Engrossments
Introduction		Posted on 03/02/2023
1st Engrossment		Posted on 04/03/2023
2nd Engrossment		Posted on 04/11/2023
3rd Engrossment		Posted on 04/17/2023
4th Engrossment		Posted on 04/20/2023
5th Engrossment		Posted on 05/17/2023

Unofficial Engrossments
1st Unofficial Engrossment		Posted on 04/25/2023

Conference Committee Reports
CCR-HF2497		Posted on 05/15/2023

ARTICLE 1

GENERAL EDUCATION

Section 1.

new text begin [121A.212] ACCESS TO MENSTRUAL PRODUCTS.
new text end

new text begin A school district or charter school must provide students with access to menstrual products
at no charge. The products must be available to all menstruating students in restrooms
regularly used by students in grades 4 to 12 according to a plan developed by the school
district. For purposes of this section, "menstrual products" means pads, tampons, or other
similar products used in connection with the menstrual cycle.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective January 1, 2024.
new text end

Sec. 2.

new text begin [121A.224] OPIATE ANTAGONISTS.
new text end

new text begin (a) A school district or charter school must maintain a supply of opiate antagonists, as
defined in section 604A.04, subdivision 1, at each school site to be administered in
compliance with section 151.37, subdivision 12.
new text end

new text begin (b) Each school building must have two doses of nasal naloxone available on-site.
new text end

new text begin (c) The commissioner of health shall identify resources, including at least one training
video to help schools implement an opiate antagonist emergency response and make the
resources available for schools.
new text end

new text begin (d) A school board may adopt a model plan for use, storage, and administration of opiate
antagonists.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 3.

Minnesota Statutes 2022, section 123B.71, subdivision 12, is amended to read:

Subd. 12.

Publication.

(a) At least deleted text begin 20deleted text end new text begin 48new text end days but not more than 60 days before a
referendum for bonds or solicitation of bids for a project that has received a positive or
unfavorable review and comment under section 123B.70, the school board shall publish a
summary of the commissioner's review and comment of that project in the legal newspaper
of the district. The school board must hold a public meeting to discuss the commissioner's
review and comment before the referendum for bonds. Supplementary information shall be
available to the public.

(b) The publication requirement in paragraph (a) does not apply to alternative facilities
projects approved under section 123B.595.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for elections conducted on or after August
9, 2023.
new text end

Sec. 4.

Minnesota Statutes 2022, section 123B.86, subdivision 3, is amended to read:

Subd. 3.

Board control.

new text begin (a) new text end When transportation is provided, the scheduling of routes,
manner and method of transportation, control and discipline of school children and any
other matter relating thereto shall be within the sole discretion, control and management of
the board.

new text begin (b) A school board and a nonpublic school may mutually agree to a written plan for the
board to provide nonpublic pupil transportation to nonpublic school students.
new text end

new text begin (c) A school board that provides pupil transportation through the school's employees
may transport nonpublic school students according to the plan and retain the nonpublic
pupil transportation aid attributable to that plan. A nonpublic school may make a payment
to the school district to cover additional transportation services agreed to in the written plan
for nonpublic pupil transportation services not required under sections 123B.84 to 123B.87.
new text end

new text begin (d) A school board that contracts for pupil transportation services may enter into a
contractual arrangement with a school bus contractor according to the written plan adopted
by the school board and the nonpublic school to transport nonpublic school students and
retain the nonpublic pupil transportation aid attributable to that plan for the purposes of
paying the school bus contractor. A nonpublic school may make a payment to the school
district to cover additional transportation services agreed to in the written plan for nonpublic
pupil transportation services included in the contract that are not required under sections
123B.84 to 123B.87.
new text end

new text begin (e) The school district must report the number of nonpublic school students transported
and the nonpublic pupil transportation expenditures incurred under paragraph (b) in the
form and manner specified by the commissioner.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2024 and later.
new text end

Sec. 5.

Minnesota Statutes 2022, section 123B.92, is amended by adding a subdivision to
read:

new text begin Subd. 11. new text end

new text begin Area learning center transportation aid. new text end

new text begin (a) A district that provides
transportation of pupils to and from an area learning center program established under
section 123A.05 is eligible for state aid to reimburse the additional costs of transportation
during the preceding fiscal year.
new text end

new text begin (b) A district may apply to the commissioner of education for state aid to reimburse the
costs of transporting pupils who are enrolled in an area learning center program established
under section 123A.05 during the preceding fiscal year. The commissioner shall develop
the form and manner of applications for state aid, the criteria to determine when transportation
is necessary, and the accounting procedure to determine excess costs. In determining aid
amounts, the commissioner shall consider other revenue received by the district for
transportation for area learning center purposes.
new text end

new text begin (c) The total aid entitlement for this section is $1,000,000 each year. The commissioner
must prorate aid if this amount is insufficient to reimburse district costs.
new text end

Sec. 6.

new text begin [124D.4536] CAREER AND TECHNICAL EDUCATION CONSORTIUM
GRANTS.
new text end

new text begin Subdivision 1. new text end

new text begin Definition. new text end

new text begin "Career and technical education (CTE) consortium" means
a voluntary collaboration of the Minnesota Service Cooperatives and other regional public
and private partners, including school districts, intermediate school districts, vocational
cooperatives, and higher education institutions, that work together to provide career and
technical education opportunities for students.
new text end

new text begin Subd. 2. new text end

new text begin Establishment. new text end

new text begin (a) A CTE consortium must:
new text end

new text begin (1) develop career pathways for students;
new text end

new text begin (2) develop new career and technical programs that focus on the industry sectors that
fuel the regional economy;
new text end

new text begin (3) facilitate the development of highly trained and knowledgeable students who are
equipped with technical and workplace skills needed by regional employers;
new text end

new text begin (4) improve access to career and technical education programs for students by developing
public and private partnerships with labor, business, and industry leaders and by increasing
coordination of high school and postsecondary program options;
new text end

new text begin (5) increase family and student awareness of the availability and benefit of career and
technical education courses and training opportunities; and
new text end

new text begin (6) provide industry-level equipment and technologies supporting skill development as
identified by CTE consortia partners.
new text end

new text begin (b) In addition to the requirements in paragraph (a), a CTE consortium may:
new text end

new text begin (1) address the teacher shortage crisis in career and technical education through incentive
funding and training programs;
new text end

new text begin (2) provide professional development for training teachers in curriculum and skill
development in focus areas identified by CTE consortia partners; and
new text end

new text begin (3) provide transportation reimbursement grants to provide equitable opportunities
throughout the region for students to participate in career and technical education.
new text end

new text begin Subd. 3. new text end

new text begin Career and technical education advisory committee. new text end

new text begin The Minnesota Service
Cooperatives must establish a career and technical education advisory committee to provide
advice on the administration of a CTE consortium.
new text end

new text begin Subd. 4. new text end

new text begin Private funding. new text end

new text begin A CTE consortium may receive other sources of funds to
supplement state funding. All funds received must be administered by the Minnesota Service
Cooperatives.
new text end

new text begin Subd. 5. new text end

new text begin Reporting requirements. new text end

new text begin By January 15 of each year, a CTE consortium
receiving funding under this section must submit an annual report on the progress of its
activities to the commissioner of education and the chairs and ranking minority members
of the legislative committees with jurisdiction over secondary and postsecondary education.
The annual report must contain a financial report for the preceding fiscal year.
new text end

new text begin Subd. 6. new text end

new text begin Grant awards. new text end

new text begin The Minnesota Service Cooperatives serves as the fiscal host
for grants awarded under this section. The Minnesota Service Cooperatives may consult
with the commissioner to award grants to any CTE consortium that qualifies under this
section.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 7.

Minnesota Statutes 2022, section 124D.59, subdivision 2, is amended to read:

Subd. 2.

English learner.

(a) "English learner" means a pupil in kindergarten through
grade 12new text begin ; an early childhood special education student under Part B, section 619 of the
Individuals with Disabilities Education Act, United States Code, title 20, section 1419;new text end or
a prekindergarten student enrolled in an approved voluntary prekindergarten program under
section 124D.151 or a school readiness plus program who meets the requirements under
subdivision 2a or the following requirements:

(1) the pupil, as declared by a parent or guardian first learned a language other than
English, comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English; and

(2) the pupil is determined by a valid assessment measuring the pupil's English language
proficiency and by developmentally appropriate measures, which might include observations,
teacher judgment, parent recommendations, or developmentally appropriate assessment
instruments, to lack the necessary English skills to participate fully in academic classes
taught in English.

(b) A pupil enrolled in a Minnesota public school in any grade 4 through 12 who in the
previous school year took a commissioner-provided assessment measuring the pupil's
emerging academic English, shall be counted as an English learner in calculating English
learner pupil units under section 126C.05, subdivision 17, and shall generate state English
learner aid under section 124D.65, subdivision 5, if the pupil scored below the state cutoff
score or is otherwise counted as a nonproficient participant on the assessment measuring
the pupil's emerging academic English, or, in the judgment of the pupil's classroom teachers,
consistent with section 124D.61, clause (1), the pupil is unable to demonstrate academic
language proficiency in English, including oral academic language, sufficient to successfully
and fully participate in the general core curriculum in the regular classroom.

(c) Notwithstanding paragraphs (a) and (b), a pupil in new text begin early childhood special education
or new text end prekindergarten under section 124D.151, through grade 12 shall not be counted as an
English learner in calculating English learner pupil units under section 126C.05, subdivision
17, and shall not generate state English learner aid under section 124D.65, subdivision 5,
if:

(1) the pupil is not enrolled during the current fiscal year in an educational program for
English learners under sections 124D.58 to 124D.64; or

(2) the pupil has generated seven or more years of average daily membership in Minnesota
public schools since July 1, 1996.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2024 and later.
new text end

Sec. 8.

Minnesota Statutes 2022, section 124D.65, subdivision 5, is amended to read:

Subd. 5.

School district EL revenue.

(a) new text begin For fiscal year 2024 through fiscal year 2026,
new text end a district's English learner programs revenue equals the new text begin sum of:
new text end

new text begin (1) the new text end product of deleted text begin (1) $704 times (2)deleted text end new text begin (i) $1,228 and (ii)new text end the greater of 20 or the adjusted
average daily membership of eligible English learners enrolled in the district during the
current fiscal yearnew text begin ; and
new text end

new text begin (2) $436 times the English learner pupil units under section 126C.05, subdivision 17.
new text end

new text begin (b) For fiscal year 2027 and later, a district's English learner programs revenue equals
the sum of:
new text end

new text begin (1) the product of: (i) $1,775, and (ii) the greater of 20 or the adjusted average daily
membership of eligible English learners enrolled in the district during the current fiscal
year;
new text end

new text begin (2) $630 times the English learner pupil units under section 126C.05, subdivision 17;
and
new text end

new text begin (3) the district's English learner cross subsidy aid. A district's English learner cross
subsidy aid under paragraph (c) equals 25 percent of the district's English learner cross
subsidy for fiscal year 2027 and laternew text end .

new text begin (c) A district's English learner cross subsidy aid equals the greater of zero or the difference
between the district's expenditures for qualifying English learner services for the second
previous year and the district's English learner revenue for the second previous year.
new text end

deleted text begin (b)deleted text end new text begin (d)new text end A pupil ceases to generate state English learner aid in the school year following
the school year in which the pupil attains the state cutoff score on a commissioner-provided
assessment that measures the pupil's emerging academic English.

Sec. 9.

new text begin [124D.995] SCHOOL UNEMPLOYMENT AID.
new text end

new text begin Subdivision 1. new text end

new text begin Account established. new text end

new text begin An account is established in the special revenue
fund known as the school unemployment aid account.
new text end

new text begin Subd. 2. new text end

new text begin Funds deposited in account. new text end

new text begin Funds appropriated for school unemployment
aid must be transferred to the school unemployment aid account in the special revenue fund.
new text end

new text begin Subd. 3. new text end

new text begin Money appropriated. new text end

new text begin (a) Subject to the availability of funds, money in the
account is annually appropriated to the commissioner of education to reimburse school
districts; charter schools; intermediate school districts and cooperative units under section
123A.24, subdivision 2; the Perpich Center for Arts Education; and the Minnesota State
Academies for costs associated with providing unemployment benefits to school employees
under section 268.085, subdivision 7, paragraph (b).
new text end

new text begin (b) The Perpich Center for Arts Education and the Minnesota State Academies may only
apply to the commissioner for reimbursement of unemployment insurance amounts in excess
of the amounts specifically identified in their annual agency appropriations.
new text end

new text begin (c) If the amount in the account is insufficient, the commissioner must proportionately
reduce the aid payment to each recipient. Aid payments must be paid 100 percent in the
current year.
new text end

new text begin Subd. 4. new text end

new text begin Administration and monitoring. new text end

new text begin Up to $275,000 is annually appropriated
from the account to the commissioner of education for costs associated with administering
and monitoring the program under this section. This amount is in addition to any other
amount specifically appropriated for this purpose.
new text end

new text begin Subd. 5. new text end

new text begin School reimbursement. new text end

new text begin The commissioner of education must reimburse school
districts, charter schools, intermediate school districts and other cooperative units, the
Perpich Center for Arts Education, and the Minnesota State Academies in the form and
manner specified by the commissioner. The commissioner may establish procedures to
ensure that any costs reimbursed under this section are excluded from other school revenue
calculations.
new text end

new text begin Subd. 6. new text end

new text begin Expiration. new text end

new text begin This section expires on June 30, 2027, and any balance remaining
in the account is canceled to the general fund.
new text end

Sec. 10.

Minnesota Statutes 2022, section 126C.10, subdivision 2, is amended to read:

Subd. 2.

Basic revenue.

new text begin (a) new text end The basic revenue for each district equals the formula
allowance times the adjusted pupil units for the school year. deleted text begin The formula allowance for
fiscal year 2021 is $6,567. The formula allowance for fiscal year 2022 is $6,728.deleted text end The formula
allowance for fiscal year 2023 deleted text begin and laterdeleted text end is $6,863.new text begin The formula allowance for fiscal year
2024 is $7,138. The formula allowance for fiscal year 2025 is $7,281.
new text end

new text begin (b) The formula allowance for fiscal year 2026 and later must be rounded to the nearest
whole dollar and equals the formula allowance for the previous fiscal year times the greater
of:
new text end

new text begin (1) 1.02; or
new text end

new text begin (2) one plus the rate of change in inflation calculated in paragraph (c) but not to exceed
1.03.
new text end

new text begin (c) In January of the calendar year in which the formula allowance begins, the
commissioner of education must calculate the rate of change in inflation equal to the change
in the Consumer Price Index for all urban consumers as published by the Bureau of Labor
Statistics of the Department of Labor for the average of the fourth calendar quarter of the
second prior fiscal year compared to the average of the fourth calendar quarter of the
immediately prior fiscal year.
new text end

new text begin (d) The commissioner must publish the formula allowance by the end of February of
each year.
new text end

new text begin (e) It is the policy and purpose of the legislature to fund its public schools consistent
with its constitutional obligations. To this purpose, the legislature may enact additional
increases in the general education basic formula allowance.
new text end

Sec. 11.

Minnesota Statutes 2022, section 126C.10, subdivision 2a, is amended to read:

Subd. 2a.

Extended time revenue.

(a)new text begin A school district's extended time allowance equals
$5,117 for fiscal year 2023 and later.
new text end

new text begin (b)new text end A school district's extended time revenue is equal to the product of deleted text begin $5,117deleted text end new text begin the
extended time allowance in paragraph (a)new text end and the sum of the adjusted pupil units of the
district for each pupil in average daily membership in excess of 1.0 and less than 1.2
according to section 126C.05, subdivision 8.

deleted text begin (b)deleted text end new text begin (c)new text end Extended time revenue for pupils placed in an on-site education program at the
Prairie Lakes Education Center or the Lake Park School, located within the borders of
Independent School District No. 347, Willmar, for instruction provided after the end of the
preceding regular school year and before the beginning of the following regular school year
equals membership hours divided by the minimum annual instructional hours in section
126C.05, subdivision 15, not to exceed 0.20, times the pupil unit weighting in section
126C.05, subdivision 1, times deleted text begin $5,117deleted text end new text begin the extended time allowance in paragraph (a)new text end .

new text begin (d) A school district qualifies for extended time revenue for instruction provided after
the end of the preceding regular school year and before the beginning of the following
regular school year for (1) every pupil attending a day treatment program, and (2) every
pupil placed in a children's residential facility, whether the education services are provided
on-site or off-site. Extended time revenue under this paragraph equals total membership
hours in summer instruction divided by the minimum annual instructional hours in section
126C.05, subdivision 15, not to exceed 0.20, times the pupil unit weighting in section
126C.05, subdivision 1, times the extended time allowance.
new text end

new text begin (e) For purposes of this subdivision, "children's residential facility" means a residential
facility for children, including a psychiatric residential treatment facility, licensed by the
Department of Human Services or the Department of Corrections and subject to Minnesota
Rules, chapter 2960, or an inpatient hospitalization that includes mental health services.
new text end

new text begin (f) For purposes of this subdivision, "day treatment program" means:
new text end

new text begin (1) a site-based structured mental health program consisting of psychotherapy for three
or more individuals and individual or group skills training provided by a team, under the
treatment supervision of a mental health professional; or
new text end

new text begin (2) any other day treatment program designated by the commissioner of education
consistent with the Minnesota Automated Reporting Student System manual, procedure 27.
new text end

deleted text begin (c)deleted text end new text begin (g)new text end A school district's extended time revenue may be used for extended day programs,
extended week programs, summer school, vacation break academies such as spring break
academies and summer term academies, and other programming authorized under the
learning year program.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2024 and later.
new text end

Sec. 12.

Minnesota Statutes 2022, section 126C.10, subdivision 2e, is amended to read:

Subd. 2e.

Local optional revenue.

(a) deleted text begin For fiscal year 2021 and later,deleted text end Local optional
revenue for a school district equals the sum of the district's first tier local optional revenue
and second tier local optional revenue. A district's first tier local optional revenue equals
$300 times the adjusted pupil units of the district for that school year. A district's second
tier local optional revenue equals $424 times the adjusted pupil units of the district for that
school year.

(b) deleted text begin For fiscal year 2021 and later,deleted text end A district's local optional levy equals the sum of the
first tier local optional levy and the second tier local optional levy.

(c) A district's first tier local optional levy equals the district's first tier local optional
revenue times the lesser of one or the ratio of the district's referendum market value per
resident pupil unit to $880,000.

(d) deleted text begin For fiscal year 2022, a district's second tier local optional levy equals the district's
second tier local optional revenue times the lesser of one or the ratio of the district's
referendum market value per resident pupil unit to $510,000.deleted text end For fiscal year 2023, a district's
second tier local optional levy equals the district's second tier local optional revenue times
the lesser of one or the ratio of the district's referendum market value per resident pupil unit
to $548,842. For fiscal year 2024 deleted text begin and laterdeleted text end , a district's second tier local optional levy equals
the district's second tier local optional revenue times the lesser of one or the ratio of the
district's referendum market value per resident pupil unit to $510,000.new text begin For fiscal year 2025,
a district's second tier local optional levy equals the district's second tier local optional
revenue times the lesser of one or the ratio of the district's referendum market value per
resident pupil unit to $587,244. For fiscal year 2026, a district's second tier local optional
levy equals the district's second tier local optional revenue times the lesser of one or the
ratio of the district's referendum market value per resident pupil unit to $642,038. For fiscal
year 2027 and later, a district's second tier local optional levy equals the district's second
tier local optional revenue times the lesser of one or the ratio of the district's referendum
market value per resident pupil unit to $671,345.
new text end

(e) The local optional levy must be spread on referendum market value. A district may
levy less than the permitted amount.

(f) A district's local optional aid equals its local optional revenue minus its local optional
levy. If a district's actual levy for first or second tier local optional revenue is less than its
maximum levy limit for that tier, its aid must be proportionately reduced.

Sec. 13.

Minnesota Statutes 2022, section 126C.10, subdivision 3, is amended to read:

Subd. 3.

Compensatory education revenue.

(a) new text begin For fiscal year 2024, new text end the compensatory
education revenue for each building in the district equals the formula allowance minus $839
times the compensation revenue pupil units computed according to section 126C.05,
subdivision 3. A district's compensatory revenue equals the sum of its compensatory revenue
for each building in the district and the amounts designated under Laws 2015, First Special
Session chapter 3, article 2, section 70, subdivision 8, for fiscal year 2017. Revenue shall
be paid to the district and must be allocated according to section 126C.15, subdivision 2.

new text begin (b) For fiscal year 2025, compensatory revenue must be calculated under Laws 2023,
chapter 18, section 3.
new text end

new text begin (c) For fiscal year 2026 and later, the compensatory education revenue for each building
in the district equals its compensatory pupils multiplied by the building compensatory
allowance. Revenue shall be paid to the district and must be allocated according to section
126C.15, subdivision 2.
new text end

deleted text begin (b)deleted text end new text begin (d)new text end When the district contracting with an alternative program under section 124D.69
changes prior to the start of a school year, the compensatory revenue generated by pupils
attending the program shall be paid to the district contracting with the alternative program
for the current school year, and shall not be paid to the district contracting with the alternative
program for the prior school year.

deleted text begin (c)deleted text end new text begin (e)new text end When the fiscal agent district for an area learning center changes prior to the start
of a school year, the compensatory revenue shall be paid to the fiscal agent district for the
current school year, and shall not be paid to the fiscal agent district for the prior school year.

new text begin (f) Notwithstanding paragraph (c), for voluntary prekindergarten programs under section
124D.151, charter schools, and contracted alternative programs in the first year of operation,
compensatory education revenue must be computed using data for the current fiscal year.
If the voluntary prekindergarten program, charter school, or contracted alternative program
begins operation after October 1, compensatory education revenue must be computed based
on pupils enrolled on an alternate date determined by the commissioner, and the
compensatory education revenue must be prorated based on the ratio of the number of days
of student instruction to 170 days.
new text end

new text begin (g) Notwithstanding paragraph (c), for fiscal year 2026, if the calculation under paragraph
(d) results in statewide revenue of less than $838,947,000, additional revenue must be
provided to each building in a manner prescribed by the commissioner of education until
total statewide revenue equals $838,947,000.
new text end

new text begin (h) Notwithstanding paragraph (c), for fiscal year 2027, if the calculation under paragraph
(d) results in statewide revenue of less than $857,152,000, additional revenue must be
provided to each building in a manner prescribed by the commissioner of education until
total statewide revenue equals $857,152,000.
new text end

Sec. 14.

Minnesota Statutes 2022, section 126C.10, is amended by adding a subdivision
to read:

new text begin Subd. 3a. new text end

new text begin Definitions. new text end

new text begin The definitions in this subdivision apply only to subdivisions 3,
3b, and 3c.
new text end

new text begin (a) "Building compensatory allowance" means a building concentration factor multiplied
by the statewide compensatory allowance.
new text end

new text begin (b) "Building concentration factor" means the ratio of a building's compensatory pupils
to the number of pupils enrolled in the building on October 1 of the previous fiscal year.
new text end

new text begin (c) "Compensatory pupils" means the sum of the number of pupils enrolled in a building
eligible to receive free meals pursuant to subdivision 3b plus one-half of the pupils eligible
to receive reduced priced meals pursuant to subdivision 3b on October 1 of the previous
fiscal year.
new text end

new text begin (d) "Statewide compensatory allowance" means the amount calculated pursuant to
subdivision 3c.
new text end

Sec. 15.

Minnesota Statutes 2022, section 126C.10, is amended by adding a subdivision
to read:

new text begin Subd. 3b. new text end

new text begin Free and reduced-price meals. new text end

new text begin Beginning October 1, 2024, the commissioner
shall determine the number of children eligible by means of direct certification to receive
either a free or reduced-price meal on October 1 each year. Children enrolled in a building
on October 1 and determined to be eligible by means of direct certification to receive free
or reduced-price meals by December 15 of that school year shall be counted as eligible on
October 1 for purposes of subdivision 3. The commissioner must use federal definitions for
these purposes. The commissioner may adopt reporting guidelines to assure accuracy of
data counts and eligibility. Districts must use any guidelines adopted by the commissioner.
new text end

Sec. 16.

Minnesota Statutes 2022, section 126C.10, is amended by adding a subdivision
to read:

new text begin Subd. 3c. new text end

new text begin Statewide compensatory allowance. new text end

new text begin (a) For fiscal year 2026, the statewide
compensatory allowance is $6,734. For fiscal year 2027 and later, the statewide compensatory
allowance equals the statewide compensatory allowance in effect for the prior fiscal year
times the ratio of the formula allowance under section 126C.10, subdivision 2, for the current
fiscal year to the formula allowance under section 126C.10, subdivision 2, for the prior
fiscal year, rounded to the nearest whole dollar.
new text end

new text begin (b) For fiscal year 2026 and later, the statewide compensatory allowance equals the
statewide compensatory allowance in effect for the prior fiscal year times the ratio of the
formula allowance under section 126C.10, subdivision 2, for the current fiscal year to the
formula allowance under section 126C.10, subdivision 2, for the prior fiscal year, rounded
to the nearest whole dollar.
new text end

Sec. 17.

Minnesota Statutes 2022, section 126C.10, subdivision 4, is amended to read:

Subd. 4.

Basic skills revenue.

A school district's basic skills revenue equals the sum
of:

(1) compensatory revenue under subdivision 3; deleted text begin plusdeleted text end new text begin and
new text end

(2) English learner revenue under section 124D.65, subdivision 5deleted text begin ; plus
deleted text end

deleted text begin (3) $250 times the English learner pupil units under section 126C.05, subdivision 17deleted text end .

Sec. 18.

Minnesota Statutes 2022, section 126C.10, subdivision 13, is amended to read:

Subd. 13.

Total operating capital revenue.

(a) Total operating capital revenue for a
district equals the deleted text begin amount determined under paragraph (b) or (c), plusdeleted text end new text begin sum of:
new text end

new text begin (1)new text end $79 times the adjusted pupil units for the school yeardeleted text begin .deleted text end new text begin ;
new text end

new text begin (2) the product of $109, the district's maintenance cost index, and its adjusted pupil units
for the school year plus the amount computed under paragraph (c); and
new text end

new text begin (3) $2 times the adjusted pupil units of the school district for the school year for the
purposes of supplying menstrual products under subdivision 14, clause (26), and opiate
antagonists under subdivision 14, clause (27).
new text end

new text begin (b)new text end The revenuenew text begin under this subdivisionnew text end must be placed in a reserved account in the
general fund and may only be used according to subdivision 14.

deleted text begin (b) Capital revenue for a district equals $109 times the district's maintenance cost index
times its adjusted pupil units for the school year.
deleted text end

(c) The revenuenew text begin under paragraph (a), clause (2),new text end for a district that operates a program
under section 124D.128, is increased by an amount equal to $31 times the number of adjusted
pupil units served at the site where the program is implemented.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2024 and later.
new text end

Sec. 19.

Minnesota Statutes 2022, section 126C.10, subdivision 14, is amended to read:

Subd. 14.

Uses of total operating capital revenue.

Total operating capital revenue may
be used only for the following purposes:

(1) to acquire land for school purposes;

(2) to acquire or construct buildings for school purposes;

(3) to rent or lease buildings, including the costs of building repair or improvement that
are part of a lease agreement;

(4) to improve and repair school sites and buildings, and equip or reequip school buildings
with permanent attached fixtures, including library media centers;

(5) for a surplus school building that is used substantially for a public nonschool purpose;

(6) to eliminate barriers or increase access to school buildings by individuals with a
disability;

(7) to bring school buildings into compliance with the State Fire Code adopted according
to chapter 299F;

(8) to remove asbestos from school buildings, encapsulate asbestos, or make
asbestos-related repairs;

(9) to clean up and dispose of polychlorinated biphenyls found in school buildings;

(10) to clean up, remove, dispose of, and make repairs related to storing heating fuel or
transportation fuels such as alcohol, gasoline, fuel oil, and special fuel, as defined in section
296A.01;

(11) for energy audits for school buildings and to modify buildings if the audit indicates
the cost of the modification can be recovered within ten years;

(12) to improve buildings that are leased according to section 123B.51, subdivision 4;

(13) to pay special assessments levied against school property but not to pay assessments
for service charges;

(14) to pay principal and interest on state loans for energy conservation according to
section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust
Fund Act according to sections 298.292 to deleted text begin 298.298deleted text end new text begin 298.297new text end ;

(15) to purchase or lease interactive telecommunications equipment;

(16) by board resolution, to transfer money into the debt redemption fund to: (i) pay the
amounts needed to meet, when due, principal and interest payments on certain obligations
issued according to chapter 475; or (ii) pay principal and interest on debt service loans or
capital loans according to section 126C.70;

(17) to pay operating capital-related assessments of any entity formed under a cooperative
agreement between two or more districts;

(18) to purchase or lease computers and related hardware, software, and annual licensing
fees, copying machines, telecommunications equipment, and other noninstructional
equipment;

(19) to purchase or lease assistive technology or equipment for instructional programs;

(20) to purchase textbooks as defined in section 123B.41, subdivision 2;

(21) to purchase new and replacement library media resources or technology;

(22) to lease or purchase vehicles;

(23) to purchase or lease telecommunications equipment, computers, and related
equipment for integrated information management systems for:

(i) managing and reporting learner outcome information for all students under a
results-oriented graduation rule;

(ii) managing student assessment, services, and achievement information required for
students with individualized education programs; and

(iii) other classroom information management needs;

(24) to pay personnel costs directly related to the acquisition, operation, and maintenance
of telecommunications systems, computers, related equipment, and network and applications
software; deleted text begin and
deleted text end

(25) to pay the costs directly associated with closing a school facility, including moving
and storage costsnew text begin ;
new text end

new text begin (26) to pay the costs of supplies and equipment necessary to provide access to menstrual
products at no charge to students in restrooms and as otherwise needed in school facilities;
and
new text end

new text begin (27) to pay the costs of the opiate antagonists required under section 121A.224new text end .

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 20.

Minnesota Statutes 2022, section 126C.10, subdivision 18a, is amended to read:

Subd. 18a.

Pupil transportation adjustment.

(a) An independent, common, or special
school district's transportation sparsity revenue under subdivision 18 is increased by the
greater of zero or deleted text begin 18.2deleted text end new text begin 35new text end percent of the difference between:

(1) the lesser of the district's total cost for regular and excess pupil transportation under
section 123B.92, subdivision 1, paragraph (b), including depreciation, for the previous fiscal
year or 105 percent of the district's total cost for the second previous fiscal year; and

(2) the sum of:

(i) 4.66 percent of the district's basic revenue for the previous fiscal year;

(ii) transportation sparsity revenue under subdivision 18 for the previous fiscal year;

(iii) the district's charter school transportation adjustment for the previous fiscal year;
and

(iv) the district's reimbursement for transportation provided under section 123B.92,
subdivision 1, paragraph (b), clause (1), item (vi).

(b) A charter school's pupil transportation adjustment equals the school district per pupil
adjustment under paragraph (a).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2024 and later.
new text end

Sec. 21.

Minnesota Statutes 2022, section 126C.12, is amended by adding a subdivision
to read:

new text begin Subd. 7. new text end

new text begin Reporting. new text end

new text begin A school district must annually report the district's class size ratios
by each grade to the commissioner of education in the form and manner specified by the
commissioner. The department must annually submit a report beginning December 1, 2024,
to the chairs and ranking minority members of the legislative committees with jurisdiction
over kindergarten through grade 12 education detailing the statewide ratios by grade starting
with the 2023-2024 school year.
new text end

Sec. 22.

Minnesota Statutes 2022, section 126C.15, subdivision 1, is amended to read:

Subdivision 1.

Use of revenue.

new text begin (a) new text end The basic skills revenue under section 126C.10,
subdivision 4, must be reserved and used to meet the educational needs of pupils who enroll
under-prepared to learn and whose progress toward meeting state or local content or
performance standards is below the level that is appropriate for learners of their age. Basic
skills revenue may also be used for programs designed to prepare children and their families
for entry into school whether the student first enrolls in kindergarten or first grade.

new text begin (b) For fiscal years prior to fiscal year 2024,new text end any of the following may be provided to
meet these learners' needs:

(1) direct instructional services under the assurance of mastery program according to
section 124D.66;

(2) remedial instruction in reading, language arts, mathematics, other content areas, or
study skills to improve the achievement level of these learners;

(3) additional teachers and teacher aides to provide more individualized instruction to
these learners through individual tutoring, lower instructor-to-learner ratios, or team teaching;

(4) a longer school day or week during the regular school year or through a summer
program that may be offered directly by the site or under a performance-based contract with
a community-based organization;

(5) comprehensive and ongoing staff development consistent with district and site plans
according to section 122A.60 and to implement plans under section 120B.12, subdivision
4a, for teachers, teacher aides, principals, and other personnel to improve their ability to
identify the needs of these learners and provide appropriate remediation, intervention,
accommodations, or modifications;

(6) instructional materials, digital learning, and technology appropriate for meeting the
individual needs of these learners;

(7) programs to reduce truancy, encourage completion of high school, enhance
self-concept, provide health services, provide nutrition services, provide a safe and secure
learning environment, provide coordination for pupils receiving services from other
governmental agencies, provide psychological services to determine the level of social,
emotional, cognitive, and intellectual development, and provide counseling services, guidance
services, and social work services;

(8) bilingual programs, bicultural programs, and programs for English learners;

(9) all-day kindergarten;

(10) early education programs, parent-training programs, school readiness programs,
kindergarten programs for four-year-olds, voluntary home visits under section 124D.13,
subdivision 4, and other outreach efforts designed to prepare children for kindergarten;

(11) extended school day and extended school year programs; and

(12) substantial parent involvement in developing and implementing remedial education
or intervention plans for a learner, including learning contracts between the school, the
learner, and the parent that establish achievement goals and responsibilities of the learner
and the learner's parent or guardian.

new text begin (c) For fiscal year 2024 and later, a district's basic skills revenue must be used for:
new text end

new text begin (1) remedial instruction and necessary materials in reading, language arts, mathematics,
other content areas, or study skills to improve the achievement level of these learners;
new text end

new text begin (2) additional teachers and teacher aides to provide more individualized instruction to
these learners through individual tutoring, lower instructor-to-learner ratios, or team teaching;
new text end

new text begin (3) a longer school day or week during the regular school year or through a summer
program that may be offered directly by the site or under a performance-based contract with
a community-based organization;
new text end

new text begin (4) programs to reduce truancy; provide counseling services, guidance services, and
social work services; and provide coordination for pupils receiving services from other
governmental agencies;
new text end

new text begin (5) bilingual programs, bicultural programs, and programs for English learners;
new text end

new text begin (6) early education programs, parent-training programs, early childhood special education,
school readiness programs, kindergarten programs for four-year-olds, voluntary home visits
under section 124D.13, subdivision 4, and other outreach efforts designed to prepare children
for kindergarten;
new text end

new text begin (7) transition programs operated by school districts for special education students until
the age of 22;
new text end

new text begin (8) substantial parent involvement in developing and implementing remedial education
or intervention plans for a learner, including learning contracts between the school, the
learner, and the parent that establish achievement goals and responsibilities of the learner
and the learner's parent or guardian; and
new text end

new text begin (9) professional development for teachers on meeting the needs of English learners,
using assessment tools and data to monitor student progress, and reducing the use of
exclusionary discipline, and training for tutors and staff in extended day programs to enhance
staff's knowledge in content areas.
new text end

Sec. 23.

Minnesota Statutes 2022, section 126C.15, subdivision 2, is amended to read:

Subd. 2.

Building allocation.

(a) A district or cooperative must allocatenew text begin at least 80
percent ofnew text end its compensatory revenue to each school building in the district or cooperative
where the children who have generated the revenue are served unless the school district or
cooperative has received permission under Laws 2005, First Special Session chapter 5,
article 1, section 50, to allocate compensatory revenue according to student performance
measures developed by the school board.

(b) deleted text begin Notwithstanding paragraph (a),deleted text end A district or cooperative may allocate deleted text begin up to 50deleted text end new text begin no
more than 20new text end percent of the amount of compensatory revenue that the district receives to
school sites according to a plan adopted by the school board. The money reallocated under
this paragraph must be spent for the purposes listed in subdivision 1, but may be spent on
students in any grade, including students attending school readiness or other prekindergarten
programs.

(c) For the purposes of this section and section 126C.05, subdivision 3, "building" means
education site as defined in section 123B.04, subdivision 1.

(d) Notwithstanding section 123A.26, subdivision 1, compensatory revenue generated
by students served at a cooperative unit shall be paid to the cooperative unit.

(e) A district or cooperative with school building openings, school building closings,
changes in attendance area boundaries, or other changes in programs or student demographics
between the prior year and the current year may reallocate compensatory revenue among
sites to reflect these changes. A district or cooperative must report to the department any
adjustments it makes according to this paragraph and the department must use the adjusted
compensatory revenue allocations in preparing the report required under section 123B.76,
subdivision 3, paragraph (c).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2024 and later.
new text end

Sec. 24.

Minnesota Statutes 2022, section 126C.15, subdivision 5, is amended to read:

Subd. 5.

Annual expenditure report.

deleted text begin Each year a districtdeleted text end new text begin (a) By February 1 annually,
the commissioner of education must report to the legislature the expenditures of each district
new text end that deleted text begin receivesdeleted text end new text begin receivednew text end basic skills revenue deleted text begin must submit a report identifying the expenditures
it incurred to meet the needs of eligible learnersdeleted text end new text begin in the previous fiscal yearnew text end under subdivision
1. The report must conform to uniform financial and reporting standards established for this
purpose and provide a breakdown by functional area. deleted text begin Using valid and reliable data and
measurement criteria, the report also must determine whether increased expenditures raised
student achievement levels.
deleted text end

new text begin (b) A district must also report whether programs funded with compensatory revenue are
consistent with best practices demonstrated to improve student achievement.
new text end

new text begin (c) The Department of Education and regional centers of excellence must identify and
provide to schools best practices for implementing programs for each use of revenue specified
in subdivision 1.
new text end

Sec. 25.

Minnesota Statutes 2022, section 126C.17, is amended by adding a subdivision
to read:

new text begin Subd. 9b. new text end

new text begin Renewal by school board. new text end

new text begin (a) Notwithstanding the election requirements of
subdivision 9, a school board may renew an expiring referendum by board action if:
new text end

new text begin (1) the per pupil amount of the referendum is the same as the amount expiring, or for
an expiring referendum that was adjusted annually by the rate of inflation, the same as the
per-pupil amount of the expiring referendum, adjusted annually for inflation in the same
manner as if the expiring referendum had continued;
new text end

new text begin (2) the term of the renewed referendum is no longer than the initial term approved by
the voters;
new text end

new text begin (3) the school board, having taken a recorded vote, has adopted a written resolution
authorizing the renewal after holding a meeting and allowing public testimony on the
proposed renewal; and
new text end

new text begin (4) the expiring referendum has not been previously renewed under this subdivision.
new text end

new text begin (b) The resolution must be adopted by the school board by June 15 of any calendar year
and becomes effective 60 days after its adoption.
new text end

new text begin (c) A referendum expires in the last fiscal year in which the referendum generates revenue
for the school district. A school board may renew an expiring referendum under this
subdivision not more than two fiscal years before the referendum expires.
new text end

new text begin (d) A district renewing an expiring referendum under this subdivision must submit a
copy of the adopted resolution to the commissioner and to the county auditor no later than
September 1 of the calendar year in which the written resolution is adopted.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 26.

Minnesota Statutes 2022, section 126C.43, subdivision 2, is amended to read:

Subd. 2.

Payment to unemployment insurance program trust fund by state and
political subdivisions.

(a) A district may levy the amount necessary (1) to pay the district's
obligations under section 268.052, subdivision 1, and (2) to pay for job placement services
offered to employees who may become eligible for benefits pursuant to section 268.085 for
the fiscal year the levy is certified.

(b) Districts with a balance remaining in their reserve for reemployment as of June 30,
2003, may not expend the reserved funds for future reemployment expenditures. Each year
a levy reduction must be made to return these funds to taxpayers. The amount of the levy
reduction must be equal to the lesser of: (1) the remaining reserved balance for reemployment,
or (2) the amount of the district's current levy under paragraph (a).

new text begin (c) The amount in paragraph (a) must not include the amounts for hourly school
employees during the period of the summer term.
new text end

Sec. 27.

Minnesota Statutes 2022, section 127A.353, subdivision 2, is amended to read:

Subd. 2.

Qualifications.

The governor shall select the school trust lands director on the
basis of outstanding professional qualifications and knowledge of finance, business practices,
minerals, forest and real estate management, and the fiduciary responsibilities of a trustee
to the beneficiaries of a trust. The school trust lands director serves in the unclassified service
for a term of four years. deleted text begin The first term shall end on December 31, 2020.deleted text end The governor may
remove the school trust lands director for cause. If a director resigns or is removed for cause,
the governor shall appoint a director for the remainder of the term.

Sec. 28.

Minnesota Statutes 2022, section 127A.353, subdivision 4, is amended to read:

Subd. 4.

Duties; powers.

(a) The school trust lands director shall:

(1) deleted text begin take an oath of office before assuming any duties as the directordeleted text end new text begin act in a fiduciary
capacity for trust beneficiaries in accordance with the principles under section 127A.351new text end ;

(2) evaluate the school trust land asset position;

(3) determine the estimated current and potential market value of school trust lands;

(4) advise new text begin and provide recommendations to new text end the governordeleted text begin , Executive Council,
commissioner of natural resources, and the Legislative Permanent School Fund Commission
on the management of school trust lands, including:deleted text end new text begin on school trust land management policies
and other policies that may affect the goal of the permanent school fund under section
127A.31;
new text end

new text begin (5) advise and provide recommendations to the Executive Council and Land Exchange
Board on all matters regarding school trust lands presented to either body;
new text end

new text begin (6) advise and provide recommendations to the commissioner of natural resources on
managing school trust lands, including but not limited to advice and recommendations on:
new text end

(i) Department of Natural Resources school trust land management plans;

(ii) leases of school trust lands;

(iii) royalty agreements on school trust lands;

(iv) land sales and exchanges;

(v) cost certification; and

(vi) revenue generating options;

new text begin (7) serve as temporary trustee of school trust lands for school trust lands subject to
proposed or active eminent domain proceedings;
new text end

new text begin (8) serve as temporary trustee of school trust lands pursuant to section 94.342, subdivision
5;
new text end

deleted text begin (5) proposedeleted text end new text begin (9) submitnew text end to the Legislative Permanent School Fund Commission new text begin for review
an annual budget and management plan for the director that includes proposed new text end legislative
changes that will improve the asset allocation of the school trust lands;

deleted text begin (6)deleted text end new text begin (10)new text end develop new text begin and implement new text end a ten-year strategic plan and a 25-year framework for
management of school trust lands, in conjunction with the commissioner of natural resources,
that is updated every five years deleted text begin and implemented by the commissionerdeleted text end , with goals to:

(i) retain core real estate assets;

(ii) increase the value of the real estate assets and the cash flow from those assets;

(iii) rebalance the portfolio in assets with high performance potential and the strategic
disposal of selected assets;

(iv) establish priorities for management actions;

(v) balance revenue enhancement and resource stewardship; and

(vi) advance strategies on school trust lands to capitalize on ecosystem services markets;new text begin
and
new text end

deleted text begin (7) submit to the Legislative Permanent School Fund Commission for review an annual
budget and management plan for the director; and
deleted text end

deleted text begin (8)deleted text end new text begin (11)new text end keep the beneficiaries, governor, legislature, and the public informed about the
work of the director by reporting to the Legislative Permanent School Fund Commission
in a public meeting at least once during each calendar quarter.

(b) In carrying out the duties under paragraph (a), the school trust lands director deleted text begin shall
have the authority todeleted text end new text begin maynew text end :

(1) direct and control money appropriated to the director;

(2) establish job descriptions and employ deleted text begin up to five employees in the unclassified service,deleted text end new text begin
staffnew text end within the limitations of money appropriated to the director;

(3) enter into interdepartmental agreements with any other state agency;

(4) enter into joint powers agreements under chapter 471;

(5) evaluate and initiate real estate development projects on school trust lands new text begin in
conjunction with the commissioner of natural resources and new text end with the advice of the Legislative
Permanent School Fund Commission deleted text begin in orderdeleted text end to generate long-term economic return to the
permanent school fund;new text begin and
new text end

deleted text begin (6) serve as temporary trustee of school trust land for school trust lands subject to
proposed or active eminent domain proceedings; and
deleted text end

deleted text begin (7)deleted text end new text begin (6)new text end submit recommendations on strategies for school trust land leases, sales, or
exchanges to the commissioner of natural resources and the Legislative Permanent School
Fund Commission.

Sec. 29.

Minnesota Statutes 2022, section 128C.01, subdivision 4, is amended to read:

Subd. 4.

Board.

(a) The league must have a deleted text begin 20deleted text end new text begin 22new text end -member governing board.

(1) The governor must appoint four members according to section 15.0597. Each of the
four appointees must be a parent. At least one of them must be an American Indian, an
Asian, a Black, or a Hispanic.

(2) The Minnesota Association of Secondary School Principals must appoint two of its
members.

(3) The remaining deleted text begin 14deleted text end new text begin 16new text end members must be selected according to deleted text begin league bylawsdeleted text end new text begin the
league's constitutionnew text end .

(b) The terms, compensation, removal of members, and the filling of membership
vacancies are governed by section 15.0575, except that the four-year terms begin on August
1 and end on July 31. As provided by section 15.0575, members who are full-time state
employees or full-time employees of school districts or other political subdivisions of the
state may not receive any per diem payment for service on the board.

Sec. 30.

Minnesota Statutes 2022, section 268.085, subdivision 7, is amended to read:

Subd. 7.

School employees; between terms denial.

(a) Wage credits from employment
with an educational institution or institutions may not be used for unemployment benefit
purposes for any week during the period between two successive academic years or terms
if:

(1) the applicant had employment for an educational institution or institutions in the
prior academic year or term; and

(2) there is a reasonable assurance that the applicant will have employment for an
educational institution or institutions in the following academic year or term.

deleted text begin This paragraph applies to a vacation period or holiday recess if the applicant was
employed immediately before the vacation period or holiday recess, and there is a reasonable
assurance that the applicant will be employed immediately following the vacation period
or holiday recess.deleted text end This paragraph deleted text begin alsodeleted text end applies to the period between two regular but not
successive terms if there is an agreement for that schedule between the applicant and the
educational institution.

This paragraph does not apply if the subsequent employment is substantially less
favorable than the employment of the prior academic year or term, or the employment prior
to the vacation period or holiday recess.

(b) Paragraph (a) does not apply to deleted text begin an applicant who, at the end of the prior academic
year or term, had an agreement for a definite period of employment between academic years
or terms in other than an instructional, research, or principal administrative capacity and
the educational institution or institutions failed to provide that employment.deleted text end new text begin any week during
the period between two successive academic years or terms if an applicant worked in a
capacity other than instructional, research, or principal administrative capacity.
new text end

(c) deleted text begin If unemployment benefits are denied to any applicant under paragraph (a) who was
employed in the prior academic year or term in other than an instructional, research, or
principal administrative capacity and who was not offered an opportunity to perform the
employment in the following academic year or term, the applicant is entitled to retroactive
unemployment benefits for each week during the period between academic years or terms
that the applicant filed a timely continued request for unemployment benefits, but
unemployment benefits were denied solely because of paragraph (a).deleted text end new text begin Paragraph (a) applies
to a vacation period or holiday recess if the applicant was employed immediately before
the vacation period or holiday recess, and there is a reasonable assurance that the applicant
will be employed immediately following the vacation period or holiday recess, including
applicants who worked in a capacity other than instructional, research, or principal
administrative capacity.
new text end

(d) This subdivision applies to employment with an educational service agency if the
applicant performed the services at an educational institution or institutions. "Educational
service agency" means a governmental entity established and operated for the purpose of
providing services to one or more educational institutions.

(e) This subdivision applies to employment with Minnesota, a political subdivision, or
a nonprofit organization, if the services are provided to or on behalf of an educational
institution or institutions.

(f) Paragraph (a) applies beginning the Sunday of the week that there is a reasonable
assurance of employment.

(g) Employment and a reasonable assurance with multiple education institutions must
be aggregated for purposes of application of this subdivision.

(h) If all of the applicant's employment with any educational institution or institutions
during the prior academic year or term consisted of on-call employment, and the applicant
has a reasonable assurance of any on-call employment with any educational institution or
institutions for the following academic year or term, it is not considered substantially less
favorable employment.

(i) A "reasonable assurance" may be written, oral, implied, or established by custom or
practice.

(j) An "educational institution" is a school, college, university, or other educational entity
operated by Minnesota, a political subdivision or instrumentality thereof, or a nonprofit
organization.

(k) An "instructional, research, or principal administrative capacity" does not include
an educational assistant.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective May 28, 2023.
new text end

Sec. 31.

Minnesota Statutes 2022, section 290.0679, subdivision 2, is amended to read:

Subd. 2.

Conditions for assignment.

A qualifying taxpayer may assign all or part of
an anticipated refund for the current and future taxable years to a financial institution or a
qualifying organization. A financial institution or qualifying organization accepting
assignment must pay the amount secured by the assignment to a third-party vendor. The
commissioner of education shall, upon request from a third-party vendor, certify that the
vendor's products and services qualify for the education credit. A denial of a certification
deleted text begin is subject to the contested case procedure underdeleted text end new text begin may be appealed to the commissioner
pursuant to this subdivision and notwithstandingnew text end chapter 14. A financial institution or
qualifying organization that accepts assignments under this section must verify as part of
the assignment documentation that the product or service to be provided by the third-party
vendor has been certified by the commissioner of education as qualifying for the education
credit. The amount assigned for the current and future taxable years may not exceed the
maximum allowable education credit for the current taxable year. Both the taxpayer and
spouse must consent to the assignment of a refund from a joint return.

Sec. 32. new text begin FUND TRANSFER; BURNSVILLE-EAGAN-SAVAGE SCHOOL
DISTRICT.
new text end

new text begin (a) Notwithstanding Minnesota Statutes, section 123B.51, subdivision 4, paragraph (b),
or any law to the contrary, any remaining net proceeds received by the district in connection
with a lease of real property that is not needed for school purposes, or part of the property
that is not needed for school purposes as permitted under Minnesota Statutes, section
123B.51, subdivision 4, paragraph (a), and which the school board of Independent School
District No. 191, Burnsville-Eagan-Savage, specifically identified in the district's open
facilities action plan, may be deposited in the district's general unrestricted fund following
the deposit of such proceeds, as required under Minnesota Statutes, section 123B.51,
subdivision 4, paragraph (b).
new text end

new text begin (b) Notwithstanding Minnesota Statutes, section 123B.51, subdivision 6, paragraphs (c)
to (f), or any law to the contrary, any remaining proceeds of the sale or exchange of school
buildings or real property of Independent School District No. 191, Burnsville-Eagan-Savage,
specifically identified in the district's open facilities action plan may be deposited in the
district's general unrestricted fund following application of such proceeds, as required under
Minnesota Statutes, section 123B.51, subdivision 6, paragraph (b).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective upon compliance by Independent School
District No. 191, Burnsville-Eagan-Savage, with Minnesota Statutes, section 645.021,
subdivisions 2 and 3.
new text end

Sec. 33. new text begin UNEMPLOYMENT INSURANCE REPORT.
new text end

new text begin By January 15 of each year, the Department of Education, in consultation with the
Department of Employment and Economic Development, must report to the legislative
committees with jurisdiction over education the balances in unemployment insurance aid
accounts and information about the annual changes in reimbursable costs for school workers
receiving unemployment insurance benefits. To the extent possible, the report must break
out the costs by district and major job classes. The report must be filed according to
Minnesota Statutes, section 3.195.
new text end

Sec. 34. new text begin REPLACING PAPER FORMS.
new text end

new text begin By January 15, 2024, the Department of Education must report to the legislative
committees with jurisdiction over kindergarten through grade 12 education whether free
and reduced-price meals information obtained through parents submitting paper eligibility
forms may be eliminated for compensatory revenue, all school nutritional programs, Title
1 funding, e-rate funding, and any other federal or state programs that require the
determination of family income for eligibility.
new text end

Sec. 35. new text begin APPROPRIATIONS GIVEN EFFECT ONCE.
new text end

new text begin If an appropriation or transfer in this act is enacted more than once during the 2023
regular session, the appropriation or transfer must be given effect once.
new text end

Sec. 36. 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 General education aid. new text end

new text begin (a) For general education aid under Minnesota Statutes,
section 126C.13, subdivision 4:
new text end

	new text begin $ new text end	new text begin 8,093,493,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 8,229,982,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $707,254,000 for 2023 and $7,386,239,000 for
2024.
new text end

new text begin (c) The 2025 appropriation includes $771,521,000 for 2024 and $7,458,461,000 for
2025.
new text end

new text begin Subd. 3. new text end

new text begin Enrollment options transportation. new text end

new text begin For transportation of pupils attending
postsecondary institutions under Minnesota Statutes, section 124D.09, or for transportation
of pupils attending nonresident districts under Minnesota Statutes, section 124D.03:
new text end

	new text begin $ new text end	new text begin 18,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 19,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin Subd. 4. new text end

new text begin Abatement aid. new text end

new text begin (a) For abatement aid under Minnesota Statutes, section
127A.49:
new text end

	new text begin $ new text end	new text begin 2,339,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 2,665,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $126,000 for 2023 and $2,213,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $245,000 for 2024 and $2,420,000 for 2025.
new text end

new text begin Subd. 5. new text end

new text begin Consolidation transition aid. new text end

new text begin (a) For districts consolidating under Minnesota
Statutes, section 123A.485:
new text end

	new text begin $ new text end	new text begin 187,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 290,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $7,000 for 2023 and $180,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $20,000 for 2024 and $270,000 for 2025.
new text end

new text begin Subd. 6. new text end

new text begin Nonpublic pupil education aid. new text end

new text begin (a) For nonpublic pupil education aid under
Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:
new text end

	new text begin $ new text end	new text begin 22,354,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 23,902,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $1,925,000 for 2023 and $20,429,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $2,269,000 for 2024 and $21,633,000 for 2025.
new text end

new text begin Subd. 7. new text end

new text begin Nonpublic pupil transportation. new text end

new text begin (a) For nonpublic pupil transportation aid
under Minnesota Statutes, section 123B.92, subdivision 9:
new text end

	new text begin $ new text end	new text begin 22,248,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 23,624,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $2,115,000 for 2023 and $20,133,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $2,237,000 for 2024 and $21,387,000 for 2025.
new text end

new text begin Subd. 8. new text end

new text begin One-room schoolhouse. new text end

new text begin For a grant to Independent School District No. 690,
Warroad, to operate the Angle Inlet School:
new text end

	new text begin $ new text end	new text begin 65,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 65,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin Subd. 9. new text end

new text begin Career and technical aid. new text end

new text begin (a) For career and technical aid under Minnesota
Statutes, section 124D.4531, subdivision 1b:
new text end

	new text begin $ new text end	new text begin 1,512,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 761,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $183,000 for 2023 and $1,329,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $147,000 for 2024 and $614,000 for 2025.
new text end

new text begin Subd. 10. new text end

new text begin Pregnant and parenting pupil transportation reimbursement. new text end

new text begin (a) To
reimburse districts for transporting pregnant or parenting pupils under Minnesota Statutes,
section 123B.92, subdivision 1, paragraph (b), clause (1), item (vi):
new text end

	new text begin $ new text end	new text begin 55,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 55,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) To receive reimbursement, districts must apply using the form and manner of
application prescribed by the commissioner. If the appropriation is insufficient, the
commissioner must prorate the amount paid to districts seeking reimbursement.
new text end

new text begin (c) Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin Subd. 11. new text end

new text begin Career and technical education consortium. new text end

new text begin (a) To the Minnesota Service
Cooperatives for career and technical education consortium grants under Minnesota Statutes,
section 124D.4536:
new text end

	new text begin $ new text end	new text begin 5,000,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 5,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) If the appropriation in the first year is insufficient, the 2025 appropriation is available.
new text end

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

new text begin (d) Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin Subd. 12. new text end

new text begin Career and technical program expansion; aeronautics pilot program. new text end

new text begin (a)
For Independent School District No. 482, Little Falls, for an aeronautics and commercial
over-the-road technical program:
new text end

450,000

.....

2024

new text begin (b) The funds must be used to help support the district's aeronautics and commercial
over-the-road technical pilot program. The funds may be used for equipment, staffing costs,
travel costs, and contracted services.
new text end

new text begin (c) By February 1, 2027, the district must report to the chairs and ranking minority
members of the legislative committees with jurisdiction over kindergarten through grade
12 education on the activities funded by this appropriation. The report must include but is
not limited to information about program participation and demographic information about
the students served in the program, a description of the type of activities offered by each
program during the year, partnerships with higher education and private providers of
aeronautic and commercial over-the-road services, and recommendations for state actions
that could improve aeronautics and commercial over-the-road programming for all school
districts.
new text end

new text begin (d) This appropriation is available until June 30, 2026. This is a onetime appropriation.
new text end

new text begin Subd. 13. new text end

new text begin Emergency medical training. new text end

new text begin (a) For grants to offer high school students
courses in emergency medical services:
new text end

	new text begin $ new text end	new text begin 500,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 500,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) A school district, charter school, or cooperative unit under Minnesota Statutes, section
123A.24, subdivision 2, may apply for a grant under this section to offer enrolled students
emergency medical services courses approved by the Minnesota Emergency Medical Services
Regulatory Board to prepare students to take the emergency medical technician certification
test, including an emergency medical services course that is a prerequisite to an emergency
medical technician course.
new text end

new text begin (c) A grant recipient may use grant funds to partner with a district, charter school,
cooperative unit, postsecondary institution, political subdivision, or entity with expertise in
emergency medical services, including health systems, hospitals, ambulance services, and
health care providers to offer an emergency medical services course.
new text end

new text begin (d) Eligible uses of grant funds include teacher salaries, transportation, equipment costs,
emergency medical technician certification test fees, and student background checks.
new text end

new text begin (e) To the extent practicable, the commissioner must award half of the grant funds to
applicants outside of the seven-county metropolitan area, and 30 percent of the grant funds
to applicants with high concentrations of students of color.
new text end

new text begin (f) Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin Subd. 14. new text end

new text begin Area learning center transportation aid. new text end

new text begin (a) For area learning center
transportation aid under Minnesota Statutes, section 123B.92, subdivision 11:
new text end

	new text begin $ new text end	new text begin 1,000,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 1,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin (c) This aid is 100 percent payable in the current year.
new text end

new text begin Subd. 15. new text end

new text begin English learner cross subsidy aid; four-year program. new text end

new text begin (a) For English
learner cross subsidy under Laws 2021, First Special Session chapter 13, article 1, section
9:
new text end

	new text begin $ new text end	new text begin 2,000,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 2,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The base for this program in fiscal year 2026 and later is $0.
new text end

new text begin Subd. 16. new text end

new text begin Unemployment aid for hourly workers over the summer term. new text end

new text begin (a) For
unemployment aid under Minnesota Statutes, section 124D.995:
new text end

135,000,000

.....

2024

new text begin (b) This appropriation is subject to the requirements under Minnesota Statutes, section
124D.995.
new text end

new text begin (c) This is a onetime appropriation.
new text end

Sec. 37. new text begin REPEALER.
new text end

new text begin (a) new text end new text begin Minnesota Statutes 2022, section 126C.05, subdivisions 3 and 16, new text end new text begin are repealed.
new text end

new text begin (b) new text end new text begin Minnesota Statutes 2022, section 268.085, subdivision 8, new text end new text begin is repealed.
new text end

new text begin (c) new text end new text begin Laws 2023, chapter 18, section 4, subdivision 5, new text end new text begin is repealed.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin Paragraph (a) is effective for revenue for fiscal year 2026.
Paragraph (b) is effective May 28, 2023. Paragraph (c) is effective the day following final
enactment.
new text end

ARTICLE 2

EDUCATION EXCELLENCE

Section 1.

Minnesota Statutes 2022, section 120A.22, subdivision 10, is amended to read:

Subd. 10.

Requirements for instructors.

A person who is providing instruction to a
child must meet at least one of the following requirements:

(1) hold a valid Minnesota teaching license in the field and for the grade level taught;

(2) be directly supervised by a person holding a valid Minnesota teaching license;

deleted text begin (3) successfully complete a teacher competency examination;
deleted text end

deleted text begin (4)deleted text end new text begin (3)new text end provide instruction in a school that is accredited by an accrediting agency,
recognized according to section 123B.445, or recognized by the commissioner;

deleted text begin (5)deleted text end new text begin (4)new text end hold a baccalaureate degree; or

deleted text begin (6)deleted text end new text begin (5)new text end be the parent of a child who is assessed according to the procedures in subdivision
11.

Any person providing instruction in a public school must meet the requirements of clause
(1).

Sec. 2.

Minnesota Statutes 2022, section 120A.414, is amended by adding a subdivision
to read:

new text begin Subd. 6. new text end

new text begin Other school personnel. new text end

new text begin A school district or charter school that declares an
e-learning day must continue to pay the full wages for scheduled work hours and benefits
of all school employees for the duration of the e-learning period. During the e-learning
period, school employees must be allowed to work from home to the extent practicable, be
assigned to work in an alternative location, or be retained on an on-call basis for any potential
need.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 3.

Minnesota Statutes 2022, section 120B.018, subdivision 6, is amended to read:

Subd. 6.

Required standard.

"Required standard" means (1) a statewide adopted
expectation for student learning in the content areas of language arts, mathematics, science,
social studies, physical education, and the arts, deleted text begin ordeleted text end new text begin andnew text end (2) a locally adopted expectation for
student learning in health deleted text begin or the artsdeleted text end .

Sec. 4.

Minnesota Statutes 2022, section 120B.021, subdivision 1, is amended to read:

Subdivision 1.

Required academic standards.

(a) The following subject areas are
required for statewide accountability:

(1) language arts;

(2) mathematicsnew text begin , encompassing algebra II, integrated mathematics III, or an equivalent
in high school, and to be prepared for the three credits of mathematics in grades 9 through
12, the grade 8 standards include completion of algebranew text end ;

(3) sciencenew text begin , including earth and space science, life science, and the physical sciences,
including chemistry and physicsnew text end ;

(4) social studies, including history, geography, economics, and government and
citizenship that includes civics deleted text begin consistent with section 120B.02, subdivision 3deleted text end ;

(5) physical education;

(6) health, for which locally developed academic standards apply; and

(7) the artsdeleted text begin , for which statewide or locally developed academic standards apply, as
determined by the school districtdeleted text end . Public elementary and middle schools must offer at least
three and require at least two of the following deleted text begin fourdeleted text end new text begin fivenew text end arts areas: dance;new text begin media arts;new text end music;
theater; and visual arts. Public high schools must offer at least three and require at least one
of the following five arts areas: media arts; dance; music; theater; and visual arts.

(b) For purposes of applicable federal law, the academic standards for language arts,
mathematics, and science apply to all public school students, except the very few students
with extreme cognitive or physical impairments for whom an individualized education
program team has determined that the required academic standards are inappropriate. An
individualized education program team that makes this determination must establish
alternative standards.

(c) deleted text begin The department must adopt the most recent SHAPE America (Society of Health and
Physical Educators) kindergarten through grade 12 standards and benchmarks for physical
education as the required physical education academic standards.deleted text end The department may
modifynew text begin SHAPE America (Society of Health and Physical Educators) standardsnew text end and adapt
the national standards to accommodate state interest. The modification and adaptations must
maintain the purpose and integrity of the national standards. The department must make
available sample assessments, which school districts may use as an alternative to local
assessments, to assess students' mastery of the physical education standards beginning in
the 2018-2019 school year.

(d) A school district may include child sexual abuse prevention instruction in a health
curriculum, consistent with paragraph (a), clause (6). Child sexual abuse prevention
instruction may include age-appropriate instruction on recognizing sexual abuse and assault,
boundary violations, and ways offenders groom or desensitize victims, as well as strategies
to promote disclosure, reduce self-blame, and mobilize bystanders. A school district may
provide instruction under this paragraph in a variety of ways, including at an annual assembly
or classroom presentation. A school district may also provide parents information on the
warning signs of child sexual abuse and available resources.

(e) District efforts to develop, implement, or improve instruction or curriculum as a
result of the provisions of this section must be consistent with sections 120B.10, 120B.11,
and 120B.20.

Sec. 5.

Minnesota Statutes 2022, section 120B.021, subdivision 3, is amended to read:

Subd. 3.

Rulemaking.

The commissioner, consistent with the requirements of this section
and section 120B.022, must adopt statewide rules under section 14.389 for implementing
statewide rigorous core academic standards in language arts, mathematics, science, social
studies, physical education, and the arts. deleted text begin After the rules authorized under this subdivision
are initially adopted, the commissioner may not amend or repeal these rules nor adopt new
rules on the same topic without specific legislative authorization.
deleted text end

Sec. 6.

Minnesota Statutes 2022, section 120B.022, subdivision 1, is amended to read:

Subdivision 1.

Elective standards.

A district must establishnew text begin and regularly reviewnew text end its
own standards deleted text begin indeleted text end new text begin fornew text end career and technical educationnew text begin (CTE) programsnew text end .new text begin Standards must align
with CTE frameworks developed by the Department of Education, standards developed by
national CTE organizations, or recognized industry standards.new text end A district must use the current
world languages standards developed by the American Council on the Teaching of Foreign
Languages. A school district must offer courses in all elective subject areas.

Sec. 7.

Minnesota Statutes 2022, section 120B.024, subdivision 1, is amended to read:

Subdivision 1.

Graduation requirements.

(a) Students deleted text begin beginning 9th grade in the
2011-2012 school year and laterdeleted text end must successfully complete the following high school level
credits for graduation:

(1) four credits of language arts sufficient to satisfy all of the academic standards in
English language arts;

(2) three credits of mathematicsdeleted text begin , including an algebra II credit or its equivalent,deleted text end sufficient
to satisfy all of the academic standards in mathematics;

deleted text begin (3) an algebra I credit by the end of 8th grade sufficient to satisfy all of the 8th grade
standards in mathematics;
deleted text end

deleted text begin (4)deleted text end new text begin (3)new text end three credits of science, including deleted text begin at least one credit of biology, one credit of
chemistry or physics, and one elective credit of science. The combination of credits under
this clause must be sufficient to satisfy (i) all of the academic standards in either chemistry
or physics and (ii) all other academic standards in science;deleted text end new text begin one credit to satisfy all the earth
and space science standards for grades 9 through 12, one credit to satisfy all the life science
standards for grades 9 through 12, and one credit to satisfy all the chemistry or physics
standards for grades 9 through 12;
new text end

deleted text begin (5)deleted text end new text begin (4)new text end three and one-half credits of social studies,new text begin including credit for a course in
government and citizenship in either grade 11 or 12 for students beginning grade 9 in the
2024-2025 school year and later or an advanced placement, international baccalaureate, or
other rigorous course on government and citizenship under section 120B.021, subdivision
1a, and a combination of other creditsnew text end encompassing at least United States history, geography,
government and citizenship, world history, and economics sufficient to satisfy all of the
academic standards in social studies;

deleted text begin (6)deleted text end new text begin (5)new text end one credit of the arts sufficient to satisfy all of the deleted text begin state or localdeleted text end academic standards
in the arts; deleted text begin and
deleted text end

deleted text begin (7) deleted text end new text begin (6) credits sufficient to satisfy the state standards in physical education; and
new text end

new text begin (7)new text end a minimum of seven elective credits.

(b) deleted text begin A school district is encouraged to offer a course for credit in government and
citizenship to 11th or 12th grade students who begin 9th grade in the 2020-2021 school year
and later, that satisfies the government and citizenship requirement in paragraph (a), clause
(5).deleted text end new text begin Students who begin grade 9 in the 2024-2025 school year and later must successfully
complete a course for credit in personal finance in grade 10, 11, or 12. A teacher of a personal
finance course that satisfies the graduation requirement must have a field license or
out-of-field permission in agricultural education, business, family and consumer science,
social studies, or math.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2024-2025 school year and later.
new text end

Sec. 8.

Minnesota Statutes 2022, section 120B.024, subdivision 2, is amended to read:

Subd. 2.

Credit equivalencies.

(a) A one-half credit of economics taught in a school's
deleted text begin agriculturedeleted text end new text begin agricultural, food, and natural resourcesnew text end education or business new text begin education program
or new text end department may fulfill a one-half credit in social studies under subdivision 1, clause (5),
if the credit is sufficient to satisfy all of the academic standards in economics.

(b) An agriculture science or career and technical education credit may fulfill the elective
science credit required under subdivision 1, clause (4), if the credit meets the state physical
science, life science, earth and space science, chemistry, or physics academic standards or
a combination of these academic standards as approved by the district. An agriculture or
career and technical education credit may fulfill the credit in chemistry or physics required
under subdivision 1, clause (4), if the credit meets the state chemistry or physics academic
standards as approved by the district. A student must satisfy either all of the chemistry
academic standards or all of the physics academic standards prior to graduation. An
agriculture science or career and technical education credit may not fulfill the required
biology credit under subdivision 1, clause (4).

(c) A career and technical education credit may fulfill a mathematics or arts credit
requirement under subdivision 1, clause (2) or (6).

(d) An deleted text begin agriculturedeleted text end new text begin agricultural, food, and natural resourcesnew text end education teacher is not
required to meet the requirements of Minnesota Rules, part 3505.1150, subpart deleted text begin 1deleted text end new text begin 2new text end , item
B, to meet the credit equivalency requirements of paragraph (b) above.

(e) A computer science credit may fulfill a mathematics credit requirement under
subdivision 1, clause (2), if the credit meets state academic standards in mathematics.

(f) A Project Lead the Way credit may fulfill a science or mathematics credit requirement
under subdivision 1, clause (2) or (4), if the credit meets the state academic standards in
science or mathematics.

new text begin (g) An ethnic studies course may fulfill a social studies, language arts, arts, math, or
science credit if the course meets the applicable state academic standards. An ethnic studies
course may fulfill an elective credit if the course meets applicable local standards or other
requirements.
new text end

Sec. 9.

Minnesota Statutes 2022, section 120B.11, subdivision 1, is amended to read:

Subdivision 1.

Definitions.

For the purposes of this section and section 120B.10, the
following terms have the meanings given them.

(a) "Instruction" means methods of providing learning experiences that enable a student
to meet state and district academic standards and graduation requirements including applied
and experiential learning.

(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.

(c) "World's best workforce" means striving to: meet school readiness goals; deleted text begin have all
third grade students achieve grade-level literacy;deleted text end close the academic achievement gap among
all racial and ethnic groups of students and between students living in poverty and students
not living in poverty; have all students attain career and college readiness before graduating
from high school; and have all students graduate from high school.

(d) "Experiential learning" means learning for students that includes career exploration
through a specific class or course or through work-based experiences such as job shadowing,
mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative
work experience, youth apprenticeship, or employment.

new text begin (e) "Ethnic studies" as defined in section 120B.25 has the same meaning for purposes
of this section. Ethnic studies curriculum may be integrated in existing curricular
opportunities or provided through additional curricular offerings.
new text end

new text begin (f) "Antiracist" means actively working to identify and eliminate racism in all forms in
order to change policies, behaviors, and beliefs that perpetuate racist ideas and actions.
new text end

new text begin (g) "Culturally sustaining" means integrating content and practices that infuse the culture
and language of Black, Indigenous, and People of Color communities who have been and
continue to be harmed and erased through the education system.
new text end

new text begin (h) "Institutional racism" means structures, policies, and practices within and across
institutions that produce outcomes that disadvantage those who are Black, Indigenous, and
People of Color.
new text end

Sec. 10.

Minnesota Statutes 2022, section 120B.11, subdivision 2, is amended to read:

Subd. 2.

Adopting plans and budgets.

new text begin (a)new text end A school board, at a public meeting, deleted text begin shalldeleted text end new text begin
mustnew text end adopt a comprehensive, long-term strategic plan to support and improve teaching and
learning that is aligned with creating the world's best workforce and includes:

(1) clearly defined district and school site goals and benchmarks for instruction and
student achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);

(2) a process to assess and evaluate each student's progress toward meeting state and
local academic standards, assess and identify students to participate in gifted and talented
programs and accelerate their instruction, and adopt early-admission procedures consistent
with section 120B.15, and identifying the strengths and weaknesses of instruction in pursuit
of student and school success and curriculum affecting students' progress and growth toward
career and college readiness and leading to the world's best workforce;

(3) a system to periodically review and evaluate the effectiveness of all instruction and
curriculum, taking into account strategies and best practices, student outcomes, school
principal evaluations under section 123B.147, subdivision 3, students' access to effective
teachers who are members of populations underrepresented among the licensed teachers in
the district or school and who reflect the diversity of enrolled students under section 120B.35,
subdivision 3, paragraph (b), clause (2), and teacher evaluations under section 122A.40,
subdivision 8, or 122A.41, subdivision 5;

(4) strategies for improving instruction, curriculum, and student achievement, including
the English and, where practicable, the native language development and the academic
achievement of English learners;

(5) a process to examine the equitable distribution of teachers and strategies to ensure
new text begin children in new text end low-income deleted text begin and minority childrendeleted text end new text begin families, children in families of People of
Color, and children in American Indian familiesnew text end are not taught at higher rates than other
children by inexperienced, ineffective, or out-of-field teachers;

(6) education effectiveness practices thatnew text begin :
new text end

new text begin (i)new text end integrate high-quality instruction, deleted text begin rigorous curriculum,deleted text end technology, and new text begin curriculum
that is rigorous, accurate, antiracist, and culturally sustaining;
new text end

new text begin (ii) ensure learning and work environments validate, affirm, embrace, and integrate
cultural and community strengths for all students, families, and employees; and
new text end

new text begin (iii) provide new text end a collaborative professional culture that deleted text begin develops and supportsdeleted text end new text begin seeks to
retain qualified, racially and ethnically diverse staff effective at working with diverse students
while developing and supportingnew text end teacher quality, performance, and effectiveness; and

(7) an annual budget for continuing to implement the district plandeleted text begin .deleted text end new text begin ; and
new text end

new text begin (8) identifying a list of suggested and required materials, resources, sample curricula,
and pedagogical skills for use in kindergarten through grade 12 that accurately reflect the
diversity of the state of Minnesota.
new text end

new text begin (b) A school district is not required to include information regarding literacy in a plan
or report required under this section, except with regard to the academic achievement of
English learners.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for all strategic plans reviewed and
updated after June 30, 2024.
new text end

Sec. 11.

Minnesota Statutes 2022, section 120B.11, subdivision 3, is amended to read:

Subd. 3.

District advisory committee.

Each school board deleted text begin shalldeleted text end new text begin mustnew text end establish an advisory
committee to ensure active community participation in all phases of planning and improving
the instruction and curriculum affecting state and district academic standards, consistent
with subdivision 2. A district advisory committee, to the extent possible, deleted text begin shalldeleted text end new text begin mustnew text end reflect
the diversity of the district and its school sites, include teachers, parents, support staff,
students, and other community residents, and provide translation to the extent appropriate
and practicable. The district advisory committee deleted text begin shalldeleted text end new text begin mustnew text end pursue community support to
accelerate the academic and native literacy and achievement of English learners with varied
needs, from young children to adults, consistent with section 124D.59, subdivisions 2 and
2a. The district may establish site teams as subcommittees of the district advisory committee
under subdivision 4. The district advisory committee deleted text begin shalldeleted text end new text begin mustnew text end recommend to the school
boardnew text begin :new text end rigorous academic standardsdeleted text begin ,deleted text end new text begin ;new text end student achievement goals and measures consistent
with subdivision 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35deleted text begin ,deleted text end new text begin ;new text end district
assessmentsdeleted text begin ,deleted text end new text begin ;new text end means to improve students' equitable access to effective and more diverse
teachersdeleted text begin ,deleted text end new text begin ; strategies to ensure the curriculum is rigorous, accurate, antiracist, culturally
sustaining, and reflects the diversity of the student population; strategies to ensure that
curriculum and learning and work environments validate, affirm, embrace, and integrate
the cultural and community strengths of all racial and ethnic groups;new text end and program evaluations.
School sites may expand upon district evaluations of instruction, curriculum, assessments,
or programs. Whenever possible, parents and other community residents deleted text begin shalldeleted text end new text begin mustnew text end comprise
at least two-thirds of advisory committee members.

Sec. 12.

Minnesota Statutes 2022, section 120B.15, is amended to read:

120B.15 GIFTED AND TALENTED STUDENTS PROGRAMSnew text begin AND SERVICESnew text end .

(a) School districts may identify students, locally develop programs new text begin and services
new text end addressing instructional and affective needs, provide staff development, and evaluate
programs to provide gifted and talented students with challenging and appropriate educational
programsnew text begin and servicesnew text end .

(b) School districts must adopt guidelines for assessing and identifying students for
participation in gifted and talented programs new text begin and services new text end consistent with section 120B.11,
subdivision 2, clause (2). The guidelines should include the use of:

(1) multiple and objective criteria; and

(2) assessments and procedures that are valid and reliable, fair, and based on current
theory and research. Assessments and procedures should be sensitive to underrepresented
groups, including, but not limited to, low-income, minority, twice-exceptional, and English
learners.

(c) School districts must adopt procedures for the academic acceleration of gifted and
talented students consistent with section 120B.11, subdivision 2, clause (2). These procedures
must include how the district will:

(1) assess a student's readiness and motivation for acceleration; and

(2) match the level, complexity, and pace of the curriculum to a student to achieve the
best type of academic acceleration for that student.

(d) School districts must adopt procedures consistent with section 124D.02, subdivision
1, for early admission to kindergarten or first grade of gifted and talented learners consistent
with section 120B.11, subdivision 2, clause (2). The procedures must be sensitive to
underrepresented groups.

Sec. 13.

new text begin [120B.25] ETHNIC STUDIES.
new text end

new text begin "Ethnic studies" means the interdisciplinary study of race, ethnicity, and indigeneity
with a focus on the experiences and perspectives of people of color within and beyond the
United States. Ethnic studies analyzes the ways in which race and racism have been and
continue to be social, cultural, and political forces, and the connection of race to the
stratification of other groups, including stratification based on the protected classes under
section 363A.13.
new text end

Sec. 14.

new text begin [120B.251] ETHNIC STUDIES REQUIREMENTS.
new text end

new text begin Subdivision 1. new text end

new text begin Definition. new text end

new text begin "Ethnic studies" has the meaning provided in section 120B.25.
new text end

new text begin Subd. 2. new text end

new text begin Requirements. new text end

new text begin (a) Starting in the 2026-2027 school year, a district or charter
school high school must offer an ethnic studies course that fulfills the requirements of this
paragraph. Nothing in this section increases or otherwise affects the number of credits
required for graduation under section 120B.024. An ethnic studies course may fulfill a social
studies, language arts, arts, math, or science credit if the course meets the applicable state
academic standards. An ethnic studies course may fulfill an elective credit if the course
meets applicable local academic standards or other requirements.
new text end

new text begin (b) School districts and charter schools must provide ethnic studies instruction in
elementary schools and middle schools by the 2027-2028 school year in accordance with
state academic standards.
new text end

new text begin (c) Ethnic studies instruction must meet statewide ethnic studies academic standards.
new text end

new text begin (d) An ethnic studies course may focus specifically on a particular group of national or
ethnic origin.
new text end

new text begin Subd. 3. new text end

new text begin Department of Education. new text end

new text begin The Department of Education must hire dedicated
ethnic studies staff sufficient to fulfill the following department duties:
new text end

new text begin (1) support school district and charter school implementation of ethnic studies courses
that fulfill ethnic studies standards through activities such as assistance with increased
completion of the Minnesota Common Course Catalog, hosting an annual implementation
support symposium, and regular updates and lessons learned;
new text end

new text begin (2) support school districts and charter schools in providing training for teachers and
school district staff to successfully implement ethnic studies standards;
new text end

new text begin (3) support and provide tools for each school district or charter school to annually evaluate
the implementation of the ethnic studies requirements by seeking feedback from students,
parents or guardians, and community members;
new text end

new text begin (4) provide resources and examples of how a dedicated coordinator for ethnic studies
can facilitate higher quality implementation of ethnic studies; and
new text end

new text begin (5) make available to school districts and charter schools the following:
new text end

new text begin (i) an ethnic studies school survey for each school district and charter school to use as
part of a school needs assessment;
new text end

new text begin (ii) a list of recommended examples of implementation supports for use in kindergarten
through grade 12 that accurately reflect the diversity of the state of Minnesota;
new text end

new text begin (iii) training materials for teachers and district and school staff, including an ethnic
studies coordinator, to implement ethnic studies requirements; and
new text end

new text begin (iv) other resources to assist districts and charter schools in successfully implementing
ethnic studies standards.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 15.

new text begin [120B.252] HOLOCAUST, GENOCIDE OF INDIGENOUS PEOPLES,
AND OTHER GENOCIDE EDUCATION.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) "Holocaust and genocide studies" means interdisciplinary
teaching and learning about the causes, impacts, and legacies of the Holocaust, other
genocides, and incidents of mass violence.
new text end

new text begin (b) "Holocaust" means the systematic, state-sponsored persecution and murder of
6,000,000 Jews by the Nazi regime and its allies and collaborators.
new text end

new text begin (c) "Genocide" means an internationally recognized crime where acts are committed
with the intent to destroy, in whole or in part, a national, ethnic, racial, or religious group.
Acts of genocide, as defined by the United Nations and the Rome Statute, include the
following categories:
new text end

new text begin (1) killing members of the group;
new text end

new text begin (2) causing serious bodily or mental harm to members of the group;
new text end

new text begin (3) deliberately inflicting on the group conditions of life calculated to bring about its
physical destruction in whole or in part;
new text end

new text begin (4) imposing measures intended to prevent births within the group; or
new text end

new text begin (5) forcibly transferring children of the group to another group.
new text end

new text begin Genocide also means a series of purposeful actions by a perpetrator or perpetrators to destroy
a collectivity through mass or selective murders of group members and suppressing the
biological and social reproduction of the collectivity. The perpetrator or perpetrators may
represent the state of the victim, another state, or another collectivity.
new text end

new text begin (d) "Incidents of mass violence" means extreme violence deliberately inflicted on a large
scale on civilians or noncombatants by state or nonstate actors. Incidents of mass violence
encompass the international crimes of genocide, crimes against humanity, war crimes, and
terrorism.
new text end

new text begin (e) "Center for Holocaust and Genocide Studies" means the Center for Holocaust and
Genocide Studies at the University of Minnesota.
new text end

new text begin Subd. 2. new text end

new text begin Requirements. new text end

new text begin (a) A school district must, at a minimum, offer as part of its
social studies curriculum for middle and high school education on the Holocaust, genocide
of Indigenous Peoples, and other genocides. Curriculum must:
new text end

new text begin (1) examine the history of the genocide of Indigenous Peoples and Indigenous removal
from Minnesota, including the genocide, dispossession, and forced removal of the Dakota,
Ojibwe, and Ho-Chunk;
new text end

new text begin (2) analyze the connections between World War II, nationalism, fascism, antisemitism,
and the Holocaust;
new text end

new text begin (3) analyze how individuals, groups, and societies around the world have been affected
by genocide and mass violence, especially those experienced by communities expelled from,
resettled in, migrated to, or living in Minnesota; and
new text end

new text begin (4) describe and evaluate different responses to genocides and other human rights
violations.
new text end

new text begin (b) Public schools are strongly encouraged to include in middle and high school social
studies curriculum context about the history, culture, and traditions of the communities
devastated by the Holocaust, genocide of Indigenous Peoples, other genocides, and incidents
of mass violence.
new text end

new text begin (c) School districts are strongly encouraged to include the Holocaust, genocide of
Indigenous Peoples, other genocides, and incidents of mass violence in middle and high
school English language arts curriculum.
new text end

new text begin (d) A school district must provide Holocaust and genocide education as part of its
curriculum in middle and high school by the 2026-2027 school year in accordance with
Department of Education rulemaking on social studies standards and benchmarks.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 16.

Minnesota Statutes 2022, section 120B.30, subdivision 1, is amended to read:

Subdivision 1.

Statewide testing.

(a) The commissioner, with advice from experts with
appropriate technical qualifications and experience and stakeholders, consistent with
subdivision 1a, must include in the comprehensive assessment system, for each grade level
to be tested, state-constructed tests developed as computer-adaptive reading and mathematics
assessments for students that are aligned with the state's required academic standards under
section 120B.021, include multiple choice questions, and are administered annually to all
students in grades 3 through 8. State-developed high school tests aligned with the state's
required academic standards under section 120B.021 and administered to all high school
students in a subject other than writing must include multiple choice questions. The
commissioner must establish a testing period as late as possible each school year during
which schools must administer the Minnesota Comprehensive Assessments to students. The
commissioner must publish the testing schedule at least two years before the beginning of
the testing period.

(b) The state assessment system must be aligned to the most recent revision of academic
standards as described in section 120B.023 in the following manner:

(1) mathematics;

(i) grades 3 through 8 beginning in the 2010-2011 school year; and

(ii) high school level beginning in the 2013-2014 school year;

(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
school year; and

(3) language arts and reading; grades 3 through 8 and high school level beginning in the
2012-2013 school year.

(c) For students enrolled in grade 8 in the 2012-2013 school year and later, students'
state graduation requirements, based on a longitudinal, systematic approach to student
education and career planning, assessment, instructional support, and evaluation, include
the following:

(1) achievement and career and college readiness in mathematics, reading, and writing,
consistent with paragraph (k) and to the extent available, to monitor students' continuous
development of and growth in requisite knowledge and skills; analyze students' progress
and performance levels, identifying students' academic strengths and diagnosing areas where
students require curriculum or instructional adjustments, targeted interventions, or
remediation; and, based on analysis of students' progress and performance data, determine
students' learning and instructional needs and the instructional tools and best practices that
support academic rigor for the student; and

(2) consistent with this paragraph and section 120B.125, age-appropriate exploration
and planning activities and career assessments to encourage students to identify personally
relevant career interests and aptitudes and help students and their families develop a regularly
reexamined transition plan for postsecondary education or employment without need for
postsecondary remediation.

Based on appropriate state guidelines, students with an individualized education program
may satisfy state graduation requirements by achieving an individual score on the
state-identified alternative assessments.

(d) Expectations of schools, districts, and the state for career or college readiness under
this subdivision must be comparable in rigor, clarity of purpose, and rates of student
completion.

A student under paragraph (c), clause (1), must receive targeted, relevant, academically
rigorous, and resourced instruction, which may include a targeted instruction and intervention
plan focused on improving the student's knowledge and skills in core subjects so that the
student has a reasonable chance to succeed in a career or college without need for
postsecondary remediation. Consistent with sections 120B.13, 124D.09, 124D.091, 124D.49,
and related sections, an enrolling school or district must actively encourage a student in
grade 11 or 12 who is identified as academically ready for a career or college to participate
in courses and programs awarding college credit to high school students. Students are not
required to achieve a specified score or level of proficiency on an assessment under this
subdivision to graduate from high school.

(e) Though not a high school graduation requirement, students are encouraged to
participate in a nationally recognized college entrance exam. To the extent state funding
for college entrance exam fees is available, a district must pay the cost, one time, for an
interested student in grade 11 or 12 who is eligible for a free or reduced-price meal, to take
a nationally recognized college entrance exam before graduating. A student must be able
to take the exam under this paragraph at the student's high school during the school day and
at any one of the multiple exam administrations available to students in the district. A district
may administer the ACT or SAT or both the ACT and SAT to comply with this paragraph.
If the district administers only one of these two tests and a free or reduced-price meal eligible
student opts not to take that test and chooses instead to take the other of the two tests, the
student may take the other test at a different time or location and remains eligible for the
examination fee reimbursement. Notwithstanding sections 123B.34 to 123B.39, a school
district may require a student that is not eligible for a free or reduced-price meal to pay the
cost of taking a nationally recognized college entrance exam. The district must waive the
cost for a student unable to pay.

(f) The commissioner and the chancellor of the Minnesota State Colleges and Universities
must collaborate in aligning instruction and assessments for adult basic education students
and English learners to provide the students with diagnostic information about any targeted
interventions, accommodations, modifications, and supports they need so that assessments
and other performance measures are accessible to them and they may seek postsecondary
education or employment without need for postsecondary remediation. When administering
formative or summative assessments used to measure the academic progress, including the
oral academic development, of English learners and inform their instruction, schools must
ensure that the assessments are accessible to the students and students have the modifications
and supports they need to sufficiently understand the assessments.

(g) Districts and schools, on an annual basis, must use career exploration elements to
help students, beginning no later than grade 9, and their families explore and plan for
postsecondary education or careers based on the students' interests, aptitudes, and aspirations.
Districts and schools must use timely regional labor market information and partnerships,
among other resources, to help students and their families successfully develop, pursue,
review, and revise an individualized plan for postsecondary education or a career. This
process must help increase students' engagement in and connection to school, improve
students' knowledge and skills, and deepen students' understanding of career pathways as
a sequence of academic and career courses that lead to an industry-recognized credential,
an associate's degree, or a bachelor's degree and are available to all students, whatever their
interests and career goals.

(h) A student who demonstrates attainment of required state academic standards, which
include career and college readiness benchmarks, on high school assessments under
subdivision 1a is academically ready for a career or college and is encouraged to participate
in courses awarding college credit to high school students. Such courses and programs may
include sequential courses of study within broad career areas and technical skill assessments
that extend beyond course grades.

(i) As appropriate, students through grade 12 must continue to participate in targeted
instruction, intervention, or remediation and be encouraged to participate in courses awarding
college credit to high school students.

(j) In developing, supporting, and improving students' academic readiness for a career
or college, schools, districts, and the state must have a continuum of empirically derived,
clearly defined benchmarks focused on students' attainment of knowledge and skills so that
students, their parents, and teachers know how well students must perform to have a
reasonable chance to succeed in a career or college without need for postsecondary
remediation. The commissioner, in consultation with local school officials and educators,
and Minnesota's public postsecondary institutions must ensure that the foundational
knowledge and skills for students' successful performance in postsecondary employment
or education and an articulated series of possible targeted interventions are clearly identified
and satisfy Minnesota's postsecondary admissions requirements.

(k) For students in grade 8 in the 2012-2013 school year and later, a school, district, or
charter school must record on the high school transcript a student's progress toward career
and college readiness, and for other students as soon as practicable.

(l) The school board granting students their diplomas may formally decide to include a
notation of high achievement on the high school diplomas of those graduating seniors who,
according to established school board criteria, demonstrate exemplary academic achievement
during high school.

(m) The 3rd through 8th grade computer-adaptive assessment results and high school
test results must be available to districts for diagnostic purposes affecting student learning
and district instruction and curriculum, and for establishing educational accountability. The
commissioner, in consultation with the chancellor of the Minnesota State Colleges and
Universities, must establish empirically derived benchmarks on the high school tests that
reveal a trajectory toward career and college readiness consistent with section 136F.302,
subdivision 1a. The commissioner must disseminate to the public the computer-adaptive
assessments and high school test results upon receiving those results.

(n) The grades 3 through 8 computer-adaptive assessments and high school tests must
be aligned with state academic standards. The commissioner must determine the testing
process and the order of administration. The statewide results must be aggregated at the site
and district level, consistent with subdivision 1a.

(o) The commissioner must include the following components in the statewide public
reporting system:

(1) uniform statewide computer-adaptive assessments of all students in grades 3 through
8 and testing at the high school levels that provides appropriate, technically sound
accommodations or alternate assessments;

(2) educational indicators that can be aggregated and compared across school districts
and across time on a statewide basis, including deleted text begin average daily attendancedeleted text end new text begin consistent
attendancenew text end , high school graduation rates, and high school drop-out rates by age and grade
level;

(3) state results on the deleted text begin American College Testdeleted text end new text begin ACT testnew text end ; and

(4) state results from participation in the National Assessment of Educational Progress
so that the state can benchmark its performance against the nation and other states, and,
where possible, against other countries, and contribute to the national effort to monitor
achievement.

(p) For purposes of statewide accountability, "career and college ready" means a high
school graduate has the knowledge, skills, and competencies to successfully pursue a career
pathway, including postsecondary credit leading to a degree, diploma, certificate, or
industry-recognized credential and employment. Students who are career and college ready
are able to successfully complete credit-bearing coursework at a two- or four-year college
or university or other credit-bearing postsecondary program without need for remediation.

(q) For purposes of statewide accountability, "cultural competence," "cultural
competency," or "culturally competent" means the ability of families and educators to
interact effectively with people of different cultures, native languages, and socioeconomic
backgrounds.

Sec. 17.

Minnesota Statutes 2022, section 120B.30, subdivision 1a, is amended to read:

Subd. 1a.

Statewide and local assessments; results.

deleted text begin (a) For purposes of this section,
the following definitions have the meanings given them.
deleted text end

deleted text begin (1) "Computer-adaptive assessments" means fully adaptive assessments.
deleted text end

deleted text begin (2) "Fully adaptive assessments" include test items that are on-grade level and items that
may be above or below a student's grade level.
deleted text end

deleted text begin (3) "On-grade level" test items contain subject area content that is aligned to state
academic standards for the grade level of the student taking the assessment.
deleted text end

deleted text begin (4) "Above-grade level" test items contain subject area content that is above the grade
level of the student taking the assessment and is considered aligned with state academic
standards to the extent it is aligned with content represented in state academic standards
above the grade level of the student taking the assessment. Notwithstanding the student's
grade level, administering above-grade level test items to a student does not violate the
requirement that state assessments must be aligned with state standards.
deleted text end

deleted text begin (5) "Below-grade level" test items contain subject area content that is below the grade
level of the student taking the test and is considered aligned with state academic standards
to the extent it is aligned with content represented in state academic standards below the
student's current grade level. Notwithstanding the student's grade level, administering
below-grade level test items to a student does not violate the requirement that state
assessments must be aligned with state standards.
deleted text end

deleted text begin (b) The commissioner must use fully adaptive mathematics and reading assessments for
grades 3 through 8.
deleted text end

deleted text begin (c)deleted text end new text begin (a)new text end For purposes of conforming with existing federal educational accountability
requirements, the commissioner must develop and implement computer-adaptive reading
and mathematics assessments for grades 3 through 8, state-developed high school reading
and mathematics tests aligned with state academic standards, a high school writing test
aligned with state standards when it becomes available, and science assessments under
clause (2) that districts and sites must use to monitor student growth toward achieving those
standards. The commissioner must not develop statewide assessments for academic standards
in social studies, health and physical education, and the arts. The commissioner must require:

(1) annual computer-adaptive reading and mathematics assessments in grades 3 through
8, and high school reading, writing, and mathematics tests; and

(2) annual science assessments in one grade in the grades 3 through 5 span, the grades
6 through 8 span, and a life sciences assessment in the grades 9 through 12 span, and the
commissioner must not require students to achieve a passing score on high school science
assessments as a condition of receiving a high school diploma.

deleted text begin (d)deleted text end new text begin (b)new text end The commissioner must ensure that for annual computer-adaptive assessments:

(1) individual student performance data and achievement reports are available within
three school days of when students take an assessment except in a year when an assessment
reflects new performance standards;

(2) growth information is available for each student from the student's first assessment
to each proximate assessment using a constant measurement scale;

(3) parents, teachers, and school administrators are able to use elementary and middle
school student performance data to project students' secondary and postsecondary
achievement; and

(4) useful diagnostic information about areas of students' academic strengths and
weaknesses is available to teachers and school administrators for improving student
instruction and indicating the specific skills and concepts that should be introduced and
developed for students at given performance levels, organized by strands within subject
areas, and aligned to state academic standards.

deleted text begin (e)deleted text end new text begin (c)new text end The commissioner must ensure that all state tests administered to elementary and
secondary students measure students' academic knowledge and skills and not students'
values, attitudes, and beliefs.

deleted text begin (f)deleted text end new text begin (d)new text end Reporting of state assessment results must:

(1) provide timely, useful, and understandable information on the performance of
individual students, schools, school districts, and the state;

(2) include a growth indicator of student achievement; and

(3) determine whether students have met the state's academic standards.

deleted text begin (g)deleted text end new text begin (e)new text end Consistent with applicable federal law, the commissioner must include appropriate,
technically sound accommodations or alternative assessments for the very few students with
disabilities for whom statewide assessments are inappropriate and for English learners.

deleted text begin (h)deleted text end new text begin (f)new text end A school, school district, and charter school must administer statewide assessments
under this section, as the assessments become available, to evaluate student progress toward
career and college readiness in the context of the state's academic standards. A school,
school district, or charter school may use a student's performance on a statewide assessment
as one of multiple criteria to determine grade promotion or retention. A school, school
district, or charter school may use a high school student's performance on a statewide
assessment as a percentage of the student's final grade in a course, or place a student's
assessment score on the student's transcript.

Sec. 18.

Minnesota Statutes 2022, section 120B.301, is amended to read:

120B.301 LIMITS ON LOCAL TESTING.

(a) For students in grades 1 through 6, the cumulative total amount of time spent taking
locally adopted districtwide or schoolwide assessments must not exceed ten hours per school
year. For students in grades 7 through 12, the cumulative total amount of time spent taking
locally adopted districtwide or schoolwide assessments must not exceed 11 hours per school
year. For purposes of this paragraph, international baccalaureate and advanced placement
exams are not considered locally adopted assessments.

(b) A district or charter school is exempt from the requirements of paragraph (a), if the
district or charter school, in consultation with the exclusive representative of the teachers
or other teachers if there is no exclusive representative of the teachers, decides to exceed a
time limit in paragraph (a) and includes the information in the report required under section
120B.11, subdivision 5.

(c) A district or charter schooldeleted text begin , before the first day of each school year,deleted text end must publish on
its website a comprehensive calendar of standardized tests to be administered in the district
or charter school during that school year. The calendar must provide the rationale for
administering each assessment and indicate whether the assessment is a local option or
required by state or federal law.new text begin The calendar must be published at least one week prior to
any eligible assessments being administered but no later than October 1.
new text end

Sec. 19.

Minnesota Statutes 2022, section 120B.35, subdivision 3, is amended to read:

Subd. 3.

State growth deleted text begin targetdeleted text end new text begin measuresnew text end ; other state measures.

(a)(1) The state's
educational assessment system measuring individual students' educational growth is based
on indicators of new text begin current new text end achievement deleted text begin growthdeleted text end that shownew text begin growth relative tonew text end an individual
student's prior achievement. Indicators of achievement and prior achievement must be based
on highly reliable statewide or districtwide assessments.

(2) For purposes of paragraphs (b), (c), and (d), the commissioner must analyze and
report separate categories of information using the student categories identified under the
federal Elementary and Secondary Education Act, as most recently reauthorized, and, in
addition to "other" for each race and ethnicity, and the Karen community, seven of the most
populous Asian and Pacific Islander groups, three of the most populous Native groups,
seven of the most populous Hispanic/Latino groups, and five of the most populous Black
and African Heritage groups as determined by the total Minnesota population based on the
most recent American Community Survey; English learners under section 124D.59; home
language; free or reduced-price lunch; and all students enrolled in a Minnesota public school
who are currently or were previously in foster care, except that such disaggregation and
cross tabulation is not required if the number of students in a category is insufficient to yield
statistically reliable information or the results would reveal personally identifiable information
about an individual student.

(b) The commissioner, in consultation with a stakeholder group that includes assessment
and evaluation directors, district staff, experts in culturally responsive teaching, and
researchers, must implement deleted text begin adeleted text end new text begin an appropriatenew text end growth model that compares the difference
in students' achievement scores over time, and includes criteria for identifying schools and
school districts that demonstrate academic progressnew text begin or progress toward English language
proficiencynew text end . The model may be used to advance educators' professional development and
replicate programs that succeed in meeting students' diverse learning needs. Data on
individual teachers generated under the model are personnel data under section 13.43. The
model must allow users to:

(1) report student growth consistent with this paragraph; and

(2) for all student categories, report and compare aggregated and disaggregated state
student growth and, under section 120B.11, subdivision 2, clause (2), student learning and
outcome data using the student categories identified under the federal Elementary and
Secondary Education Act, as most recently reauthorized, and other student categories under
paragraph (a), clause (2).

The commissioner must report measures of student growth and, under section 120B.11,
subdivision 2, clause (2), student learning and outcome data, consistent with this paragraph,
including the English language development, academic progress, and oral academic
development of English learners and their native language development if the native language
is used as a language of instruction, and include data on all pupils enrolled in a Minnesota
public school course or program who are currently or were previously counted as an English
learner under section 124D.59.

(c) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2011, must report two core measures indicating
the extent to which current high school graduates are being prepared for postsecondary
academic and career opportunities:

(1) a preparation measure indicating the number and percentage of high school graduates
in the most recent school year who completed course work important to preparing them for
postsecondary academic and career opportunities, consistent with the core academic subjects
required for admission to Minnesota's public colleges and universities as determined by the
Office of Higher Education under chapter 136A; and

(2) a rigorous coursework measure indicating the number and percentage of high school
graduates in the most recent school year who successfully completed one or more
college-level advanced placement, international baccalaureate, postsecondary enrollment
options including concurrent enrollment, other rigorous courses of study under section
120B.021, subdivision 1a, or industry certification courses or programs.

When reporting the core measures under clauses (1) and (2), the commissioner must also
analyze and report separate categories of information using the student categories identified
under the federal Elementary and Secondary Education Act, as most recently reauthorized,
and other student categories under paragraph (a), clause (2).

(d) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2014, must report summary data on school safety
and students' engagement and connection at school, consistent with the student categories
identified under paragraph (a), clause (2). The summary data under this paragraph are
separate from and must not be used for any purpose related to measuring or evaluating the
performance of classroom teachers. The commissioner, in consultation with qualified experts
on student engagement and connection and classroom teachers, must identify highly reliable
variables that generate summary data under this paragraph. The summary data may be used
at school, district, and state levels only. Any data on individuals received, collected, or
created that are used to generate the summary data under this paragraph are nonpublic data
under section 13.02, subdivision 9.

(e) For purposes of statewide educational accountability, the commissioner must identify
and report measures that demonstrate the success of learning year program providers under
sections 123A.05 and 124D.68, among other such providers, in improving students'
graduation outcomes. The commissioner, beginning July 1, 2015, must annually report
summary data on:

(1) the four- and six-year graduation rates of students under this paragraph;

(2) the percent of students under this paragraph whose progress and performance levels
are meeting career and college readiness benchmarks under section 120B.30, subdivision
1; and

(3) the success that learning year program providers experience in:

(i) identifying at-risk and off-track student populations by grade;

(ii) providing successful prevention and intervention strategies for at-risk students;

(iii) providing successful recuperative and recovery or reenrollment strategies for off-track
students; and

(iv) improving the graduation outcomes of at-risk and off-track students.

The commissioner may include in the annual report summary data on other education
providers serving a majority of students eligible to participate in a learning year program.

(f) The commissioner, in consultation with recognized experts with knowledge and
experience in assessing the language proficiency and academic performance of all English
learners enrolled in a Minnesota public school course or program who are currently or were
previously counted as an English learner under section 124D.59, must identify and report
appropriate and effective measures to improve current categories of language difficulty and
assessments, and monitor and report data on students' English proficiency levels, program
placement, and academic language development, including oral academic language.

(g) When reporting four- and six-year graduation rates, the commissioner or school
district must disaggregate the data by student categories according to paragraph (a), clause
(2).

(h) A school district must inform parents and guardians that volunteering information
on student categories not required by the most recent reauthorization of the Elementary and
Secondary Education Act is optional and will not violate the privacy of students or their
families, parents, or guardians. The notice must state the purpose for collecting the student
data.

Sec. 20.

Minnesota Statutes 2022, section 120B.36, subdivision 2, is amended to read:

Subd. 2.

Student progress and other data.

(a) All data the department receives, collects,
or creates under section 120B.11, governing the world's best workforce, or uses to determine
federal expectations under the most recently reauthorized Elementary and Secondary
Education Actdeleted text begin , set state growth targets,deleted text end and determine student growth, learning, and outcomes
under section 120B.35 are nonpublic data under section 13.02, subdivision 9, until the
commissioner publicly releases the data.

(b) Districts must provide parents sufficiently detailed summary data to permit parents
to appeal under the most recently reauthorized federal Elementary and Secondary Education
Act. The commissioner shall annually post federal expectations and state student growth,
learning, and outcome data to the department's public website no later than September 1,
except that in years when data or federal expectations reflect new performance standards,
the commissioner shall post data on federal expectations and state student growth data no
later than October 1.

Sec. 21.

Minnesota Statutes 2022, section 121A.031, subdivision 6, is amended to read:

Subd. 6.

State model policy.

(a) The commissioner, in consultation with the
commissioner of human rights, shall develop and maintain a state model policy. A district
or school that does not adopt and implement a local policy under subdivisions 3 to 5 must
implement and may supplement the provisions of the state model policy. The commissioner
must assist districts and schools under this subdivision to implement the state policy. The
state model policy must:

(1) define prohibited conduct, consistent with this section;

(2) apply the prohibited conduct policy components in this section;

(3) for a child with a disability, whenever an evaluation by an individualized education
program team or a section 504 team indicates that the child's disability affects the child's
social skills development or the child is vulnerable to prohibited conduct because of the
child's disability, the child's individualized education program or section 504 plan may
address the skills and proficiencies the child needs to not engage in and respond to such
conduct; and

(4) encourage violence prevention and character development education programs under
section 120B.232, subdivision 1.

(b) The commissioner shall develop and post departmental procedures for:

(1) periodically reviewing district and school programs and policies for compliance with
this section;

(2) investigating, reporting, and responding to noncompliance with this section, which
may include an annual review of plans to improve and provide a safe and supportive school
climate; and

(3) allowing students, parents, and educators to file a complaint about noncompliance
with the commissioner.

(c) The commissioner must post on the department's website information indicating that
when districts and schools allow non-curriculum-related student groups access to school
facilities, the district or school must give all student groups equal access to the school
facilities regardless of the content of the group members' speech.

new text begin (d) The commissioner must develop and maintain resources to assist a district or school
in implementing strategies for creating a positive school climate and use evidence-based,
social-emotional learning to prevent and reduce discrimination and other improper conduct.
new text end

Sec. 22.

new text begin [121A.0312] MALICIOUS AND SADISTIC CONDUCT.
new text end

new text begin (a) For purposes of this section, "malicious and sadistic conduct" means creating a hostile
learning environment by acting with the intent to cause harm by intentionally injuring
another without just cause or reason or engaging in extreme or excessive cruelty or delighting
in cruelty.
new text end

new text begin (b) A school board of a district or charter school must adopt a written policy to address
malicious and sadistic conduct and sexual exploitation by a district or school staff member,
independent contractor, or student enrolled in a public school against a staff member,
independent contractor, or student that occurs as described in section 121A.031, subdivision
1, paragraph (a). The policy must prohibit:
new text end

new text begin (1) malicious and sadistic conduct involving race, color, creed, national origin, sex, age,
marital status, status with regard to public assistance, disability, religion, sexual harassment,
and sexual orientation and gender identity, as defined in chapter 363A; and
new text end

new text begin (2) sexual exploitation.
new text end

new text begin (c) The policy must apply to students, independent contractors, teachers, administrators,
and other school personnel; must include at a minimum the components under section
121A.031, subdivision 4, paragraph (a); and must include disciplinary actions for each
violation of the policy. Disciplinary actions must conform with collective bargaining
agreements and sections 121A.41 to 121A.56.
new text end

new text begin (d) The policy must be conspicuously posted throughout each school building, distributed
to each district or school employee and independent contractor at the time of hiring or
contracting, and included in each school's student handbook on school policies. Each school
must develop a process for discussing with students, parents of students, independent
contractors, and school employees the policy adopted under this section.
new text end

Sec. 23.

new text begin [121A.038] STUDENTS SAFE AT SCHOOL.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) For the purposes of this section, the following terms have
the meanings given.
new text end

new text begin (b) "Active shooter drill" means an emergency preparedness drill designed to teach
students, teachers, school personnel, and staff how to respond in the event of an armed
intruder on campus or an armed assailant in the immediate vicinity of the school. An active
shooter drill is not an active shooter simulation, nor may an active shooter drill include any
sensorial components, activities, or elements which mimic a real life shooting.
new text end

new text begin (c) "Active shooter simulation" means an emergency exercise including full-scale or
functional exercises, designed to teach adult school personnel and staff how to respond in
the event of an armed intruder on campus or an armed assailant in the immediate vicinity
of the school which also incorporates sensorial components, activities, or elements mimicking
a real life shooting. Activities or elements mimicking a real life shooting include, but are
not limited to, simulation of tactical response by law enforcement. An active shooter
simulation is not an active shooter drill.
new text end

new text begin (d) "Evidence-based" means a program or practice that demonstrates any of the following:
new text end

new text begin (1) a statistically significant effect on relevant outcomes based on any of the following:
new text end

new text begin (i) strong evidence from one or more well designed and well implemented experimental
studies;
new text end

new text begin (ii) moderate evidence from one or more well designed and well implemented
quasi-experimental studies; or
new text end

new text begin (iii) promising evidence from one or more well designed and well implemented
correlational studies with statistical controls for selection bias; or
new text end

new text begin (2) a rationale based on high-quality research findings or positive evaluations that the
program or practice is likely to improve relevant outcomes, including the ongoing efforts
to examine the effects of the program or practice.
new text end

new text begin (e) "Full-scale exercise" means an operations-based exercise that is typically the most
complex and resource-intensive of the exercise types and often involves multiple agencies,
jurisdictions, organizations, and real-time movement of resources.
new text end

new text begin (f) "Functional exercises" means an operations-based exercise designed to assess and
evaluate capabilities and functions while in a realistic, real-time environment, however,
movement of resources is usually simulated.
new text end

new text begin Subd. 2. new text end

new text begin Criteria. new text end

new text begin An active shooter drill conducted according to section 121A.037 with
students in early childhood through grade 12 must be:
new text end

new text begin (1) accessible;
new text end

new text begin (2) developmentally appropriate and age appropriate, including using appropriate safety
language and vocabulary;
new text end

new text begin (3) culturally aware;
new text end

new text begin (4) trauma-informed; and
new text end

new text begin (5) inclusive of accommodations for students with mobility restrictions, sensory needs,
developmental or physical disabilities, mental health needs, and auditory or visual limitations.
new text end

new text begin Subd. 3. new text end

new text begin Student mental health and wellness. new text end

new text begin Active shooter drill protocols must
include a reasonable amount of time immediately following the drill for teachers to debrief
with their students. The opportunity to debrief must be provided to students before regular
classroom activity may resume. During the debrief period, students must be allowed to
access any mental health services available on campus, including counselors, school
psychologists, social workers, or cultural liaisons. An active shooter drill must not be
combined or conducted consecutively with any other type of emergency preparedness drill.
An active shooter drill must be accompanied by an announcement prior to commencing.
The announcement must use concise and age-appropriate language and, at a minimum,
inform students there is no immediate danger to life and safety.
new text end

new text begin Subd. 4. new text end

new text begin Notice. new text end

new text begin (a) A school district or charter school must provide notice of a pending
active shooter drill to every student's parent or legal guardian before an active shooter drill
is conducted. Whenever practicable, notice must be provided at least 24 hours in advance
of a pending active shooter drill and inform the parent or legal guardian of the right to opt
their student out of participating.
new text end

new text begin (b) If a student is opted out of participating in an active shooter drill, no negative
consequence must impact the student's general school attendance record nor may
nonparticipation alone make a student ineligible to participate in or attend school activities.
new text end

new text begin (c) The commissioner of education must ensure the availability of alternative safety
education for students who are opted out of participating or otherwise exempted from an
active shooter drill. Alternative safety education must provide essential safety instruction
through less sensorial safety training methods and must be appropriate for students with
mobility restrictions, sensory needs, developmental or physical disabilities, mental health
needs, and auditory or visual limitations.
new text end

new text begin Subd. 5. new text end

new text begin Participation in active shooter drills. new text end

new text begin Any student in early childhood through
grade 12 must not be required to participate in an active shooter drill that does not meet the
criteria in subdivision 2.
new text end

new text begin Subd. 6. new text end

new text begin Active shooter simulations. new text end

new text begin A student must not be required to participate in
an active shooter simulation. An active shooter simulation must not take place during regular
school hours if a majority of students are present, or expected to be present, at the school.
A parent or legal guardian of a student in grades 9 through 12 must have the opportunity to
opt their student into participating in an active shooter simulation.
new text end

new text begin Subd. 7. new text end

new text begin Violence prevention. new text end

new text begin (a) A school district or charter school conducting an
active shooter drill must provide students in middle school and high school at least one
hour, or one standard class period, of violence prevention training annually.
new text end

new text begin (b) The violence prevention training must be evidence-based and may be delivered
in-person, virtually, or digitally. Training must, at a minimum, teach students the following:
new text end

new text begin (1) how to identify observable warning signs and signals of an individual who may be
at risk of harming oneself or others;
new text end

new text begin (2) the importance of taking threats seriously and seeking help; and
new text end

new text begin (3) the steps to report dangerous, violent, threatening, harmful, or potentially harmful
activity.
new text end

new text begin (c) By July 1, 2024, the commissioner of public safety and the commissioner of education
must jointly develop a list of evidence-based trainings that a school district or charter school
may use to fulfill the requirements of this section, including no-cost programming, if any.
The agencies must:
new text end

new text begin (1) post the list publicly on the Minnesota School Safety Center's website; and
new text end

new text begin (2) update the list every two years.
new text end

new text begin (d) A school district or charter school must ensure that students have the opportunity to
contribute to their school's safety and violence prevention planning, aligned with the
recommendations for multihazard planning for schools, including but not limited to:
new text end

new text begin (1) student opportunities for leadership related to prevention and safety;
new text end

new text begin (2) encouragement and support to students in establishing clubs and programs focused
on safety; and
new text end

new text begin (3) providing students with the opportunity to seek help from adults and to learn about
prevention connected to topics including bullying, sexual harassment, sexual assault, and
suicide.
new text end

new text begin Subd. 8. new text end

new text begin Board meeting. new text end

new text begin At a regularly scheduled school board meeting, a school board
of a district that has conducted an active shooter drill must consider the following:
new text end

new text begin (1) the effect of active shooter drills on the safety of students and staff; and
new text end

new text begin (2) the effect of active shooter drills on the mental health and wellness of students and
staff.
new text end

Sec. 24.

new text begin [121A.201] MTSS AND COLLABORATIVE MINNESOTA PARTNERSHIPS
TO ADVANCE STUDENT SUCCESS (COMPASS).
new text end

new text begin Beginning July 1, 2023, all Minnesota school districts and charter schools must be offered
training and support in implementing MTSS through the Department of Education
COMPASS team and the Department of Education's regional partners, the Minnesota Service
Cooperatives. COMPASS is the state school improvement model providing a statewide
system through which all districts and schools may receive support in the areas of literacy,
math, social-emotional learning, and mental health within the MTSS framework. The MTSS
framework is the state's systemic, continuous school improvement framework for ensuring
positive social, emotional, behavioral, developmental, and academic outcomes for every
student. MTSS provides access to layered tiers of culturally and linguistically responsive,
evidence-based practices. The MTSS framework relies on the understanding and belief that
every student can learn and thrive, and it engages an anti-bias and socially just approach to
examining policies and practices and ensuring equitable distribution of resources and
opportunity. The MTSS systemic framework requires:
new text end

new text begin (1) a district-wide infrastructure consisting of effective leaders, collective efficacy among
staff, positive school climate, linked teams, and professional learning that supports continuous
improvement;
new text end

new text begin (2) authentic engagement with families and communities to develop reciprocal
relationships and build new opportunities for students together;
new text end

new text begin (3) multilayered tiers of culturally and linguistically responsive instruction and support
that allows every student the support they need to reach meaningful and rigorous learning
standards. Tiers of support include core (Tier 1), supplemental (Tier 2), and intensive (Tier
3) instruction levels;
new text end

new text begin (4) valid and reliable assessment tools and processes to assess student and system
performance and inform necessary changes; and
new text end

new text begin (5) a data-based decision-making approach in which problems are precisely defined and
analyzed, solutions address root causes, and implementation is monitored to ensure success.
The data-based problem-solving component of the MTSS framework consists of three major
subcomponents: accessible and integrated data, decision-making process, and system
performance.
new text end

Sec. 25.

new text begin [121A.35] SUICIDE PREVENTION INFORMATION; IDENTIFICATION
CARDS.
new text end

new text begin A school district or charter school that issues an identification card to students in middle
school, junior high, or high school must provide contact information for the 988 Suicide
and Crisis LifeLine (988 LifeLine), the Crisis Text line, and the county mobile crisis services.
The contact information must also be included in the school's student handbook and the
student planner if a student planner is custom printed by the school for distribution to students
in grades 6 through 12. A nonpublic school is encouraged to issue student identification
cards consistent with this paragraph.
new text end

Sec. 26.

Minnesota Statutes 2022, section 121A.41, is amended by adding a subdivision
to read:

new text begin Subd. 12. new text end

new text begin Nonexclusionary disciplinary policies and practices; alternatives to pupil
removal and dismissal. new text end

new text begin "Nonexclusionary disciplinary policies and practices" means
policies and practices that are alternatives to dismissing a pupil from school, including but
not limited to evidence-based positive behavior interventions and supports, social and
emotional services, school-linked mental health services, counseling services, social work
services, academic screening for Title 1 services or reading interventions, and alternative
education services. Nonexclusionary disciplinary policies and practices include but are not
limited to the policies and practices under sections 120B.12; 121A.575, clauses (1) and (2);
121A.031, subdivision 4, paragraph (a), clause (1); 121A.61, subdivision 3, paragraph (r);
and 122A.627, clause (3).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 27.

Minnesota Statutes 2022, section 121A.41, is amended by adding a subdivision
to read:

new text begin Subd. 13. new text end

new text begin Pupil withdrawal agreement. new text end

new text begin "Pupil withdrawal agreement" means a verbal
or written agreement between a school administrator or district administrator and a pupil's
parent to withdraw a student from the school district to avoid expulsion or exclusion dismissal
proceedings. The duration of the withdrawal agreement cannot be for more than a 12-month
period.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 28.

Minnesota Statutes 2022, section 121A.425, is amended to read:

121A.425 FULL AND EQUITABLE PARTICIPATION IN deleted text begin PRESCHOOL AND
PREKINDERGARTENdeleted text end new text begin EARLY LEARNINGnew text end .

Subdivision 1.

Disciplinary dismissals prohibited.

new text begin (a) new text end A pupil enrolled innew text begin the following
is not subject to dismissals under this chapter:
new text end

new text begin (1)new text end a preschool or prekindergarten program, including deleted text begin a child participating indeleted text end new text begin annew text end early
childhood family education, school readiness, school readiness plus, voluntary
prekindergarten, Head Start, or other school-based preschool or prekindergarten programdeleted text begin ,
may not be subject to dismissals under this chapterdeleted text end new text begin ; or
new text end

new text begin (2) kindergarten through grade 3new text end .

new text begin (b) This provision does not apply to a dismissal from school for less than one school
day, except as provided under chapter 125A and federal law for a student receiving special
education services.
new text end

new text begin (c)new text end Notwithstanding this subdivision, expulsions and exclusions may be used only after
resources outlined in subdivision 2 have been exhausted, and only in circumstances where
there is an ongoing serious safety threat to the child or others.

Subd. 2.

Nonexclusionary discipline.

For purposes of this section, nonexclusionary
discipline must include at least one of the following:

(1) collaborating with the pupil's family or guardian, child mental health consultant or
provider, education specialist, or other community-based support;

(2) creating a plan, written with the parent or guardian, that details the action and support
needed for the pupil to fully participate in new text begin the current educational program, including new text end a
preschool or prekindergarten program; or

(3) providing a referral for needed support services, including parenting education, home
visits, other supportive education interventions, or, where appropriate, an evaluation to
determine if the pupil is eligible for special education services or section 504 services.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 29.

Minnesota Statutes 2022, section 121A.45, subdivision 1, is amended to read:

Subdivision 1.

Provision of alternative programs.

No school shall dismiss any pupil
without attempting to deleted text begin provide alternative educational servicesdeleted text end new text begin use nonexclusionary
disciplinary policies and practicesnew text end before dismissal proceedingsnew text begin or pupil withdrawal
agreementsnew text end , except where it appears that the pupil will create an immediate and substantial
danger to self or to surrounding persons or property.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 30.

Minnesota Statutes 2022, section 121A.46, subdivision 4, is amended to read:

Subd. 4.

new text begin Provision of alternative education services; new text end suspension pending expulsion
or exclusion hearing.

new text begin (a) Alternative education services must be provided to a pupil who
is suspended for more than five consecutive school days.
new text end

new text begin (b) new text end Notwithstanding the provisions of subdivisions 1 and 3, the pupil may be suspended
pending the school board's decision in the expulsion or exclusion hearing; provided that
alternative educational services are implemented to the extent that suspension exceeds five
new text begin consecutive school new text end days.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 31.

Minnesota Statutes 2022, section 121A.46, is amended by adding a subdivision
to read:

new text begin Subd. 5. new text end

new text begin Minimum education services. new text end

new text begin School administration must allow a suspended
pupil the opportunity to complete all school work assigned during the period of the pupil's
suspension and to receive full credit for satisfactorily completing the assignments. The
school principal or other person having administrative control of the school building or
program is encouraged to designate a district or school employee as a liaison to work with
the pupil's teachers to allow the suspended pupil to (1) receive timely course materials and
other information, and (2) complete daily and weekly assignments and receive teachers'
feedback.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 32.

Minnesota Statutes 2022, section 121A.47, subdivision 2, is amended to read:

Subd. 2.

Written notice.

Written notice of intent to take action shall:

(a) be served upon the pupil and the pupil's parent or guardian personally or by mail;

(b) contain a complete statement of the facts, a list of the witnesses and a description of
their testimony;

(d) be accompanied by a copy of sections 121A.40 to 121A.56;

(e) describe deleted text begin alternative educational servicesdeleted text end new text begin the nonexclusionary disciplinary practicesnew text end
accorded the pupil in an attempt to avoid the expulsion proceedings; and

(f) inform the pupil and parent or guardian of the right to:

(1) have a representative of the pupil's own choosing, including legal counsel, at the
hearing. The district deleted text begin shalldeleted text end new text begin mustnew text end advise the pupil's parent or guardian that free or low-cost
legal assistance may be available and that a legal assistance resource list is available from
the Department of Educationnew text begin and is posted on their websitenew text end ;

(2) examine the pupil's records before the hearing;

(3) present evidence; and

(4) confront and cross-examine witnesses.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 33.

Minnesota Statutes 2022, section 121A.47, subdivision 14, is amended to read:

Subd. 14.

Admission or readmission plan.

(a) A school administrator deleted text begin shalldeleted text end new text begin mustnew text end prepare
and enforce an admission or readmission plan for any pupil who is excluded or expelled
from school. The plan deleted text begin maydeleted text end new text begin mustnew text end include measures to improve the pupil's behavior, deleted text begin includingdeleted text end new text begin
which may includenew text end completing a character education program, consistent with section
120B.232, subdivision 1, deleted text begin and requiredeleted text end new text begin social and emotional learning, counseling, social work
services, mental health services, referrals for special education or 504 evaluation, and
evidence-based academic interventions. The plan must include reasonable attempts to obtainnew text end
parental involvement in the admission or readmission process, and may indicate the
consequences to the pupil of not improving the pupil's behavior.

(b) The definition of suspension under section 121A.41, subdivision 10, does not apply
to a student's dismissal from school for deleted text begin one school day ordeleted text end lessnew text begin than one school daynew text end , except
as provided under federal law for a student with a disability. Each suspension action may
include a readmission plan. A readmission plan must provide, where appropriate, alternative
education services, which must not be used to extend the student's current suspension period.
Consistent with section 125A.091, subdivision 5, a readmission plan must not obligate a
parent or guardian to provide psychotropic drugs to their student as a condition of
readmission. School officials must not use the refusal of a parent or guardian to consent to
the administration of psychotropic drugs to their student or to consent to a psychiatric
evaluation, screening or examination of the student as a ground, by itself, to prohibit the
student from attending class or participating in a school-related activity, or as a basis of a
charge of child abuse, child neglect or medical or educational neglect.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 34.

Minnesota Statutes 2022, section 121A.53, subdivision 1, is amended to read:

Subdivision 1.

Exclusions and expulsions; new text begin student withdrawals; new text end physical
assaults.

new text begin Consistent with subdivision 2, new text end the school board must report through the department
electronic reporting system each exclusion or expulsion deleted text begin anddeleted text end new text begin ,new text end each physical assault of a
district employee by a deleted text begin studentdeleted text end new text begin pupil, and each pupil withdrawal agreementnew text end within 30 days
of the effective date of the dismissal actionnew text begin , pupil withdrawal,new text end or assaultnew text begin ,new text end to the commissioner
of education. This report must include a statement of deleted text begin alternative educational servicesdeleted text end new text begin
nonexclusionary disciplinary practicesnew text end , or other sanction, intervention, or resolution in
response to the assault given the pupil and the reason for, the effective date, and the duration
of the exclusion or expulsion or other sanction, intervention, or resolution. The report must
also include the deleted text begin student'sdeleted text end new text begin pupil'snew text end age, grade, gender, race, and special education status.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 35.

Minnesota Statutes 2022, section 121A.55, is amended to read:

121A.55 POLICIES TO BE ESTABLISHED.

(a) The commissioner of education deleted text begin shalldeleted text end new text begin mustnew text end promulgate guidelines to assist each school
board. Each school board deleted text begin shalldeleted text end new text begin mustnew text end establish uniform criteria for dismissal and adopt written
policies and rules to effectuate the purposes of sections 121A.40 to 121A.56. The policies
deleted text begin shalldeleted text end new text begin must include nonexclusionary disciplinary policies and practices consistent with section
121A.41, subdivision 12, and mustnew text end emphasize preventing dismissals through early detection
of problems deleted text begin and shalldeleted text end new text begin . The policies mustnew text end be designed to address students' inappropriate
behavior from recurring.

new text begin (b) new text end The policies deleted text begin shalldeleted text end new text begin mustnew text end recognize the continuing responsibility of the school for the
education of the pupil during the dismissal period.

new text begin (c) new text end The new text begin school is responsible for ensuring that new text end alternative educational services, if the
pupil wishes to take advantage of them, must be adequate to allow the pupil to make progress
deleted text begin towardsdeleted text end new text begin towardnew text end meeting the graduation standards adopted under section 120B.02 and help
prepare the pupil for readmissionnew text begin in accordance with section 121A.46, subdivision 5new text end .

new text begin (d) For expulsion and exclusion dismissals and pupil withdrawal agreements as defined
in section 121A.41, subdivision 13:
new text end

new text begin (1) for a pupil who remains enrolled in the district or is awaiting enrollment in a new
district, a school district's continuing responsibility includes reviewing the pupil's schoolwork
and grades on a quarterly basis to ensure the pupil is on track for readmission with the pupil's
peers. A school district must communicate on a regular basis with the pupil's parent or
guardian to ensure that the pupil is completing the work assigned through the alternative
educational services as defined in section 121A.41, subdivision 11. These services are
required until the pupil enrolls in another school or returns to the same school;
new text end

new text begin (2) a pupil receiving school-based or school-linked mental health services in the district
under section 245.4889 continues to be eligible for those services until the pupil is enrolled
in a new district; and
new text end

new text begin (3) a school district must provide to the pupil's parent or guardian information on
accessing mental health services, including any free or sliding fee providers in the
community. The information must also be posted on the district or charter school website.
new text end

deleted text begin (b)deleted text end new text begin (e)new text end An area learning center under section 123A.05 may not prohibit an expelled or
excluded pupil from enrolling solely because a district expelled or excluded the pupil. The
board of the area learning center may use the provisions of the Pupil Fair Dismissal Act to
exclude a pupil or to require an admission plan.

deleted text begin (c)deleted text end new text begin (f)new text end Each school district shall develop a policy and report it to the commissioner on
the appropriate use of peace officers and crisis teams to remove students who have an
individualized education program from school grounds.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 36.

Minnesota Statutes 2022, section 121A.58, is amended to read:

121A.58 CORPORAL PUNISHMENTnew text begin ; PRONE RESTRAINT; AND CERTAIN
PHYSICAL HOLDSnew text end .

Subdivision 1.

deleted text begin Definitiondeleted text end new text begin Definitionsnew text end .

new text begin (a) new text end For the purpose of this section, "corporal
punishment" means conduct involving:

(1) hitting or spanking a person with or without an object; or

(2) unreasonable physical force that causes bodily harm or substantial emotional harm.

new text begin (b) For the purpose of this section, "prone restraint" means placing a child in a face-down
position.
new text end

Subd. 2.

Corporal punishment not allowed.

An employee or agent of a district shall
not inflict corporal punishment or cause corporal punishment to be inflicted upon a pupil
to reform unacceptable conduct or as a penalty for unacceptable conduct.

new text begin Subd. 2a. new text end

new text begin Prone restraint and certain physical holds not allowed. new text end

new text begin (a) An employee
or agent of a district, including a school resource officer, security personnel, or police officer
contracted with a district, shall not use prone restraint.
new text end

new text begin (b) An employee or agent of a district, including a school resource officer, security
personnel, or police officer contracted with a district, shall not inflict any form of physical
holding that restricts or impairs a pupil's ability to breathe; restricts or impairs a pupil's
ability to communicate distress; places pressure or weight on a pupil's head, throat, neck,
chest, lungs, sternum, diaphragm, back, or abdomen; or results in straddling a pupil's torso.
new text end

Subd. 3.

Violation.

Conduct that violates subdivision 2 is not a crime under section
645.241, but may be a crime under chapter 609 if the conduct violates a provision of chapter
609.new text begin Conduct that violates subdivision 2a is not per se corporal punishment under this statute.
Nothing in this section or section 125A.0941 precludes the use of reasonable force under
section 121A.582.
new text end

Sec. 37.

Minnesota Statutes 2022, section 121A.61, subdivision 1, is amended to read:

Subdivision 1.

Required policy.

Each school board must adopt a written districtwide
school discipline policy which includes written rules of conduct for students, minimum
consequences for violations of the rules, and grounds and procedures for removal of a student
from class. new text begin The policy must contain the discipline complaint procedure that any member
of the school community may use to file a complaint regarding the application of discipline
policies and seek corrective action. new text end The policy must be developed in consultation with
administrators, teachers, employees, pupils, parents, community members, law enforcement
agencies, county attorney offices, social service agencies, and such other individuals or
organizations as the board determines appropriate. A school site council may adopt additional
provisions to the policy subject to the approval of the school board.

Sec. 38.

Minnesota Statutes 2022, section 121A.61, subdivision 3, is amended to read:

Subd. 3.

Policy components.

The policy must include at least the following components:

(a) rules governing student conduct and procedures for informing students of the rules;

(b) the grounds for removal of a student from a class;

(c) the authority of the classroom teacher to remove students from the classroom pursuant
to procedures and rules established in the district's policy;

(d) the procedures for removal of a student from a class by a teacher, school administrator,
or other school district employee;

(e) the period of time for which a student may be removed from a class, which may not
exceed five class periods for a violation of a rule of conduct;

(f) provisions relating to the responsibility for and custody of a student removed from
a class;

(g) the procedures for return of a student to the specified class from which the student
has been removed;

(h) the procedures for notifying a student and the student's parents or guardian of
violations of the rules of conduct and of resulting disciplinary actions;

(i) any procedures determined appropriate for encouraging early involvement of parents
or guardians in attempts to improve a student's behavior;

(j) any procedures determined appropriate for encouraging early detection of behavioral
problems;

(k) any procedures determined appropriate for referring a student in need of special
education services to those services;

new text begin (l) any procedures determined appropriate for ensuring victims of bullying who respond
with behavior not allowed under the school's behavior policies have access to a remedial
response, consistent with section 121A.031;
new text end

deleted text begin (l)deleted text end new text begin (m)new text end the procedures for consideration of whether there is a need for a further assessment
or of whether there is a need for a review of the adequacy of a current individualized
education program of a student with a disability who is removed from class;

deleted text begin (m)deleted text end new text begin (n)new text end procedures for detecting and addressing chemical abuse problems of a student
while on the school premises;

deleted text begin (n)deleted text end new text begin (o)new text end the minimum consequences for violations of the code of conduct;

deleted text begin (o)deleted text end new text begin (p)new text end procedures for immediate and appropriate interventions tied to violations of the
code;

deleted text begin (p)deleted text end new text begin (q)new text end a provision that states that a teacher, school employee, school bus driver, or other
agent of a district may use reasonable force in compliance with section 121A.582 and other
laws;

deleted text begin (q)deleted text end new text begin (r)new text end an agreement regarding procedures to coordinate crisis services to the extent funds
are available with the county board responsible for implementing sections 245.487 to
245.4889 for students with a serious emotional disturbance or other students who have an
individualized education program whose behavior may be addressed by crisis intervention;
deleted text begin and
deleted text end

deleted text begin (r)deleted text end new text begin (s)new text end a provision that states a student must be removed from class immediately if the
student engages in assault or violent behavior. For purposes of this paragraph, "assault" has
the meaning given it in section 609.02, subdivision 10. The removal shall be for a period
of time deemed appropriate by the principal, in consultation with the teacherdeleted text begin .deleted text end new text begin ;
new text end

new text begin (t) a prohibition on the use of exclusionary practices for early learners as defined in
section 121A.425; and
new text end

new text begin (u) a prohibition on the use of exclusionary practices to address attendance and truancy
issues.
new text end

Sec. 39.

Minnesota Statutes 2022, section 121A.61, is amended by adding a subdivision
to read:

new text begin Subd. 4. new text end

new text begin Discipline complaint procedure. new text end

new text begin The discipline policy must contain procedures
for students, parents and other guardians, and school staff to file a complaint and seek
corrective action when the requirements of sections 121A.40 to 121A.61, including the
implementation of the local behavior and discipline policies, are not being implemented
appropriately or are being discriminately applied. Each district and school policy implemented
under this section must, at a minimum:
new text end

new text begin (1) provide procedures for communicating this policy including the ability for a parent
to appeal a decision under section 121A.49 that contains explicit instructions for filing the
complaint;
new text end

new text begin (2) provide an opportunity for involved parties to submit additional information related
to the complaint;
new text end

new text begin (3) provide a procedure to begin to investigate complaints within three school days of
receipt, and identify personnel who will manage the investigation and any resulting record
and are responsible for keeping and regulating access to any record;
new text end

new text begin (4) provide procedures for issuing a written determination to the complainant that
addresses each allegation and contains findings and conclusions;
new text end

new text begin (5) if the investigation finds the requirements of sections 121A.40 to 121A.61, including
any local policies that were not implemented appropriately, contain procedures that require
a corrective action plan to correct a student's record and provide relevant staff with training,
coaching, or other accountability practices to ensure appropriate compliance with policies
in the future; and
new text end

new text begin (6) prohibit reprisals or retaliation against any person who asserts, alleges, or reports a
complaint, and provide procedures for applying appropriate consequences for a person who
engages in reprisal or retaliation.
new text end

Sec. 40.

Minnesota Statutes 2022, section 121A.61, is amended by adding a subdivision
to read:

new text begin Subd. 5. new text end

new text begin School supports. new text end

new text begin (a) A school board is strongly encouraged to adopt a policy
that promotes the understanding in school staff that when a student is unable to meet adult
expectations it is often because the student lacks the skills to respond to a situation
appropriately. A school district must support school staff in using tiered interventions that
teach students skills and prioritize relationships between students and teachers.
new text end

new text begin (b) A school board is strongly encouraged to adopt a policy that discourages teachers
and staff from reacting to unwanted student behavior with approaches that take away the
student's opportunity to build skills for responding more appropriately.
new text end

Sec. 41.

new text begin [121A.611] RECESS AND OTHER BREAKS.
new text end

new text begin (a) "Recess detention" as used in this chapter means excluding or excessively delaying
a student from participating in a scheduled recess period as a consequence for student
behavior. Recess detention does not include, among other things, providing alternative
recess at the student's choice.
new text end

new text begin (b) A school district or charter school is encouraged to ensure student access to structured
breaks from the demands of school and to support teachers, principals, and other school
staff in their efforts to use evidence-based approaches to reduce exclusionary forms of
discipline.
new text end

new text begin (c) A school district or charter school must not use recess detention unless:
new text end

new text begin (1) a student causes or is likely to cause serious physical harm to other students or staff;
new text end

new text begin (2) the student's parent or guardian specifically consents to the use of recess detention;
or
new text end

new text begin (3) for students receiving special education services, the student's individualized education
program team has determined that withholding recess is appropriate based on the
individualized needs of the student.
new text end

new text begin (d) A school district or charter school must not withhold recess from a student based on
incomplete schoolwork.
new text end

new text begin (e) A school district or charter school must require school staff to make a reasonable
attempt to notify a parent or guardian within 24 hours of using recess detention.
new text end

new text begin (f) A school district or charter school must compile information on each recess detention
at the end of each school year, including the student's age, grade, gender, race or ethnicity,
and special education status. This information must be available to the public upon request.
A school district or charter school is encouraged to use the data in professional development
promoting the use of nonexclusionary discipline.
new text end

new text begin (g) A school district or charter school must not withhold or excessively delay a student's
participation in scheduled mealtimes. This section does not alter a district or school's existing
responsibilities under section 124D.111 or other state or federal law.
new text end

Sec. 42.

new text begin [121A.642] PARAPROFESSIONAL TRAINING.
new text end

new text begin Subdivision 1. new text end

new text begin Training required. new text end

new text begin A school district or charter school must provide a
minimum of eight hours of paid orientation or professional development annually to all
paraprofessionals, Title I aides, and other instructional support staff. Six of the eight hours
must be completed before the first instructional day of the school year or within 30 days of
hire. The orientation or professional development must be relevant to the employee's
occupation and may include collaboration time with classroom teachers and planning for
the school year. For paraprofessionals who provide direct support to students, at least 50
percent of the professional development or orientation must be dedicated to meeting the
requirements of this section. Professional development for paraprofessionals may also
address the requirements of section 120B.363, subdivision 3. A school administrator must
provide an annual certification of compliance with this requirement to the commissioner.
new text end

new text begin Subd. 2. new text end

new text begin Reimbursement for paraprofessional training. new text end

new text begin (a) Beginning in fiscal year
2025, the commissioner of education must reimburse school districts, charter schools,
intermediate school districts and other cooperative units, the Perpich Center for Arts
Education, and the Minnesota State Academies in the form and manner specified by the
commissioner for paraprofessional training costs.
new text end

new text begin (b) The paraprofessional reimbursement equals the prior year compensation expenses
associated with providing up to eight hours of paid orientation and professional development
for each paraprofessional trained under subdivision 1.
new text end

new text begin (c) The commissioner may establish procedures to ensure that any costs reimbursed
under this section are excluded from other school revenue calculations.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 43.

Minnesota Statutes 2022, section 124D.03, subdivision 3, is amended to read:

Subd. 3.

Pupil application procedures.

new text begin (a) new text end In order that a pupil may attend a school or
program in a nonresident district, the pupil's parent or guardian must submit an application
to the nonresident district. The pupil's application must identify a reason for enrolling in
the nonresident district. The parent or guardian of a pupil must submit a signed application
by January 15 for initial enrollment beginning the following school year. The application
must be on a form provided by the Department of Education. A particular school or program
may be requested by the parent. Once enrolled in a nonresident district, the pupil may remain
enrolled and is not required to submit annual or periodic applications. If the student moves
to a new resident district, the student retains the seat in the nonresident district, but must
submit a new enrollment options form to update the student's information. To return to the
resident district or to transfer to a different nonresident district, the parent or guardian of
the pupil must provide notice to the resident district or apply to a different nonresident
district by January 15 for enrollment beginning the following school year.

new text begin (b) A school district may require a nonresident student enrolled in a program under
section 125A.13, or in a preschool program, except for a program under section 124D.151
or Laws 2017, First Special Session chapter 5, article 8, section 9, to follow the application
procedures under this subdivision to enroll in kindergarten. A district must allow a
nonresident student enrolled in a program under section 124D.151 or Laws 2017, First
Special Session chapter 5, article 8, section 9, to remain enrolled in the district when the
student enters kindergarten without submitting annual or periodic applications, unless the
district terminates the student's enrollment under subdivision 12.
new text end

Sec. 44.

Minnesota Statutes 2022, section 124D.03, subdivision 5, is amended to read:

Subd. 5.

Nonresident district procedures.

A district shall notify the parent or guardian
in writing by February 15 or within 90 days for applications submitted after January 15 in
the case of achievement and integration district transfers whether the application has been
accepted or rejected. If an application is rejected, the district must state in the notification
the reason for rejection. The parent or guardian must notify the nonresident district by March
1 or within deleted text begin 45deleted text end new text begin ten businessnew text end days whether the pupil intends to enroll in the nonresident district.
Notice of intent to enroll in the nonresident district obligates the pupil to attend the
nonresident district during the following school year, unless the boards of the resident and
the nonresident districts agree in writing to allow the pupil to transfer back to the resident
district. If the pupil's parents or guardians change residence to another district, the student
does not lose the seat in the nonresident district but the parent or guardian must complete
an updated enrollment options form. If a parent or guardian does not notify the nonresident
district by the January 15 deadline, if it applies, the pupil may not enroll in that nonresident
district during the following school year, unless the boards of the resident and nonresident
district agree otherwise. The nonresident district must notify the resident district by March
15 or 30 days later of the pupil's intent to enroll in the nonresident district. The same
procedures apply to a pupil who applies to transfer from one participating nonresident district
to another participating nonresident district.

Sec. 45.

Minnesota Statutes 2022, section 124D.09, subdivision 3, is amended to read:

Subd. 3.

Definitions.

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

(a) "Eligible institution" means a Minnesota public postsecondary institution, a private,
nonprofit two-year trade and technical school granting associate degrees, an opportunities
industrialization center accredited by an accreditor recognized by the United States
Department of Education, or a private, residential, two-year or four-year, liberal arts,
degree-granting college or university located in Minnesota.new text begin An eligible institution must not
require a faith statement from a secondary student seeking to enroll in a postsecondary
course under this section during the application process or base any part of the admission
decision on a student's race, creed, ethnicity, disability, gender, or sexual orientation or
religious beliefs or affiliations.
new text end

(b) "Course" means a course or program.

(c) "Concurrent enrollment" means nonsectarian courses in which an eligible pupil under
subdivision 5 or 5b enrolls to earn both secondary and postsecondary credits, are taught by
a secondary teacher or a postsecondary faculty member, and are offered at a high school
for which the district is eligible to receive concurrent enrollment program aid under section
124D.091.

Sec. 46.

Minnesota Statutes 2022, section 124D.09, subdivision 5, is amended to read:

Subd. 5.

Authorization; notification.

Notwithstanding any other law to the contrary,
an 11th or 12th grade pupil enrolled in a school or an American Indian-controlled Tribal
contract or grant school eligible for aid under section 124D.83, except a foreign exchange
pupil enrolled in a district under a cultural exchange program, may apply to an eligible
institution, as defined in subdivision 3, to enroll in nonsectarian courses offered by that
postsecondary institution. If an institution accepts a secondary pupil for enrollment under
this section, the institution shall send written notice to the pupil, the pupil's school or school
district, and the commissioner. The notice must indicate the course and hours of enrollment
of that pupil. If the pupil enrolls in a course for postsecondary credit, the institution must
notifynew text begin :
new text end

new text begin (1)new text end the pupil about payment in the customary manner used by the institutiondeleted text begin .deleted text end new text begin ; and
new text end

new text begin (2) the pupil's school as soon as practicable if the pupil withdraws from the course or
stops attending the course.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 47.

Minnesota Statutes 2022, section 124D.09, subdivision 12, is amended to read:

Subd. 12.

Credits; grade point average weighting policy.

(a) A pupil must not audit
a course under this section.

(b) A district deleted text begin shalldeleted text end new text begin mustnew text end grant academic credit to a pupil enrolled in a course for secondary
credit if the pupil successfully completes the course. Seven quarter or four semester college
credits equal at least one full year of high school credit. Fewer college credits may be
prorated. A district must also grant academic credit to a pupil enrolled in a course for
postsecondary credit if secondary credit is requested by a pupil. If no comparable course is
offered by the district, the district must, as soon as possible, notify the commissioner, who
deleted text begin shalldeleted text end new text begin mustnew text end determine the number of credits that deleted text begin shalldeleted text end new text begin mustnew text end be granted to a pupil who
successfully completes a course. If a comparable course is offered by the district, the school
board deleted text begin shalldeleted text end new text begin mustnew text end grant a comparable number of credits to the pupil. If there is a dispute
between the district and the pupil regarding the number of credits granted for a particular
course, the pupil may appeal the board's decision to the commissioner. The commissioner's
decision regarding the number of credits deleted text begin shall bedeleted text end new text begin isnew text end final.

(c) A school board must adopt a policy regarding weighted grade point averages for any
high school or dual enrollment course. The policy must state whether the district offers
weighted grades. A school board must annually publish on its website a list of courses for
which a student may earn a weighted grade.

(d) The secondary credits granted to a pupil must be counted toward the graduation
requirements and subject area requirements of the district. Evidence of successful completion
of each course and secondary credits granted must be included in the pupil's secondary
school record. A pupil deleted text begin shalldeleted text end new text begin mustnew text end provide the school with a copy of the pupil's deleted text begin gradedeleted text end new text begin gradesnew text end
in each course taken for secondary credit under this sectionnew text begin , including interim or nonfinal
grades earned during the academic termnew text end . Upon the request of a pupil, the pupil's secondary
school record must also include evidence of successful completion and credits granted for
a course taken for postsecondary credit. In either case, the record must indicate that the
credits were earned at a postsecondary institution.

(e) If a pupil enrolls in a postsecondary institution after leaving secondary school, the
postsecondary institution must award postsecondary credit for any course successfully
completed for secondary credit at that institution. Other postsecondary institutions may
award, after a pupil leaves secondary school, postsecondary credit for any courses
successfully completed under this section. An institution may not charge a pupil for the
award of credit.

(f) The Board of Trustees of the Minnesota State Colleges and Universities and the
Board of Regents of the University of Minnesota must, and private nonprofit and proprietary
postsecondary institutions should, award postsecondary credit for any successfully completed
courses in a program certified by the National Alliance of Concurrent Enrollment Partnerships
offered according to an agreement under subdivision 10. Consistent with section 135A.101,
subdivision 3, all MnSCU institutions must give full credit to a secondary pupil who
completes for postsecondary credit a postsecondary course or program that is part or all of
a goal area or a transfer curriculum at a MnSCU institution when the pupil enrolls in a
MnSCU institution after leaving secondary school. Once one MnSCU institution certifies
as completed a secondary student's postsecondary course or program that is part or all of a
goal area or a transfer curriculum, every MnSCU institution must consider the student's
course or program for that goal area or the transfer curriculum as completed.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 48.

Minnesota Statutes 2022, section 124D.09, subdivision 13, is amended to read:

Subd. 13.

Financial arrangements.

For a pupil enrolled in a course under this section,
the department must make payments according to this subdivision for courses that were
taken for secondary credit.

The department must not make payments to a school district or postsecondary institution
for a course taken for postsecondary credit only. The department must not make payments
to a postsecondary institution for a course from which a student officially withdraws during
the first deleted text begin 14deleted text end new text begin ten businessnew text end days of the new text begin postsecondary institution's new text end quarter or semester or who
has been absent from the postsecondary institution for the first deleted text begin 15 consecutive schooldeleted text end new text begin ten
businessnew text end days of the new text begin postsecondary institution's new text end quarter or semester and is not receiving
instruction in the home or hospital.

A postsecondary institution shall receive the following:

(1) for an institution granting quarter credit, the reimbursement per credit hour shall be
an amount equal to 88 percent of the product of the formula allowance minus $425, multiplied
by 1.2, and divided by 45; or

(2) for an institution granting semester credit, the reimbursement per credit hour shall
be an amount equal to 88 percent of the product of the general revenue formula allowance
minus $425, multiplied by 1.2, and divided by 30.

The department must pay to each postsecondary institution 100 percent of the amount
in clause (1) or (2) within 45 days of receiving initial enrollment information each quarter
or semester. If changes in enrollment occur during a quarter or semester, the change shall
be reported by the postsecondary institution at the time the enrollment information for the
succeeding quarter or semester is submitted. At any time the department notifies a
postsecondary institution that an overpayment has been made, the institution shall promptly
remit the amount due.

Sec. 49.

new text begin [124D.094] ONLINE INSTRUCTION ACT.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) For purposes of this section, the following terms have
the meanings given.
new text end

new text begin (b) "Blended instruction" means a form of digital instruction that occurs when a student
learns part time in a supervised physical setting and part time through online instruction
under paragraph (f).
new text end

new text begin (c) "Digital instruction" means instruction facilitated by technology that offers students
an element of control over the time, place, path, or pace of learning and includes blended
and online instruction.
new text end

new text begin (d) "Enrolling district" means the school district or charter school in which a student is
enrolled under section 120A.22, subdivision 4.
new text end

new text begin (e) "Online course syllabus" means a written document that identifies the state academic
standards taught and assessed in a supplemental online course under paragraph (j); course
content outline; required course assessments; instructional methods; communication
procedures with students, guardians, and the enrolling district under paragraph (d); and
supports available to the student.
new text end

new text begin (f) "Online instruction" means a form of digital instruction that occurs when a student
learns primarily through digital technology away from a supervised physical setting.
new text end

new text begin (g) "Online instructional site" means a site that offers courses using online instruction
under paragraph (f) and may enroll students receiving online instruction under paragraph
(f).
new text end

new text begin (h) "Online teacher" means an employee of the enrolling district under paragraph (d) or
the supplemental online course provider under paragraph (k) who holds the appropriate
licensure under Minnesota Rules, chapter 8710, and is trained to provide online instruction
under paragraph (f).
new text end

new text begin (i) "Student" means a Minnesota resident enrolled in a school defined under section
120A.22, subdivision 4, in kindergarten through grade 12 up to the age of 21.
new text end

new text begin (j) "Supplemental online course" means an online learning course taken in place of a
course provided by the student's enrolling district under paragraph (d).
new text end

new text begin (k) "Supplemental online course provider" means a school district, an intermediate school
district, an organization of two or more school districts operating under a joint powers
agreement, or a charter school located in Minnesota that is authorized by the Department
of Education to provide supplemental online courses under paragraph (j).
new text end

new text begin Subd. 2. new text end

new text begin Digital instruction. new text end

new text begin (a) An enrolling district may provide digital instruction,
including blended instruction and online instruction, to the district's own enrolled students.
Enrolling districts may establish agreements to provide digital instruction, including blended
instruction and online instruction, to students enrolled in the cooperating schools.
new text end

new text begin (b) When online instruction is provided, an online teacher as defined under subdivision
1, paragraph (h), shall perform all duties of teacher of record under Minnesota Rules, part
8710.0310. Unless the commissioner grants a waiver, a teacher providing online instruction
shall not instruct more than 40 students in any one online learning course or section.
new text end

new text begin (c) Students receiving online instruction full time shall be reported as enrolled in an
online instructional site under subdivision 1, paragraph (g).
new text end

new text begin (d) Curriculum used for digital instruction shall be aligned with Minnesota's current
academic standards and benchmarks.
new text end

new text begin (e) Digital instruction shall be accessible to students under section 504 of the federal
Rehabilitation Act and Title II of the federal Americans with Disabilities Act.
new text end

new text begin (f) An enrolling district providing digital instruction and a supplemental online course
provider shall assist an enrolled student whose family qualifies for the education tax credit
under section 290.0674 to acquire computer hardware and educational software so they
may participate in digital instruction. Funds provided to a family to support digital instruction
or supplemental online courses may only be used for qualifying expenses as determined by
the provider. Nonconsumable materials purchased with public education funds remain the
property of the provider. Records for any funds provided must be available for review by
the public or the department.
new text end

new text begin (g) An enrolling district providing digital instruction shall establish and document
procedures for determining attendance for membership and keep accurate records of daily
attendance under section 120A.21.
new text end

new text begin Subd. 3. new text end

new text begin Supplemental online courses. new text end

new text begin (a) Notwithstanding sections 124D.03 and
124D.08 and chapter 124E, procedures for applying to take supplemental online courses
other than those offered by the student's enrolling district are as provided in this subdivision.
new text end

new text begin (b) Any kindergarten through grade 12 student may apply to take a supplemental online
course under subdivision 1, paragraph (j). The student, or the student's parent or guardian
for a student under age 17, must submit an application for the proposed supplemental online
course or courses. A student may:
new text end

new text begin (1) apply to take an online course from a supplemental online course provider that meets
or exceeds the academic standards of the course in the enrolling district they are replacing;
new text end

new text begin (2) apply to take supplemental online courses for up to 50 percent of the student's
scheduled course load; and
new text end

new text begin (3) apply to take supplemental online courses no later than 15 school days after the
student's enrolling district's term has begun. An enrolling district may waive the 50 percent
course enrollment limit or the 15-day time limit.
new text end

new text begin (c) A student taking a supplemental online course must have the same access to the
computer hardware and education software available in a school as all other students in the
enrolling district.
new text end

new text begin (d) A supplemental online course provider must have a current, approved application to
be listed by the Department of Education as an approved provider. The supplemental online
course provider must:
new text end

new text begin (1) use an application form specified by the Department of Education;
new text end

new text begin (2) notify the student, the student's guardian if they are age 17 or younger, and enrolling
district of the accepted application to take a supplemental online course within ten days of
receiving a completed application;
new text end

new text begin (3) notify the enrolling district of the course title, credits to be awarded, and the start
date of the online course. A supplemental online course provider must make the online
course syllabus available to the enrolling district;
new text end

new text begin (4) request applicable academic support information for the student, including a copy
of the IEP, EL support plan, or 504 plan; and
new text end

new text begin (5) track student attendance and monitor academic progress and communicate with the
student, the student's guardian if they are age 17 or younger, and the enrolling district's
designated online learning liaison.
new text end

new text begin (e) A supplemental online course provider may limit enrollment if the provider's school
board or board of directors adopts by resolution specific standards for accepting and rejecting
students' applications. The provisions may not discriminate against any protected class or
students with disabilities.
new text end

new text begin (f) A supplemental online course provider may request that the Department of Education
review an enrolling district's written decision to not accept a student's supplemental online
course application. The student may participate in the supplemental online course while the
application is under review. Decisions shall be final and binding for both the enrolling
district and the supplemental online course provider.
new text end

new text begin (g) A supplemental online course provider must participate in continuous improvement
cycles with the Department of Education.
new text end

new text begin Subd. 4. new text end

new text begin Enrolling district. new text end

new text begin (a) An enrolling district may not restrict or prevent a student
from applying to take supplemental online courses.
new text end

new text begin (b) An enrolling district may request an online course syllabus as defined under
subdivision 1, paragraph (e), to review whether the academic standards in the online course
meet or exceed the academic standards in the course it would replace at the enrolling district.
new text end

new text begin (c) Within 15 days after receiving notice of a student applying to take a supplemental
online course, the enrolling district must notify the supplemental online course provider
whether the student, the student's guardian, and the enrolling district agree that academic
standards in the online course meet or exceed the academic standards in the course it would
replace at the enrolling district. If the enrolling district does not agree that the academic
standards in the online course meet or exceed the academic standards in the course it would
replace at the enrolling district, then:
new text end

new text begin (1) the enrolling district must provide a written explanation of the district's decision to
the student, the student's guardian, and the supplemental online course provider; and
new text end

new text begin (2) the online provider must provide a response to the enrolling district explaining how
the course or program meets the graduation requirements of the enrolling district.
new text end

new text begin (d) An enrolling district may reduce the course schedule of a student taking supplemental
online courses in proportion to the number of supplemental online learning courses the
student takes.
new text end

new text begin (e) An enrolling district must appoint an online learning liaison who:
new text end

new text begin (1) provides information to students and families about supplemental online courses;
new text end

new text begin (2) provides academic support information including IEPs, EL support plans, and 504
plans to supplemental online providers; and
new text end

new text begin (3) monitors attendance and academic progress, and communicates with supplemental
online learning providers, students, families, and enrolling district staff.
new text end

new text begin (f) An enrolling district must continue to provide support services to students taking
supplemental online courses as they would for any other enrolled student including support
for English learners, case management of an individualized education program, and meal
and nutrition services for eligible students.
new text end

new text begin (g) An online learning student must receive academic credit for completing the
requirements of a supplemental online learning course. If a student completes an online
learning course that meets or exceeds a graduation standard or the grade progression
requirement at the enrolling district, that standard or requirement is met.
new text end

new text begin (h) Secondary credits granted to a supplemental online learning student count toward
the graduation and credit requirements of the enrolling district. The enrolling district must
apply the same graduation requirements to all students, including students taking
supplemental online courses.
new text end

new text begin (i) An enrolling district must provide access to extracurricular activities for students
taking supplemental online courses on the same basis as any other enrolled student.
new text end

new text begin Subd. 5. new text end

new text begin Reporting. new text end

new text begin Courses that include blended instruction and online instruction
must be reported in the manner determined by the commissioner of education.
new text end

new text begin Subd. 6. new text end

new text begin Department of Education. new text end

new text begin (a) The commissioner must establish quality
standards to be used for applications and continuous improvement of supplemental online
course providers, and by enrolling districts using digital instruction.
new text end

new text begin (b) The commissioner must support the enrolling district's development of high-quality
digital instruction and monitor implementation. The department must establish and participate
in continuous improvement cycles with supplemental online course providers.
new text end

new text begin (c) Applications from prospective supplemental online course providers must be reviewed
using quality standards and approved or denied within 90 calendar days of receiving a
complete application.
new text end

new text begin (d) The department may collect a fee not to exceed $250 for reviewing applications by
supplemental online course providers or $50 per supplemental course application review
request. Funds generated from application review fees shall be used to support high quality
digital instruction.
new text end

new text begin (e) The department must develop, publish, and maintain a list of supplemental online
course providers that the department has reviewed and approved.
new text end

new text begin (f) The department may review a complaint about an enrolling district providing digital
instruction, or a complaint about a supplemental online course provider based on the
provider's response to notice of a violation. If the department determines that an enrolling
district providing digital instruction or a supplemental online course provider violated a law
or rule, the department may:
new text end

new text begin (1) create a compliance plan for the provider; or
new text end

new text begin (2) withhold funds from the provider under this section and sections 124E.25 and
127A.42. The department must notify an online learning provider in writing about
withholding funds and provide detailed calculations.
new text end

new text begin (g) An online learning program fee administration account is created in the special
revenue fund. Funds retained under paragraph (d) must be deposited in the account. Money
in the account is annually appropriated to the commissioner for costs associated with
administering and monitoring online and digital learning programs.
new text end

new text begin Subd. 7. new text end

new text begin Financial arrangements. new text end

new text begin (a) For a student enrolled in an online supplemental
course, the department must calculate average daily membership and make payments
according to this subdivision.
new text end

new text begin (b) The initial online supplemental average daily membership equals 1/12 for each
semester course or a proportionate amount for courses of different lengths. The adjusted
online learning average daily membership equals the initial online supplemental average
daily membership times .88.
new text end

new text begin (c) No online supplemental average daily membership shall be generated if the student:
new text end

new text begin (1) does not complete the online learning course; or
new text end

new text begin (2) is enrolled in an online course provided by the enrolling district.
new text end

new text begin (d) Online course average daily membership under this subdivision for a student currently
enrolled in a Minnesota public school shall be used only for computing average daily
membership according to section 126C.05, subdivision 19, paragraph (a), clause (2), and
for computing online course aid according to section 124D.096.
new text end

Sec. 50.

Minnesota Statutes 2022, section 124D.128, subdivision 1, is amended to read:

Subdivision 1.

Program established.

A learning year program provides instruction
throughout the year on an extended year calendar, extended school day calendar, or both.
deleted text begin A pupil may participate in the program and accelerate attainment of grade level requirements
or graduation requirements.deleted text end A learning year program may begin after the close of the regular
school year in June. The program may be for students in one or more grade levels from
kindergarten through grade 12.

Sec. 51.

Minnesota Statutes 2022, 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 nonprofit organization that has been in existence
for three years or more and serves persons within the community surrounding the covered
school site on education and other issues.

(b) "Community school consortium" means a group of schools and community
organizations that propose to work together to plan and implement community school
programming.

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

new text begin (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 shall 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.
new text end

new text begin (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.
new text end

deleted text begin (d)deleted text end new text begin (f)new text end "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.

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

deleted text begin (f)deleted text end new text begin (h)new text end "Site coordinator" deleted text begin i

HF 2497

Bill Text Versions

Current Version - 5th Engrossment

ARTICLE 1

GENERAL EDUCATION

Section 1.

new text begin [121A.212] ACCESS TO MENSTRUAL PRODUCTS. new text end

new text begin EFFECTIVE DATE. new text end

Sec. 2.

new text begin [121A.224] OPIATE ANTAGONISTS. new text end

new text begin EFFECTIVE DATE. new text end

Sec. 3.

Subd. 12.

Publication.

new text begin EFFECTIVE DATE. new text end

Sec. 4.

Subd. 3.

Board control.

new text begin EFFECTIVE DATE. new text end

Sec. 5.

new text begin Subd. 11. new text end

new text begin Area learning center transportation aid. new text end

Sec. 6.

new text begin [124D.4536] CAREER AND TECHNICAL EDUCATION CONSORTIUM GRANTS. new text end

new text begin Subdivision 1. new text end

new text begin Definition. new text end

new text begin Subd. 2. new text end

new text begin Establishment. new text end

new text begin Subd. 3. new text end

new text begin Career and technical education advisory committee. new text end

new text begin Subd. 4. new text end

new text begin Private funding. new text end

new text begin Subd. 5. new text end

new text begin Reporting requirements. new text end

new text begin Subd. 6. new text end

new text begin Grant awards. new text end

new text begin EFFECTIVE DATE. new text end

Sec. 7.

Subd. 2.

English learner.

new text begin EFFECTIVE DATE. new text end

Sec. 8.

Subd. 5.

School district EL revenue.

Sec. 9.

new text begin [124D.995] SCHOOL UNEMPLOYMENT AID. new text end

new text begin Subdivision 1. new text end

new text begin Account established. new text end

new text begin Subd. 2. new text end

new text begin Funds deposited in account. new text end

new text begin Subd. 3. new text end

new text begin Money appropriated. new text end

new text begin Subd. 4. new text end

new text begin Administration and monitoring. new text end

new text begin Subd. 5. new text end

new text begin School reimbursement. new text end

new text begin Subd. 6. new text end

new text begin Expiration. new text end

Sec. 10.

Subd. 2.

Basic revenue.

Sec. 11.

Subd. 2a.

Extended time revenue.

new text begin EFFECTIVE DATE. new text end

Sec. 12.

Subd. 2e.

Local optional revenue.

Sec. 13.

Subd. 3.

Compensatory education revenue.

Sec. 14.

new text begin Subd. 3a. new text end

new text begin Definitions. new text end

Sec. 15.

new text begin Subd. 3b. new text end

new text begin Free and reduced-price meals. new text end

Sec. 16.

new text begin Subd. 3c. new text end

new text begin Statewide compensatory allowance. new text end

new text begin [121A.212] ACCESS TO MENSTRUAL PRODUCTS.
new text end

new text begin [121A.224] OPIATE ANTAGONISTS.
new text end

new text begin [124D.4536] CAREER AND TECHNICAL EDUCATION CONSORTIUM
GRANTS.
new text end

new text begin [124D.995] SCHOOL UNEMPLOYMENT AID.
new text end

Payment to unemployment insurance program trust fund by state and
political subdivisions.

Sec. 32. new text begin FUND TRANSFER; BURNSVILLE-EAGAN-SAVAGE SCHOOL
DISTRICT.
new text end

Sec. 33. new text begin UNEMPLOYMENT INSURANCE REPORT.
new text end

Sec. 34. new text begin REPLACING PAPER FORMS.
new text end

Sec. 35. new text begin APPROPRIATIONS GIVEN EFFECT ONCE.
new text end

Sec. 36. new text begin APPROPRIATIONS.
new text end