 4, 
158.12 	is amended to read:
158.13 		Subd. 4.Charter school building lease aid. For building lease aid under Minnesota 
158.14 	Statutes, section 124E.22:

158.15		$
	93,547,000
	.....
	2022
	
158.17158.16
		$
	99,819,000
90,864,000
	.....
	2023
	
158.18 	The 2022 appropriation includes $8,617,000 for 2021 and $84,930,000 for 2022.
158.19 	The 2023 appropriation includes $9,436,000 for 2022 and $90,383,000 $81,428,000 for 
158.20 	2023.

158.21 	Sec. 11. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 12, 
158.22 	is amended to read:
158.23 		Subd. 12.Interdistrict desegregation or integration transportation grants. For 
158.24 	interdistrict desegregation or integration transportation grants under Minnesota Statutes, 
158.25 	section 124D.87:

158.26		$
	12,310,000
	.....
	2022
	
158.28158.27
		$
	14,823,000
13,785,000
	.....
	2023

159.1 	Sec. 12. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 27, 
159.2 	is amended to read:
159.3 		Subd. 27.Tribal contract school aid. For Tribal contract school aid under Minnesota 
159.4 	Statutes, section 124D.83:

159.5		$
	2,743,000
	.....
	2022
	
159.7159.6
		$
	3,160,000
2,581,000
	.....
	2023
	
159.8 	The 2022 appropriation includes $240,000 for 2021 and $2,503,000 for 2022.
159.9 	The 2023 appropriation includes $278,000 for 2022 and $2,882,000 $2,303,000 for 
159.10 	2023.
159.11 	C. TEACHERS

159.12 	Sec. 13. Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 7, 
159.13 	is amended to read:
159.14 		Subd. 7.Alternative teacher compensation aid. (a) For alternative teacher compensation 
159.15 	aid under Minnesota Statutes, section 122A.415, subdivision 4:

159.16		$
	88,896,000
	.....
	2022
	
159.18159.17
		$
	88,898,000
88,308,000
	.....
	2023
	
159.19 	(b) The 2022 appropriation includes $8,877,000 for 2021 and $80,019,000 for 2022.
159.20 	(c) The 2023 appropriation includes $8,891,000 for 2022 and $80,007,000 $79,417,000
159.21 	for 2023.
159.22 	D. SPECIAL EDUCATION

159.23 	Sec. 14. Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 2, 
159.24 	is amended to read:
159.25 		Subd. 2.Special education; regular. For special education aid under Minnesota Statutes, 
159.26 	section 125A.75:

159.27		$
	1,822,998,000
	.....
	2022
	
159.29159.28
		$
	1,945,533,000
1,859,205,000
	.....
	2023
	
159.30 	The 2022 appropriation includes $215,125,000 for 2021 and $1,607,873,000 for 2022.
160.1 	The 2023 appropriation includes $226,342,000 for 2022 and $1,719,191,000
160.2 	$1,632,863,000 for 2023.

160.3 	Sec. 15. Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 3, 
160.4 	is amended to read:
160.5 		Subd. 3.Aid for children with disabilities. For aid under Minnesota Statutes, section 
160.6 	125A.75, subdivision 3, for children with disabilities placed in residential facilities within 
160.7 	the district boundaries for whom no district of residence can be determined:

160.8		$
	1,818,000
	.....
	2022
	
160.10160.9		$
	2,010,000
1,484,000
	.....
	2023
	
160.11 	If the appropriation for either year is insufficient, the appropriation for the other year is 
160.12 	available.

160.13 	Sec. 16. Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 4, 
160.14 	is amended to read:
160.15 		Subd. 4.Travel for home-based services. For aid for teacher travel for home-based 
160.16 	services under Minnesota Statutes, section 125A.75, subdivision 1:

160.17		$
	465,000
	.....
	2022
	
160.19160.18
		$
	512,000
337,000
	.....
	2023
	
160.20 	The 2022 appropriation includes $23,000 for 2021 and $442,000 for 2022.
160.21 	The 2023 appropriation includes $49,000 for 2022 and $463,000 $288,000 for 2023.
160.22 	E. FACILITIES

160.23 	Sec. 17. Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 2, 
160.24 	is amended to read:
160.25 		Subd. 2.Debt service equalization aid. For debt service equalization aid under 
160.26 	Minnesota Statutes, section 123B.53, subdivision 6:

160.27		$
	25,001,000
	.....
	2022
	
160.29160.28
		$
	24,286,000
24,315,000
	.....
	2023
	
160.30 	The 2022 appropriation includes $2,588,000 for 2021 and $22,413,000 for 2022.
161.1 	The 2023 appropriation includes $2,490,000 for 2022 and $21,796,000 $21,825,000 for 
161.2 	2023.

161.3 	Sec. 18. Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 3, 
161.4 	is amended to read:
161.5 		Subd. 3.Long-term facilities maintenance equalized aid. For long-term facilities 
161.6 	maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:

161.7		$
	108,582,000
	.....
	2022
	
161.9161.8
		$
	111,077,000
108,269,000
	.....
	2023
	
161.10 	The 2022 appropriation includes $10,660,000 for 2021 and $97,922,000 for 2022.
161.11 	The 2023 appropriation includes $10,880,000 for 2022 and $100,197,000 $97,389,000
161.12 	for 2023.
161.13 	F. NUTRITION

161.14 	Sec. 19. Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 2, 
161.15 	is amended to read:
161.16 		Subd. 2.School lunch. For school lunch aid under Minnesota Statutes, section 124D.111, 
161.17 	and Code of Federal Regulations, title 7, section 210.17:

161.18		$
	16,661,000
	.....
	2022
	
161.20161.19
		$
	16,954,000
15,984,000
	.....
	2023

161.21 	Sec. 20. Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 3, 
161.22 	is amended to read:
161.23 		Subd. 3.School breakfast. For traditional school breakfast aid under Minnesota Statutes, 
161.24 	section 124D.1158:

161.25		$
	11,848,000
	.....
	2022
	
161.27161.26
		$
	12,200,000
10,802,000
	.....
	2023

161.28 	Sec. 21. Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 4, 
161.29 	is amended to read:
161.30 		Subd. 4.Kindergarten milk. For kindergarten milk aid under Minnesota Statutes, 
161.31 	section 124D.118:

162.1		$
	656,000
	.....
	2022
	
162.3162.2
		$
	658,000
659,000
	.....
	2023
	
162.4 	G. EARLY EDUCATION

162.5 	Sec. 22. Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 5, 
162.6 	is amended to read:
162.7 		Subd. 5.Early childhood family education aid. (a) For early childhood family education 
162.8 	aid under Minnesota Statutes, section 124D.135:

162.9		$
	35,003,000
	.....
	2022
	
162.11162.10
		$
	36,478,000
35,180,000
	.....
	2023
	
162.12 	(b) The 2022 appropriation includes $3,341,000 for 2021 and $31,662,000 for 2022.
162.13 	(c) The 2023 appropriation includes $3,518,000 for 2022 and $32,960,000 $31,662,000
162.14 	for 2023.

162.15 	Sec. 23. Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 6, 
162.16 	is amended to read:
162.17 		Subd. 6.Developmental screening aid. (a) For developmental screening aid under 
162.18 	Minnesota Statutes, sections 121A.17 and 121A.19:

162.19		$
	3,582,000
	.....
	2022
	
162.21162.20
		$
	3,476,000
3,503,000
	.....
	2023
	
162.22 	(b) The 2022 appropriation includes $360,000 for 2021 and $3,222,000 for 2022.
162.23 	(c) The 2023 appropriation includes $357,000 for 2022 and $3,119,000 $3,146,000 for 
162.24 	2023.

162.25 	Sec. 24. Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 12, 
162.26 	is amended to read:
162.27 		Subd. 12.Home visiting aid. (a) For home visiting aid under Minnesota Statutes, section 
162.28 	124D.135:

162.29		$
	462,000
	.....
	2022
	
162.31162.30
		$
	444,000
415,000
	.....
	2023
	
162.32 	(b) The 2022 appropriation includes $47,000 for 2021 and $415,000 for 2022.
163.1 	(c) The 2023 appropriation includes $46,000 for 2022 and $398,000 $369,000 for 2023.
163.2 	H. COMMUNITY EDUCATION AND LIFELONG LEARNING

163.3 	Sec. 25. Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 2, 
163.4 	is amended to read:
163.5 		Subd. 2.Community education aid. For community education aid under Minnesota 
163.6 	Statutes, section 124D.20:

163.7		$
	180,000
	.....
	2022
	
163.9163.8
		$
	155,000
150,000
	.....
	2023
	
163.10 	The 2022 appropriation includes $22,000 for 2021 and $158,000 for 2022.
163.11 	The 2023 appropriation includes $17,000 for 2022 and $138,000 $133,000 for 2023.

163.12 	Sec. 26. Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 8, 
163.13 	is amended to read:
163.14 		Subd. 8.Adult basic education aid. For adult basic education aid under Minnesota 
163.15 	Statutes, section 124D.531:

163.16		$
	53,191,000
	.....
	2022
	
163.18163.17
		$
	54,768,000
51,948,000
	.....
	2023
	
163.19 	The 2022 appropriation includes $5,177,000 for 2021 and $48,014,000 for 2022.
163.20 	The 2023 appropriation includes $5,334,000 for 2022 and $49,434,000 $46,614,000 for 
163.21 	2023.

APPENDIX 

Repealed Minnesota Statutes: S2684-2 

122A.06 DEFINITIONS.Subd. 4.Comprehensive, scientifically based reading instruction. 
(a) "Comprehensive, scientifically based reading instruction" includes a program or collection of instructional practices that is based on valid, replicable evidence showing that when these programs or practices are used, students can be expected to achieve, at a minimum, satisfactory reading progress. The program or collection of practices must include, at a minimum, effective, balanced instruction in all five areas of reading: phonemic awareness, phonics, fluency, vocabulary development, and reading comprehension. 

Comprehensive, scientifically based reading instruction also includes and integrates instructional strategies for continuously assessing, evaluating, and communicating the student's reading progress and needs in order to design and implement ongoing interventions so that students of all ages and proficiency levels can read and comprehend text, write, and apply higher level thinking skills. For English learners developing literacy skills, districts are encouraged to use strategies that teach reading and writing in the students' native language and English at the same time. 

(b) "Fluency" is the ability of students to read text with speed, accuracy, and proper expression. 

(c) "Phonemic awareness" is the ability of students to notice, think about, and manipulate individual sounds in spoken syllables and words. 

(d) "Phonics" is the understanding that there are systematic and predictable relationships between written letters and spoken words. Phonics instruction is a way of teaching reading that stresses learning how letters correspond to sounds and how to apply this knowledge in reading and spelling. 

(e) "Reading comprehension" is an active process that requires intentional thinking during which meaning is constructed through interactions between text and reader. Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and implementing specific cognitive strategies to help beginning readers derive meaning through intentional, problem-solving thinking processes. 

(f) "Vocabulary development" is the process of teaching vocabulary both directly and indirectly, with repetition and multiple exposures to vocabulary items. Learning in rich contexts, incidental learning, and use of computer technology enhance the acquiring of vocabulary. 

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

268.085 ELIGIBILITY REQUIREMENTS; PAYMENTS THAT AFFECT BENEFITS.Subd. 8.Services for school contractors. 
(a) Wage credits from an employer are subject to subdivision 7, if: 

(1) the employment was provided under a contract between the employer and an elementary or secondary school; and 

(2) the contract was for services that the elementary or secondary school could have had performed by its employees. 

(b) Wage credits from an employer are not subject to subdivision 7 if: 

(1) those wage credits were earned by an employee of a private employer performing work under a contract between the employer and an elementary or secondary school; and 

(2) the employment was related to food services provided to the school by the employer. 

Repealed Minnesota Session Laws: S2684-2 

Laws 2023, chapter 18, section 4, subdivision 5
Sec. 4. APPROPRIATION; SCHOOL MEALS. Subd. 5.Additional general education aid. 
(a) For additional general education aid under Minnesota Statutes, section 126C.13, subdivision 4, for compensatory revenue under section 3: 

		$	5,434,000	.....	2025	

(b) The aid for fiscal year 2026 is $604,000. The base for fiscal year 2027 and later is $0.