HF 1979

Introduction - 94th Legislature (2025 - 2026)

Posted on 03/06/2025 02:41 p.m.

A bill for an act
relating to education; modifying provisions for full-service community schools;
appropriating money; amending Minnesota Statutes 2024, section 124D.231.

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

Section 1.

Minnesota Statutes 2024, section 124D.231, is amended to read:

124D.231 FULL-SERVICE COMMUNITY SCHOOLS.

Subdivision 1.

Definitions.

For the purposes of this section, the following terms have
the meanings given them.

(a) "Community organization" means a new text begin community center, university, new text end nonprofit
organization deleted text begin that has deleted text end new text begin , or other community-based organization focused on providing service
to a specific geographic area. The partnering organization must have new text end been in existence for
three years or more and deleted text begin serves deleted text end new text begin serve new text end persons within the community surrounding the covered
school site on education and other issues.

(b) "Community school consortium" means deleted text begin a group of schools and community
organizations deleted text end new text begin a partnership between at least one school and at least one community
organization new text end that propose to work together to plan and implement community school
programming.

(c) "Community school programming" means services, activities, and opportunities
described under subdivision deleted text begin 2, paragraph (f) deleted text end new text begin 2c new text end .

(d) "Community-wide full-service community school leadership team" means a
district-level team that is responsible for guiding the vision, policy, resource alignment,
implementation, oversight, and goal setting for community school programs within the
district. This team deleted text begin shall deleted text end new text begin may new text end include representatives from the district, including teachers,
school leaders, students, and family members from the eligible schools; community members;
system-level partners that include representatives from government agencies, relevant
unions, and nonprofit and other community-based partners; and, if applicable, the full-service
community school initiative director.

(e) "Full-service community school initiative director" means a director responsible for
coordinating districtwide administrative and leadership assistance to community school
sites and site coordinators, including serving as chairperson for the district's community-wide
full-service community school leadership team; site coordinator support; data gathering and
evaluation; administration of partnership and data agreements, contracts, and procurement;
and grant administration.

(f) "High-quality child care or early childhood education programming" means
educational programming for preschool-aged children that is grounded in research, consistent
with best practices in the field, and provided by licensed teachers.

(g) "School site" means a school site at which an applicant has proposed or has deleted text begin been
funded to provide deleted text end new text begin provided new text end community school programming.

(h) "Site coordinator" means a full-time staff member serving one eligible school who
is responsible for the identification, implementation, and coordination of programming to
address the needs of the school community identified in the baseline analysis.

Subd. 2.

Full-service community school program.

(a) The commissioner shall provide
funding to districts and charter schools with eligible school sites to plan, implement, and
improve full-service community schools. Eligible school sites must meet one of the following
criteria:

(1) the school is on a development plan for continuous improvement under section
120B.35, subdivision 2; or

(2) the school is in a district that has an achievement and integration plan approved by
the commissioner of education under sections 124D.861 and 124D.862.

(b) Districts and charter schools may receive up to:

(1) $100,000 for each eligible school available for up to one year to fund planning
activities, including convening a full-service community school leadership team, facilitating
family and community stakeholder engagement, conducting a baseline analysis, and creating
a full-service community school plan. At the end of this period, the school must submit a
full-service community school plan pursuant to deleted text begin paragraphs (d) and (e) deleted text end new text begin subdivisions 2a and
2b new text end ; and

(2) $200,000 annually for each eligible school for up to three years of implementation
of a full-service community school plan, pursuant to deleted text begin paragraphs (f) and (g) deleted text end new text begin subdivision 2c new text end .
School sites receiving funding under this section shall hire or contract with a partner agency
to hire a site coordinator to coordinate services at each covered school site. Districts or
charter schools receiving funding under this section for three or more schools shall provide
or contract with a partner agency to provide a full-service community school initiative
director.

(c) The commissioner shall consider additional school factors when dispensing funds
including: schools with significant populations of students deleted text begin receiving deleted text end new text begin eligible for new text end free or
reduced-price meals; significant homeless and highly mobile rates; equity among urban,
suburban, and greater Minnesota schools; and demonstrated success implementing full-service
community school programming. new text begin In prioritizing and dispensing funds, the commissioner
must not prioritize existing full-service community school sites based upon previous funding
sources. The commissioner must prioritize school sites based upon their ability to execute
the full-service community model and the school review process under subdivision 3.
new text end

new text begin Subd. 2a. new text end

new text begin School leadership team. new text end

deleted text begin (d) deleted text end new text begin (a) new text end A school site must establish a full-service
community school leadership team responsible for developing school-specific programming
goals, assessing program needs, and overseeing the process of implementing expanded
programming. The school leadership team deleted text begin shall deleted text end new text begin must new text end have at least 12 members deleted text begin and shall
meet deleted text end new text begin , including but not limited to new text end the following deleted text begin requirements deleted text end new text begin representatives new text end :

(1) at least deleted text begin 30 percent of the deleted text end new text begin two new text end members new text begin who new text end are parents, guardians, new text begin family members, new text end
or students deleted text begin and 30 percent of the deleted text end new text begin at the school site;
new text end

new text begin (2) at least two new text end members new text begin who new text end are teachers new text begin or school leaders new text end at the school site deleted text begin and must
include deleted text end new text begin ;
new text end

new text begin (3) new text end the school principal new text begin ; new text end and

new text begin (4) new text end representatives from partner agencies deleted text begin ; and deleted text end new text begin or the community.
new text end

deleted text begin (2) deleted text end new text begin (b) new text end The full-service community school leadership team must be responsible for
overseeing the baseline analyses under deleted text begin paragraph (e) deleted text end new text begin subdivision 2b new text end and the creation of a
full-service community school plan under deleted text begin paragraphs (f) and (g) deleted text end new text begin subdivision 2c new text end . A full-service
community school leadership team must meet at least quarterly and have ongoing
responsibility for monitoring the development and implementation of full-service community
school operations and programming at the school site and deleted text begin shall deleted text end new text begin must new text end issue recommendations
to schools on a regular basis and summarized in an annual report. These reports deleted text begin shall also deleted text end new text begin
must new text end be made available to the public at the school site and on school and district websites.

new text begin Subd. 2b. new text end

new text begin Baseline analysis. new text end

deleted text begin (e) deleted text end School sites must complete a baseline analysis prior to
the creation of a full-service community school plan. The analysis deleted text begin shall deleted text end new text begin must new text end include:

(1) a baseline analysis of needs at the school site, led by the school leadership team,
including the following elements:

(i) identification of challenges facing the school;

(ii) analysis of the student body, including:

(A) number and percentage of students with disabilities and needs of these students;

(B) number and percentage of students who are English learners and the needs of these
students;

(C) number of students who are homeless or highly mobile;

(D) number and percentage of students receiving free or reduced-price meals and the
needs of these students; and

(E) number and percentage of students by race and ethnicity;

(iii) analysis of enrollment and retention rates for students with disabilities, English
learners, homeless and highly mobile students, and students receiving free or reduced-price
meals;

(iv) analysis of suspension and expulsion data, including the justification for such
disciplinary actions and the degree to which particular populations, including but not limited
to American Indian students and students of color, students with disabilities, students who
are English learners, and students receiving free or reduced-price meals are represented
among students subject to such actions;

(v) analysis of school achievement data disaggregated by major demographic categories,
including but not limited to race, ethnicity, English learner status, disability status, and free
or reduced-price meals status;

(vi) analysis of current parent engagement strategies and their success; and

(vii) evaluation of the need for and availability of full-service community school activities,
including, but not limited to:

(A) integrated student supports that address out-of-school barriers to learning through
partnerships with social and health service agencies and providers, and may include medical,
dental, vision care, and mental health services or counselors to assist with housing,
transportation, nutrition, immigration, or criminal justice issues;

(B) expanded and enriched learning time and opportunities, including before-school,
after-school, weekend, and summer programs that provide additional academic instruction,
individualized academic support, enrichment activities, and learning opportunities that
emphasize real-world learning and community problem solving and may include art, music,
drama, creative writing, hands-on experience with engineering or science, tutoring and
homework help, or recreational programs that enhance and are consistent with the school's
curriculum;

(C) active family and community engagement that brings students' families and the
community into the school as partners in education and makes the school a neighborhood
hub, providing adults with educational opportunities that may include adult English as a
second language classes, computer skills, art, or other programs that bring community
members into the school for meetings or events; and

(D) collaborative leadership and practices that build a culture of professional learning,
collective trust, and shared responsibility and include a school-based full-service community
school leadership team, a full-service community school site coordinator, a full-service
community school initiative director, a community-wide leadership team, other leadership
or governance teams, teacher learning communities, or other staff to manage the joint work
of school and community organizations;

(2) a baseline analysis of community assets, including documentation of individuals in
the community, faith-based organizations, community and neighborhood associations,
colleges, hospitals, libraries, businesses, and social service agencies that may be able to
provide support and resources; and

(3) a baseline analysis of needs in the community surrounding the school, led by the
school leadership team, including:

(i) the need for high-quality, full-day child care and early childhood education programs;

(ii) the need for physical and mental health care services for children and adults; and

(iii) the need for job training and other adult education programming.

new text begin Subd. 2c. new text end

new text begin School plan. new text end

deleted text begin (f) deleted text end new text begin (a) new text end Each school site receiving funding under this section must
develop a full-service community school plan that utilizes and aligns district and community
assets and establishes services in at least two of the following types of programming:

(1) early childhood:

(i) early childhood education; and

(ii) child care services;

(2) academic:

(i) academic support and enrichment activities, including expanded learning time;

(ii) summer or after-school enrichment and learning experiences;

(iii) job training, internship opportunities, and career counseling services;

(iv) programs that provide assistance to students who have been chronically absent,
truant, suspended, or expelled; and

(v) specialized instructional support services;

(3) parental involvement:

(i) programs that promote parental involvement and family literacy;

(ii) parent leadership development activities that empower and strengthen families and
communities, provide volunteer opportunities, or promote inclusion in school-based
leadership teams; and

(iii) parenting education activities;

(4) mental and physical health:

(i) mentoring and other youth development programs, including peer mentoring and
conflict mediation;

(ii) juvenile crime prevention and rehabilitation programs;

(iii) home visitation services by teachers and other professionals;

(iv) developmentally appropriate physical education;

(v) nutrition services;

(vi) primary health and dental care; and

(vii) mental health counseling services;

(5) community involvement:

(i) service and service-learning opportunities;

(ii) adult education, including instruction in English as a second language; and

(iii) homeless prevention services;

(6) positive discipline practices; and

(7) other programming designed to meet school and community needs identified in the
baseline analysis and reflected in the full-service community school plan.

deleted text begin (g) deleted text end new text begin (b) new text end The full-service community school leadership team at each school site must
develop a full-service community school plan detailing the steps the school leadership team
will take, including:

(1) timely establishment and consistent operation of the school leadership team;

(2) maintenance of attendance records in all programming components;

(3) maintenance of measurable data showing annual participation and the impact of
programming on the participating children and adults;

(4) documentation of meaningful and sustained collaboration between the school and
community stakeholders, including local governmental units, civic engagement organizations,
businesses, and social service providers;

(5) establishment and maintenance of partnerships with institutions, such as universities,
hospitals, museums, or not-for-profit community organizations to further the development
and implementation of community school programming;

(6) ensuring compliance with the district nondiscrimination policy; and

(7) plan for school leadership team development.

Subd. 3.

Full-service community school review.

(a) A full-service community school
site must submit to the commissioner, and make available at the school site and online, a
report describing efforts to integrate community school programming at each covered school
site and the effect of the transition to a full-service community school on participating
children and adults. This report shall include, but is not limited to, the following:

(1) an assessment of the effectiveness of the school site in development or implementing
the community school plan;

(2) problems encountered in the design and execution of the community school plan,
including identification of any federal, state, or local statute or regulation impeding program
implementation;

(3) the operation of the school leadership team and its contribution to successful execution
of the community school plan;

(4) recommendations for improving delivery of community school programming to
students and families;

(5) the number and percentage of students receiving community school programming
who had not previously been served;

(6) the number and percentage of nonstudent community members receiving community
school programming who had not previously been served;

(7) improvement in retention among students who receive community school
programming;

(8) improvement in academic achievement among students who receive community
school programming;

(9) changes in student's readiness to enter school, active involvement in learning and in
their community, physical, social and emotional health, and student's relationship with the
school and community environment;

(10) an accounting of anticipated local budget savings, if any, resulting from the
implementation of the program;

(11) improvements to the frequency or depth of families' involvement with their children's
education;

(12) assessment of community stakeholder satisfaction;

(13) assessment of institutional partner satisfaction;

(14) the ability, or anticipated ability, of the school site and partners to continue to
provide services in the absence of future funding under this section;

(15) increases in access to services for students and their families; and

(16) the degree of increased collaboration among participating agencies and private
partners.

(b) Reports submitted under this section shall be evaluated by the commissioner with
respect to the following criteria:

(1) the effectiveness of the school or the community school consortium in implementing
the full-service community school plan, including the degree to which the school site
navigated difficulties encountered in the design and operation of the full-service community
school plan, including identification of any federal, state, or local statute or regulation
impeding program implementation;

(2) the extent to which the project has produced lessons about ways to improve delivery
of community school programming to students;

(3) the degree to which there has been an increase in the number or percentage of students
and nonstudents receiving community school programming;

(4) the degree to which there has been an improvement in retention of students and
improvement in academic achievement among students receiving community school
programming;

(5) local budget savings, if any, resulting from the implementation of the program;

(6) the degree of community stakeholder and institutional partner engagement;

(7) the ability, or anticipated ability, of the school site and partners to continue to provide
services in the absence of future funding under this section;

(8) increases in access to services for students and their families; and

(9) the degree of increased collaboration among participating agencies and private
partners.

Sec. 2. new text begin APPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin Full-service community schools. new text end

new text begin (a) For grants to plan or expand the
full-service community schools program under Minnesota Statutes, section 124D.231:
new text end

	new text begin $ new text end	new text begin 19,000,000 new text end	new text begin ..... new text end	new text begin 2026 new text end
	new text begin $ new text end	new text begin 19,000,000 new text end	new text begin ..... new text end	new text begin 2027 new text end

new text begin (b) Of this amount, priority must be given to programs in the following order:
new text end

new text begin (1) existing full-service community school sites with demonstrated readiness to execute
the full-service community school model, including an established consortium partner, at
least one full-time site coordinator, established family engagement processes, extended day
and enrichment activities, and ability to comply with the school review process under
Minnesota Statutes, section 124D.231, subdivision 3;
new text end

new text begin (2) schools identified as low-performing under the federal Every Student Succeeds Act;
and
new text end

new text begin (3) any other applicants.
new text end

new text begin (c) Up to two percent of the appropriation is available for grant administration.
new text end

new text begin (d) Up to two percent of the appropriation may be reserved for a professional network
development fund for coordination and collaboration efforts among the full-service
community schools network.
new text end

new text begin (e) The base for fiscal year 2028 and later is $19,000,000.
new text end