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Capital IconMinnesota Legislature

HF 2497

4th Engrossment - 93rd Legislature (2023 - 2024) Posted on 04/25/2023 10:40pm

KEY: stricken = removed, old language.
underscored = added, new language.
Line numbers 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 1.21 1.22 1.23 1.24 1.25 1.26 1.27 1.28 1.29 1.30 1.31 1.32 1.33 1.34 1.35 1.36 1.37 1.38 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19 2.20 2.21 2.22 2.23 2.24 2.25
2.26 2.27
2.28 2.29 2.30 2.31 2.32 2.33
2.34
2.35 2.36 2.37 2.38 2.39 3.1 3.2 3.3 3.4 3.5
3.6
3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16
3.17 3.18
3.19 3.20 3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28 3.29 3.30 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11
4.12
4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27
4.28 4.29 4.30 4.31 4.32 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15 5.16 5.17 5.18 5.19 5.20 5.21 5.22 5.23 5.24 5.25 5.26 5.27 5.28 5.29 5.30 5.31 6.1 6.2 6.3 6.4 6.5 6.6
6.7
6.8 6.9 6.10 6.11 6.12 6.13 6.14 6.15 6.16 6.17 6.18 6.19 6.20 6.21 6.22 6.23 6.24 6.25 6.26 6.27 6.28 6.29 6.30 6.31 6.32 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9
7.10
7.11 7.12 7.13 7.14 7.15 7.16 7.17 7.18 7.19 7.20 7.21 7.22 7.23 7.24 7.25 7.26 7.27 7.28 7.29 7.30
8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11 8.12 8.13 8.14 8.15 8.16 8.17 8.18
8.19 8.20 8.21 8.22 8.23 8.24 8.25 8.26 8.27 8.28 8.29 8.30 8.31 8.32 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12 9.13 9.14 9.15 9.16 9.17 9.18 9.19 9.20 9.21 9.22
9.23
9.24 9.25 9.26 9.27 9.28 9.29 9.30 9.31 9.32 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14 10.15 10.16 10.17 10.18 10.19 10.20
10.21 10.22 10.23 10.24 10.25 10.26 10.27 10.28 10.29 10.30 10.31 10.32 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 11.16 11.17 11.18 11.19 11.20 11.21 11.22 11.23 11.24 11.25 11.26
11.27 11.28 11.29 11.30 11.31 11.32 12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8
12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18
12.19 12.20 12.21 12.22 12.23 12.24 12.25 12.26 12.27 12.28 12.29 12.30 12.31
13.1 13.2 13.3 13.4 13.5 13.6
13.7 13.8 13.9 13.10 13.11 13.12 13.13 13.14 13.15 13.16 13.17 13.18 13.19 13.20 13.21 13.22
13.23
13.24 13.25 13.26 13.27 13.28 13.29 14.1 14.2 14.3 14.4
14.5
14.6 14.7 14.8 14.9 14.10 14.11 14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 14.25 14.26 14.27 14.28 14.29 14.30 15.1 15.2 15.3 15.4 15.5 15.6 15.7 15.8 15.9 15.10 15.11 15.12 15.13 15.14 15.15 15.16 15.17 15.18 15.19 15.20 15.21 15.22 15.23 15.24 15.25 15.26 15.27 15.28 15.29 16.1 16.2 16.3 16.4
16.5
16.6 16.7 16.8 16.9 16.10 16.11 16.12 16.13 16.14 16.15 16.16 16.17 16.18 16.19 16.20 16.21
16.22
16.23 16.24 16.25 16.26 16.27 16.28 17.1 17.2 17.3 17.4 17.5 17.6 17.7 17.8 17.9
17.10 17.11 17.12 17.13 17.14 17.15 17.16 17.17 17.18 17.19 17.20 17.21 17.22 17.23 17.24 17.25 17.26 17.27 17.28 17.29 17.30 17.31 17.32 18.1 18.2 18.3 18.4 18.5 18.6 18.7 18.8 18.9 18.10 18.11 18.12 18.13 18.14 18.15 18.16 18.17 18.18 18.19 18.20 18.21 18.22 18.23 18.24 18.25 18.26 18.27 18.28 18.29 18.30 18.31 18.32 19.1 19.2 19.3 19.4 19.5 19.6 19.7 19.8 19.9 19.10 19.11 19.12
19.13 19.14 19.15 19.16 19.17 19.18 19.19 19.20 19.21 19.22 19.23 19.24 19.25 19.26 19.27 19.28 19.29 19.30 19.31 19.32 19.33 20.1 20.2 20.3
20.4
20.5 20.6 20.7 20.8 20.9 20.10 20.11 20.12 20.13 20.14 20.15 20.16 20.17 20.18
20.19 20.20 20.21 20.22 20.23 20.24 20.25 20.26 20.27 20.28 20.29 20.30 20.31 21.1 21.2 21.3 21.4 21.5 21.6 21.7
21.8
21.9 21.10 21.11 21.12 21.13 21.14 21.15 21.16 21.17 21.18 21.19 21.20 21.21
21.22 21.23 21.24 21.25 21.26 21.27 21.28 21.29
21.30 21.31 22.1 22.2 22.3 22.4 22.5 22.6 22.7 22.8 22.9 22.10 22.11 22.12 22.13 22.14 22.15 22.16 22.17 22.18 22.19 22.20 22.21 22.22 22.23 22.24 22.25 22.26 22.27 22.28 22.29 22.30 23.1 23.2 23.3 23.4 23.5 23.6 23.7 23.8 23.9 23.10 23.11 23.12 23.13 23.14 23.15 23.16 23.17 23.18 23.19 23.20 23.21 23.22 23.23 23.24 23.25 23.26 23.27 23.28
24.1 24.2 24.3 24.4 24.5 24.6 24.7 24.8 24.9 24.10 24.11 24.12 24.13 24.14 24.15 24.16 24.17 24.18 24.19 24.20 24.21 24.22 24.23 24.24 24.25 24.26 24.27 24.28 24.29 24.30 24.31 24.32 24.33 24.34 25.1 25.2 25.3 25.4 25.5 25.6 25.7 25.8 25.9 25.10 25.11 25.12 25.13 25.14 25.15 25.16 25.17 25.18 25.19 25.20 25.21 25.22 25.23 25.24 25.25
25.26
25.27 25.28 25.29 25.30 25.31 25.32 26.1 26.2 26.3 26.4 26.5 26.6 26.7 26.8 26.9
26.10 26.11 26.12 26.13 26.14 26.15 26.16 26.17
26.18 26.19 26.20 26.21 26.22 26.23 26.24 26.25 26.26 26.27 26.28 26.29 26.30 26.31 26.32 27.1 27.2
27.3 27.4 27.5
27.6 27.7 27.8 27.9 27.10 27.11
27.12 27.13 27.14
27.15 27.16 27.17 27.18 27.19 27.20 27.21 27.22 27.23 27.24 27.25 27.26 27.27 27.28 27.29 28.1 28.2 28.3 28.4 28.5 28.6 28.7 28.8 28.9 28.10 28.11 28.12 28.13 28.14 28.15 28.16 28.17 28.18 28.19 28.20 28.21 28.22 28.23 28.24 28.25 28.26 28.27 28.28 28.29 28.30 29.1 29.2 29.3 29.4 29.5 29.6 29.7 29.8 29.9 29.10 29.11 29.12 29.13 29.14 29.15 29.16 29.17 29.18 29.19 29.20 29.21 29.22 29.23 29.24 29.25 29.26 29.27 29.28 29.29 29.30 29.31 29.32 30.1 30.2 30.3 30.4 30.5 30.6 30.7 30.8 30.9 30.10 30.11 30.12 30.13 30.14 30.15 30.16 30.17 30.18 30.19 30.20 30.21 30.22 30.23 30.24 30.25 30.26 30.27 30.28 30.29 30.30 30.31 30.32 31.1 31.2 31.3 31.4 31.5 31.6 31.7 31.8
31.9 31.10 31.11
31.12 31.13
31.14 31.15
31.16 31.17 31.18 31.19 31.20 31.21 31.22 31.23 31.24 31.25 31.26 31.27 31.28
32.1 32.2 32.3 32.4 32.5 32.6 32.7 32.8
32.9
32.10 32.11 32.12 32.13 32.14
32.15 32.16 32.17 32.18 32.19 32.20 32.21 32.22 32.23 32.24 32.25 32.26 32.27 32.28 32.29 32.30 32.31 33.1 33.2 33.3 33.4 33.5 33.6 33.7 33.8 33.9 33.10 33.11 33.12 33.13 33.14 33.15 33.16 33.17 33.18 33.19 33.20 33.21 33.22 33.23 33.24 33.25 33.26 33.27 33.28
33.29 33.30 33.31 33.32 33.33 34.1 34.2
34.3 34.4 34.5 34.6 34.7 34.8 34.9
34.10 34.11 34.12 34.13 34.14 34.15 34.16 34.17 34.18 34.19 34.20 34.21 34.22 34.23 34.24 34.25 34.26 34.27 34.28 34.29 34.30 34.31 35.1 35.2 35.3 35.4 35.5 35.6 35.7 35.8 35.9 35.10 35.11 35.12 35.13 35.14 35.15 35.16 35.17
35.18
35.19 35.20 35.21 35.22 35.23 35.24 35.25 35.26 35.27 35.28 35.29 35.30 35.31 35.32 35.33 36.1 36.2 36.3 36.4 36.5 36.6 36.7 36.8 36.9 36.10 36.11 36.12 36.13 36.14
36.15 36.16 36.17 36.18 36.19 36.20 36.21 36.22 36.23 36.24 36.25 36.26 36.27 36.28 36.29 36.30 36.31 36.32 37.1 37.2 37.3 37.4 37.5 37.6 37.7 37.8 37.9 37.10 37.11
37.12 37.13 37.14 37.15 37.16 37.17 37.18 37.19 37.20 37.21 37.22 37.23 37.24 37.25 37.26 37.27 37.28 37.29 37.30 37.31 37.32 37.33 38.1 38.2 38.3 38.4 38.5 38.6 38.7 38.8 38.9 38.10 38.11 38.12 38.13 38.14 38.15 38.16 38.17 38.18 38.19 38.20 38.21
38.22 38.23
38.24 38.25 38.26 38.27 38.28 38.29 38.30 38.31 38.32 39.1 39.2 39.3 39.4 39.5 39.6 39.7 39.8 39.9 39.10 39.11 39.12
39.13 39.14 39.15 39.16 39.17 39.18 39.19 39.20 39.21 39.22 39.23 39.24 39.25 39.26 39.27 39.28 39.29 39.30 39.31 39.32 40.1 40.2 40.3 40.4
40.5 40.6 40.7 40.8 40.9 40.10 40.11
40.12 40.13 40.14 40.15 40.16 40.17 40.18 40.19 40.20 40.21 40.22 40.23 40.24 40.25 40.26 40.27 40.28 40.29 40.30 40.31 40.32 41.1 41.2 41.3 41.4 41.5 41.6 41.7 41.8 41.9 41.10 41.11 41.12 41.13 41.14 41.15 41.16 41.17 41.18 41.19 41.20 41.21 41.22 41.23 41.24 41.25 41.26 41.27 41.28 41.29 41.30 41.31 42.1 42.2 42.3
42.4 42.5
42.6 42.7 42.8 42.9 42.10 42.11 42.12 42.13 42.14 42.15 42.16 42.17 42.18 42.19 42.20 42.21 42.22 42.23 42.24 42.25 42.26 42.27 42.28 42.29 42.30 43.1 43.2 43.3 43.4 43.5 43.6 43.7 43.8 43.9 43.10 43.11 43.12 43.13 43.14 43.15 43.16 43.17 43.18 43.19 43.20 43.21 43.22 43.23 43.24 43.25 43.26 43.27 43.28 43.29 43.30 43.31 43.32 44.1 44.2 44.3 44.4 44.5 44.6
44.7
44.8 44.9 44.10 44.11 44.12 44.13 44.14 44.15 44.16 44.17 44.18 44.19 44.20 44.21 44.22 44.23 44.24 44.25 44.26 44.27 44.28 44.29 44.30 44.31 44.32 45.1 45.2 45.3 45.4 45.5 45.6 45.7 45.8 45.9 45.10 45.11 45.12 45.13 45.14 45.15 45.16 45.17 45.18 45.19 45.20 45.21 45.22 45.23 45.24 45.25 45.26 45.27 45.28 45.29 45.30 45.31 45.32 45.33 45.34 46.1 46.2 46.3 46.4 46.5 46.6 46.7 46.8 46.9 46.10 46.11 46.12 46.13 46.14 46.15 46.16 46.17 46.18 46.19 46.20 46.21 46.22 46.23 46.24 46.25 46.26 46.27 46.28 46.29 46.30 46.31 46.32 46.33 46.34 46.35 47.1 47.2 47.3 47.4 47.5 47.6 47.7 47.8 47.9 47.10 47.11 47.12 47.13 47.14 47.15 47.16 47.17 47.18 47.19 47.20 47.21 47.22 47.23 47.24 47.25 47.26 47.27 47.28 47.29 47.30 47.31 47.32 47.33 47.34 48.1 48.2 48.3 48.4 48.5 48.6 48.7 48.8 48.9 48.10 48.11 48.12 48.13 48.14 48.15 48.16 48.17 48.18 48.19 48.20 48.21 48.22 48.23 48.24 48.25 48.26
48.27 48.28 48.29 48.30 48.31 48.32 49.1 49.2 49.3 49.4 49.5 49.6 49.7 49.8 49.9 49.10 49.11 49.12 49.13 49.14 49.15 49.16 49.17 49.18 49.19 49.20 49.21 49.22 49.23 49.24 49.25 49.26 49.27 49.28 49.29 49.30 49.31 50.1 50.2 50.3 50.4 50.5 50.6 50.7 50.8 50.9 50.10 50.11 50.12 50.13 50.14 50.15 50.16 50.17 50.18 50.19 50.20 50.21 50.22 50.23 50.24 50.25 50.26 50.27 50.28 50.29 50.30 50.31 50.32
51.1 51.2 51.3 51.4 51.5 51.6 51.7 51.8 51.9 51.10 51.11 51.12 51.13 51.14 51.15 51.16 51.17 51.18 51.19
51.20 51.21 51.22 51.23 51.24 51.25 51.26 51.27 51.28 51.29 51.30 51.31 51.32 51.33 52.1 52.2 52.3 52.4 52.5 52.6 52.7 52.8 52.9 52.10 52.11 52.12 52.13 52.14 52.15 52.16 52.17 52.18 52.19 52.20 52.21 52.22 52.23 52.24 52.25 52.26 52.27 52.28 52.29 52.30 52.31 52.32 52.33 52.34 53.1 53.2 53.3 53.4 53.5 53.6 53.7 53.8 53.9 53.10 53.11 53.12 53.13 53.14 53.15 53.16 53.17 53.18 53.19 53.20 53.21 53.22 53.23 53.24 53.25 53.26 53.27 53.28 53.29 53.30 53.31 53.32 53.33 54.1 54.2 54.3 54.4 54.5 54.6 54.7 54.8 54.9 54.10 54.11 54.12 54.13 54.14 54.15 54.16 54.17 54.18 54.19 54.20 54.21
54.22 54.23 54.24 54.25 54.26 54.27 54.28 54.29 54.30 54.31 54.32 54.33 55.1 55.2
55.3 55.4 55.5 55.6 55.7 55.8 55.9 55.10 55.11 55.12 55.13 55.14 55.15 55.16 55.17 55.18 55.19 55.20 55.21 55.22 55.23 55.24 55.25 55.26 55.27 55.28 55.29 55.30 55.31 56.1 56.2 56.3
56.4 56.5 56.6 56.7 56.8 56.9 56.10 56.11 56.12 56.13 56.14 56.15 56.16 56.17 56.18 56.19 56.20 56.21 56.22 56.23 56.24 56.25 56.26 56.27 56.28
56.29 56.30 56.31 56.32 56.33 57.1 57.2 57.3 57.4 57.5 57.6 57.7 57.8 57.9 57.10 57.11 57.12 57.13 57.14 57.15 57.16 57.17 57.18 57.19 57.20 57.21 57.22 57.23 57.24 57.25 57.26
57.27 57.28 57.29 57.30 57.31 57.32 57.33 58.1 58.2 58.3 58.4 58.5 58.6 58.7 58.8
58.9
58.10 58.11 58.12 58.13 58.14 58.15 58.16
58.17
58.18 58.19 58.20 58.21 58.22 58.23 58.24 58.25 58.26 58.27 58.28 58.29 58.30 59.1 59.2 59.3 59.4 59.5 59.6 59.7 59.8 59.9 59.10
59.11
59.12 59.13 59.14 59.15 59.16 59.17
59.18
59.19 59.20 59.21 59.22 59.23 59.24 59.25 59.26
59.27
60.1 60.2 60.3 60.4 60.5 60.6 60.7 60.8 60.9 60.10
60.11
60.12 60.13 60.14 60.15 60.16 60.17 60.18 60.19 60.20 60.21 60.22 60.23 60.24 60.25 60.26 60.27 60.28
60.29
61.1 61.2 61.3 61.4 61.5 61.6 61.7 61.8 61.9 61.10 61.11 61.12 61.13 61.14 61.15 61.16 61.17 61.18 61.19 61.20 61.21 61.22
61.23
61.24 61.25 61.26 61.27 61.28 61.29 61.30 61.31 61.32 61.33 61.34
62.1
62.2 62.3 62.4 62.5 62.6 62.7 62.8 62.9 62.10 62.11 62.12 62.13 62.14 62.15 62.16 62.17 62.18 62.19 62.20 62.21 62.22 62.23 62.24 62.25 62.26 62.27 62.28 62.29 62.30 62.31 63.1 63.2 63.3 63.4 63.5 63.6 63.7
63.8
63.9 63.10 63.11 63.12 63.13 63.14 63.15 63.16 63.17 63.18 63.19 63.20 63.21 63.22 63.23 63.24 63.25 63.26 63.27 63.28 63.29 63.30 63.31
64.1 64.2 64.3 64.4 64.5 64.6 64.7 64.8 64.9 64.10 64.11
64.12 64.13 64.14 64.15 64.16 64.17 64.18 64.19 64.20 64.21 64.22 64.23 64.24 64.25 64.26 64.27 64.28 64.29 64.30 64.31 65.1 65.2 65.3 65.4 65.5 65.6 65.7 65.8 65.9 65.10 65.11 65.12 65.13 65.14 65.15 65.16 65.17 65.18 65.19 65.20 65.21 65.22 65.23 65.24 65.25 65.26 65.27 65.28 65.29
66.1 66.2 66.3 66.4 66.5 66.6 66.7 66.8 66.9 66.10
66.11 66.12 66.13 66.14 66.15 66.16 66.17 66.18 66.19 66.20 66.21 66.22 66.23 66.24 66.25 66.26 66.27 66.28 66.29 66.30 66.31 66.32 66.33 67.1 67.2 67.3
67.4 67.5 67.6 67.7 67.8 67.9 67.10 67.11 67.12 67.13 67.14 67.15 67.16 67.17 67.18 67.19 67.20 67.21 67.22 67.23 67.24 67.25 67.26 67.27 67.28 67.29 67.30 67.31
68.1 68.2 68.3 68.4 68.5 68.6 68.7 68.8 68.9 68.10 68.11 68.12 68.13 68.14 68.15 68.16 68.17 68.18 68.19
68.20
68.21 68.22 68.23 68.24 68.25 68.26 68.27 68.28 68.29 68.30 68.31 68.32 68.33
69.1 69.2 69.3 69.4 69.5 69.6 69.7 69.8 69.9 69.10 69.11 69.12 69.13 69.14 69.15 69.16 69.17 69.18 69.19 69.20 69.21 69.22
69.23 69.24 69.25 69.26 69.27 69.28 69.29 69.30 69.31 69.32 69.33 69.34 70.1 70.2 70.3 70.4 70.5 70.6 70.7
70.8 70.9 70.10 70.11 70.12 70.13 70.14 70.15 70.16 70.17 70.18 70.19 70.20 70.21 70.22 70.23 70.24 70.25
70.26 70.27 70.28 70.29 70.30 70.31 70.32 70.33 71.1 71.2 71.3 71.4 71.5 71.6
71.7
71.8 71.9 71.10 71.11 71.12 71.13 71.14 71.15 71.16 71.17 71.18 71.19 71.20 71.21 71.22 71.23 71.24 71.25 71.26 71.27 71.28 71.29 71.30 71.31 71.32 71.33 72.1 72.2 72.3 72.4 72.5 72.6 72.7 72.8 72.9 72.10 72.11 72.12 72.13 72.14 72.15 72.16 72.17 72.18 72.19 72.20
72.21
72.22 72.23 72.24 72.25 72.26 72.27 72.28 72.29 72.30 72.31 72.32 72.33 73.1 73.2 73.3 73.4 73.5 73.6 73.7 73.8 73.9 73.10 73.11 73.12 73.13
73.14 73.15 73.16 73.17 73.18 73.19 73.20 73.21 73.22 73.23 73.24 73.25 73.26 73.27 73.28 73.29 73.30 73.31 74.1 74.2 74.3 74.4 74.5 74.6 74.7 74.8 74.9 74.10 74.11 74.12 74.13 74.14 74.15 74.16 74.17 74.18 74.19 74.20 74.21 74.22 74.23 74.24 74.25 74.26 74.27 74.28 74.29 74.30 74.31 74.32 74.33 75.1 75.2 75.3 75.4 75.5 75.6 75.7 75.8 75.9 75.10 75.11 75.12 75.13 75.14 75.15 75.16 75.17 75.18 75.19 75.20 75.21 75.22 75.23 75.24 75.25 75.26 75.27 75.28 75.29 75.30 75.31 76.1 76.2 76.3 76.4 76.5 76.6 76.7 76.8 76.9 76.10 76.11 76.12 76.13 76.14 76.15 76.16 76.17 76.18 76.19 76.20 76.21 76.22 76.23 76.24 76.25 76.26 76.27 76.28 76.29 76.30 76.31 76.32 76.33 77.1 77.2 77.3 77.4 77.5 77.6 77.7 77.8 77.9 77.10 77.11 77.12 77.13 77.14 77.15 77.16 77.17 77.18 77.19 77.20 77.21 77.22 77.23 77.24 77.25 77.26 77.27 77.28 77.29 77.30 78.1 78.2 78.3 78.4 78.5 78.6 78.7 78.8 78.9 78.10 78.11 78.12 78.13 78.14 78.15 78.16 78.17 78.18 78.19 78.20 78.21 78.22 78.23 78.24 78.25 78.26 78.27 78.28 78.29 78.30 78.31 78.32 78.33 79.1 79.2 79.3 79.4 79.5 79.6
79.7 79.8 79.9 79.10 79.11 79.12 79.13
79.14 79.15 79.16 79.17 79.18 79.19 79.20 79.21 79.22 79.23 79.24 79.25 79.26 79.27 79.28 79.29 79.30 79.31 80.1 80.2 80.3 80.4 80.5 80.6 80.7 80.8 80.9 80.10 80.11 80.12 80.13 80.14 80.15 80.16 80.17 80.18 80.19 80.20 80.21 80.22 80.23 80.24 80.25 80.26 80.27 80.28 80.29 80.30 80.31 80.32 81.1 81.2 81.3 81.4 81.5 81.6 81.7 81.8 81.9 81.10 81.11 81.12 81.13 81.14 81.15 81.16 81.17 81.18 81.19 81.20 81.21 81.22 81.23 81.24 81.25 81.26 81.27 81.28 81.29 81.30 81.31 81.32 81.33 82.1 82.2 82.3 82.4 82.5 82.6 82.7 82.8 82.9 82.10 82.11 82.12 82.13 82.14 82.15 82.16 82.17 82.18 82.19 82.20 82.21 82.22 82.23 82.24 82.25 82.26 82.27 82.28 82.29 82.30 82.31 83.1 83.2 83.3 83.4 83.5 83.6 83.7 83.8 83.9 83.10 83.11 83.12 83.13 83.14 83.15 83.16 83.17 83.18 83.19 83.20 83.21 83.22 83.23 83.24 83.25 83.26 83.27 83.28 83.29 83.30 83.31 83.32 84.1 84.2 84.3 84.4 84.5 84.6 84.7 84.8 84.9 84.10 84.11 84.12 84.13 84.14 84.15 84.16 84.17 84.18 84.19 84.20 84.21 84.22 84.23 84.24 84.25 84.26 84.27 84.28 84.29 85.1 85.2 85.3 85.4 85.5 85.6 85.7 85.8 85.9 85.10 85.11 85.12 85.13 85.14 85.15 85.16 85.17 85.18 85.19 85.20 85.21 85.22 85.23 85.24 85.25 85.26 85.27 85.28 85.29 86.1 86.2 86.3 86.4 86.5 86.6 86.7 86.8 86.9 86.10 86.11 86.12 86.13 86.14 86.15 86.16 86.17 86.18 86.19 86.20 86.21 86.22 86.23 86.24 86.25 86.26 86.27 86.28 86.29 86.30 86.31 87.1 87.2 87.3 87.4 87.5 87.6 87.7 87.8 87.9 87.10 87.11 87.12 87.13 87.14 87.15 87.16 87.17 87.18 87.19
87.20 87.21 87.22 87.23 87.24 87.25 87.26 87.27 87.28 87.29 87.30 88.1 88.2
88.3 88.4 88.5 88.6 88.7 88.8 88.9 88.10 88.11 88.12 88.13 88.14 88.15 88.16 88.17 88.18 88.19 88.20 88.21 88.22 88.23 88.24 88.25 88.26 88.27 88.28 88.29 88.30 88.31 89.1 89.2 89.3 89.4 89.5 89.6 89.7 89.8 89.9
89.10 89.11 89.12 89.13 89.14 89.15 89.16 89.17 89.18 89.19 89.20 89.21 89.22 89.23 89.24
89.25 89.26 89.27 89.28 89.29 89.30 89.31 90.1 90.2 90.3 90.4 90.5 90.6 90.7 90.8 90.9 90.10 90.11 90.12 90.13 90.14 90.15 90.16 90.17 90.18 90.19 90.20 90.21 90.22 90.23 90.24 90.25 90.26 90.27 90.28 90.29 90.30 90.31 90.32 90.33 91.1 91.2 91.3 91.4 91.5 91.6 91.7 91.8 91.9 91.10 91.11 91.12 91.13 91.14 91.15 91.16 91.17 91.18 91.19 91.20 91.21 91.22 91.23 91.24 91.25 91.26 91.27 91.28 91.29 91.30 91.31 91.32 91.33 92.1 92.2 92.3 92.4 92.5 92.6 92.7 92.8 92.9
92.10 92.11
92.12 92.13 92.14 92.15 92.16 92.17 92.18 92.19 92.20 92.21 92.22 92.23
92.24 92.25 92.26 92.27 92.28 92.29 92.30 92.31 93.1 93.2 93.3 93.4 93.5 93.6 93.7 93.8 93.9 93.10 93.11 93.12 93.13 93.14 93.15 93.16 93.17 93.18 93.19 93.20 93.21 93.22 93.23 93.24 93.25 93.26 93.27 93.28 93.29 93.30 93.31 93.32 93.33 93.34 94.1 94.2 94.3 94.4 94.5 94.6 94.7 94.8 94.9 94.10 94.11 94.12 94.13 94.14 94.15 94.16 94.17 94.18 94.19 94.20 94.21 94.22 94.23 94.24 94.25 94.26 94.27 94.28 94.29 94.30 94.31 94.32 94.33 95.1 95.2 95.3 95.4 95.5
95.6 95.7 95.8 95.9 95.10 95.11 95.12 95.13 95.14 95.15 95.16 95.17 95.18 95.19 95.20 95.21 95.22 95.23 95.24 95.25 95.26 95.27 95.28 95.29 95.30 95.31 95.32 96.1 96.2 96.3 96.4 96.5 96.6 96.7 96.8 96.9 96.10 96.11 96.12 96.13 96.14 96.15 96.16 96.17 96.18 96.19 96.20 96.21 96.22 96.23 96.24 96.25 96.26 96.27 96.28 96.29
97.1 97.2 97.3 97.4 97.5 97.6 97.7 97.8 97.9 97.10 97.11 97.12 97.13 97.14 97.15 97.16 97.17 97.18 97.19 97.20 97.21 97.22 97.23 97.24 97.25 97.26 97.27 97.28 97.29 97.30 97.31 98.1 98.2 98.3 98.4 98.5 98.6 98.7 98.8 98.9 98.10
98.11
98.12 98.13 98.14 98.15 98.16 98.17 98.18 98.19 98.20 98.21 98.22 98.23 98.24 98.25 98.26 98.27 98.28 98.29 98.30 99.1 99.2 99.3 99.4 99.5 99.6 99.7 99.8 99.9 99.10 99.11 99.12 99.13 99.14 99.15 99.16 99.17 99.18 99.19 99.20 99.21 99.22 99.23 99.24 99.25 99.26 99.27 99.28 99.29 99.30 100.1 100.2 100.3 100.4 100.5 100.6 100.7 100.8 100.9 100.10 100.11 100.12 100.13 100.14 100.15 100.16 100.17 100.18 100.19 100.20 100.21 100.22 100.23 100.24 100.25 100.26 100.27 100.28 100.29 100.30 100.31 101.1 101.2 101.3 101.4 101.5 101.6 101.7 101.8 101.9 101.10 101.11 101.12 101.13 101.14 101.15 101.16 101.17 101.18 101.19 101.20 101.21 101.22 101.23 101.24 101.25 101.26 101.27 101.28 101.29 101.30 101.31 101.32 102.1 102.2 102.3 102.4 102.5 102.6 102.7 102.8 102.9 102.10 102.11 102.12 102.13 102.14 102.15 102.16 102.17 102.18 102.19 102.20 102.21 102.22 102.23 102.24 102.25 102.26 102.27 102.28 102.29 102.30 103.1 103.2 103.3 103.4 103.5 103.6 103.7 103.8 103.9 103.10 103.11 103.12 103.13 103.14 103.15 103.16 103.17 103.18 103.19 103.20 103.21 103.22 103.23 103.24 103.25 103.26 103.27 103.28 103.29 103.30 104.1 104.2 104.3 104.4 104.5 104.6 104.7 104.8 104.9 104.10 104.11 104.12 104.13 104.14 104.15 104.16 104.17 104.18 104.19 104.20 104.21 104.22 104.23 104.24 104.25 104.26 104.27 104.28 104.29 104.30 104.31 105.1 105.2 105.3 105.4 105.5 105.6 105.7
105.8 105.9 105.10 105.11 105.12 105.13 105.14 105.15 105.16 105.17 105.18 105.19 105.20 105.21 105.22 105.23 105.24 105.25 105.26 105.27 105.28 105.29 105.30 105.31 106.1 106.2 106.3 106.4 106.5 106.6 106.7 106.8 106.9 106.10 106.11 106.12 106.13 106.14 106.15 106.16 106.17 106.18 106.19 106.20 106.21 106.22 106.23 106.24 106.25 106.26 106.27 106.28 106.29 106.30 107.1 107.2 107.3 107.4 107.5 107.6 107.7 107.8 107.9
107.10
107.11 107.12 107.13 107.14 107.15 107.16 107.17 107.18 107.19 107.20 107.21 107.22 107.23 107.24 107.25 107.26 107.27 107.28 107.29 107.30 108.1 108.2 108.3 108.4 108.5 108.6 108.7 108.8 108.9 108.10 108.11 108.12 108.13 108.14 108.15 108.16 108.17 108.18 108.19 108.20 108.21 108.22 108.23 108.24 108.25 108.26 108.27 108.28 108.29 108.30 108.31 109.1 109.2 109.3 109.4 109.5 109.6 109.7 109.8 109.9 109.10 109.11 109.12 109.13 109.14 109.15 109.16 109.17 109.18 109.19 109.20 109.21 109.22 109.23 109.24 109.25 109.26 109.27 109.28 109.29 109.30 109.31 109.32 109.33 110.1 110.2 110.3 110.4 110.5 110.6 110.7 110.8 110.9
110.10
110.11 110.12 110.13 110.14 110.15 110.16 110.17 110.18 110.19 110.20 110.21 110.22 110.23 110.24 110.25 110.26 110.27 110.28 110.29 110.30 110.31 111.1 111.2 111.3 111.4 111.5 111.6 111.7 111.8 111.9 111.10 111.11 111.12 111.13 111.14 111.15 111.16 111.17 111.18 111.19 111.20 111.21 111.22 111.23 111.24 111.25 111.26 111.27 111.28 111.29 111.30 112.1 112.2 112.3 112.4 112.5 112.6 112.7 112.8 112.9 112.10 112.11 112.12 112.13 112.14 112.15 112.16 112.17 112.18 112.19 112.20 112.21 112.22 112.23 112.24 112.25 112.26 112.27 112.28 112.29 112.30 112.31 112.32 113.1 113.2 113.3 113.4 113.5 113.6 113.7 113.8 113.9 113.10 113.11 113.12 113.13 113.14 113.15 113.16 113.17 113.18 113.19 113.20 113.21 113.22 113.23 113.24 113.25 113.26 113.27 113.28 113.29 113.30 113.31 114.1 114.2 114.3 114.4 114.5 114.6 114.7 114.8 114.9 114.10 114.11 114.12 114.13 114.14 114.15 114.16 114.17 114.18 114.19 114.20 114.21 114.22 114.23 114.24 114.25 114.26 114.27 114.28 114.29 114.30 114.31 115.1 115.2 115.3 115.4 115.5 115.6 115.7 115.8 115.9 115.10 115.11 115.12 115.13 115.14 115.15 115.16 115.17 115.18 115.19 115.20 115.21 115.22 115.23 115.24 115.25 115.26 115.27 115.28 115.29 115.30 115.31 115.32 116.1 116.2 116.3 116.4 116.5 116.6 116.7 116.8 116.9 116.10 116.11 116.12 116.13 116.14 116.15 116.16 116.17 116.18 116.19 116.20 116.21 116.22 116.23 116.24 116.25 116.26 116.27 116.28 116.29 116.30 117.1 117.2 117.3 117.4 117.5 117.6 117.7 117.8 117.9 117.10 117.11 117.12 117.13 117.14 117.15 117.16 117.17 117.18 117.19 117.20 117.21 117.22 117.23 117.24 117.25 117.26 117.27 117.28 117.29 117.30 117.31 117.32 118.1 118.2 118.3 118.4 118.5 118.6 118.7 118.8 118.9 118.10 118.11 118.12 118.13 118.14 118.15 118.16 118.17 118.18 118.19 118.20 118.21 118.22 118.23 118.24 118.25 118.26 118.27 118.28 118.29 118.30 118.31 119.1 119.2 119.3 119.4 119.5 119.6 119.7 119.8 119.9 119.10 119.11 119.12 119.13 119.14 119.15 119.16 119.17 119.18 119.19 119.20 119.21 119.22 119.23 119.24 119.25 119.26 119.27 119.28 119.29 119.30 119.31 119.32 120.1 120.2 120.3 120.4 120.5 120.6 120.7 120.8 120.9 120.10 120.11 120.12 120.13 120.14 120.15 120.16 120.17 120.18 120.19 120.20 120.21 120.22 120.23 120.24 120.25 120.26 120.27 120.28 120.29 120.30 120.31 121.1 121.2 121.3 121.4 121.5 121.6 121.7 121.8 121.9 121.10 121.11 121.12 121.13 121.14 121.15 121.16 121.17 121.18 121.19 121.20 121.21 121.22 121.23 121.24 121.25 121.26 121.27 121.28 121.29 121.30 121.31 122.1 122.2 122.3 122.4 122.5 122.6 122.7 122.8 122.9 122.10 122.11 122.12 122.13 122.14 122.15 122.16 122.17 122.18 122.19
122.20 122.21 122.22 122.23 122.24 122.25 122.26 122.27 122.28 122.29 122.30 122.31 122.32 123.1 123.2 123.3 123.4 123.5 123.6 123.7 123.8 123.9 123.10 123.11 123.12 123.13 123.14 123.15 123.16 123.17 123.18 123.19 123.20 123.21 123.22 123.23 123.24 123.25 123.26 123.27 123.28 123.29 123.30 123.31 123.32 123.33 123.34 123.35 123.36 123.37 123.38 123.39 123.40 124.1 124.2 124.3 124.4 124.5
124.6 124.7 124.8
124.9 124.10
124.11 124.12 124.13 124.14 124.15 124.16 124.17 124.18 124.19 124.20 124.21 124.22 124.23 124.24 124.25 124.26 124.27 124.28
125.1 125.2 125.3 125.4 125.5 125.6 125.7 125.8 125.9 125.10 125.11 125.12 125.13 125.14 125.15 125.16 125.17 125.18 125.19 125.20 125.21 125.22 125.23 125.24 125.25 125.26 125.27 125.28 125.29 125.30 125.31 125.32 125.33
126.1 126.2 126.3
126.4 126.5 126.6 126.7 126.8 126.9 126.10 126.11 126.12 126.13 126.14 126.15 126.16 126.17 126.18 126.19 126.20 126.21 126.22 126.23 126.24 126.25 126.26 126.27 126.28 126.29 126.30 126.31 126.32 126.33 127.1 127.2 127.3 127.4 127.5 127.6 127.7 127.8 127.9 127.10 127.11 127.12 127.13 127.14 127.15 127.16 127.17 127.18 127.19 127.20 127.21 127.22 127.23 127.24 127.25 127.26 127.27 127.28 127.29 127.30 127.31 127.32 127.33 127.34 127.35 128.1 128.2 128.3 128.4 128.5 128.6 128.7 128.8 128.9 128.10 128.11 128.12 128.13 128.14 128.15 128.16 128.17 128.18 128.19 128.20 128.21 128.22 128.23 128.24 128.25 128.26 128.27 128.28 128.29 128.30 128.31 128.32 128.33 129.1 129.2 129.3 129.4 129.5 129.6 129.7 129.8 129.9 129.10 129.11 129.12 129.13 129.14 129.15 129.16 129.17 129.18 129.19 129.20 129.21 129.22 129.23 129.24 129.25 129.26 129.27 129.28 129.29 129.30 129.31 129.32 129.33 130.1 130.2 130.3 130.4 130.5 130.6 130.7 130.8 130.9 130.10 130.11 130.12 130.13 130.14 130.15 130.16 130.17 130.18 130.19 130.20 130.21 130.22 130.23 130.24 130.25 130.26 130.27 130.28 130.29 130.30 130.31 131.1 131.2 131.3 131.4 131.5 131.6 131.7 131.8 131.9 131.10 131.11 131.12 131.13 131.14 131.15 131.16 131.17 131.18 131.19 131.20 131.21 131.22 131.23 131.24 131.25 131.26 131.27 131.28 131.29 131.30 131.31 131.32 132.1 132.2 132.3 132.4 132.5 132.6 132.7
132.8
132.9 132.10 132.11 132.12 132.13 132.14 132.15 132.16 132.17 132.18 132.19 132.20 132.21 132.22 132.23 132.24 132.25 132.26 132.27 132.28 132.29 132.30 132.31 132.32 133.1 133.2 133.3 133.4 133.5 133.6 133.7 133.8 133.9 133.10 133.11 133.12 133.13 133.14 133.15 133.16 133.17 133.18 133.19 133.20 133.21 133.22 133.23 133.24 133.25 133.26 133.27 133.28 133.29 133.30 133.31 133.32 133.33 133.34 134.1 134.2 134.3 134.4 134.5 134.6 134.7 134.8 134.9 134.10 134.11 134.12 134.13 134.14 134.15 134.16 134.17 134.18 134.19
134.20 134.21 134.22 134.23 134.24 134.25 134.26 134.27 134.28 134.29 134.30 134.31 134.32
135.1 135.2 135.3 135.4 135.5 135.6 135.7 135.8 135.9 135.10 135.11 135.12 135.13 135.14 135.15 135.16 135.17 135.18 135.19 135.20 135.21 135.22 135.23 135.24 135.25 135.26 135.27 135.28 135.29 135.30 135.31 135.32 135.33 136.1 136.2 136.3 136.4 136.5 136.6 136.7 136.8 136.9 136.10 136.11 136.12 136.13 136.14
136.15
136.16 136.17 136.18 136.19 136.20 136.21 136.22 136.23 136.24 136.25 136.26 136.27 136.28 136.29 136.30 136.31 136.32 136.33 137.1 137.2 137.3 137.4 137.5 137.6 137.7 137.8 137.9 137.10 137.11 137.12 137.13 137.14 137.15 137.16 137.17 137.18 137.19 137.20 137.21 137.22 137.23 137.24 137.25 137.26 137.27 137.28 137.29 137.30 137.31 137.32 138.1
138.2
138.3 138.4 138.5 138.6 138.7 138.8 138.9 138.10 138.11 138.12 138.13 138.14 138.15 138.16 138.17 138.18 138.19 138.20 138.21 138.22 138.23 138.24 138.25 138.26 138.27 138.28 138.29 138.30 138.31 139.1 139.2 139.3 139.4 139.5 139.6
139.7 139.8 139.9 139.10 139.11 139.12 139.13 139.14 139.15 139.16 139.17 139.18 139.19 139.20 139.21 139.22 139.23 139.24 139.25 139.26 139.27 139.28 139.29 139.30 139.31 139.32
140.1 140.2 140.3 140.4 140.5 140.6 140.7 140.8 140.9
140.10 140.11 140.12 140.13 140.14 140.15 140.16 140.17 140.18 140.19 140.20 140.21 140.22
140.23 140.24 140.25 140.26 140.27 140.28 140.29 140.30 140.31 141.1 141.2 141.3 141.4 141.5
141.6
141.7 141.8 141.9 141.10 141.11 141.12 141.13 141.14 141.15 141.16 141.17 141.18 141.19 141.20 141.21 141.22 141.23 141.24 141.25 141.26 141.27 141.28 141.29 141.30 141.31 142.1 142.2 142.3 142.4 142.5 142.6 142.7 142.8 142.9 142.10 142.11 142.12 142.13 142.14 142.15 142.16 142.17 142.18 142.19 142.20 142.21 142.22 142.23 142.24 142.25 142.26 142.27 142.28 142.29 142.30 142.31 143.1 143.2 143.3 143.4 143.5 143.6 143.7 143.8 143.9
143.10 143.11
143.12 143.13
143.14 143.15 143.16 143.17 143.18 143.19 143.20 143.21 143.22 143.23 143.24 143.25 143.26 143.27 143.28 143.29 144.1 144.2 144.3 144.4 144.5 144.6 144.7 144.8 144.9 144.10 144.11 144.12 144.13 144.14 144.15 144.16 144.17 144.18 144.19 144.20 144.21 144.22 144.23 144.24 144.25 144.26 144.27 144.28 144.29 144.30 144.31 144.32 144.33 145.1 145.2 145.3 145.4 145.5 145.6 145.7 145.8 145.9 145.10 145.11 145.12 145.13 145.14 145.15 145.16 145.17 145.18 145.19 145.20 145.21 145.22 145.23
145.24 145.25 145.26 145.27 145.28 145.29 145.30 145.31 145.32 145.33 146.1 146.2 146.3 146.4 146.5 146.6 146.7 146.8 146.9 146.10 146.11 146.12 146.13 146.14 146.15 146.16 146.17
146.18 146.19 146.20 146.21 146.22 146.23 146.24 146.25 146.26 146.27 146.28 146.29 146.30 147.1 147.2 147.3 147.4 147.5 147.6
147.7 147.8 147.9 147.10 147.11 147.12 147.13 147.14 147.15 147.16 147.17 147.18 147.19 147.20 147.21 147.22 147.23 147.24 147.25 147.26 147.27 147.28 147.29 147.30 147.31 147.32 147.33 148.1 148.2 148.3 148.4 148.5 148.6 148.7 148.8 148.9 148.10 148.11 148.12 148.13 148.14 148.15 148.16 148.17 148.18 148.19 148.20 148.21 148.22 148.23 148.24
148.25 148.26 148.27 148.28 148.29 148.30 148.31 149.1 149.2 149.3 149.4 149.5 149.6 149.7 149.8 149.9 149.10 149.11 149.12 149.13 149.14 149.15
149.16
149.17 149.18 149.19 149.20 149.21 149.22 149.23 149.24 149.25 149.26 149.27 149.28 149.29 149.30 150.1 150.2 150.3 150.4 150.5 150.6 150.7 150.8 150.9 150.10 150.11 150.12 150.13 150.14
150.15
150.16 150.17 150.18 150.19 150.20 150.21 150.22 150.23 150.24 150.25 150.26 150.27 150.28
151.1 151.2 151.3 151.4 151.5
151.6 151.7 151.8 151.9 151.10 151.11 151.12 151.13 151.14 151.15 151.16 151.17 151.18 151.19 151.20 151.21 151.22 151.23 151.24 151.25 151.26 151.27 151.28
151.29 151.30 151.31 152.1 152.2 152.3 152.4 152.5 152.6 152.7
152.8 152.9 152.10 152.11 152.12 152.13
152.14 152.15 152.16 152.17 152.18 152.19 152.20
152.21 152.22 152.23 152.24 152.25 152.26 152.27 152.28 152.29 152.30 152.31 152.32 153.1 153.2 153.3 153.4 153.5
153.6 153.7 153.8 153.9 153.10 153.11 153.12 153.13 153.14 153.15 153.16 153.17 153.18 153.19 153.20 153.21 153.22 153.23 153.24 153.25 153.26 153.27 153.28 153.29 153.30 153.31 153.32 153.33 153.34 154.1 154.2 154.3 154.4 154.5 154.6 154.7 154.8 154.9 154.10 154.11 154.12 154.13 154.14 154.15 154.16 154.17 154.18 154.19 154.20 154.21 154.22 154.23 154.24 154.25 154.26 154.27 154.28 154.29 154.30 154.31 154.32 154.33 154.34 154.35 155.1 155.2 155.3 155.4 155.5 155.6 155.7
155.8 155.9 155.10 155.11 155.12 155.13 155.14 155.15
155.16 155.17 155.18 155.19 155.20 155.21 155.22 155.23 155.24 155.25 155.26 155.27 155.28 155.29 155.30 155.31 156.1 156.2 156.3 156.4 156.5 156.6 156.7 156.8 156.9 156.10 156.11 156.12 156.13 156.14 156.15 156.16 156.17 156.18 156.19 156.20
156.21 156.22 156.23 156.24 156.25
156.26
156.27 156.28 156.29 156.30 157.1 157.2 157.3 157.4 157.5 157.6 157.7 157.8 157.9 157.10 157.11 157.12 157.13 157.14 157.15 157.16 157.17 157.18 157.19 157.20 157.21 157.22 157.23 157.24 157.25 157.26 157.27 157.28 157.29 157.30 157.31 157.32 157.33 158.1 158.2 158.3 158.4 158.5 158.6 158.7 158.8 158.9 158.10 158.11 158.12 158.13 158.14 158.15 158.16 158.17 158.18 158.19 158.20 158.21 158.22 158.23 158.24 158.25 158.26 158.27 158.28 158.29 158.30 158.31 158.32 158.33 159.1 159.2
159.3 159.4
159.5 159.6 159.7 159.8 159.9 159.10 159.11 159.12 159.13 159.14 159.15 159.16 159.17 159.18 159.19 159.20
159.21 159.22 159.23 159.24 159.25 159.26 159.27 159.28 159.29 159.30 159.31 160.1 160.2
160.3
160.4 160.5 160.6 160.7 160.8 160.9 160.10 160.11 160.12 160.13 160.14 160.15 160.16 160.17 160.18 160.19 160.20 160.21 160.22 160.23 160.24 160.25 160.26 160.27 160.28 160.29 160.30 161.1 161.2 161.3 161.4 161.5 161.6 161.7 161.8 161.9
161.10 161.11
161.12 161.13 161.14 161.15 161.16 161.17 161.18 161.19 161.20
161.21 161.22 161.23 161.24 161.25
161.26 161.27 161.28 161.29 161.30 161.31 162.1 162.2 162.3 162.4 162.5 162.6 162.7 162.8 162.9 162.10 162.11 162.12 162.13 162.14 162.15 162.16 162.17 162.18 162.19 162.20 162.21 162.22 162.23 162.24 162.25 162.26 162.27 162.28 162.29 162.30 162.31 162.32 162.33 162.34 162.35 163.1 163.2 163.3
163.4
163.5 163.6 163.7 163.8
163.9 163.10 163.11 163.12
163.13 163.14 163.15 163.16
163.17 163.18 163.19
163.20 163.21 163.22 163.23 163.24 163.25 163.26 163.27 163.28 164.1 164.2
164.3 164.4 164.5 164.6 164.7 164.8
164.9 164.10 164.11 164.12 164.13 164.14
164.15 164.16 164.17
164.18 164.19 164.20 164.21 164.22
164.23 164.24 164.25 164.26 164.27 164.28 164.29 165.1 165.2
165.3 165.4 165.5 165.6 165.7 165.8 165.9 165.10 165.11
165.12 165.13 165.14 165.15 165.16 165.17 165.18 165.19 165.20 165.21 165.22 165.23 165.24 165.25 165.26 165.27 165.28 165.29 165.30 165.31
166.1 166.2 166.3 166.4 166.5 166.6 166.7 166.8 166.9 166.10 166.11 166.12 166.13 166.14 166.15 166.16 166.17 166.18 166.19 166.20 166.21 166.22 166.23
166.24 166.25 166.26 166.27 166.28 166.29 166.30 166.31 166.32 166.33 167.1 167.2 167.3 167.4 167.5 167.6 167.7 167.8 167.9 167.10 167.11 167.12 167.13 167.14 167.15 167.16 167.17 167.18 167.19 167.20 167.21 167.22 167.23 167.24 167.25 167.26 167.27 167.28 167.29 167.30 167.31 167.32 167.33 168.1 168.2 168.3 168.4 168.5 168.6 168.7 168.8 168.9 168.10 168.11 168.12 168.13 168.14 168.15 168.16 168.17 168.18 168.19 168.20 168.21 168.22 168.23 168.24 168.25 168.26 168.27 168.28 168.29 168.30 168.31 169.1 169.2 169.3 169.4
169.5 169.6 169.7 169.8 169.9 169.10 169.11 169.12 169.13 169.14 169.15 169.16 169.17 169.18 169.19 169.20 169.21 169.22 169.23
169.24 169.25 169.26 169.27 169.28 169.29 169.30 170.1 170.2
170.3 170.4 170.5 170.6 170.7 170.8 170.9 170.10 170.11 170.12 170.13 170.14 170.15 170.16 170.17 170.18 170.19 170.20 170.21 170.22 170.23 170.24 170.25 170.26 170.27 170.28 170.29 170.30 170.31
171.1 171.2 171.3 171.4 171.5
171.6 171.7 171.8 171.9 171.10 171.11 171.12 171.13 171.14 171.15 171.16 171.17 171.18 171.19 171.20 171.21 171.22 171.23 171.24 171.25 171.26
171.27 171.28 171.29 171.30 171.31 171.32
172.1 172.2 172.3 172.4 172.5 172.6 172.7 172.8 172.9 172.10 172.11 172.12 172.13 172.14 172.15
172.16 172.17 172.18 172.19 172.20 172.21 172.22 172.23 172.24 172.25
172.26 172.27 172.28 172.29 172.30 173.1 173.2 173.3 173.4 173.5 173.6 173.7 173.8 173.9 173.10 173.11 173.12 173.13
173.14 173.15 173.16 173.17 173.18 173.19 173.20 173.21 173.22 173.23 173.24 173.25 173.26 173.27 173.28 173.29 173.30 174.1 174.2 174.3 174.4 174.5 174.6 174.7 174.8 174.9
174.10 174.11 174.12 174.13 174.14 174.15
174.16
174.17 174.18 174.19 174.20 174.21 174.22 174.23 174.24
174.25 174.26 174.27 174.28 174.29 174.30 175.1 175.2 175.3 175.4 175.5 175.6 175.7 175.8 175.9 175.10 175.11 175.12 175.13 175.14 175.15 175.16 175.17 175.18 175.19 175.20 175.21 175.22 175.23
175.24 175.25 175.26 175.27 175.28 176.1 176.2 176.3 176.4 176.5 176.6 176.7 176.8 176.9 176.10 176.11 176.12 176.13 176.14 176.15
176.16 176.17 176.18 176.19 176.20 176.21 176.22
176.23 176.24 176.25 176.26 176.27 176.28
176.29
177.1 177.2 177.3 177.4 177.5 177.6 177.7 177.8 177.9 177.10 177.11 177.12 177.13 177.14 177.15 177.16 177.17 177.18 177.19 177.20 177.21 177.22 177.23 177.24 177.25 177.26 177.27 177.28 177.29 177.30 177.31
178.1 178.2 178.3 178.4 178.5 178.6 178.7 178.8 178.9 178.10 178.11 178.12 178.13 178.14 178.15 178.16
178.17 178.18 178.19 178.20 178.21 178.22 178.23 178.24 178.25 178.26 178.27 178.28 178.29 178.30 178.31 179.1 179.2 179.3 179.4 179.5
179.6 179.7 179.8 179.9 179.10 179.11 179.12 179.13
179.14 179.15 179.16 179.17 179.18 179.19 179.20 179.21 179.22 179.23 179.24 179.25 179.26 179.27 179.28 179.29
180.1 180.2 180.3 180.4 180.5 180.6 180.7 180.8 180.9 180.10 180.11 180.12 180.13 180.14 180.15 180.16 180.17 180.18 180.19 180.20 180.21 180.22 180.23 180.24 180.25 180.26 180.27 180.28 180.29 180.30 180.31 180.32 181.1 181.2 181.3 181.4 181.5 181.6 181.7 181.8 181.9 181.10 181.11 181.12
181.13 181.14 181.15 181.16 181.17 181.18 181.19 181.20 181.21 181.22 181.23 181.24 181.25
181.26 181.27 181.28 181.29 181.30 181.31 181.32 181.33 182.1 182.2 182.3 182.4 182.5 182.6 182.7
182.8 182.9 182.10 182.11 182.12 182.13 182.14
182.15 182.16 182.17 182.18 182.19 182.20 182.21 182.22 182.23 182.24 182.25 182.26
182.27 182.28 182.29 182.30 182.31 182.32 183.1 183.2 183.3 183.4 183.5 183.6 183.7 183.8 183.9 183.10 183.11
183.12
183.13 183.14 183.15 183.16 183.17 183.18 183.19 183.20 183.21 183.22 183.23 183.24 183.25 183.26 183.27 183.28 183.29
183.30 183.31 183.32 183.33 184.1 184.2 184.3 184.4 184.5 184.6 184.7 184.8 184.9 184.10 184.11 184.12 184.13 184.14 184.15 184.16 184.17 184.18 184.19 184.20 184.21 184.22 184.23 184.24 184.25 184.26 184.27 184.28 184.29 184.30 184.31 184.32 184.33 184.34 185.1 185.2 185.3
185.4 185.5
185.6 185.7 185.8 185.9 185.10 185.11 185.12 185.13 185.14 185.15 185.16 185.17 185.18 185.19 185.20 185.21 185.22 185.23 185.24 185.25 185.26 185.27 185.28 185.29 185.30 185.31 185.32 185.33 186.1 186.2 186.3 186.4 186.5 186.6 186.7 186.8 186.9 186.10 186.11 186.12 186.13 186.14 186.15 186.16 186.17 186.18 186.19 186.20 186.21 186.22 186.23 186.24 186.25 186.26 186.27 186.28 186.29 186.30 186.31 187.1 187.2 187.3 187.4 187.5 187.6 187.7 187.8 187.9 187.10 187.11 187.12 187.13 187.14 187.15 187.16 187.17 187.18 187.19 187.20 187.21 187.22 187.23 187.24 187.25 187.26 187.27 187.28 187.29 187.30
187.31
188.1 188.2 188.3 188.4 188.5 188.6 188.7 188.8 188.9 188.10 188.11 188.12 188.13 188.14 188.15 188.16 188.17 188.18 188.19 188.20 188.21 188.22 188.23 188.24 188.25 188.26 188.27 188.28 188.29 188.30 188.31 188.32 188.33 188.34 188.35 189.1 189.2 189.3 189.4 189.5
189.6 189.7
189.8 189.9 189.10 189.11 189.12 189.13 189.14 189.15 189.16 189.17 189.18 189.19 189.20 189.21 189.22 189.23 189.24 189.25 189.26 189.27 189.28 189.29 189.30 189.31 189.32 190.1 190.2 190.3 190.4 190.5 190.6 190.7 190.8 190.9 190.10 190.11 190.12 190.13 190.14 190.15 190.16 190.17 190.18 190.19 190.20 190.21 190.22 190.23 190.24 190.25 190.26 190.27 190.28 190.29 190.30 190.31 190.32 190.33 191.1 191.2 191.3 191.4 191.5 191.6 191.7 191.8 191.9 191.10 191.11 191.12 191.13 191.14 191.15 191.16 191.17 191.18 191.19 191.20 191.21 191.22 191.23 191.24 191.25 191.26 191.27 191.28 191.29 191.30
191.31
192.1 192.2 192.3 192.4 192.5 192.6 192.7
192.8 192.9 192.10 192.11 192.12 192.13 192.14 192.15 192.16 192.17 192.18 192.19 192.20 192.21 192.22 192.23 192.24 192.25 192.26 192.27 192.28 192.29 192.30 192.31
193.1 193.2 193.3 193.4 193.5 193.6 193.7 193.8 193.9 193.10 193.11 193.12 193.13 193.14 193.15 193.16 193.17 193.18 193.19 193.20 193.21 193.22 193.23 193.24 193.25 193.26 193.27 193.28 193.29 193.30 193.31
194.1 194.2
194.3 194.4 194.5 194.6 194.7 194.8 194.9 194.10 194.11 194.12 194.13 194.14 194.15 194.16 194.17 194.18 194.19 194.20 194.21 194.22 194.23 194.24 194.25 194.26 194.27 194.28 194.29 194.30 194.31 194.32 194.33 195.1 195.2 195.3 195.4 195.5 195.6 195.7 195.8 195.9 195.10 195.11 195.12 195.13 195.14 195.15 195.16 195.17 195.18 195.19 195.20 195.21 195.22 195.23 195.24 195.25
195.26 195.27 195.28
195.29 195.30 195.31 195.32 196.1 196.2 196.3 196.4 196.5 196.6 196.7 196.8 196.9 196.10 196.11 196.12 196.13 196.14 196.15 196.16 196.17 196.18 196.19 196.20 196.21 196.22 196.23 196.24 196.25 196.26 196.27 196.28 196.29 196.30 196.31 197.1 197.2 197.3 197.4 197.5 197.6 197.7 197.8 197.9 197.10 197.11
197.12 197.13 197.14 197.15 197.16 197.17 197.18 197.19 197.20 197.21 197.22 197.23 197.24 197.25 197.26 197.27 197.28 197.29 197.30 197.31 197.32 197.33 198.1 198.2 198.3 198.4 198.5 198.6 198.7 198.8 198.9 198.10 198.11 198.12 198.13 198.14 198.15 198.16 198.17 198.18 198.19 198.20 198.21 198.22 198.23 198.24 198.25 198.26 198.27 198.28 198.29 198.30 198.31 198.32 198.33 199.1 199.2 199.3 199.4 199.5 199.6 199.7 199.8 199.9 199.10 199.11 199.12 199.13 199.14 199.15 199.16 199.17 199.18 199.19 199.20 199.21 199.22 199.23 199.24 199.25 199.26 199.27 199.28 199.29 199.30 199.31 199.32 199.33 199.34 200.1 200.2 200.3 200.4 200.5 200.6 200.7 200.8 200.9 200.10 200.11 200.12 200.13 200.14 200.15 200.16 200.17 200.18 200.19 200.20 200.21 200.22 200.23 200.24 200.25 200.26 200.27 200.28 200.29 200.30 200.31 200.32 200.33 201.1 201.2 201.3 201.4 201.5 201.6 201.7 201.8 201.9 201.10 201.11 201.12 201.13 201.14 201.15
201.16 201.17 201.18 201.19 201.20 201.21 201.22 201.23 201.24 201.25 201.26 201.27 201.28
202.1 202.2 202.3 202.4 202.5 202.6 202.7 202.8 202.9 202.10 202.11 202.12 202.13 202.14 202.15 202.16 202.17 202.18 202.19 202.20 202.21 202.22 202.23 202.24 202.25 202.26 202.27 202.28 202.29 202.30 202.31 202.32 202.33 203.1 203.2 203.3 203.4 203.5 203.6 203.7 203.8 203.9 203.10 203.11 203.12 203.13 203.14 203.15 203.16 203.17 203.18 203.19 203.20 203.21 203.22 203.23 203.24 203.25 203.26 203.27 203.28 203.29 203.30 203.31 203.32 203.33 204.1 204.2 204.3 204.4 204.5 204.6 204.7 204.8 204.9 204.10 204.11 204.12 204.13 204.14 204.15 204.16 204.17 204.18 204.19 204.20 204.21 204.22 204.23 204.24 204.25 204.26 204.27 204.28 204.29 204.30 204.31 204.32 205.1 205.2 205.3 205.4 205.5 205.6 205.7
205.8
205.9 205.10 205.11 205.12 205.13 205.14 205.15 205.16 205.17 205.18 205.19 205.20 205.21 205.22 205.23 205.24
205.25
205.26 205.27 205.28 205.29 205.30 205.31 205.32 205.33 206.1 206.2 206.3 206.4 206.5 206.6 206.7 206.8 206.9 206.10 206.11 206.12 206.13 206.14 206.15 206.16 206.17 206.18 206.19 206.20 206.21 206.22 206.23 206.24
206.25
206.26 206.27 206.28 206.29 206.30 207.1 207.2 207.3 207.4 207.5
207.6 207.7 207.8 207.9 207.10 207.11 207.12 207.13 207.14 207.15 207.16 207.17 207.18 207.19 207.20 207.21 207.22 207.23 207.24 207.25 207.26 207.27 207.28 207.29 207.30 207.31 208.1 208.2 208.3 208.4 208.5 208.6 208.7 208.8 208.9 208.10 208.11 208.12 208.13 208.14
208.15
208.16 208.17 208.18 208.19 208.20 208.21 208.22 208.23 208.24 208.25 208.26 208.27 208.28 208.29 208.30 208.31 208.32 209.1 209.2 209.3 209.4 209.5 209.6 209.7 209.8 209.9 209.10 209.11 209.12 209.13 209.14 209.15 209.16 209.17 209.18 209.19 209.20 209.21 209.22 209.23
209.24
209.25 209.26 209.27 209.28 209.29 209.30 210.1 210.2 210.3 210.4 210.5 210.6 210.7 210.8 210.9 210.10 210.11 210.12 210.13 210.14 210.15 210.16 210.17 210.18 210.19 210.20 210.21 210.22 210.23 210.24 210.25 210.26 210.27 210.28 210.29 210.30 210.31 210.32 211.1 211.2 211.3 211.4 211.5 211.6 211.7 211.8 211.9 211.10 211.11 211.12 211.13 211.14 211.15 211.16 211.17 211.18 211.19 211.20 211.21 211.22 211.23 211.24 211.25 211.26 211.27 211.28 211.29 211.30 211.31 211.32 211.33 212.1 212.2 212.3 212.4 212.5 212.6 212.7 212.8
212.9
212.10 212.11 212.12 212.13 212.14 212.15 212.16 212.17 212.18 212.19 212.20 212.21 212.22
212.23
212.24 212.25 212.26 212.27 212.28 212.29 212.30 213.1 213.2 213.3
213.4 213.5 213.6 213.7 213.8 213.9 213.10 213.11 213.12 213.13 213.14 213.15 213.16 213.17 213.18 213.19 213.20 213.21 213.22 213.23 213.24 213.25 213.26 213.27 213.28 213.29 213.30 213.31 214.1 214.2 214.3 214.4 214.5 214.6 214.7 214.8 214.9 214.10 214.11 214.12 214.13 214.14 214.15 214.16 214.17 214.18 214.19 214.20 214.21 214.22 214.23 214.24 214.25 214.26 214.27 214.28 214.29 214.30 214.31 214.32 215.1 215.2 215.3 215.4 215.5 215.6 215.7 215.8 215.9 215.10 215.11 215.12 215.13 215.14 215.15 215.16 215.17 215.18 215.19 215.20 215.21 215.22 215.23 215.24 215.25 215.26 215.27 215.28 215.29 215.30 215.31 215.32 216.1 216.2 216.3 216.4 216.5 216.6 216.7 216.8 216.9 216.10 216.11 216.12 216.13 216.14 216.15 216.16 216.17 216.18 216.19 216.20 216.21 216.22 216.23 216.24 216.25 216.26 216.27 216.28 216.29 216.30 216.31 216.32 217.1 217.2 217.3 217.4
217.5 217.6 217.7 217.8 217.9 217.10 217.11 217.12 217.13 217.14 217.15 217.16 217.17 217.18 217.19 217.20 217.21 217.22 217.23 217.24 217.25 217.26 217.27 217.28 217.29 217.30 217.31 217.32 218.1 218.2 218.3 218.4 218.5 218.6 218.7 218.8 218.9 218.10 218.11 218.12 218.13 218.14 218.15 218.16 218.17 218.18 218.19 218.20 218.21 218.22 218.23 218.24 218.25 218.26 218.27 218.28 218.29 218.30 218.31 219.1 219.2 219.3 219.4 219.5 219.6 219.7 219.8 219.9 219.10 219.11 219.12 219.13 219.14 219.15 219.16 219.17 219.18 219.19 219.20 219.21 219.22 219.23 219.24 219.25 219.26 219.27 219.28
219.29 219.30 219.31 219.32
220.1 220.2 220.3 220.4 220.5
220.6
220.7 220.8
220.9 220.10 220.11 220.12 220.13 220.14 220.15 220.16 220.17 220.18 220.19 220.20 220.21 220.22 220.23 220.24 220.25 220.26 220.27 220.28 220.29 221.1 221.2 221.3 221.4 221.5 221.6 221.7
221.8 221.9 221.10 221.11 221.12 221.13 221.14 221.15 221.16 221.17 221.18 221.19 221.20 221.21 221.22 221.23 221.24 221.25 221.26 221.27 221.28 221.29 221.30 221.31
222.1 222.2 222.3 222.4 222.5
222.6 222.7 222.8 222.9 222.10 222.11 222.12 222.13 222.14 222.15 222.16 222.17 222.18 222.19 222.20 222.21 222.22 222.23 222.24 222.25 222.26 222.27 222.28 222.29 222.30 222.31 222.32 223.1 223.2
223.3 223.4 223.5 223.6 223.7 223.8 223.9 223.10 223.11 223.12
223.13 223.14 223.15 223.16 223.17 223.18 223.19 223.20 223.21 223.22 223.23 223.24 223.25 223.26 223.27 223.28 223.29 223.30 224.1 224.2 224.3 224.4 224.5 224.6
224.7 224.8 224.9 224.10 224.11 224.12 224.13 224.14 224.15 224.16 224.17 224.18 224.19 224.20 224.21 224.22 224.23 224.24 224.25 224.26 224.27
224.28 224.29 224.30 224.31 224.32 225.1 225.2 225.3 225.4 225.5 225.6 225.7 225.8 225.9 225.10 225.11 225.12 225.13 225.14 225.15 225.16 225.17 225.18 225.19 225.20 225.21
225.22 225.23 225.24 225.25 225.26 225.27 225.28 225.29 225.30 226.1 226.2 226.3 226.4 226.5 226.6 226.7 226.8 226.9 226.10 226.11 226.12 226.13 226.14 226.15 226.16 226.17 226.18 226.19 226.20 226.21 226.22 226.23 226.24 226.25 226.26 226.27 226.28 226.29 226.30 227.1 227.2 227.3 227.4 227.5 227.6 227.7 227.8 227.9 227.10 227.11 227.12 227.13 227.14 227.15 227.16 227.17 227.18 227.19 227.20 227.21 227.22 227.23 227.24 227.25
227.26 227.27 227.28 227.29 227.30 227.31 227.32 228.1 228.2 228.3 228.4 228.5 228.6 228.7 228.8 228.9 228.10 228.11 228.12 228.13 228.14 228.15 228.16 228.17 228.18 228.19 228.20 228.21 228.22 228.23 228.24 228.25 228.26 228.27 228.28 228.29 228.30 228.31 228.32 228.33 228.34 229.1 229.2 229.3 229.4 229.5 229.6 229.7 229.8 229.9 229.10 229.11 229.12 229.13 229.14 229.15 229.16 229.17 229.18 229.19
229.20 229.21 229.22 229.23 229.24 229.25 229.26 229.27 229.28 229.29 229.30 229.31 229.32 229.33 229.34 230.1 230.2 230.3
230.4 230.5 230.6 230.7 230.8 230.9 230.10
230.11 230.12 230.13 230.14 230.15 230.16 230.17 230.18 230.19 230.20 230.21 230.22 230.23 230.24 230.25 230.26 230.27 230.28 230.29 230.30 231.1 231.2 231.3 231.4 231.5 231.6 231.7 231.8 231.9 231.10 231.11 231.12 231.13 231.14 231.15
231.16 231.17 231.18 231.19 231.20 231.21 231.22 231.23 231.24 231.25 231.26 231.27 231.28 231.29 231.30 231.31 231.32 231.33 232.1 232.2 232.3 232.4 232.5
232.6 232.7
232.8 232.9 232.10 232.11 232.12 232.13 232.14 232.15 232.16 232.17 232.18 232.19 232.20 232.21 232.22 232.23 232.24 232.25 232.26 232.27 232.28
232.29 232.30 232.31 233.1 233.2 233.3 233.4 233.5 233.6
233.7 233.8 233.9 233.10 233.11 233.12 233.13 233.14 233.15 233.16 233.17 233.18 233.19 233.20 233.21 233.22 233.23 233.24 233.25 233.26 233.27 233.28 233.29 233.30 233.31 233.32 234.1 234.2 234.3 234.4 234.5 234.6 234.7 234.8 234.9 234.10 234.11 234.12 234.13 234.14 234.15 234.16 234.17 234.18 234.19 234.20 234.21
234.22 234.23 234.24 234.25 234.26 234.27 234.28 234.29 234.30 234.31 235.1 235.2 235.3 235.4 235.5 235.6 235.7 235.8 235.9 235.10 235.11 235.12 235.13 235.14 235.15 235.16 235.17 235.18 235.19 235.20 235.21 235.22 235.23 235.24 235.25 235.26 235.27 235.28 235.29 235.30 235.31 235.32 236.1 236.2 236.3 236.4 236.5 236.6 236.7 236.8 236.9 236.10 236.11 236.12
236.13 236.14 236.15 236.16 236.17 236.18 236.19 236.20 236.21 236.22 236.23 236.24 236.25 236.26 236.27 236.28 236.29 236.30 236.31 237.1 237.2 237.3 237.4 237.5 237.6 237.7 237.8 237.9 237.10 237.11 237.12 237.13 237.14 237.15 237.16 237.17 237.18 237.19 237.20 237.21 237.22 237.23 237.24 237.25 237.26 237.27 237.28 237.29 237.30 237.31 238.1 238.2 238.3 238.4 238.5 238.6 238.7 238.8 238.9 238.10 238.11 238.12 238.13 238.14 238.15 238.16 238.17 238.18 238.19 238.20 238.21 238.22 238.23 238.24 238.25 238.26 238.27 238.28 238.29 238.30 238.31 238.32 238.33 239.1 239.2 239.3 239.4 239.5 239.6 239.7 239.8 239.9 239.10 239.11 239.12 239.13 239.14 239.15 239.16 239.17 239.18 239.19 239.20 239.21 239.22 239.23 239.24 239.25 239.26 239.27 239.28 239.29 239.30 239.31 239.32 240.1 240.2 240.3 240.4 240.5 240.6
240.7 240.8 240.9 240.10 240.11 240.12 240.13 240.14 240.15 240.16 240.17 240.18 240.19 240.20 240.21 240.22 240.23 240.24 240.25 240.26 240.27 240.28 240.29 240.30 240.31
241.1 241.2 241.3 241.4 241.5 241.6 241.7 241.8 241.9 241.10 241.11 241.12 241.13 241.14 241.15 241.16 241.17 241.18 241.19 241.20 241.21 241.22 241.23 241.24 241.25 241.26 241.27 241.28
242.1 242.2 242.3 242.4 242.5 242.6 242.7 242.8 242.9 242.10 242.11 242.12 242.13 242.14 242.15 242.16 242.17 242.18 242.19 242.20 242.21 242.22 242.23 242.24 242.25 242.26 242.27 242.28 242.29 242.30 242.31 242.32 243.1 243.2 243.3 243.4 243.5 243.6 243.7
243.8 243.9 243.10 243.11 243.12 243.13 243.14 243.15 243.16 243.17 243.18 243.19 243.20 243.21 243.22 243.23 243.24 243.25 243.26 243.27 243.28 243.29 243.30 243.31 243.32 244.1 244.2 244.3 244.4 244.5 244.6 244.7 244.8 244.9 244.10 244.11 244.12 244.13 244.14 244.15 244.16 244.17 244.18 244.19 244.20 244.21 244.22 244.23 244.24 244.25 244.26 244.27 244.28 244.29 244.30 244.31 244.32 245.1 245.2 245.3 245.4 245.5 245.6 245.7 245.8 245.9 245.10 245.11 245.12 245.13 245.14 245.15 245.16 245.17 245.18 245.19 245.20 245.21 245.22 245.23 245.24 245.25 245.26 245.27 245.28 245.29 245.30 245.31 245.32 246.1 246.2 246.3 246.4 246.5 246.6 246.7 246.8 246.9 246.10 246.11 246.12 246.13 246.14 246.15 246.16 246.17 246.18 246.19 246.20 246.21 246.22 246.23 246.24 246.25 246.26 246.27 246.28 246.29 246.30 246.31 247.1 247.2 247.3 247.4 247.5 247.6 247.7 247.8 247.9 247.10 247.11 247.12 247.13 247.14 247.15 247.16 247.17 247.18 247.19 247.20 247.21 247.22 247.23 247.24 247.25 247.26 247.27 247.28 247.29 247.30 247.31 247.32 248.1 248.2 248.3 248.4 248.5 248.6 248.7 248.8 248.9 248.10 248.11 248.12 248.13 248.14 248.15 248.16 248.17 248.18 248.19 248.20 248.21 248.22 248.23 248.24 248.25 248.26 248.27 248.28 248.29 248.30 249.1 249.2 249.3 249.4 249.5 249.6 249.7 249.8 249.9 249.10 249.11 249.12 249.13 249.14 249.15 249.16 249.17 249.18 249.19 249.20 249.21 249.22 249.23 249.24 249.25
249.26 249.27 249.28 249.29 249.30 249.31 249.32 249.33 250.1 250.2 250.3 250.4 250.5 250.6
250.7 250.8 250.9 250.10 250.11 250.12 250.13 250.14 250.15 250.16 250.17 250.18 250.19 250.20 250.21 250.22 250.23 250.24 250.25 250.26 250.27 250.28 250.29 250.30 250.31 250.32 250.33 251.1 251.2 251.3 251.4 251.5 251.6 251.7 251.8 251.9 251.10 251.11 251.12 251.13 251.14 251.15 251.16 251.17 251.18 251.19 251.20 251.21 251.22 251.23 251.24 251.25 251.26 251.27 251.28 251.29 251.30 251.31 251.32 251.33 251.34 252.1 252.2
252.3 252.4 252.5 252.6 252.7 252.8 252.9 252.10 252.11 252.12 252.13 252.14 252.15 252.16 252.17 252.18 252.19 252.20 252.21 252.22 252.23 252.24 252.25 252.26 252.27 252.28 252.29 252.30 252.31 252.32 252.33 253.1 253.2 253.3 253.4 253.5 253.6 253.7 253.8 253.9 253.10 253.11 253.12 253.13 253.14 253.15 253.16 253.17 253.18 253.19 253.20 253.21 253.22 253.23 253.24 253.25 253.26 253.27 253.28 253.29 253.30 253.31 253.32 253.33 253.34 253.35 254.1 254.2 254.3 254.4 254.5
254.6 254.7 254.8 254.9 254.10 254.11 254.12 254.13 254.14 254.15 254.16 254.17 254.18
254.19 254.20 254.21 254.22 254.23 254.24 254.25 254.26 254.27 254.28 254.29 254.30 254.31 255.1 255.2 255.3 255.4 255.5 255.6 255.7 255.8 255.9 255.10 255.11 255.12 255.13 255.14 255.15 255.16 255.17 255.18 255.19 255.20 255.21 255.22 255.23 255.24 255.25 255.26 255.27 255.28 255.29 255.30 255.31 255.32 255.33 255.34 255.35 256.1 256.2
256.3 256.4 256.5 256.6 256.7 256.8
256.9
256.10 256.11 256.12 256.13 256.14 256.15 256.16 256.17 256.18 256.19 256.20 256.21 256.22 256.23 256.24 256.25 256.26 256.27 256.28 256.29 256.30 256.31 256.32
257.1 257.2 257.3 257.4 257.5 257.6 257.7 257.8 257.9 257.10 257.11 257.12 257.13 257.14 257.15 257.16 257.17 257.18
257.19
257.20 257.21 257.22 257.23 257.24 257.25 257.26 257.27 257.28 257.29 257.30 257.31 257.32 257.33 258.1 258.2 258.3 258.4 258.5 258.6 258.7 258.8 258.9 258.10 258.11 258.12 258.13 258.14 258.15 258.16 258.17 258.18 258.19 258.20 258.21 258.22 258.23 258.24 258.25 258.26 258.27 258.28 258.29 258.30 258.31 258.32 258.33 259.1 259.2 259.3 259.4 259.5 259.6 259.7 259.8 259.9 259.10 259.11 259.12 259.13 259.14 259.15 259.16 259.17 259.18 259.19 259.20 259.21 259.22 259.23 259.24 259.25 259.26 259.27 259.28 259.29 259.30 259.31 259.32 259.33 260.1 260.2 260.3 260.4 260.5 260.6 260.7 260.8 260.9 260.10 260.11 260.12 260.13 260.14 260.15 260.16
260.17 260.18 260.19
260.20 260.21 260.22 260.23 260.24 260.25 260.26 260.27 260.28 260.29 261.1 261.2 261.3 261.4 261.5 261.6 261.7 261.8 261.9 261.10 261.11 261.12 261.13 261.14 261.15 261.16 261.17 261.18 261.19
261.20 261.21 261.22 261.23 261.24 261.25 261.26 261.27 261.28 261.29 261.30 262.1 262.2 262.3 262.4 262.5 262.6 262.7 262.8 262.9 262.10 262.11 262.12 262.13 262.14 262.15 262.16 262.17 262.18 262.19 262.20 262.21 262.22 262.23 262.24 262.25 262.26 262.27 262.28 262.29 262.30 263.1 263.2 263.3 263.4 263.5 263.6
263.7 263.8
263.9 263.10 263.11 263.12 263.13 263.14 263.15 263.16 263.17 263.18 263.19 263.20 263.21 263.22 263.23 263.24 263.25 263.26 263.27 263.28 263.29 263.30 263.31 263.32 263.33 264.1 264.2 264.3 264.4 264.5 264.6 264.7 264.8 264.9 264.10 264.11 264.12 264.13 264.14 264.15 264.16 264.17 264.18 264.19 264.20 264.21
264.22
264.23 264.24 264.25 264.26 264.27 264.28 264.29 264.30
264.31
265.1 265.2 265.3 265.4 265.5 265.6 265.7 265.8 265.9 265.10 265.11 265.12 265.13 265.14 265.15 265.16 265.17
265.18
265.19 265.20 265.21 265.22 265.23 265.24 265.25 265.26 265.27 265.28 265.29 265.30 265.31 265.32 265.33
266.1
266.2 266.3 266.4 266.5 266.6 266.7 266.8 266.9 266.10 266.11 266.12 266.13 266.14 266.15
266.16
266.17 266.18 266.19 266.20 266.21 266.22 266.23 266.24 266.25 266.26 266.27 266.28 266.29 266.30
266.31
267.1 267.2 267.3 267.4 267.5
267.6
267.7 267.8 267.9 267.10 267.11
267.12
267.13 267.14 267.15 267.16 267.17 267.18 267.19 267.20 267.21 267.22 267.23 267.24 267.25 267.26
267.27
268.1 268.2 268.3 268.4 268.5 268.6 268.7 268.8 268.9 268.10 268.11 268.12 268.13 268.14
268.15
268.16 268.17 268.18 268.19 268.20 268.21 268.22 268.23 268.24 268.25 268.26 268.27 268.28 268.29 268.30 268.31 268.32 269.1 269.2 269.3 269.4 269.5 269.6 269.7 269.8 269.9 269.10 269.11 269.12 269.13 269.14 269.15 269.16 269.17 269.18 269.19 269.20 269.21 269.22 269.23 269.24 269.25
269.26 269.27
269.28 269.29 269.30 269.31 270.1 270.2 270.3 270.4 270.5 270.6 270.7 270.8 270.9 270.10 270.11 270.12 270.13 270.14 270.15 270.16 270.17 270.18 270.19 270.20 270.21 270.22 270.23 270.24 270.25 270.26 270.27 270.28 270.29 270.30 270.31 271.1 271.2 271.3 271.4 271.5 271.6 271.7 271.8 271.9 271.10 271.11 271.12 271.13 271.14 271.15 271.16 271.17 271.18 271.19 271.20 271.21
271.22
271.23 271.24 271.25 271.26 271.27 271.28 271.29 271.30 272.1 272.2 272.3 272.4 272.5 272.6 272.7 272.8 272.9 272.10 272.11 272.12 272.13 272.14 272.15 272.16 272.17 272.18 272.19 272.20 272.21 272.22 272.23 272.24 272.25 272.26 272.27 272.28 272.29 272.30 272.31 272.32 272.33 272.34 273.1 273.2 273.3 273.4 273.5 273.6 273.7 273.8 273.9 273.10 273.11 273.12 273.13 273.14 273.15 273.16 273.17 273.18 273.19 273.20 273.21 273.22 273.23 273.24 273.25 273.26 273.27 273.28 273.29 273.30 273.31 273.32 273.33 273.34 274.1 274.2 274.3 274.4
274.5
274.6 274.7 274.8 274.9 274.10 274.11 274.12 274.13 274.14 274.15 274.16 274.17 274.18 274.19 274.20 274.21 274.22 274.23 274.24 274.25 274.26 274.27 274.28 274.29 274.30 274.31 274.32 275.1 275.2 275.3 275.4 275.5 275.6 275.7
275.8 275.9 275.10 275.11 275.12 275.13 275.14 275.15 275.16 275.17 275.18 275.19 275.20 275.21 275.22 275.23 275.24 275.25 275.26 275.27 275.28 275.29 275.30 275.31 275.32 276.1 276.2 276.3 276.4 276.5 276.6 276.7 276.8 276.9 276.10 276.11 276.12 276.13 276.14 276.15 276.16 276.17 276.18 276.19 276.20 276.21 276.22 276.23 276.24 276.25 276.26 276.27 276.28
276.29
277.1 277.2 277.3 277.4 277.5 277.6 277.7 277.8 277.9
277.10
277.11 277.12 277.13 277.14 277.15 277.16 277.17 277.18 277.19 277.20 277.21 277.22 277.23 277.24
277.25 277.26
277.27 277.28 277.29 277.30 277.31 277.32 278.1 278.2 278.3 278.4 278.5 278.6 278.7 278.8 278.9 278.10 278.11 278.12 278.13 278.14 278.15 278.16 278.17 278.18 278.19 278.20 278.21 278.22 278.23 278.24 278.25 278.26 278.27 278.28 278.29 278.30 279.1 279.2 279.3 279.4 279.5 279.6 279.7 279.8 279.9 279.10 279.11 279.12 279.13 279.14
279.15 279.16
279.17 279.18 279.19 279.20 279.21 279.22 279.23 279.24 279.25 279.26 279.27 279.28 279.29 279.30 280.1 280.2 280.3 280.4 280.5 280.6 280.7 280.8 280.9 280.10 280.11 280.12 280.13
280.14
280.15 280.16 280.17 280.18 280.19 280.20 280.21 280.22 280.23 280.24 280.25 280.26 280.27 280.28 280.29 280.30 280.31 280.32
280.33
281.1 281.2 281.3 281.4 281.5 281.6 281.7 281.8 281.9 281.10 281.11 281.12 281.13 281.14 281.15 281.16 281.17 281.18 281.19 281.20 281.21 281.22 281.23 281.24 281.25
281.26 281.27 281.28 281.29 281.30 281.31 281.32 282.1 282.2 282.3 282.4 282.5 282.6 282.7 282.8 282.9 282.10 282.11 282.12 282.13 282.14 282.15 282.16 282.17
282.18
282.19 282.20 282.21 282.22 282.23 282.24 282.25 282.26 282.27 282.28 282.29 282.30 282.31
283.1 283.2 283.3 283.4 283.5 283.6
283.7 283.8 283.9 283.10 283.11 283.12
283.13 283.14 283.15 283.16 283.17 283.18
283.19 283.20 283.21 283.22 283.23 283.24 283.25 283.26 283.27 283.28 283.29 283.30 283.31 284.1 284.2 284.3 284.4 284.5 284.6 284.7 284.8 284.9 284.10 284.11 284.12 284.13 284.14 284.15 284.16 284.17
284.18 284.19 284.20
284.21 284.22
284.23 284.24 284.25 284.26 284.27 284.28 284.29 284.30 284.31 284.32 285.1 285.2 285.3 285.4 285.5 285.6 285.7 285.8 285.9 285.10 285.11 285.12 285.13 285.14 285.15 285.16 285.17 285.18 285.19 285.20 285.21
285.22 285.23
285.24 285.25 285.26 285.27 285.28
285.29 285.30
286.1 286.2 286.3 286.5 286.4 286.7 286.6
286.8 286.9 286.10 286.12 286.11 286.14 286.13
286.15 286.16 286.17 286.18 286.19 286.20 286.21 286.22 286.23 286.24 286.25 286.26 286.27 286.28 286.29 286.30 286.31 286.32 287.1 287.2 287.3 287.4 287.5 287.6 287.7 287.8 287.9 287.10 287.11 287.12 287.13 287.14 287.15 287.16 287.17 287.18
287.19 287.20 287.21 287.22 287.23
287.24 287.25
287.26 287.27 287.28 287.29 287.30 288.1 288.2 288.3 288.4 288.5 288.6
288.7
288.8 288.9 288.10 288.11 288.12 288.13 288.14 288.15 288.16 288.17 288.18 288.19 288.20 288.21 288.22 288.23 288.24 288.25 288.26 288.27 288.28 288.29 288.30 288.31 288.32 289.1 289.2 289.3 289.4 289.5 289.6 289.7 289.8 289.9 289.10 289.11 289.12 289.13 289.14 289.15 289.16
289.17
289.18 289.19 289.20 289.21 289.22 289.23 289.24 289.25 289.26 289.27 289.28 289.29 289.30 289.31 290.1 290.2 290.3 290.4 290.5 290.6 290.7 290.8 290.9 290.10 290.11 290.12 290.13 290.14 290.15 290.16 290.17 290.18 290.19 290.20 290.21 290.22 290.23 290.24 290.25
290.26
290.27 290.28 290.29 290.30 290.31 291.1 291.2 291.3
291.4
291.5 291.6
291.7 291.8 291.9 291.10 291.11
291.12 291.13 291.14 291.15 291.16 291.17 291.18 291.19 291.20 291.21 291.22 291.23
291.24 291.25 291.26 291.27 291.28 291.29 291.30 291.31 292.1 292.2 292.3 292.4 292.5 292.6 292.7 292.8 292.9 292.10 292.11 292.12 292.13 292.14 292.15 292.16 292.17 292.18 292.19 292.20 292.21 292.22 292.23 292.24 292.25 292.26 292.27 292.28 292.29 292.30 292.31 293.1 293.2 293.3 293.4 293.5 293.6 293.7 293.8 293.9 293.10 293.11 293.12 293.13 293.14 293.15 293.16 293.17 293.18
293.19
293.20 293.21 293.22 293.23 293.24 293.25 293.26 293.27 293.28 293.29 293.30 293.31 294.1 294.2 294.3 294.4 294.5
294.6
294.7 294.8 294.9 294.10 294.11 294.12 294.13 294.14 294.15 294.16 294.17 294.18 294.19 294.20
294.21 294.22 294.23 294.24 294.25 294.26 294.27 294.28 294.29 294.30 294.31
295.1 295.2 295.3 295.4 295.5 295.6 295.7 295.8 295.9 295.10 295.11 295.12 295.13 295.14 295.15 295.16 295.17 295.18 295.19 295.20 295.21 295.22 295.23 295.24 295.25 295.26 295.27 295.28 295.29 295.30 295.31 295.32
296.1
296.2 296.3 296.4 296.5 296.6 296.7 296.8 296.9 296.10 296.11
296.12 296.13 296.14 296.15 296.16 296.17 296.18 296.19 296.20 296.21 296.22 296.23 296.24 296.25 296.26 296.27 296.28 296.29 296.30 297.1 297.2 297.3 297.4 297.5 297.6 297.7 297.8 297.9 297.10 297.11 297.12 297.13 297.14 297.15 297.16 297.17 297.18 297.19 297.20 297.21 297.22 297.23 297.24 297.25 297.26 297.27 297.28 297.29 297.30 297.31 298.1 298.2 298.3 298.4 298.5 298.6 298.7 298.8 298.9 298.10 298.11 298.12 298.13 298.14 298.15 298.16 298.17 298.18 298.19
298.20 298.21
298.22 298.23 298.24 298.25 298.26 298.27
299.1 299.2 299.3 299.4 299.5 299.6 299.7 299.8 299.9 299.10 299.11 299.12 299.13 299.14 299.15 299.16 299.17 299.18
299.19 299.20 299.21 299.22 299.23 299.24 299.25 299.26 299.27 299.28 299.29 299.30 299.31 299.32 300.1 300.2 300.3 300.4 300.5
300.6 300.7 300.8 300.9 300.10 300.11 300.12
300.13 300.14 300.15 300.16 300.17 300.18 300.19 300.20 300.21 300.22 300.23 300.24 300.25 300.26 300.27 300.28 300.29 300.30 301.1 301.2 301.3 301.4 301.5 301.6 301.7 301.8 301.9 301.10
301.11 301.12 301.13 301.14 301.15 301.16 301.17 301.18 301.19
301.20 301.21 301.22 301.23 301.24 301.25 301.26 301.27 301.28 301.29 301.30 301.31 302.1 302.2
302.3 302.4 302.5 302.6 302.7 302.8 302.9
302.10 302.11 302.12 302.13 302.14 302.15
302.16 302.17 302.18 302.19 302.20 302.21 302.22
302.23 302.24 302.25 302.26 302.27 302.28 302.29 302.30 303.1 303.2 303.3 303.4 303.5 303.6 303.7 303.8 303.9 303.10 303.11 303.12
303.13 303.14 303.15 303.16 303.17 303.18 303.19 303.20 303.21 303.22 303.23 303.24 303.25 303.26 303.27 303.28 303.29 303.30 303.31 303.32 304.1 304.2 304.3 304.4 304.5 304.6 304.7 304.8 304.9 304.10 304.11 304.12 304.13 304.14 304.15 304.16 304.17 304.18 304.19 304.20 304.21 304.22 304.23 304.24 304.25
304.26
304.27 304.28 304.29 304.30 304.31 304.32 305.1 305.2 305.3 305.4 305.5 305.6 305.7 305.8 305.9 305.10 305.11 305.12 305.13 305.14 305.15 305.16 305.17 305.18 305.19 305.20 305.21 305.22 305.23 305.24 305.25 305.26 305.27
305.28 305.29 305.30 305.31 306.1 306.2 306.3 306.4
306.5
306.6 306.7 306.8 306.9 306.10 306.11 306.12 306.13 306.14 306.15 306.16 306.17 306.18 306.19 306.20 306.21 306.22 306.23 306.24 306.25 306.26 306.27 306.28 306.29 306.30 306.31 307.1 307.2 307.3 307.4 307.5 307.6 307.7 307.8 307.9 307.10 307.11 307.12 307.13 307.14 307.15 307.16 307.17 307.18 307.19 307.20 307.21 307.22 307.23 307.24
307.25 307.26 307.27 307.28 307.29 307.30 307.31 308.1 308.2 308.3 308.4 308.5 308.6 308.7 308.8 308.9 308.10 308.11 308.12
308.13 308.14 308.15 308.16 308.17 308.18 308.19 308.20 308.21 308.22 308.23 308.24 308.25
308.26 308.27 308.28 308.29 308.30 309.1 309.2 309.3 309.4 309.5 309.6 309.7 309.8 309.9 309.10 309.11 309.12 309.13
309.14 309.15 309.16
309.17 309.18 309.19 309.20 309.21 309.23 309.22 309.24 309.25 309.26
309.27 309.28 309.29 309.30 309.31 310.1 310.3 310.2
310.4 310.5 310.6 310.7 310.9 310.8 310.10 310.11 310.12
310.13 310.14 310.15 310.16 310.17 310.19 310.18 310.20 310.21
310.22 310.23 310.24 310.25 310.26 310.28 310.27 310.29 310.30 310.31
311.1 311.2 311.3 311.4 311.5 311.7 311.6 311.8 311.9 311.10
311.11 311.12 311.13 311.14 311.15 311.17 311.16 311.18 311.19 311.20 311.21
311.22 311.23 311.24 311.25 311.26 311.28 311.27 311.29 311.30 311.31
312.1 312.2 312.3 312.4 312.5 312.7 312.6 312.8 312.9 312.10
312.11 312.12 312.13 312.14 312.15 312.17 312.16 312.18 312.19 312.20
312.21 312.22 312.23 312.24 312.25 312.26 312.28 312.27
313.1 313.2 313.3 313.4 313.5 313.7 313.6 313.8 313.9 313.10 313.11
313.12 313.13 313.14 313.15 313.16 313.18 313.17 313.19 313.20 313.21 313.22
313.23 313.24 313.25 313.26 313.27 313.29 313.28 313.30 314.1 314.2
314.3 314.4 314.5 314.6 314.7 314.8 314.10 314.9 314.11 314.12
314.13 314.14 314.15 314.16 314.17 314.19 314.18 314.20 314.21 314.22
314.23 314.24 314.25 314.26 314.27 314.29 314.28 314.30 315.1 315.2
315.3 315.4 315.5 315.6 315.7 315.9 315.8 315.10 315.11 315.12 315.13
315.14 315.15 315.16 315.17 315.18 315.20 315.19
315.21 315.22 315.23 315.24 315.25 315.27 315.26
315.28 315.29 315.30 315.31 316.1 316.3 316.2 316.4
316.5 316.6 316.7 316.8 316.9 316.11 316.10 316.12 316.13 316.14
316.15 316.16 316.17 316.18 316.19 316.21 316.20 316.22 316.23 316.24
316.25 316.26 316.27 316.28 316.29 316.31 316.30 316.32 317.1 317.2
317.3 317.4 317.5 317.6 317.7 317.9 317.8 317.10 317.11
317.12 317.13 317.14 317.15 317.16 317.18 317.17 317.19 317.20 317.21
317.22 317.23
317.24 317.25 317.26 317.27 317.28 317.29 317.30 317.31 318.1 318.2 318.3 318.4 318.5 318.6 318.7 318.8 318.9 318.10 318.11 318.12 318.13 318.14 318.15 318.16 318.17 318.18 318.19 318.20 318.21 318.22 318.23 318.24 318.25 318.26 318.27 318.28 318.29 318.30 318.31 318.32 318.33 319.1 319.2 319.3 319.4 319.5 319.6

A bill for an act
relating to education finance; providing funding for prekindergarten through grade
12 education; modifying provisions for general education, education excellence,
literacy, American Indian education, teachers, charter schools, special education,
facilities, nutrition, libraries, early childhood, community education, grants
management, and state agencies; making forecast adjustments; providing for
rulemaking; requiring reports; appropriating money; amending Minnesota Statutes
2022, sections 13.32, subdivision 3; 120A.20, subdivision 1; 120A.22, subdivision
10; 120A.414, subdivision 2, by adding a subdivision; 120A.42; 120B.018,
subdivision 6; 120B.021, subdivisions 1, 2, 3, 4, as amended, by adding a
subdivision; 120B.022, subdivision 1; 120B.024, subdivisions 1, 2; 120B.11,
subdivisions 1, 2, 3; 120B.12; 120B.122, subdivision 1; 120B.15; 120B.30,
subdivisions 1, 1a; 120B.301; 120B.35, subdivision 3; 120B.36, subdivision 2;
121A.031, subdivision 6; 121A.04, subdivisions 1, 2; 121A.41, subdivision 7, by
adding subdivisions; 121A.425; 121A.45, subdivision 1; 121A.46, subdivision 4,
by adding a subdivision; 121A.47, subdivisions 2, 14; 121A.53, subdivision 1;
121A.55; 121A.58; 121A.582, subdivision 1; 121A.61, subdivisions 1, 3, by adding
subdivisions; 122A.06, subdivisions 1, 2, 5, 6, 7, 8, by adding subdivisions;
122A.07, subdivisions 1, 2, 4, 4a, 5, 6; 122A.09, subdivisions 4, 6, 9, 10; 122A.091,
subdivisions 1, 2; 122A.092, subdivision 5; 122A.15, subdivision 1; 122A.18,
subdivisions 1, 2, 10, by adding a subdivision; 122A.181, subdivisions 1, 2, 3, 4,
5, by adding a subdivision; 122A.182, subdivisions 1, 4, by adding subdivisions;
122A.183, subdivisions 1, 2, by adding subdivisions; 122A.184, subdivision 1;
122A.185, subdivisions 1, 4; 122A.187, subdivisions 1, 5, by adding a subdivision;
122A.19, subdivision 4; 122A.26, subdivision 2; 122A.31, subdivision 1; 122A.40,
subdivisions 3, 5, 8; 122A.41, subdivisions 2, 5, by adding a subdivision; 122A.415,
subdivision 4; 122A.42; 122A.50; 122A.59; 122A.63, by adding a subdivision;
122A.635; 122A.69; 122A.70; 122A.73, subdivisions 2, 3, 5; 123B.147, subdivision
3; 123B.595, subdivisions 1, 2, 3, 4, 7, 8, 8a, 9, 10, 11; 123B.71, subdivisions 9,
12; 123B.86, subdivision 3; 123B.92, subdivision 1, by adding a subdivision;
124D.03, subdivisions 3, 5; 124D.09, subdivisions 3, 5, 12, 13; 124D.111,
subdivisions 2a, 5; 124D.1158, as amended; 124D.119; 124D.128, subdivisions
1, 2; 124D.151, subdivision 6; 124D.20, subdivisions 3, 5; 124D.2211; 124D.231;
124D.42, subdivision 8; 124D.531, subdivisions 1, 4; 124D.55; 124D.56; 124D.59,
subdivisions 2, 2a; 124D.65, subdivision 5; 124D.68, subdivisions 2, 3; 124D.73,
by adding a subdivision; 124D.74, subdivisions 1, 3, 4, by adding a subdivision;
124D.76; 124D.78; 124D.79, subdivision 2; 124D.791, subdivision 4; 124D.81;
124D.861, subdivision 2; 124D.862, subdivision 8; 124D.98, by adding a
subdivision; 124D.99, subdivision 2; 124E.02; 124E.03, subdivision 2, by adding
a subdivision; 124E.05, subdivisions 4, 7; 124E.06, subdivisions 1, 4, 5; 124E.10,
subdivision 1; 124E.11; 124E.12, subdivision 1; 124E.13, subdivisions 1, 3;
124E.25, subdivision 1a; 125A.03; 125A.08; 125A.0942; 125A.13; 125A.15;
125A.51; 125A.515, subdivision 3; 125A.71, subdivision 1; 125A.76, subdivisions
2c, 2e, by adding a subdivision; 126C.05, subdivisions 1, 3, as amended, 19;
126C.10, subdivisions 2, 2a, 2d, 2e, 3, 4, 13, 13a, 14, 18a, by adding subdivisions;
126C.15, subdivisions 1, 2, 5; 126C.17, by adding a subdivision; 126C.40,
subdivisions 1, 6; 126C.43, subdivision 2; 126C.44; 127A.353, subdivisions 2, 4;
134.31, subdivisions 1, 4a; 134.32, subdivision 4; 134.34, subdivision 1; 134.355,
subdivisions 5, 6, 7; 144.4165; 179A.03, subdivisions 14, 18, 19; 256B.0625,
subdivision 26; 268.085, subdivision 7; 290.0679, subdivision 2; Laws 2021, First
Special Session chapter 13, article 1, section 10, subdivisions 2, 3, 4, 5, 6, 7, 9;
article 2, section 4, subdivisions 2, 3, 4, 12, 27; article 3, section 7, subdivision 7;
article 5, section 3, subdivisions 2, 3, 4; article 7, section 2, subdivisions 2, 3;
article 8, section 3, subdivisions 2, 3, 4; article 9, section 4, subdivisions 5, 6, 12;
article 10, section 1, subdivisions 2, 8; article 11, section 4, subdivision 2; Laws
2023, chapter 18, section 4, subdivisions 2, 3; proposing coding for new law in
Minnesota Statutes, chapters 120B; 121A; 122A; 124D; 125A; 126C; 127A;
repealing Minnesota Statutes 2022, sections 120B.35, subdivision 5; 122A.06,
subdivision 4; 122A.07, subdivision 2a; 122A.091, subdivisions 3, 6; 122A.18,
subdivision 7c; 122A.182, subdivision 2; 124D.095, subdivisions 1, 2, 3, 4, 5, 6,
7, 8; 126C.05, subdivisions 3, 16; 268.085, subdivision 8; Minnesota Rules, part
8710.0500, subparts 8, 11.

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

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 begin20deleted text endnew 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 endWhen 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 beginearly childhood special education
or
new text endprekindergarten 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) A district's English learner programs revenue
equals the new text beginsum of:
new text end

new text begin (1) the new text endproduct of deleted text begin(1) $704 times (2)deleted text endnew text begin (i) $1,000 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;
new text end

new text begin (2) $250 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 (b) equals:
new text end

new text begin (i) 33 percent of the district's English learner cross subsidy for fiscal year 2025;
new text end

new text begin (ii) 66 percent of the district's English learner cross subsidy for fiscal year 2026; and
new text end

new text begin (iii) 100 percent of the district's English learner cross subsidy for fiscal years 2027 and
later
new text end.

new text begin (b) 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 endnew text begin (c)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.

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


Subd. 2.

Basic revenue.

new text begin(a) new text endThe basic revenue for each district equals the formula
allowance times the adjusted pupil units for the school year. deleted text beginThe 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 beginand 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. The formula allowance
for fiscal year 2026 and later must be determined as follows:
new text end

new text begin (1) in January of the calendar year in which the formula allowance begins, the
commissioner of education must calculate 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; and
new text end

new text begin (2) the formula allowance in effect for the prior fiscal year must be increased by the
lesser of 3.0 percent or the percentage change calculated in clause (1), with the resulting
amount rounded to the nearest whole dollar, except in cases of negative Consumer Price
Index growth then the formula allowance will remain the same as the prior year.
new text end

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

Sec. 10.

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 endnew 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 endnew 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 endnew 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 endnew 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. 11.

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


Subd. 2e.

Local optional revenue.

(a) For fiscal year 2021 and later, 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) For fiscal year 2021 and later, 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 beginFor 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 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 deleted text begin$510,000deleted text endnew text begin the local optional
revenue equalizing factor
new text end.

new text begin (e) The local optional revenue equalizing factor equals $510,000 for fiscal year 2024,
$672,000 for fiscal year 2025, $706,500 for fiscal year 2026, and $743,000 for fiscal year
2027 and later.
new text end

deleted text begin (e)deleted text endnew text begin (f)new text end The local optional levy must be spread on referendum market value. A district
may levy less than the permitted amount.

deleted text begin (f)deleted text endnew text begin (g)new text end 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. 12.

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


Subd. 3.

Compensatory education revenue.

(a) new text beginFor fiscal year 2024, new text endthe 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 endnew 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 endnew 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. 13.

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. 14.

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 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. 15.

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. 16.

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 beginplusdeleted text endnew 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. 17.

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 beginamount determined under paragraph (b) or (c), plusdeleted text endnew 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 endnew 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. 18.

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


Subd. 13a.

Operating capital levy.

new text begin(a) new text endTo obtain operating capital revenue, a district
may levy an amount not more than the product of its operating capital revenuenew text begin computed
under subdivision 13, paragraph (a), clauses (1) and (2),
new text end for the fiscal year times the lesser
of one or the ratio of its adjusted net tax capacity per adjusted pupil unit to the operating
capital equalizing factor.

new text begin (b)new text end The operating capital equalizing factor equals deleted text begin$23,902 for fiscal year 2020, $23,885
for fiscal year 2021, and
deleted text end $22,912 for fiscal deleted text beginyeardeleted text endnew text begin yearsnew text end 2022 deleted text beginand later.deleted text endnew text begin through 2024, $24,300
for fiscal year 2025, $24,060 for fiscal year 2026, and $24,055 for fiscal year 2027 and
later.
new text end

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 begin298.298deleted text endnew 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 beginand
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 begin18.2deleted text endnew text begin 40new 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.

new text begin [126C.122] CLASS SIZE REPORTING BY SCHOOL SITE.
new text end

new text begin Subdivision 1. new text end

new text begin School reporting by site. new text end

new text begin (a) A school district and a charter school must
annually report the district's class size ratios to the commissioner of education in the form
and manner specified by the commissioner.
new text end

new text begin (b) For kindergarten and elementary grades, the district or charter school must report
the average teacher to student ratio for each grade by site.
new text end

new text begin (c) For secondary grades, the district or charter school must report the teacher to student
ratio by site for each course that satisfies a graduation requirement in language arts, math,
science, and social studies under section 120B.024, subdivision 1.
new text end

new text begin Subd. 2. new text end

new text begin Legislative report. new text end

new text begin 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
teacher to student ratios by grade, by site, and by core subject area starting with the
2023-2024 school year. The department may include this information in its common course
catalog.
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 endThe 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 60
percent of
new 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 beginNotwithstanding paragraph (a),deleted text end A district or cooperative may allocate deleted text beginup to 50deleted text endnew text begin no
more than 40
new 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 beginEach 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 beginreceivesdeleted text endnew text begin receivednew text end basic skills revenue deleted text beginmust submit a report identifying the expenditures
it incurred to meet the needs of eligible learners
deleted text endnew 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 beginUsing 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 not already renewed by
board action authorized by this subdivision 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; and
new text end

new text begin (3) the school board has adopted a written resolution authorizing the renewal after holding
a meeting and allowing public testimony on the proposed renewal.
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.
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 levy is certified.
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 beginThe 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 begintake an oath of office before assuming any duties as the directordeleted text endnew text begin act in a fiduciary
capacity for trust beneficiaries in accordance with the principles under section 127A.351
new 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 beginand provide recommendations to new text endthe 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 endnew 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 endnew text begin (9) submitnew text end to the Legislative Permanent School Fund Commission new text beginfor review
an annual budget and management plan for the director that includes proposed
new text endlegislative
changes that will improve the asset allocation of the school trust lands;

deleted text begin (6)deleted text endnew text begin (10)new text end develop new text beginand implement new text enda 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 beginand 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 endnew 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 beginshall
have the authority to
deleted text endnew text begin maynew text end:

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

(2) establish job descriptions and employ deleted text beginup to five employees in the unclassified service,deleted text endnew text begin
staff
new 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 beginin
conjunction with the commissioner of natural resources and
new text endwith the advice of the Legislative
Permanent School Fund Commission deleted text beginin 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 endnew 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 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 beginalsodeleted 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 beginan 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 endnew 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 beginIf 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 endnew 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. 30.

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 endnew text begin may be appealed to the commissioner
pursuant to this subdivision and notwithstanding
new 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. 31. new text beginUNEMPLOYMENT 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. 32. new text beginFUND 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 beginREPLACING 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 education whether free and reduced-price meals
information obtained through parents submitting paper eligibility forms may be eliminated
for 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. 34. new text beginAPPROPRIATIONS 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. 35. new text beginAPPROPRIATIONS.
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 8,028,259,000
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 8,319,353,000
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 $7,321,005,000 for
2024.
new text end

new text begin (c) The 2025 appropriation includes $813,445,000 for 2024 and $7,505,908,000 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 $2,236,000 for 2024 and $21,388,000 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.
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

new text begin $
new text end
new text begin 450,000
new text end
new text begin .....
new text end
new text begin 2024
new text end

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 (g) The base for fiscal year 2026 and later is $500,000 per 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

Sec. 36. new text beginREPEALER.
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 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.
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 endnew 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 endnew text begin (4)new text end hold a baccalaureate degree; or

deleted text begin (6)deleted text endnew 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 beginordeleted text endnew text begin andnew text end (2) a locally adopted expectation for
student learning in health deleted text beginor 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 algebra
new text end;

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

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

(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 district
deleted text end. Public elementary and middle schools must offer at least
three and require at least two of the following deleted text beginfourdeleted text endnew 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 beginThe 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 beginAfter 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 beginindeleted text endnew 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 beginbeginning 9th grade in the
2011-2012 school year and later
deleted 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 endnew text begin (3)new text end three credits of science, including deleted text beginat least one credit of biology, one credit of
deleted text enddeleted text begin chemistry or physics, and one elective credit of science. The combination of credits under
deleted text enddeleted text begin this clause must be sufficient to satisfy (i) all of the academic standards in either chemistry
deleted text enddeleted text begin or physics and (ii) all other academic standards in science;deleted text end new text beginone credit to satisfy all the earth
and space science standards for grades 9 to 12, one credit to satisfy all the life science
standards for grades 9 to 12, and one credit to satisfy all the chemistry or physics standards
for grades 9 to 12;
new text end

deleted text begin (5)deleted text endnew 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 credits
new 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 endnew text begin (5)new text end one credit of the arts sufficient to satisfy all of the deleted text beginstate or localdeleted text end academic standards
in the arts; deleted text beginand
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) A school district is encouraged to offer a course for credit in government and
citizenship to deleted text begin11th or 12th gradedeleted text end students new text beginin grade 11 or 12 new text endwho begin deleted text begin9thdeleted text end gradenew text begin 9new text end in the
2020-2021 school year and later, that satisfies the government and citizenship requirement
in paragraph (a), clause (5). new text beginA school district must offer the course starting in the 2024-2025
school year.
new text end

new text begin (c) Students who begin grade 9 in the 2024-2025 school year and later must successfully
complete a half-credit in personal finance. A student may choose to have the half-credit
replace an elective half-credit or the last half-credit of the three math credits if the course
satisfies the state math standards. 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 endnew text begin agricultural, food, and natural resourcesnew text end education or business new text begineducation program
or
new text enddepartment 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 beginagriculturedeleted text endnew 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 begin1deleted text endnew 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 credit may fulfill a social studies, language arts, arts, or science
credit if the credit meets the applicable state academic standards. An ethnic studies credit
may fulfill an elective credit if the credit 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; have all
third grade students achieve grade-level literacy; 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" has the meaning provided in section 120B.25. 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 so
that power and resources are redistributed and shared equitably among racial groups.
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 schooling.
new text end

new text begin (h) "Institutional racism" means structures, policies, and practices within and across
institutions that produce outcomes that chronically favor white people and 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.

A school board, at a public meeting, deleted text beginshalldeleted text endnew 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 tonew text begin:new text end assess and evaluate each student's progress toward meeting state and
local academic standardsdeleted text begin,deleted text endnew text begin;new text end assess and identify students to participate in gifted and talented
programs and accelerate their instructiondeleted text begin, anddeleted text endnew text begin;new text end adopt early-admission procedures consistent
with section 120B.15deleted text begin,deleted text endnew text begin; assess ethnic studies curriculum needs to determine priorities for
integrating ethnic studies into existing courses or developing new courses;
new text end and deleted text beginidentifyingdeleted text endnew text begin
identify
new text end 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, new text beginincluding ethnic studies curriculum,new text end 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, includingnew text begin:
new text end

new text begin (i)new text end the English and, where practicable, the native language development and the academic
achievement of English learners;new text begin and
new text end

new text begin (ii) access to ethnic studies curriculum using culturally responsive methodologies for
all learners;
new text end

(5) a process to examine the equitable distribution of teachers and strategies to ensure
new text begin children in new text endlow-income deleted text beginand minority childrendeleted text endnew text begin families, children in families of People of
Color, and children in American Indian families
new 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 beginrigorous curriculum,deleted text end technology, and new text begincurriculum
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 enda collaborative professional culture that deleted text begindevelops and supportsdeleted text endnew text begin seeks to
retain qualified, racially and ethnically diverse staff effective at working with diverse students
while developing and supporting
new text end teacher quality, performance, and effectiveness; deleted text beginand
deleted text end

(7) an annual budget for continuing to implement the district plandeleted text begin.deleted text endnew 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 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 beginshalldeleted text endnew 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 beginshalldeleted text endnew 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 beginshalldeleted text endnew 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 beginshalldeleted text endnew text begin mustnew text end recommend to the school
boardnew text begin:new text end rigorous academic standardsdeleted text begin,deleted text endnew 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 endnew text begin;new text end district
assessmentsdeleted text begin,deleted text endnew text begin;new text end means to improve students' equitable access to effective and more diverse
teachersdeleted text begin,deleted text endnew text begin; strategies to ensure the curriculum is rigorous, accurate, antiracist, and culturally
sustaining; 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 beginshalldeleted text endnew 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 beginand 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 beginand services new text endconsistent 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 powerful social, cultural, and political forces, and the connection of race to
the stratification of other groups, including stratification based on gender, class, disability,
sexuality, religion, and legal status.
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 must offer an ethnic studies course that fulfills the requirements of this paragraph
without increasing the number of credits required for graduation under section 120B.024.
An ethnic studies credit may fulfill a social studies, language arts, arts, or science credit if
the credit meets the applicable state academic standards. An ethnic studies credit may fulfill
an elective credit if the credit 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 academic standards for ethnic studies.
new text end

new text begin (d) An ethnic studies course may focus specifically on a particular group of national or
ethnic origin, including Hmong, Karen, or Somali people.
new text end

new text begin Subd. 3. new text end

new text begin Rulemaking. new text end

new text begin The commissioner of education must adopt rules for statewide
academic standards for ethnic studies.
new text end

new text begin Subd. 4. new text end

new text begin School needs assessment. new text end

new text begin (a) A school district or charter school must conduct
an ethnic studies school needs assessment with students, parents or guardians, and community
members to determine the priorities for course selection, implementation, and timeline. The
ethnic studies school needs assessment must include qualitative and quantitative components.
Qualitative priorities must include written and in-person feedback opportunities for students,
parents or guardians, and community members. Quantitative priorities must include a school
survey.
new text end

new text begin (b) A school district or charter school must annually evaluate the implementation of
ethnic studies instruction by seeking feedback from students, parents or guardians, and
community members. A school district or charter school must report to the commissioner
of education in the form and manner determined by the commissioner on plans to modify
implementation based on the annual evaluation.
new text end

new text begin Subd. 5. new text end

new text begin Department of Education. new text end

new text begin (a) 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, including a school needs
assessment; 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 (b) The commissioner must review and revise the ethnic studies standards, once adopted,
every ten years. Review and revision of the state standards must include robust community
engagement and consultation with stakeholders.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023, except subdivision 3, which
is effective the day following final enactment.
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, such as the genocide of Indigenous Peoples in the Americas and throughout
the world; Black genocide in the United States and the Americas; the genocide in German
Southwest Africa; Armenian genocide; the genocide of the Ukrainian people from 1932 to
1933, also known as the Holodomor; the Holocaust, including non-Jewish victims of Nazi
persecution and genocide; Cambodian genocide; Guatemalan genocide; Rwandan genocide;
genocide in the former Yugoslavia; genocide in Darfur; Rohingya genocide; and other
historical and contemporary cases of genocide and mass violence, especially those
experienced by communities expelled from, resettled in, migrated to, or living in Minnesota,
including the Karen, Hmong, and Somali communities; and
new text end

new text begin (4) describe and evaluate different responses to genocides and other human rights
violations, such as the genocide of Indigenous Peoples in the Americas and throughout the
world; Black genocide in the United States and the Americas; the genocide in German
Southwest Africa; Armenian genocide; the genocide of the Ukrainian people from 1932 to
1933, also known as the Holodomor; the Holocaust, including non-Jewish victims of Nazi
persecution and genocide; Cambodian genocide; Guatemalan genocide; Rwandan genocide;
genocide in the former Yugoslavia; genocide in Darfur; Rohingya genocide; and other
historical and contemporary cases of genocide.
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 beginaverage daily attendancedeleted text endnew text begin consistent
attendance
new text end, high school graduation rates, and high school drop-out rates by age and grade
level;

(3) state results on the deleted text beginAmerican College Testdeleted text endnew 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 endnew 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 endnew 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 endnew 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 endnew 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 endnew 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 endnew 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 begintargetdeleted text endnew 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 begincurrent new text endachievement deleted text begingrowthdeleted 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 beginadeleted text endnew 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
proficiency
new 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 must adopt a written policy to address 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, as defined
in chapter 363A, 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).
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 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 school's policy addressing 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, as defined in
chapter 363A, and sexual exploitation.
new text end

Sec. 23.

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. 24.

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 removing a pupil from class or dismissing a
pupil from school, including evidence-based positive behavior interventions and supports,
social and emotional services, school-linked mental health services, counseling services,
social work services, referrals for special education or 504 evaluations, academic screening
for Title 1 services or reading interventions, and alternative education services.
Nonexclusionary disciplinary policies and practices require actions by school officials to
intervene in, redirect, and support a pupil's behavior before beginning dismissal proceedings.
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. 25.

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. 26.

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


121A.425 FULL AND EQUITABLE PARTICIPATION IN deleted text beginPRESCHOOL AND
PREKINDERGARTEN
deleted text endnew text begin EARLY LEARNINGnew text end.

Subdivision 1.

Disciplinary dismissals prohibited.

new text begin(a) new text endA 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 begina child participating indeleted text endnew 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 chapter
deleted text endnew text begin; or
new text end

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

new text begin (b)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 beginthe current educational program, including new text enda
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. 27.

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 beginprovide alternative educational servicesdeleted text endnew text begin use nonexclusionary
disciplinary policies and practices
new text end before dismissal proceedingsnew text begin or pupil withdrawal
agreements
new 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 2024-2025 school year and later.
new text end

Sec. 28.

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


Subd. 4.

new text beginProvision of alternative education services; new text endsuspension 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 endNotwithstanding 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 enddays.

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. 29.

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. 30.

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;

(c) state the date, time, and place of the hearing;

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

(e) describe deleted text beginalternative educational servicesdeleted text endnew 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 beginshalldeleted text endnew 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 2024-2025 school year and later.
new text end

Sec. 31.

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


Subd. 14.

Admission or readmission plan.

(a) A school administrator deleted text beginshalldeleted text endnew 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 beginmaydeleted text endnew text begin mustnew text end include measures to improve the pupil's behavior, deleted text beginincludingdeleted text endnew text begin
which may include
new text end completing a character education program, consistent with section
120B.232, subdivision 1, deleted text beginand requiredeleted text endnew 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 obtain
new 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 beginone 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. 32.

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


Subdivision 1.

Exclusions and expulsions; new text beginstudent withdrawals; new text endphysical
assaults.

new text beginConsistent with subdivision 2, new text endthe school board must report through the department
electronic reporting system each exclusion or expulsion deleted text beginanddeleted text endnew text begin,new text end each physical assault of a
district employee by a deleted text beginstudentdeleted text endnew 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 beginalternative educational servicesdeleted text endnew text begin
nonexclusionary disciplinary practices
new 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 beginstudent'sdeleted text endnew 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. 33.

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


121A.55 POLICIES TO BE ESTABLISHED.

(a) The commissioner of education deleted text beginshalldeleted text endnew text begin mustnew text end promulgate guidelines to assist each school
board. Each school board deleted text beginshalldeleted text endnew 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 endnew text begin must include nonexclusionary disciplinary policies and practices consistent with section
121A.41, subdivision 12, and must
new text end emphasize preventing dismissals through early detection
of problems deleted text beginand shalldeleted text endnew text begin. The policies mustnew text end be designed to address students' inappropriate
behavior from recurring.

new text begin (b) new text endThe policies deleted text beginshalldeleted text endnew 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 endThe new text beginschool is responsible for ensuring that new text endalternative 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 endnew 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 school
work and grades on a quarterly basis to ensure the pupil is on track for readmission with
the pupil's peers. School districts must communicate on a regular basis with the pupil's
parent or guardian to ensure 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 a 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 endnew 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 endnew 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 2024-2025 school year and later.
new text end

Sec. 34.

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


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

Subdivision 1.

deleted text beginDefinitiondeleted text endnew text begin Definitionsnew text end.

new text begin(a) new text endFor 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 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 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.

Sec. 35.

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 beginThe 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 endThe 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. 36.

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

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

deleted text begin (p)deleted text endnew 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 endnew 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 endnew 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 endnew 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. 37.

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 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. 38.

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 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. 39.

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 homework.
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's or school's
existing responsibilities under section 124D.111 or other state or federal law.
new text end

Sec. 40.

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 Training aid. new text end

new text begin Beginning in fiscal year 2024, each school district, charter school,
and cooperative organization serving pupils is eligible for paraprofessional training aid.
Paraprofessional training aid equals $196 times the number of paraprofessionals, Title I
aides, and other instructional support staff employed by the school district, charter school,
or cooperative organization during the previous school year. A school receiving aid under
this subdivision must reserve paraprofessional training aid and spend it only for the purposes
of subdivision 1.
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. 41.

Minnesota Statutes 2022, section 122A.42, is amended to read:


122A.42 GENERAL CONTROL OF SCHOOLS.

(a) The teacher of record shall have the general control and government of the school
and classroom. When more than one teacher is employed in any district, one of the teachers
may be designated by the board as principal and shall have the general control and
supervision of the schools of the district, subject to the general supervisory control of the
board and other officers.

(b) deleted text beginConsistent with paragraph (a),deleted text end The teacher may remove students from class deleted text beginunderdeleted text endnew text begin
consistent with
new text end section 121A.61, subdivision 2, new text beginor new text endfor violent or disruptive conduct.new text begin A
student who has been removed for violent conduct may only return to the classroom after
a school administrator has consulted with the teacher on ways to improve student behavior
and enforce expectation of student conduct, including involving parents and appropriate
student support personnel.
new text end

Sec. 42.

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


Subd. 3.

Pupil application procedures.

new text begin(a) new text endIn 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. 43.

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 begin45deleted text endnew 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. 44.

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. 45.

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 endnew 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. 46.

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 beginshalldeleted text endnew 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 endnew text begin mustnew text end determine the number of credits that deleted text beginshalldeleted text endnew 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 beginshalldeleted text endnew 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 beginshall bedeleted text endnew 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 beginshalldeleted text endnew text begin mustnew text end provide the school with a copy of the pupil's deleted text begingradedeleted text endnew 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 term
new 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. 47.

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 begin14deleted text endnew text begin ten businessnew text end days of the new text beginpostsecondary institution's new text endquarter or semester or who
has been absent from the postsecondary institution for the first deleted text begin15 consecutive schooldeleted text endnew text begin ten
business
new text end days of the new text beginpostsecondary institution's new text endquarter 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. 48.

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. 49.

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. 50.

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 endnew 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 endnew 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 endnew 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 endnew text begin (h)new text end "Site coordinator" deleted text beginis an individualdeleted text endnew text begin means a full-time staff member serving one
eligible school
new text end who is responsible for deleted text beginaligningdeleted text endnew text begin the identification, implementation, and
coordination of
new text end programming deleted text beginwithdeleted text endnew text begin to addressnew text end the needs of the school community identified
in the baseline analysis.

Subd. 2.

Full-service community school program.

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

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

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

(b) deleted text beginAn eligible school site may receive up to $150,000 annually.deleted text end new text beginDistricts and charter
schools may receive up to:
new text end

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

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

deleted text begin (c) Of grants awarded, implementation funding of up to $20,000 must be available for
up to one year for planning for school sites. At the end of this period, the school must submit
a full-service community school plan, pursuant to paragraph (g). If the site decides not to
use planning funds, the plan must be submitted with the application.
deleted text end

deleted text begin (d)deleted text endnew text begin (c)new text end The commissioner shall consider additional school factors when dispensing funds
including: schools with significant populations of students receiving free or reduced-price
lunches; significant homeless and highly mobile rates; deleted text beginanddeleted text end equity among urban, suburban,
and greater Minnesota schoolsnew text begin; and demonstrated success implementing full-service
community school programming
new text end.

deleted text begin (e)deleted text endnew text begin (d)new text end A school site must establish a new text beginfull-service community new text endschool leadership team
responsible for developing school-specific programming goals, assessing program needs,
and overseeing the process of implementing expanded programming deleted text beginat each covered sitedeleted text end.
The school leadership team shall have deleted text beginbetweendeleted text endnew text begin at leastnew text end 12 deleted text beginto 15deleted text end members and shall meet
the following requirements:

(1) at least 30 percent of the members are parentsnew text begin, guardians, or studentsnew text end and 30 percent
of the members are teachers at the school site and must include the school principal and
representatives from partner agencies; and

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

deleted text begin (f)deleted text endnew text begin (e)new text end School sites must complete a baseline analysis prior to deleted text beginbeginning programming
as
deleted text endnew text begin the creation ofnew text end a full-service community schoolnew text begin plannew text end. The analysis shall include:

(1) a baseline analysis of needs at the school site, led by the school leadership team,
deleted text begin which shall includedeleted text endnew text begin includingnew text end the following elements:

(i) identification of challenges facing the school;

(ii) analysis of the student body, including:

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

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

(C) number of students who are homeless or highly mobile; deleted text beginand
deleted text end

(D) number and percentage of students receiving free or reduced-price lunch and the
needs of these students;new text begin and
new text end

new text begin (E) number and percentage of students by race and ethnicity;
new text end

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

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

(v) analysis of school achievement data disaggregated by major demographic categories,
includingdeleted text begin,deleted text end but not limited todeleted text begin,deleted text end race, ethnicity, English learner status, disability status, and
free or reduced-price lunch status;

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

(vii) evaluation of the need for and availability of deleted text beginwraparound servicesdeleted text endnew text begin full-service
community school activities
new text end, including, but not limited to:

deleted text begin (A) mechanisms for meeting students' social, emotional, and physical health needs,
which may include coordination of existing services as well as the development of new
services based on student needs; and
deleted text end

deleted text begin (B) strategies to create a safe and secure school environment and improve school climate
and discipline, such as implementing a system of positive behavioral supports, and taking
additional steps to eliminate bullying;
deleted text end

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

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

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

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

(2) a baseline analysis of community assets deleted text beginand a strategic plan for utilizing and aligning
identified assets. This analysis should include, but is not limited to, a
deleted text endnew text begin, includingnew text end
documentation of individuals in the community, faith-based organizations, community and
neighborhood associations, colleges, hospitals, libraries, businesses, and social service
agencies deleted text beginwhodeleted text endnew text begin thatnew text end may be able to provide support and resources; and

(3) a baseline analysis of needs in the community surrounding the school, led by the
school leadership team, includingdeleted text begin, but not limited todeleted text end:

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

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

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

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

(1) early childhood:

(i) early childhood education; and

(ii) child care services;

(2) academic:

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

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

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

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

(v) specialized instructional support services;

(3) parental involvement:

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

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

(iii) parenting education activities;

(4) mental and physical health:

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

(ii) juvenile crime prevention and rehabilitation programs;

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

(iv) developmentally appropriate physical education;

(v) nutrition services;

(vi) primary health and dental care; and

(vii) mental health counseling services;

(5) community involvement:

(i) service and service-learning opportunities;

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

(iii) homeless prevention services;

(6) positive discipline practices; and

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

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

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

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

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

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

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

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

(7) plan for school leadership team development.

Subd. 3.

Full-service community school review.

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

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

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

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

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

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

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

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

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

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

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

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

(12) assessment of community stakeholder satisfaction;

(13) assessment of institutional partner satisfaction;

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

(15) increases in access to services for students and their families; andnew text begin.
new text end

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

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

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

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

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

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

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

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

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

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

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

Sec. 51.

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


Subd. 2a.

English learner; new text beginlimited or new text endinterrupted formal education.

Consistent with
subdivision 2, an English learner deleted text beginincludes an English learnerdeleted text end with deleted text beginandeleted text endnew text begin limited ornew text end interrupted
formal education new text beginis an English learner under subdivision 2 new text endwho deleted text beginmeets three of the following
five requirements:
deleted text end

deleted text begin (1) comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English;
deleted text end

deleted text begin (2) enters school in the United States after grade 6;
deleted text end

deleted text begin (3) has at least two years less schooling than the English learner's peers;
deleted text end

deleted text begin (4) functions at least two years below expected grade level in reading and mathematics;
and
deleted text end

deleted text begin (5) may be preliterate in the English learner's native language. deleted text end new text begin has at least two fewer
years of schooling than the English learner's peers when entering school in the United States.
new text end

Sec. 52.

Minnesota Statutes 2022, section 124D.68, subdivision 2, is amended to read:


Subd. 2.

Eligible pupils.

(a) A pupil under the age of 21 or who meets the requirements
of section 120A.20, subdivision 1, paragraph (c), is eligible to participate in the graduation
incentives program, if the pupil:

(1) performs substantially below the performance level for pupils of the same age in a
locally determined achievement test;

(2) is behind in satisfactorily completing coursework or obtaining credits for graduation;

(3) is pregnant or is a parent;

(4) has been assessed as having substance use disorder;

(5) has been excluded or expelled according to sections 121A.40 to 121A.56;

(6) has been referred by a school district for enrollment in an eligible program or a
program pursuant to section 124D.69;

(7) is a victim of physical or sexual abuse;

(8) has experienced mental health problems;

(9) has experienced homelessness sometime within six months before requesting a
transfer to an eligible program;

(10) speaks English as a second language or is an English learner;

(11) has withdrawn from school or has been chronically truant; or

(12) is being treated in a hospital in the seven-county metropolitan area for cancer or
other life threatening illness or is the sibling of an eligible pupil who is being currently
treated, and resides with the pupil's family at least 60 miles beyond the outside boundary
of the seven-county metropolitan area.

(b) A pupil deleted text beginotherwise qualifying under paragraph (a) who is at least 21 years of age and
not yet 22 years of age, and is an English learner with an interrupted formal education
according to section 124D.59, subdivision 2a,
deleted text end is eligible to participate in the graduation
incentives program under section 124D.68 and in concurrent enrollment courses offered
under section 124D.09, subdivision 10, and is funded in the same manner as other pupils
under this sectiondeleted text begin.deleted text endnew text begin if the pupil otherwise qualifies under paragraph (a), is at least 21 years
of age and not yet 22 years of age, and:
new text end

new text begin (1) is an English learner with a limited or interrupted formal education according to
section 124D.59, subdivision 2a; or
new text end

new text begin (2) meets three of the following four requirements:
new text end

new text begin (i) comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English;
new text end

new text begin (ii) enters school in the United States after grade 6;
new text end

new text begin (iii) functions at least two years below expected grade level in reading and mathematics;
and
new text end

new text begin (iv) may be preliterate in the English learner's native language.
new text end

Sec. 53.

Minnesota Statutes 2022, section 124D.68, subdivision 3, is amended to read:


Subd. 3.

Eligible programs.

(a) A pupil who is eligible according to subdivision 2 may
enroll in a state-approved alternative program under sections 123A.05 to 123A.08.

(b) A pupil who is eligible according to subdivision 2 and who is a high school junior
or senior may enroll in postsecondary courses under section 124D.09.

(c) A pupil who is eligible under subdivision 2, may enroll in any public elementary or
secondary education program.

(d) A pupil who is eligible under subdivision 2, may enroll in any nonpublic, nonsectarian
school that has contracted with the serving school district to provide educational services.
However, notwithstanding other provisions of this section, only a pupil who is eligible under
subdivision 2, clause (12), may enroll in a contract alternative school that is specifically
structured to provide educational services to such a pupil.

(e) A pupil who is between the ages of deleted text begin16deleted text endnew text begin 17new text end and 21 may enroll in any adult basic
education programs approved under section 124D.52 and operated under the community
education program contained in section 124D.19.

Sec. 54.

Minnesota Statutes 2022, section 124D.861, subdivision 2, is amended to read:


Subd. 2.

Plan implementation; components.

(a) The school board of each eligible
district must formally develop and implement a long-term plan under this section. The plan
must be incorporated into the district's comprehensive strategic plan under section 120B.11.
deleted text begin Plan components may include: innovative and integrated prekindergarten through grade 12
learning environments that offer students school enrollment choices; family engagement
initiatives that involve families in their students' academic life and success; professional
development opportunities for teachers and administrators focused on improving the academic
achievement of all students, including teachers and administrators who are members of
populations underrepresented among the licensed teachers or administrators in the district
or school and who reflect the diversity of students under section 120B.35, subdivision 3,
paragraph (b), clause (2), who are enrolled in the district or school; increased programmatic
opportunities and effective and more diverse instructors focused on rigor and college and
career readiness for underserved students, including students enrolled in alternative learning
centers under section 123A.05, public alternative programs under section 126C.05,
subdivision 15
, and contract alternative programs under section 124D.69, among other
underserved students; or recruitment and retention of teachers and administrators with
diverse racial and ethnic backgrounds.
deleted text end

new text begin (b)new text end The plan must contain goals for:

(1) reducing the disparities in academic achievement and in equitable access to effective
and more diverse teachers among all students and specific categories of students under
section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender,
disability, and English learners; and

(2) increasing racial and economic diversity and integration in schools and districts.

new text begin (c) The plan must include strategies to validate, affirm, embrace, and integrate cultural
and community strengths of all students, families, and employees in the district's curriculum
as well as learning and work environments. The plan must address issues of institutional
racism as defined in section 120B.11, subdivision 1, in schools that create opportunity and
achievement gaps for students, families, and staff who are of color or who are American
Indian. Examples of institutional racism experienced by students who are of color or who
are American Indian include policies and practices that intentionally or unintentionally
result in disparate discipline referrals and suspension, inequitable access to advanced
coursework, overrepresentation in lower-level coursework, inequitable participation in
cocurricular activities, inequitable parent involvement, and lack of equitable access to
racially and ethnically diverse teachers who reflect the racial or ethnic diversity of students
because it has not been a priority to hire or retain such teachers.
new text end

new text begin (d) School districts must use local data, to the extent practicable, to develop plan
components and strategies. Plans may include:
new text end

new text begin (1) innovative and integrated prekindergarten through grade 12 learning environments
that offer students school enrollment choices;
new text end

new text begin (2) family engagement initiatives that involve families in their students' academic life
and success and improve relations between home and school;
new text end

new text begin (3) opportunities for students, families, staff, and community members who are of color
or American Indian to share their experiences in the school setting with school staff and
administration and to inform the development of specific proposals for making school
environments more validating, affirming, embracing, and integrating of their cultural and
community strengths;
new text end

new text begin (4) professional development opportunities for teachers and administrators focused on
improving the academic achievement of all students, including knowledge, skills, and
dispositions needed to be antiracist and culturally sustaining as defined in section 120B.11,
subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;
new text end

new text begin (5) recruitment and retention of teachers, administrators, cultural and family liaisons,
paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented
in the student population to strengthen relationships with all students, families, and other
members of the community;
new text end

new text begin (6) collection, examination, and evaluation of academic and discipline data for
institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and
practices that result in the education disparities, in order to propose antiracist changes as
defined in section 120B.11, subdivision 1, that increase access, meaningful participation,
representation, and positive outcomes for students of color and American Indian students;
new text end

new text begin (7) increased programmatic opportunities and effective and more diverse instructors
focused on rigor and college and career readiness for students who are impacted by racial,
gender, linguistic, and economic disparities, including students enrolled in area learning
centers or alternative learning programs under section 123A.05, state-approved alternative
programs under section 126C.05, subdivision 15, and contract alternative programs under
section 124D.69, among other underserved students;
new text end

new text begin (8) ethnic studies curriculum as defined in section 120B.11, subdivision 1, to provide
all students with opportunities to learn about their own and others' cultures and historical
experiences; or
new text end

new text begin (9) examination and revision of district curricula in all subjects to be inclusive of diverse
racial and ethnic groups while meeting state academic standards and being culturally
sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied
about any group is accurate and based in knowledge from that group.
new text end

deleted text begin (b)deleted text endnew text begin (e)new text end Among other requirements, an eligible district must implement effective,
research-based interventions that include deleted text beginformativedeleted text endnew text begin multiple measures ofnew text end assessment deleted text beginpracticesdeleted text endnew text begin
and engagement in order
new text end to deleted text beginreduce thedeleted text endnew text begin eliminate academicnew text end disparities deleted text beginin student academic
performance among the specific categories of students as measured by student progress and
growth on state reading and math assessments and
deleted text endnew text begin for students impacted by racial, gender,
linguistic, and economic inequities
new text end as aligned with section 120B.11.

deleted text begin (c)deleted text endnew text begin (f)new text end Eligible districts must create efficiencies and eliminate duplicative programs and
services under this section, which may include forming collaborations or a single,
seven-county metropolitan areawide partnership of eligible districts for this purpose.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for all plans reviewed and updated after
the day following final enactment.
new text end

Sec. 55.

Minnesota Statutes 2022, section 124D.862, subdivision 8, is amended to read:


Subd. 8.

Commissioner authority to withhold revenue.

(a) The commissioner must
review the results of each district's integration and achievement plan by August 1 at the end
of the third year of implementing the plan and determine if the district met its goals.

(b) If a district met its goals, it may submit a new three-year plan to the commissioner
for review.

(c) If a district has not met its goals, the commissioner must:

(1) deleted text begindevelop adeleted text endnew text begin guide thenew text end district new text beginin the development of an new text endimprovement plan and timelinedeleted text begin,
in consultation with the affected district,
deleted text end that identifies strategies and practices designed to
meet the district's goals under this section and section 120B.11; and

(2) use up to 20 percent of the district's integration revenue, until the district's goals are
reached, to implement the improvement plan.

Sec. 56.

Minnesota Statutes 2022, section 125A.08, is amended to read:


125A.08 INDIVIDUALIZED EDUCATION PROGRAMS.

(a) At the beginning of each school year, each school district shall have in effect, for
each child with a disability, an individualized education program.

(b) As defined in this section, every district must ensure the following:

(1) all students with disabilities are provided the special instruction and services which
are appropriate to their needs. Where the individualized education program team has
determined appropriate goals and objectives based on the student's needs, including the
extent to which the student can be included in the least restrictive environment, and where
there are essentially equivalent and effective instruction, related services, or assistive
technology devices available to meet the student's needs, cost to the district may be among
the factors considered by the team in choosing how to provide the appropriate services,
instruction, or devices that are to be made part of the student's individualized education
program. The individualized education program team shall consider and may authorize
services covered by medical assistance according to section 256B.0625, subdivision 26.
Before a school district evaluation team makes a determination of other health disability
under Minnesota Rules, part 3525.1335, subparts 1 and 2, item A, subitem (1), the evaluation
team must seek written documentation of the student's medically diagnosed chronic or acute
health condition signed by a licensed physician or a licensed health care provider acting
within the scope of the provider's practice. The student's needs and the special education
instruction and services to be provided must be agreed upon through the development of
an individualized education program. The program must address the student's need to develop
skills to live and work as independently as possible within the community. The individualized
education program team must consider positive behavioral interventions, strategies, and
supports that address behavior needs for children. During grade 9, the program must address
the student's needs for transition from secondary services to postsecondary education and
training, employment, community participation, recreation, and leisure and home living. In
developing the program, districts must inform parents of the full range of transitional goals
and related services that should be considered. The program must include a statement of
the needed transition services, including a statement of the interagency responsibilities or
linkages or both before secondary services are concluded. If the individualized education
program meets the plan components in section 120B.125, the individualized education
program satisfies the requirement and no additional transition plan is needed;

(2) children with a disability under age five and their families are provided special
instruction and services appropriate to the child's level of functioning and needs;

(3) children with a disability and their parents or guardians are guaranteed procedural
safeguards and the right to participate in decisions involving identification, assessment
including assistive technology assessment, and educational placement of children with a
disability;

(4) eligibility and needs of children with a disability are determined by an initial
evaluation or reevaluation, which may be completed using existing data under United States
Code, title 20, section 33, et seq.;

(5) to the maximum extent appropriate, children with a disability, including those in
public or private institutions or other care facilities, are educated with children who are not
disabled, and that special classes, separate schooling, or other removal of children with a
disability from the regular educational environment occurs only when and to the extent that
the nature or severity of the disability is such that education in regular classes with the use
of supplementary services cannot be achieved satisfactorily;

(6) in accordance with recognized professional standards, testing and evaluation materials,
and procedures used for the purposes of classification and placement of children with a
disability are selected and administered so as not to be racially or culturally discriminatory;
and

(7) the rights of the child are protected when the parents or guardians are not known or
not available, or the child is a ward of the state.

(c) For all paraprofessionals employed to work in programs whose role in part is to
provide direct support to students with disabilities, the school board in each district shall
ensure that:

(1) before or beginning at the time of employment, each paraprofessional must develop
sufficient knowledge and skills in emergency procedures, building orientation, roles and
responsibilities, confidentiality, vulnerability, and reportability, among other things, to begin
meeting the needs, especially disability-specific and behavioral needs, of the students with
whom the paraprofessional works;

new text begin (2) within five days of beginning to work alone with an individual student with a
disability, the assigned paraprofessional must be either given paid time, or time during the
school day, to review a student's individualized education program or be briefed on the
student's specific needs by appropriate staff;
new text end

deleted text begin (2)deleted text endnew text begin (3)new text end annual training opportunities are required to enable the paraprofessional to
continue to further develop the knowledge and skills that are specific to the students with
whom the paraprofessional works, including understanding disabilities, the unique and
individual needs of each student according to the student's disability and how the disability
affects the student's education and behavior, following lesson plans, and implementing
follow-up instructional procedures and activities; and

deleted text begin (3)deleted text endnew text begin (4)new text end a districtwide process obligates each paraprofessional to work under the ongoing
direction of a licensed teacher and, where appropriate and possible, the supervision of a
school nurse.

(d) A school district may conduct a functional behavior assessment as defined in
Minnesota Rules, part 3525.0210, subpart 22, as a stand-alone evaluation without conducting
a comprehensive evaluation of the student in accordance with prior written notice provisions
in section 125A.091, subdivision 3a. A parent or guardian may request that a school district
conduct a comprehensive evaluation of the parent's or guardian's student.

Sec. 57.

Minnesota Statutes 2022, section 179A.03, subdivision 14, is amended to read:


Subd. 14.

Public employee or employee.

(a) "Public employee" or "employee" means
any person appointed or employed by a public employer except:

(1) elected public officials;

(2) election officers;

(3) commissioned or enlisted personnel of the Minnesota National Guard;

(4) emergency employees who are employed for emergency work caused by natural
disaster;

(5) part-time employees whose service does not exceed the lesser of 14 hours per week
or 35 percent of the normal work week in the employee's appropriate unit;

(6) employees whose positions are basically temporary or seasonal in character and: (i)
are not for more than 67 working days in any calendar year; deleted text beginordeleted text end (ii)new text begin are not working for a
school district or charter school; or (iii)
new text end are not for more than 100 working days in any
calendar year and the employees are under the age of 22, are full-time students enrolled in
a nonprofit or public educational institution prior to being hired by the employer, and have
indicated, either in an application for employment or by being enrolled at an educational
institution for the next academic year or term, an intention to continue as students during
or after their temporary employment;

(7) employees providing services for not more than two consecutive quarters to the
Board of Trustees of the Minnesota State Colleges and Universities under the terms of a
professional or technical services contract as defined in section 16C.08, subdivision 1;

(8) employees of charitable hospitals as defined by section 179.35, subdivision 3, except
that employees of charitable hospitals as defined by section 179.35, subdivision 3, are public
employees for purposes of sections 179A.051, 179A.052, and 179A.13;

(9) full-time undergraduate students employed by the school which they attend under a
work-study program or in connection with the receipt of financial aid, irrespective of number
of hours of service per week;

(10) an individual who is employed for less than 300 hours in a fiscal year as an instructor
in an adult vocational education program;

(11) an individual hired by the Board of Trustees of the Minnesota State Colleges and
Universities to teach one course for three or fewer credits for one semester in a year;

(12) with respect to court employees:

(i) personal secretaries to judges;

(ii) law clerks;

(iii) managerial employees;

(iv) confidential employees; and

(v) supervisory employees;

(13) with respect to employees of Hennepin Healthcare System, Inc., managerial,
supervisory, and confidential employees.

(b) The following individuals are public employees regardless of the exclusions of
paragraph (a), clauses (5) and (6):

(1) an employee hired by a school district or the Board of Trustees of the Minnesota
State Colleges and Universities except at the university established in the Twin Cities
metropolitan area under section 136F.10 or for community services or community education
instruction offered on a noncredit basis: (i) to replace an absent teacher or faculty member
who is a public employee, where the replacement employee is employed more than 30
working days as a replacement for that teacher or faculty member; or (ii) to take a teaching
position created due to increased enrollment, curriculum expansion, courses which are a
part of the curriculum whether offered annually or not, or other appropriate reasons;

(2) an employee hired for a position under paragraph (a), clause (6), item (i), if that same
position has already been filled under paragraph (a), clause (6), item (i), in the same calendar
year and the cumulative number of days worked in that same position by all employees
exceeds 67 calendar days in that year. For the purpose of this paragraph, "same position"
includes a substantially equivalent position if it is not the same position solely due to a
change in the classification or title of the position; and

(3) an early childhood family education teacher employed by a school district.

Sec. 58. new text beginETHNIC STUDIES WORKING GROUP.
new text end

new text begin Subdivision 1. new text end

new text begin Working group established. new text end

new text begin (a) The Ethnic Studies Working Group is
established to advise the commissioner of education on ethnic studies standards and resources
necessary to implement ethnic studies requirements under Minnesota Statutes, section
120B.251. The commissioner must appoint members of the working group by April 1, 2024,
with input from the Minnesota Ethnic Studies Coalition.
new text end

new text begin (b) The Ethnic Studies Working Group must have 25 members with a demonstrated
commitment to ethnic studies, as follows:
new text end

new text begin (1) five community members with a demonstrated commitment to ethnic studies or
education about Minnesota's racial, ethnic, religious, national origin, gender, sexual
orientation, or cultural diversity;
new text end

new text begin (2) four public school students in grades 9 to 12;
new text end

new text begin (3) three parents or guardians of public kindergarten through grade 12 students;
new text end

new text begin (4) three Minnesota-based, college-level faculty experts in ethnic studies;
new text end

new text begin (5) three ethnic studies high school teachers;
new text end

new text begin (6) four teachers with experience teaching ethnic studies to students in kindergarten to
grade 8; and
new text end

new text begin (7) three school board members or school administrators.
new text end

new text begin (c) Demographics of the working group must be inclusive and represent the diversity
of the state, including racial, ethnic, and geographic diversity, and diversity related to gender
and sexual orientation, immigrant status, disability status, and religious and linguistic
background.
new text end

new text begin Subd. 2. new text end

new text begin Duties. new text end

new text begin (a) The working group must review available ethnic studies instructional
resources in order to:
new text end

new text begin (1) develop ethnic studies standards to propose to the commissioner for adoption;
new text end

new text begin (2) recommend professional learning requirements for educators and staff to facilitate
the successful implementation of ethnic studies courses;
new text end

new text begin (3) recommend resources and materials school districts and charter schools may use to
implement ethnic studies standards; and
new text end

new text begin (4) identify or develop instructional resources that school districts and charter schools
may use in accordance with Minnesota Statutes, section 120B.251.
new text end

new text begin (b) By October 31, 2024, the working group must provide the ethnic studies standards
and recommendations to the commissioner of education.
new text end

new text begin Subd. 3. new text end

new text begin Meetings. new text end

new text begin The working group must convene on at least a bimonthly basis and
must hold the first meeting no later than October 15, 2023.
new text end

new text begin Subd. 4. new text end

new text begin Administration. new text end

new text begin The commissioner must provide meeting space and technical
assistance for the working group.
new text end

new text begin Subd. 5. new text end

new text begin Statewide academic standards. new text end

new text begin The commissioner must use the expedited
rulemaking process in Minnesota Statutes, section 14.389, to adopt academic standards for
ethnic studies developed in accordance with this section, subject to the notice and public
hearing provisions of Minnesota Statutes, section 14.389, subdivision 5.
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. 59. new text beginCOMPUTER SCIENCE EDUCATION ADVANCEMENT PROGRAM.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) "Computer science" means the study of computers and
algorithmic processes, including their principles, their hardware and software designs, their
implementation, and their impact on society.
new text end

new text begin (b) "Computer science courses and content" means courses at:
new text end

new text begin (1) elementary and middle schools that teach computer science as standalone
implementations or embedded in other subjects; and
new text end

new text begin (2) high schools that teach computer science as standalone courses and focus on teaching
students how to create new technologies.
new text end

new text begin (c) "High-quality computer science educator training" means activities that:
new text end

new text begin (1) clarify the conceptual foundations of computer science;
new text end

new text begin (2) teach research-based practices, including hands-on and inquiry-based learning;
new text end

new text begin (3) are primarily intended for existing teachers with or without prior exposure to computer
science with options for advanced training for teachers; and
new text end

new text begin (4) align to existing integrated computer science standards in Minnesota or nationally
recognized standards, including the Computer Science Teachers' Association's kindergarten
through grade 12 computer science education standards.
new text end

new text begin (d) "High-quality computer science professional learning providers" means institutions
of higher education, nonprofits, other state-funded entities, or private entities that have
successfully designed, implemented, and scaled high-quality computer science professional
learning for teachers as defined in paragraph (c).
new text end

new text begin (e) "STEAM" means science, technology, engineering, arts, and mathematics.
new text end

new text begin Subd. 2. new text end

new text begin Computer science education supervisor. new text end

new text begin The Department of Education must
employ a computer science supervisor dedicated to:
new text end

new text begin (1) the implementation of this section and the implementation of the computer science
education strategic plan developed by the working group under subdivision 3;
new text end

new text begin (2) outreach to districts that need additional supports to create or advance their computer
science programs; and
new text end

new text begin (3) supporting districts in using existing and available resources for districts to create
and advance their computer science programs.
new text end

new text begin Subd. 3. new text end

new text begin Computer science working group. new text end

new text begin (a) The Department of Education shall
establish a computer science education working group to develop a state strategic plan for
long-term and sustained growth of computer science education in all kindergarten through
grade 12 school districts and charter schools. The commissioner of education must appoint
members of the working group by July 1, 2023.
new text end

new text begin (b) Demographics of the working group must be inclusive and represent the diversity
of the state, including but not limited to racial, ethnic, and geographic diversity, and diversity
related to gender and sexual orientation.
new text end

new text begin (c) Meetings of the advisory committee are subject to the Open Meeting Law under
Minnesota Statutes, chapter 13D.
new text end

new text begin (d) The computer science education advisory committee shall consist of the following
members:
new text end

new text begin (1) the commissioner of education or the commissioner's designee;
new text end

new text begin (2) the commissioner of higher education or the commissioner's designee;
new text end

new text begin (3) one representative of the Professional Educator Licensing and Standards Board;
new text end

new text begin (4) one representative of the Computer Science Teachers Association of Minnesota;
new text end

new text begin (5) one representative from the business community employing computer scientists or
technologists;
new text end

new text begin (6) one representative from the Minnesota Technology Association;
new text end

new text begin (7) one representative from a nonprofit organization working with students and teachers
in computer science;
new text end

new text begin (8) one representative from the Minnesota Association of School Administrators;
new text end

new text begin (9) one representative from Education Minnesota;
new text end

new text begin (10) one representative from the Minnesota Association of Colleges for Teacher
Education;
new text end

new text begin (11) one representative from CSforAll Minnesota;
new text end

new text begin (12) one licensed library media specialist;
new text end

new text begin (13) one representative from the Minnesota School Boards Association;
new text end

new text begin (14) one representative from SciMathMN;
new text end

new text begin (15) one representative from the Tribal Nations Education Committee;
new text end

new text begin (16) one high school student enrolled in a school with fewer than 1,000 students and
one high school student enrolled in a school with more than 1,000 students; and
new text end

new text begin (17) four computer science teachers that teach at schools of different sizes, including at
least one teacher of students in kindergarten to grade 5, one teacher of students in grades 6
to 8, and one teacher of students in grades 9 to 12, and one career and technical education
teacher.
new text end

new text begin (e) The computer science education working group shall develop a state strategic plan
for a statewide computer science education program that includes but is not limited to:
new text end

new text begin (1) a statement of purpose that describes the objectives or goals the Department of
Education will accomplish by implementing a computer science education program, the
strategies by which those goals will be achieved, and a timeline for achieving those goals;
new text end

new text begin (2) a summary of the current state landscape for kindergarten through grade 12 computer
science education, including diversity of students taking these courses;
new text end

new text begin (3) the creation or expansion of flexible options to license computer science teachers,
which may include approval codes, technical permits, ancillary licenses, and standard
licenses;
new text end

new text begin (4) a description of how the state will support the expansion of computer science
education opportunities in every public school and public charter school in the state within
five years, with a focus on ensuring equitable access;
new text end

new text begin (5) identifying high-quality computer science professional learning providers for teachers;
new text end

new text begin (6) an ongoing evaluation process that is overseen by the Department of Education;
new text end

new text begin (7) proposed rules that incorporate the principles of the state strategic plan into the state's
public education system as a whole;
new text end

new text begin (8) recommendations for long-term expansion and sustainability of computer science
education, including:
new text end

new text begin (i) implementation of a requirement that every kindergarten through grade 12 public
school and public charter school employs at least one certified or endorsed computer science
teacher, which may be met through multiple approved processes for certification and
endorsement, including but not limited to endorsing a certified teacher as determined by
the Professional Educator Licensing and Standards Board endorsed in another subject area;
new text end

new text begin (ii) expansion of a high school credit equivalency for computer science;
new text end

new text begin (iii) the development of standalone kindergarten through grade 12 standards for computer
science; and
new text end

new text begin (iv) training preservice teachers in computer science education; and
new text end

new text begin (9) a description of existing gaps in computer science education access, participation,
and success by geography and subgroup of students and a description of how to equitably
address these gaps.
new text end

new text begin (f) By December 31, 2023, the Department of Education shall publish the proposed state
strategic plan for public feedback.
new text end

new text begin (g) By February 28, 2024, the Department of Education shall present the adopted state
strategic plan described in paragraph (c) to the chairs of the legislative committees with
jurisdiction over education.
new text end

new text begin (h) The commissioner of education, or the commissioner of education's designee, may
approve updates and changes to the state strategic plan described in paragraph (c) as necessary
for the successful implementation of kindergarten through grade 12 computer science
education.
new text end

new text begin (i) The Department of Education shall update the legislative committees with jurisdiction
over education on all changes to the strategic plan described in paragraph (c) approved by
the commissioner of education's designee since the last presentation to each respective
entity.
new text end

new text begin Subd. 4. new text end

new text begin Computer science educator training and capacity building. new text end

new text begin (a) The
Department of Education shall develop and implement, or award grants or subcontract with
eligible entities, for the development and implementation of high-quality, coordinated
teacher recruitment and educator training programs for computer science courses and content
as defined in subdivision 1 and aligned to the state strategic plan as developed under
subdivision 3.
new text end

new text begin (b) For the purposes of this subdivision, eligible entities include:
new text end

new text begin (1) a consortium of local educational agencies in the state; and
new text end

new text begin (2) high-quality computer science professional learning providers, including institutions
of higher education in the state that are reasonably accessible geographically to all Minnesota
educators, nonprofits, other state-funded entities, or private entities working in partnership
with a consortium of local educational agencies.
new text end

new text begin (c) For purposes of this subdivision, eligible uses of funding include:
new text end

new text begin (1) high-quality professional learning opportunities for kindergarten through grade 12
computer science content that:
new text end

new text begin (i) are created and delivered in a consistent manner across the state;
new text end

new text begin (ii) are made available with no out-of-pocket expenses to educators, including teachers,
counselors, administrators, and other district employees as approved by the Department of
Education, schools, and school districts;
new text end

new text begin (iii) are made available asynchronously online, in person, and online or hybrid as
determined appropriate by the Department of Education; and
new text end

new text begin (iv) include introductory, intermediate, and advanced trainings aligned to the kindergarten
through grade 12 academic standards or, as necessary, other standards approved by the
Department of Education, specified for each of the grade bands kindergarten through grade
2, grades 3 to 5, grades 6 to 8, and grades 9 to 12;
new text end

new text begin (2) professional learning opportunities for educators of students in grades 9 to 12 that
may include trainings for advanced placement, international baccalaureate, and concurrent
enrollment credit computer science courses;
new text end

new text begin (3) travel expenses for kindergarten through grade 12 computer science teachers:
new text end

new text begin (i) for attending training opportunities under clauses (1) and (2); and
new text end

new text begin (ii) deemed appropriate and approved by the commissioner of education, or the
commissioner of education's designee;
new text end

new text begin (4) any future credentialing for kindergarten through grade 12 computer science teachers,
including Career and Technical Education and academic endorsements;
new text end

new text begin (5) supports for kindergarten through grade 12 computer science professional learning,
including mentoring and coaching;
new text end

new text begin (6) creation and deployment of resources to promote training opportunities and
recruitment of kindergarten through grade 12 computer science teachers;
new text end

new text begin (7) creation or purchase of resources to support implementation approved by the
commissioner of education, or the commissioner of education's designee;
new text end

new text begin (8) creation and deployment of resources to promote learning opportunities or recruit
students to engage in the learning opportunities;
new text end

new text begin (9) development of teacher credentialing programs;
new text end

new text begin (10) planning for districts to implement or expand computer science education
opportunities; and
new text end

new text begin (11) employment, or grant for employment, of personnel or contractors to oversee the
statewide initiative, develop programs and trainings, and deliver training opportunities under
clause (1).
new text end

new text begin (d) As a condition of receiving any funding through grants or subcontracts, eligible
entities must submit an application to the Department of Education. The application must,
at a minimum, address how the entity will:
new text end

new text begin (1) reach new and existing teachers with little to no computer science background;
new text end

new text begin (2) attract and support educators from schools that currently do not have established
computer science education programs;
new text end

new text begin (3) use research- or evidence-based practices for high-quality professional development;
new text end

new text begin (4) focus the professional learning on the conceptual foundations of computer science;
new text end

new text begin (5) reach and support subgroups underrepresented in computer science;
new text end

new text begin (6) provide teachers with concrete experience through hands-on, inquiry-based practices;
new text end

new text begin (7) accommodate the particular teacher and student needs in each district and school;
and
new text end

new text begin (8) ensure that participating districts begin offering courses or content within the same
or subsequent school year after the teacher receives the professional learning.
new text end

new text begin (e) The Department of Education shall prioritize the following applications:
new text end

new text begin (1) consortiums of local educational agencies that are working in partnership with
providers of high-quality professional learning for kindergarten through grade 12 computer
science;
new text end

new text begin (2) proposals that describe strategies to increase enrollment overall, including but not
limited to subgroups of students that are traditionally underrepresented in computer science;
and
new text end

new text begin (3) proposals from rural or urban areas with a low penetration of kindergarten through
grade 12 computer science offerings, including local education consortiums within these
areas.
new text end

new text begin (f) The award recipient shall report, for all funding received under this section annually,
at a minimum:
new text end

new text begin (1) the number of teachers:
new text end

new text begin (i) trained within each elementary, middle, and high school; and
new text end

new text begin (ii) trained within trainings offered as outlined in paragraph (c), clause (1), item (iv);
new text end

new text begin (2) the number of trainings offered in advanced placement, international baccalaureate,
and concurrent enrollment credit computer science courses; and
new text end

new text begin (3) the number of teachers, and percentage of teachers trained, that started implementing
computer science courses limited to middle and high school implementation.
new text end

new text begin (g) The Department of Education shall make these reports public. The publicly released
data shall not include student-level personally identifiable information.
new text end

new text begin Subd. 5. new text end

new text begin Teacher preparation. new text end

new text begin On and after July 1, 2027, any program of teacher
preparation leading to professional certification shall include, as part of the curriculum,
instruction in computer science as applied to student learning and classroom instruction that
are grade-level and subject-area appropriate.
new text end

new text begin Subd. 6. new text end

new text begin Computer science education data collection. new text end

new text begin (a) The Department of Education
shall require all high schools to report data and information about computer science course
offerings and enrollment.
new text end

new text begin (b) The Department of Education shall develop a plan for the secure and regular reporting
of computer science course offerings and enrollment data from schools with kindergarten
to grade 8 bands within 90 days of enactment of this act.
new text end

new text begin (c) Data collected in processes described in paragraphs (a) and (b) should be disaggregated
by gender, race, ethnicity, free and reduced-price lunch status, Individuals with Disabilities
Education Act status, 504 status, and English language learner status.
new text end

new text begin Subd. 7. new text end

new text begin Adoption of rules. new text end

new text begin The Department of Education and Professional Educator
Standards and Licensing Board may adopt rules under this section, including rules for
flexible options to license computer science teachers, approval codes, technical permits,
ancillary licenses, and standard licenses.
new text end

Sec. 60. new text beginPILOT PROGRAM TO IMPROVE EDUCATIONAL OUTCOMES AND
ACCOUNTABILITY.
new text end

new text begin Subdivision 1. new text end

new text begin Program goal. new text end

new text begin (a) A pilot program is established to support Pillsbury
United Communities in developing a framework to evaluate school performance in improving
educational outcomes for students. Participation in the pilot program is limited to high
schools. The framework must:
new text end

new text begin (1) establish goals for each participating school based on engagement with students,
families, and community leaders;
new text end

new text begin (2) support schools in continuing improvement efforts; and
new text end

new text begin (3) use data to measure performance of students beyond tests scores, graduation rates,
and the world's best workforce goals.
new text end

new text begin (b) The department must support Pillsbury United Communities in implementing the
framework by reviewing data measuring student outcomes based on the goals established
for each school, and reporting the results of the pilot program to the legislature in accordance
with subdivision 3.
new text end

new text begin (c) The performance measures under Minnesota Statutes, section 120B.11, subdivision
1a, do not apply to a school participating in the pilot program. A school participating in the
pilot must continue to administer the Minnesota Comprehensive Assessments in accordance
with Minnesota Statutes, section 120B.30.
new text end

new text begin (d) School goals established under the framework may include, but are not limited to:
new text end

new text begin (1) student attendance or engagement with coursework;
new text end

new text begin (2) reading or math growth as measured by a locally adopted assessment;
new text end

new text begin (3) participation in college-level coursework or an industry-recognized program;
new text end

new text begin (4) student participation in community engagement activities;
new text end

new text begin (5) family participation in conferences with teachers; and
new text end

new text begin (6) school board completion of training to improve governance.
new text end

new text begin Subd. 2. new text end

new text begin Performance measures. new text end

new text begin For each school in the pilot program, the equity-focused
framework must:
new text end

new text begin (1) measure total enrollment, including the percentage of enrolled students disaggregated
by characteristics of race and ethnicity, gender, age, economic disadvantage, disability,
homelessness, home language, number of schools attended, foster-system involvement, or
other categories required by the department;
new text end

new text begin (2) describe basic needs support provided by the school to students, family members,
and community members;
new text end

new text begin (3) measure the number of students who receive support of the following types of
social-emotional and mental health support: (i) individual meetings with licensed mental
health professionals; (ii) peer support groups; (iii) referrals to community resources; and
(iv) other social-emotional and mental health services provided by the school;
new text end

new text begin (4) describe flexible, personalized, and innovative instruction provided by the school;
new text end

new text begin (5) describe culturally and real-life relevant curriculum provided by the school, including
students learning about the experiences of People of Color through a contextually accurate
history of Minnesota's Indigenous people;
new text end

new text begin (6) measure the number and percentage of students provided opportunities for student
identity development, including cultural identity;
new text end

new text begin (7) measure the number and percentage of students provided opportunities for student
career exploration and preparation;
new text end

new text begin (8) measure the number and percentage of students participating in at least one
extracurricular activity;
new text end

new text begin (9) measure the number of restorative-justice interventions and the number of referrals,
suspensions, and expulsions per school;
new text end

new text begin (10) describe family engagement practices by the school;
new text end

new text begin (11) describe community engagement practices by the school; and
new text end

new text begin (12) describe teacher and staff training about antiracism, anti-bias, or equity, and the
average weekly time provided for teacher and staff collaboration.
new text end

new text begin Subd. 3. new text end

new text begin Report. new text end

new text begin (a) By September 1, 2025, Pillsbury United Communities must report
to the Department of Education data on school and student performance measurements
based on the goals established for each participating school. The report must identify the
percentage of each goal that each school attained.
new text end

new text begin (b) By December 15, 2025, the Department of Education must review the data and report
to the legislative committees with jurisdiction over kindergarten through grade 12 education
on the effectiveness of the framework in measuring growth by identifying school actions
to implement the framework, how well the school implemented the framework, and how
students were affected by the school's implementation of the framework.
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. 61. new text beginWORKING GROUP ON EDUCATION ON THE HOLOCAUST,
GENOCIDE OF INDIGENOUS PEOPLES, AND OTHER GENOCIDES.
new text end

new text begin Subdivision 1. new text end

new text begin Working group established. new text end

new text begin (a) The Working Group on Education on
the Holocaust, Genocide of Indigenous Peoples, and Other Genocides is established to
advise the commissioner of education and develop resources necessary to implement
requirements for education on the Holocaust, genocide of Indigenous Peoples, and other
genocides under Minnesota Statutes, section 120B.252. The commissioner must appoint
members of the working group by April 1, 2024, based on the guidance and recommendations
from the cochairs of the working group.
new text end

new text begin (b) The Working Group on Education on the Holocaust, Genocide of Indigenous Peoples,
and Other Genocides must have a minimum of 12 members, but no more than 21 members,
consisting of the following members:
new text end

new text begin (1) at least one representative, who shall cochair the working group, from the Center for
Holocaust and Genocide Studies;
new text end

new text begin (2) at least one representative, who shall cochair the working group, with expertise in
training middle and high school teachers in Holocaust and other genocide education;
new text end

new text begin (3) at least one representative from the Tribal Nations Education Committee;
new text end

new text begin (4) at least one representative from a Minnesota college or university with academic
expertise in the genocide of Indigenous Peoples in Minnesota or in the Americas and
throughout the world;
new text end

new text begin (5) at least one additional representative from a Minnesota college or university other
than the Center for Holocaust and Genocide Studies with academic expertise in the Holocaust
and genocide studies;
new text end

new text begin (6) at least one representative from a Minnesota teacher licensure program with expertise
in the Holocaust, genocide of Indigenous Peoples, and other genocide studies;
new text end

new text begin (7) at least three representatives from Minnesota-based nonprofit organizations,
community groups, sovereign nations, or institutions of higher education whose missions
include educating about and honoring the victims and survivors of the displacement and
genocide of Indigenous Peoples in the Americas and throughout the world; Black genocide
in the United States and the Americas; the genocide in German Southwest Africa; Armenian
genocide; the genocide of the Ukrainian people from 1932 to 1933, also known as the
Holodomor; the Holocaust, including non-Jewish victims of Nazi persecution and genocide;
Cambodian genocide; Guatemalan genocide; Rwandan genocide; genocide in the former
Yugoslavia; genocide in Darfur; Rohingya genocide; and other historical and contemporary
cases of genocide;
new text end

new text begin (8) at least one public middle or high school social studies teacher with experience
teaching the Holocaust, genocide of Indigenous Peoples, or other genocides in the classroom;
new text end

new text begin (9) at least one public middle or high school English language arts teacher with experience
teaching the Holocaust, genocide of Indigenous Peoples, or other genocides in the classroom;
and
new text end

new text begin (10) at least one public middle or high school student with a demonstrated interest in
learning about the Holocaust, genocide of Indigenous Peoples, or other genocides.
new text end

new text begin (c) At the discretion of the commissioner and in consultation with the working group
cochairs, the working group may include additional experts in the fields of Holocaust and
genocide studies, genocide of Indigenous Peoples or other genocides, Minnesota history,
social studies education, or English language arts education, and community members with
a particular interest in education on the Holocaust, genocide of Indigenous Peoples, and
other genocides.
new text end

new text begin Subd. 2. new text end

new text begin Working group duties. new text end

new text begin (a) The working group must:
new text end

new text begin (1) advise the commissioner during the development of the social studies glossary
regarding the definitions of "Holocaust," "genocide," and "incidents of mass violence";
new text end

new text begin (2) identify professional learning opportunities for teachers and public school district
staff, including opportunities for continuing education to facilitate implementation of
education requirements under Minnesota Statutes, section 120B.252;
new text end

new text begin (3) identify training materials, strategies, skills, content, and resources for teachers and
public school district staff to successfully implement the education requirements under
Minnesota Statutes, section 120B.252;
new text end

new text begin (4) develop model lesson plans that teachers and public school district staff may use to
successfully implement the education requirements under Minnesota Statutes, section
120B.252;
new text end

new text begin (5) create a work plan that outlines the timeline to fulfill the duties of the working group
under this subdivision;
new text end

new text begin (6) provide to the commissioner of education a list of recommended professional learning
opportunities, resources, strategies, skills, content, model lesson plans, and other materials
developed under this subdivision by May 1, 2025;
new text end

new text begin (7) coordinate with the commissioner to update the material and resources. The
commissioner must make all reasonable efforts to make the recommended materials publicly
available on the department's website by September 1, 2025, and in coordination with the
working group, must update the materials and resources; and
new text end

new text begin (8) by November 15, 2025, submit to the chairs and ranking minority members of the
committees of the senate and the house of representatives with primary jurisdiction over
kindergarten through grade 12 education policy and finance a report containing a list of
resources and materials provided to the commissioner of education for the commissioner
to make available to public school districts implementing requirements for education on
the Holocaust, genocide of Indigenous Peoples, and other genocides.
new text end

new text begin (b) The working group may:
new text end

new text begin (1) conduct a survey of the current state of education on the Holocaust, genocide of
Indigenous Peoples, and other genocides in Minnesota public school districts with a focus
on teacher preparedness, access and utilization of resources, and additional surveys of the
state of education on the Holocaust, genocide of Indigenous Peoples, and other genocides
following the conclusion of the 2024-2025 school year;
new text end

new text begin (2) carry out any other tasks that it considers pertinent to support the ability of teachers
and public school district staff to facilitate the successful implementation of education
requirements under Minnesota Statutes, section 120B.252; and
new text end

new text begin (3) apply for and accept grants and receive gifts, donations, and other financial support
from private sources for the purposes of carrying out its work under this section.
new text end

new text begin Subd. 3. new text end

new text begin Working group meetings. new text end

new text begin The working group must convene on at least a
bimonthly basis and must hold the first meeting no later than September 1, 2024.
new text end

new text begin Subd. 4. new text end

new text begin Administration. new text end

new text begin The commissioner must provide meeting space and technical
assistance for the working group.
new text end

new text begin Subd. 5. new text end

new text begin Expiration. new text end

new text begin This section expires November 15, 2025, or the date upon which
the working group report required under subdivision 2 is submitted to the legislature,
whichever is later.
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. 62. new text beginAPPROPRIATIONS.
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 Achievement and integration aid. new text end

new text begin (a) For achievement and integration aid
under Minnesota Statutes, section 124D.862:
new text end

new text begin $
new text end
new text begin 83,330,000
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 84,512,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $8,172,000 for 2023 and $75,158,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $8,350,000 for 2024 and $76,162,000 for 2025.
new text end

new text begin Subd. 3. new text end

new text begin Alternative programs. new text end

new text begin For a grant to the Minnesota Association of Alternative
Programs STARS (Success, Teamwork, Achievement, Recognition, and Self-Esteem)
program to help students in alternative programs develop employment, academic, and social
skills and support student participation in trainings and conferences:
new text end

new text begin $
new text end
new text begin 50,000
new text end
new text begin .....
new text end
new text begin 2024
new text end

new text begin Subd. 4. new text end

new text begin BARR Center. new text end

new text begin (a) For grants to the Building Assets, Reducing Risks (BARR)
Center, to deliver an evidence-based, research-validated program to schools:
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 (b) Consistent with Minnesota Statutes, section 127A.20, the BARR Center must apply
for the grants in the form and manner specified by the commissioner of education. The
BARR Center must deliver an evidence-based, research-validated program that provides
school coaching support, professional development, and curriculum and resources over a
three-year period to each qualifying school site.
new text end

new text begin (c) The BARR Center must select at least 18 schools to participate in the program. The
schools must be geographically balanced among urban, suburban, and rural schools, and
serve high concentrations of students in poverty or high concentrations of underrepresented
students, including students who are from Black, Indigenous, and People of Color
communities.
new text end

new text begin (d) The grants to the BARR Center must be directed toward:
new text end

new text begin (1) improving student social and emotional skills and engagement in school;
new text end

new text begin (2) increasing opportunity and academic achievement for students of color and those
experiencing poverty;
new text end

new text begin (3) improving teacher satisfaction and effectiveness; and
new text end

new text begin (4) increasing the number of students who earn a high school diploma.
new text end

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

new text begin Subd. 5. new text end

new text begin Charter school building lease aid. new text end

new text begin (a) For building lease aid under Minnesota
Statutes, section 124E.22:
new text end

new text begin $
new text end
new text begin 94,320,000
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 98,764,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $9,047,000 for 2023 and $85,273,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $9,474,000 for 2024 and $89,290,000 for 2025.
new text end

new text begin Subd. 6. new text end

new text begin College entrance examination reimbursement. new text end

new text begin (a) To reimburse districts for
the costs of college entrance examination fees for students who are eligible for free or
reduced-price meals who take the ACT or SAT test under Minnesota Statutes, section
120B.30, subdivision 1, paragraph (e):
new text end

new text begin $
new text end
new text begin 1,011,000
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 1,011,000
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 Subd. 7. new text end

new text begin COMPASS and MTSS. new text end

new text begin (a) To support the development and implementation
of the MTSS framework and the Collaborative Minnesota Partnerships to Advance Student
Success (COMPASS) school improvement model:
new text end

new text begin $
new text end
new text begin 18,250,000
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 18,250,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Of this amount, $7,000,000 in fiscal year 2024 and $7,000,000 in fiscal year 2025
are to support implementation of MTSS and COMPASS. Funds must be used to support
increased capacity at the Department of Education and the Minnesota Service Cooperatives
for implementation supports.
new text end

new text begin (c) Of this amount, $5,000,000 each year is reserved for grants to school districts, charter
schools, and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision
2, for implementation of MTSS, including: hiring local MTSS coordinators; deferring costs
for personnel to participate in cohort activities and professional learning; and piloting a
Department of Education One Plan, the consolidation of multiple reporting structures to
streamline various applications, reports, and submissions by school districts and charter
schools. Up to five percent of this amount is available for program and grant administration.
new text end

new text begin (d) Of this amount, $5,250,000 each year must be used to develop a regional network
focusing on mathematics to provide dedicated mathematics trainers and coaches to train
regional support staff from the Minnesota Service Cooperatives to support school leaders
and teachers to implement evidence-based instructional strategies in mathematics. Funds
may also be used to host an annual Mathematics Standards-Based Instructional Institute.
new text end

new text begin (e) Of this amount, $1,000,000 each year is for the University of Minnesota Center for
Applied Research and Educational Improvement to support implementation and evaluation
of the MTSS framework.
new text end

new text begin (f) Support for school districts, charter schools, and cooperative units under this
subdivision may include but is not limited to:
new text end

new text begin (1) partnering with the Minnesota Service Cooperatives to support districts in
implementing COMPASS to support schools in the areas of literacy, math, social-emotional
learning, and mental health using the MTSS framework;
new text end

new text begin (2) providing support to districts and charter schools identified under Minnesota Statutes,
section 120B.11;
new text end

new text begin (3) providing support to districts and charter schools in streamlining various applications,
reports, and submissions to the Department of Education through One Plan;
new text end

new text begin (4) providing training, guidance, and implementation resources for MTSS, including a
universal screening process approved by the Department of Education to identify students
who may be at risk of experiencing academic, behavioral, and social-emotional development
difficulties;
new text end

new text begin (5) providing guidance to convene school-based teams to analyze data provided by
screenings and resources for related identification, instruction, and intervention methods;
new text end

new text begin (6) dyslexia screening and intervention that are evidence-based;
new text end

new text begin (7) requiring school districts and charter schools to provide parents of students identified
in screenings with notice of screening findings and related support information;
new text end

new text begin (8) requiring districts and charter schools to provide at-risk students with interventions
and to monitor the effectiveness of these interventions and student progress; and
new text end

new text begin (9) developing and annually reporting findings regarding the implementation of MTSS.
new text end

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

new text begin (h) Up to five percent of the funds identified for grants is available for grant
administration costs.
new text end

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

new text begin Subd. 8. new text end

new text begin Computer science education advancement. new text end

new text begin (a) For computer science
advancement:
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) Of this amount, $150,000 is for the computer science supervisor.
new text end

new text begin (c) Eligible uses of the appropriation include expenses related to the implementation of
article 2, section 58, and expenses related to the development, advancement, and promotion
of kindergarten through grade 12 computer science education.
new text end

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

new text begin Subd. 9. new text end

new text begin Computer science STEAM grants. new text end

new text begin (a) For grants to STEAM-focused programs
that work directly with students providing additional STEAM education through after-school
programming or new in-school programs:
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) Eligible grant recipients are schools and school districts or nonprofits that are currently
offering computer science courses or STEAM-focused programming for kindergarten
through grade 12 students in after-school programs. Preference must be given to programs
serving high free and reduced-priced lunch populations, students from Tribal Nations, or
programs in schools or districts receiving sparsity revenue under Minnesota Statutes, section
126C.10.
new text end

new text begin (c) Grant awards to nonprofits must not exceed $50,000 per recipient.
new text end

new text begin (d) At the conclusion of the grant, recipients must submit to the commissioner of
education student enrollment data disaggregated by gender, race, ethnicity, free and
reduced-price lunch status, Individuals with Disabilities Education Act status, 504 status,
and English language learner status.
new text end

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

new text begin Subd. 10. new text end

new text begin Concurrent enrollment aid. new text end

new text begin (a) For concurrent enrollment aid under
Minnesota Statutes, section 124D.091:
new text end

new text begin $
new text end
new text begin 4,000,000
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 4,000,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) If the appropriation is insufficient, the commissioner must proportionately reduce
the aid payment to each school district.
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 Early childhood literacy programs. new text end

new text begin (a) For early childhood literacy programs
under Minnesota Statutes, section 119A.50, subdivision 3:
new text end

new text begin $
new text end
new text begin 7,950,000
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 7,950,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Up to $7,950,000 each year is for leveraging federal and private funding to support
AmeriCorps members serving in the Minnesota reading corps program established by
ServeMinnesota, including costs associated with training and teaching early literacy skills
to children ages three through grade 3 and evaluating the impact of the program under
Minnesota Statutes, sections 124D.38, subdivision 2, and 124D.42, subdivision 6.
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. 12. new text end

new text begin Educational outcomes and accountability pilot program. new text end

new text begin (a) For a grant
to Pillsbury United Communities to implement a framework to improve educational outcomes
and accountability in accordance with article 2, section 59:
new text end

new text begin $
new text end
new text begin 90,000
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 90,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The department may retain up to five percent of the appropriation to administer the
grant and report on the program in accordance with article 2, section 59, subdivision 3.
new text end

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

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

new text begin Subd. 13. new text end

new text begin Ethnic studies community consultation. new text end

new text begin To consult with community members
throughout Minnesota on the development of ethnic studies curricula, resources, and
implementation support:
new text end

new text begin $
new text end
new text begin 150,000
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 150,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 14. new text end

new text begin Ethnic studies school grants. new text end

new text begin (a) For competitive grants to school districts
and charter schools to develop, evaluate, and implement ethnic studies courses:
new text end

new text begin $
new text end
new text begin 700,000
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 700,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The commissioner must consult with the Ethnic Studies Working Group to develop
criteria for the grants.
new text end

new text begin Subd. 15. new text end

new text begin Examination fees; teacher training and support programs. new text end

new text begin (a) For students'
advanced placement and international baccalaureate examination fees under Minnesota
Statutes, section 120B.13, subdivision 3, and the training and related costs for teachers and
other interested educators under Minnesota Statutes, section 120B.13, subdivision 1:
new text end

new text begin $
new text end
new text begin 4,500,000
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 4,500,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The advanced placement program shall receive 75 percent of the appropriation each
year and the international baccalaureate program shall receive 25 percent of the appropriation
each year. The department, in consultation with representatives of the advanced placement
and international baccalaureate programs selected by the Advanced Placement Advisory
Council and International Baccalaureate Minnesota, respectively, shall determine the amounts
of the expenditures each year for examination fees and training and support programs for
each program.
new text end

new text begin (c) Notwithstanding Minnesota Statutes, section 120B.13, subdivision 1, at least $500,000
each year is for teachers to attend subject matter summer training programs and follow-up
support workshops approved by the advanced placement or international baccalaureate
programs. The amount of the subsidy for each teacher attending an advanced placement or
international baccalaureate summer training program or workshop shall be the same. The
commissioner shall determine the payment process and the amount of the subsidy.
new text end

new text begin (d) The commissioner shall pay all examination fees for all students of low-income
families under Minnesota Statutes, section 120B.13, subdivision 3, and to the extent of
available appropriations, shall also pay examination fees for students sitting for an advanced
placement examination, international baccalaureate examination, or both.
new text end

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

new text begin Subd. 16. new text end

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

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

new text begin $
new text end
new text begin 11,208,000
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 11,208,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

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

new text begin (1) current grant recipients issued under Minnesota Statutes, section 124D.231;
new text end

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

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

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

new text begin (d) The base for fiscal year 2026 is $8,154,000 and the base for fiscal year 2027 and
later is $8,155,000.
new text end

new text begin Subd. 17. new text end

new text begin Girls Taking Action. new text end

new text begin (a) For a grant to the Girls Taking Action program to
enable Girls Taking Action to continue to provide and expand metropolitan-area school and
community-based programs that encourage and support low-income girls of color:
new text end

new text begin $
new text end
new text begin 1,500,000
new text end
new text begin .....
new text end
new text begin 2024
new text end

new text begin (b) Of the appropriated funds, $1,000,000 must be used to sustain 16 current Girls Taking
Action program sites, and to expand an additional four sites in inner-ring suburban
communities with growing ethnic diversity among students.
new text end

new text begin (c) Of the appropriated funds, $500,000 must be used to sustain three community-based
Girls Taking Action programs for Asian, East African, and Latina girls in Hennepin, Ramsey,
and Dakota Counties, and to expand an additional two community-based programs in these
counties to reach Native American and African American girls.
new text end

new text begin (d) Girls Taking Action programs supported by these funds must include programs
focused on:
new text end

new text begin (1) increasing academic performance, high school graduation rates, and enrollment in
postsecondary education for girls faced with social, demographic, racial, and economic
barriers and challenges;
new text end

new text begin (2) increasing mentoring opportunities, literacy, career development, positive community
engagement, and the number of qualified female employees of color in the workforce
pipeline, particularly in science, technology, engineering, and mathematics fields;
new text end

new text begin (3) providing coaching, mentoring, health and wellness counseling, resources to girls
whose experience with sexual assault has negatively impacted their academics and behavior,
and culturally sensitive therapy resources and counseling services to sexual assault victims;
and
new text end

new text begin (4) increasing financial literacy and knowledge of options for financing college or
postsecondary education.
new text end

new text begin (e) This is a onetime appropriation. Any balance in the first year does not cancel but is
available in the second year.
new text end

new text begin Subd. 18. new text end

new text begin Grants to increase science, technology, engineering, and math course
offerings.
new text end

new text begin (a) For grants to schools to encourage low-income and other underserved students
to participate in advanced placement and international baccalaureate programs according
to Minnesota Statutes, section 120B.132:
new text end

new text begin $
new text end
new text begin 250,000
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 250,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) To the extent practicable, the commissioner must distribute grant funds equitably
among geographic areas in the state, including schools located in greater Minnesota and in
the seven-county metropolitan area.
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. 19. new text end

new text begin Implementation of education on the Holocaust, genocide of Indigenous
Peoples, and other genocides.
new text end

new text begin For implementation of requirements for education on the
Holocaust, genocide of Indigenous Peoples, and other genocides under Minnesota Statutes,
section 120B.252:
new text end

new text begin $
new text end
new text begin 75,000
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 75,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 20. new text end

new text begin Interdistrict desegregation or integration transportation grants. new text end

new text begin For
interdistrict desegregation or integration transportation grants under Minnesota Statutes,
section 124D.87:
new text end

new text begin $
new text end
new text begin 14,992,000
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 16,609,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 21. new text end

new text begin Literacy incentive aid. new text end

new text begin (a) For literacy incentive aid under Minnesota Statutes,
section 124D.98:
new text end

new text begin $
new text end
new text begin 42,234,000
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 42,502,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $4,606,000 for 2023 and $37,628,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $4,180,000 for 2024 and $38,322,000 for 2025.
new text end

new text begin Subd. 22. new text end

new text begin Minnesota Alliance of Boys and Girls Clubs. new text end

new text begin (a) For a grant to the Minnesota
Alliance of Boys and Girls Clubs to support the establishment and expansion of Boys and
Girls Clubs in Minnesota beyond existing service areas to support after-school and summer
programming that address learning loss:
new text end

new text begin $
new text end
new text begin 1,250,000
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 1,250,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The grant recipient must take into consideration multiple factors, including need,
feasibility, and community engagement when determining where to establish and expand
Boys and Girls Clubs programming. Need may be analyzed using available data from the
department. Feasibility must be determined by proximity to supporting organizations, staffing
capabilities, and access to adequate facilities. The grant recipient must take into consideration
community engagement and interest in programming as important elements for the desired
sustainability of programming beyond the project's funding period.
new text end

new text begin (c) To receive a grant under this section, the Minnesota Alliance of Boys and Girls Clubs
must receive a 25 percent match from nonstate funds.
new text end

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

new text begin Subd. 23. new text end

new text begin Minnesota Center for the Book programming. new text end

new text begin For grants to the entity
designated by the Library of Congress as the Minnesota Center for the Book to provide
statewide programming related to the Minnesota Book Awards and for additional
programming throughout the state related to the Center for the Book designation:
new text end

new text begin $
new text end
new text begin 200,000
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 200,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 24. new text end

new text begin Minnesota Independence College and Community. new text end

new text begin (a) For transfer to the
Office of Higher Education for grants to Minnesota Independence College and Community
for tuition reduction and institutional support:
new text end

new text begin $
new text end
new text begin 625,000
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 625,000
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 Subd. 25. new text end

new text begin Minnesota math corps. new text end

new text begin (a) For the Minnesota math corps program under
Minnesota Statutes, section 124D.42, subdivision 9:
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 Subd. 26. new text end

new text begin Minnesota Principals Academy. new text end

new text begin (a) For grants to the University of Minnesota
College of Education and Human Development for the operation of the Minnesota Principals
Academy:
new text end

new text begin $
new text end
new text begin 200,000
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 200,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Of these amounts, $50,000 must be used to pay the costs of attendance for principals
and school leaders from schools identified for intervention under the state's accountability
system as implemented to comply with the federal Every Student Succeeds Act. To the
extent funds are available, the Department of Education is encouraged to use up to $200,000
of federal Title II funds to support additional participation in the Principals Academy by
principals and school leaders from schools identified for intervention under the state's
accountability system as implemented to comply with the federal Every Student Succeeds
Act.
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. 27. new text end

new text begin Museums and education centers. new text end

new text begin (a) For grants to museums and education
centers:
new text end

new text begin $
new text end
new text begin 460,000
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 460,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) $269,000 each year is for the Minnesota Children's Museum.
new text end

new text begin (c) $50,000 each year is for the Minnesota Children's Museum, Rochester.
new text end

new text begin (d) $50,000 each year is for the Duluth Children's Museum.
new text end

new text begin (e) $41,000 each year is for the Minnesota Academy of Science.
new text end

new text begin (f) $50,000 each year is for the Headwaters Science Center.
new text end

new text begin (g) A recipient of a grant under this subdivision must use the funds to encourage and
increase access for historically underserved communities.
new text end

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

new text begin Subd. 28. new text end

new text begin Nonexclusionary discipline. new text end

new text begin (a) For grants to school districts and charter
schools to provide training for school staff on nonexclusionary disciplinary practices:
new text end

new text begin $
new text end
new text begin 1,750,000
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 1,750,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Grants are to develop training and to work with schools to train staff on
nonexclusionary disciplinary practices that maintain the respect, trust, and attention of
students and help keep students in classrooms. These funds may also be used for grant
administration.
new text end

new text begin (c) Eligible grantees include school districts, charter schools, intermediate school districts,
and cooperative units as defined in section 123A.24, subdivision 2.
new text end

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

new text begin Subd. 29. new text end

new text begin P-TECH schools. new text end

new text begin (a) For P-TECH support grants under Minnesota Statutes,
section 124D.093, subdivision 5:
new text end

new text begin $
new text end
new text begin 791,000
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 791,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The amounts in this subdivision are for grants, including to a public-private
partnership that includes Independent School District No. 535, Rochester.
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. 30. new text end

new text begin Paraprofessional training. new text end

new text begin (a) For compensation associated with paid
orientation and professional development for paraprofessionals under Minnesota Statutes,
section 121A.642:
new text end

new text begin $
new text end
new text begin 7,836,000
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 8,033,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The base for fiscal year 2026 is $8,233,000 and for fiscal year 2027 is $8,439,000.
new text end

new text begin Subd. 31. new text end

new text begin Recovery program grants. new text end

new text begin (a) For recovery program grants under Minnesota
Statutes, section 124D.695:
new text end

new text begin $
new text end
new text begin 750,000
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 750,000
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 Subd. 32. new text end

new text begin Sanneh Foundation. new text end

new text begin (a) For grants to the Sanneh Foundation for purposes
of subdivision 3:
new text end

new text begin $
new text end
new text begin 1,500,000
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 1,500,000
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 Subd. 33. new text end

new text begin ServeMinnesota program. new text end

new text begin (a) For funding ServeMinnesota programs under
Minnesota Statutes, sections 124D.37 to 124D.45:
new text end

new text begin $
new text end
new text begin 900,000
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 900,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) A grantee organization may provide health and child care coverage to the dependents
of each participant enrolled in a full-time ServeMinnesota program to the extent such
coverage is not otherwise available.
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. 34. new text end

new text begin Starbase MN. new text end

new text begin (a) For a grant to Starbase MN for a rigorous science,
technology, engineering, and math program providing students in grades 4 through 6 with
a multisensory learning experience and a hands-on curriculum in an aerospace environment
using state-of-the-art technology:
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) Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin Subd. 35. new text end

new text begin Statewide testing and reporting system. new text end

new text begin (a) For the statewide testing and
reporting system under Minnesota Statutes, section 120B.30:
new text end

new text begin $
new text end
new text begin 10,892,000
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 10,892,000
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 Subd. 36. new text end

new text begin Student organizations. new text end

new text begin (a) For student organizations:
new text end

new text begin $
new text end
new text begin 1,084,000
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 1,084,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) $68,000 each year is for student organizations serving health occupations (HOSA).
new text end

new text begin (c) $100,000 each year is for student organizations serving trade and industry occupations
(Skills USA, secondary and postsecondary).
new text end

new text begin (d) $122,000 each year is for student organizations serving business occupations (BPA,
secondary and postsecondary).
new text end

new text begin (e) $322,000 each year is for student organizations serving agriculture occupations (FFA,
PAS).
new text end

new text begin (f) $185,000 each year is for student organizations serving family and consumer science
occupations (FCCLA). Notwithstanding Minnesota Rules, part 3505.1000, subparts 28 and
31, the student organizations serving FCCLA shall continue to serve students younger than
grade 9.
new text end

new text begin (g) $202,000 each year is for student organizations serving marketing occupations (DECA
and DECA collegiate).
new text end

new text begin (h) $85,000 each year is for the Minnesota Foundation for Student Organizations. Of
this amount, $30,000 each year must be used for direct support of underserved and special
student populations.
new text end

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

Sec. 63. new text beginREVISOR INSTRUCTION.
new text end

new text begin The revisor of statutes shall renumber each section of Minnesota Statutes listed in column
A with the number listed in column B. The revisor shall also make necessary cross-reference
changes consistent with the renumbering. The revisor shall also make any technical language
and other changes necessitated by the renumbering and cross-reference changes in this act.
new text end

new text begin Column A
new text end
new text begin Column B
new text end

new text begin General Requirements Statewide Assessments
new text end

new text begin 120B.30, subdivision 1a, paragraph (h)
new text end
new text begin 120B.30, subdivision 1
new text end
new text begin 120B.30, subdivision 1, paragraph (q)
new text end
new text begin 120B.30, subdivision 2
new text end
new text begin 120B.30, subdivision 1a, paragraph (g)
new text end
new text begin 120B.30, subdivision 3
new text end
new text begin 120B.30, subdivision 1b
new text end
new text begin 120B.30, subdivision 4
new text end
new text begin 120B.30, subdivision 1, paragraph (n)
new text end
new text begin 120B.30, subdivision 5, paragraph (a)
new text end
new text begin 120B.30, subdivision 1, paragraph (a)
new text end
new text begin 120B.30, subdivision 5, paragraph (b)
new text end
new text begin 120B.30, subdivision 1a, paragraph (e)
new text end
new text begin 120B.30, subdivision 6, paragraph (a)
new text end
new text begin 120B.30, subdivision 2, paragraph (a)
new text end
new text begin 120B.30, subdivision 6, paragraph (b)
new text end
new text begin 120B.30, subdivision 2, paragraph (b),
clauses (1) and (2)
new text end
new text begin 120B.30, subdivision 6, paragraph (c)
new text end
new text begin 120B.30, subdivision 2
new text end
new text begin 120B.30, subdivision 6, paragraph (d)
new text end
new text begin 120B.30, subdivision 4
new text end
new text begin 120B.30, subdivision 7
new text end
new text begin 120B.30, subdivision 5
new text end
new text begin 120B.30, subdivision 8
new text end
new text begin 120B.30, subdivision 6
new text end
new text begin 120B.30, subdivision 9
new text end
new text begin 120B.30, subdivision 1, paragraph (e)
new text end
new text begin 120B.30, subdivision 10
new text end

new text begin General Requirements Test Design
new text end

new text begin 120B.30, subdivision 1a, paragraph (a),
clauses (1) to (5)
new text end
new text begin 120B.301, subdivision 1
new text end
new text begin 120B.30, subdivision 1, paragraph (a)
new text end
new text begin 120B.301, subdivision 2
new text end
new text begin 120B.30, subdivision 1, paragraph (b)
new text end
new text begin 120B.301, subdivision 3, paragraph (a)
new text end
new text begin 120B.30, subdivision 1, paragraph (n)
new text end
new text begin 120B.301, subdivision 3, paragraph (b)
new text end
new text begin 120B.30, subdivision 1a, paragraph (b)
new text end
new text begin 120B.301, subdivision 3, paragraph (c)
new text end
new text begin 120B.30, subdivision 1a, paragraph (c),
clauses (1) and (2)
new text end
new text begin 120B.301, subdivision 3, paragraph (d)
new text end

new text begin Assessment Graduation Requirements
new text end

new text begin 120B.30, subdivision 1, paragraph (c),
clauses (1) and (2)
new text end
new text begin 120B.304, subdivision 1
new text end
new text begin 120B.30, subdivision 1, paragraph (d)
new text end
new text begin 120B.304, subdivision 2
new text end
new text begin 120B.30, subdivision 1, paragraph (i)
new text end
new text begin 120B.304, subdivision 3
new text end

new text begin Assessment Reporting Requirements
new text end

new text begin 120B.30, subdivision 1a, paragraph (f),
clauses (1) to (3)
new text end
new text begin 120B.305, subdivision 1
new text end
new text begin 120B.30, subdivision 1a, paragraph (d),
clauses (1) to (4)
new text end
new text begin 120B.305, subdivision 2, paragraph (a)
new text end
new text begin 120B.30, subdivision 1, paragraph (m)
new text end
new text begin 120B.305, subdivision 2, paragraph (b)
new text end
new text begin 120B.30, subdivision 1, paragraph (n)
new text end
new text begin 120B.305, subdivision 2, paragraph (c)
new text end
new text begin 120B.30, subdivision 1, paragraph (o),
clauses (1) to (4)
new text end
new text begin 120B.305, subdivision 3, paragraph (a)
new text end
new text begin 120B.30, subdivision 3
new text end
new text begin 120B.305, subdivision 3, paragraph (b)
new text end

new text begin District Assessment Requirements
new text end

new text begin 120B.301, paragraphs (a) to (c)
new text end
new text begin 120B.306, subdivision 1
new text end
new text begin 120B.304, paragraphs (a) and (b)
new text end
new text begin 120B.306, subdivision 2
new text end

new text begin College and Career Readiness
new text end

new text begin 120B.30, subdivision 1, paragraph (p)
new text end
new text begin 120B.307, subdivision 1
new text end
new text begin 120B.30, subdivision 1, paragraph (d)
new text end
new text begin 120B.307, subdivision 2
new text end
new text begin 120B.30, subdivision 1, paragraph (f)
new text end
new text begin 120B.307, subdivision 3
new text end
new text begin 120B.30, subdivision 1, paragraph (g)
new text end
new text begin 120B.307, subdivision 4, paragraph (a)
new text end
new text begin 120B.30, subdivision 1, paragraph (h)
new text end
new text begin 120B.307, subdivision 4, paragraph (b)
new text end
new text begin 120B.30, subdivision 1, paragraph (j)
new text end
new text begin 120B.307, subdivision 4, paragraph (c)
new text end
new text begin 120B.30, subdivision 1, paragraph (k)
new text end
new text begin 120B.307, subdivision 4, paragraph (d)
new text end
new text begin 120B.30, subdivision 1, paragraph (l)
new text end
new text begin 120B.307, subdivision 4, paragraph (e)
new text end

Sec. 64. new text beginREPEALER.
new text end

new text begin Minnesota Statutes 2022, sections 120B.35, subdivision 5; and 124D.095, subdivisions
1, 2, 3, 4, 5, 6, 7, and 8,
new text end new text begin are repealed.
new text end

ARTICLE 3

READ ACT

Section 1.

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 beginhave 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.

Sec. 2.

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, shall
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
low-income and minority children are not taught at higher rates than other children by
inexperienced, ineffective, or out-of-field teachers;

(6) education effectiveness practices that integrate high-quality instruction, rigorous
curriculum, technology, and a collaborative professional culture that develops and supports
teacher quality, performance, and effectiveness; and

(7) an annual budget for continuing to implement the district plan.

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

Sec. 3.

new text begin [120B.1119] TITLE; THE READ ACT.
new text end

new text begin Sections 120B.12 to 120B.124 may be cited as the "Reading to Ensure Academic
Development Act," or the "Read Act."
new text end

Sec. 4.

Minnesota Statutes 2022, section 120B.12, is amended to read:


120B.12 deleted text beginREADING PROFICIENTLY NO LATER THAN THE END OF GRADE
3
deleted text endnew text begin READ ACT GOAL AND INTERVENTIONSnew text end.

Subdivision 1.

Literacy goal.

new text begin(a) new text endThe legislature seeks to have every child reading at
or above grade level deleted text beginno later than the end of grade 3,deleted text endnew text begin every year, beginning in kindergarten,new text end
including deleted text beginEnglishdeleted text endnew text begin multilingualnew text end learnersdeleted text begin, and that teachers provide comprehensive,
scientifically based
deleted text end new text beginand students receiving special education services. By the 2026-2027
school year, school leaders and educators must provide evidence-based
new text endreading instruction
deleted text begin consistent with section 122A.06, subdivision 4deleted text endnew text begin through a focus on student mastery of the
foundational reading skills of phonemic awareness, phonics, and fluency, as well as the
development of oral language, vocabulary, and reading comprehension skills. Students must
receive evidence-based instruction that is proven to effectively teach children to read,
consistent with sections 120B.12 to 120B.124
new text end.

new text begin (b) To meet this goal, each district must provide teachers and instructional support staff
with responsibility for teaching reading with training on evidence-based reading instruction
that is approved by the Department of Education. By July 1, 2025, a district must provide
the training to intervention teachers working with students in kindergarten through grade
12, special education teachers, curriculum directors, instructional support staff who provide
reading instruction, employees who select literacy instructional materials for a district, and
all classroom teachers of students in kindergarten through grade 3 and children in
prekindergarten programs. All teachers and instructional staff required to receive training
under the Read Act must complete the training no later than July 1, 2027. The commissioner
may grant a district an extension to the deadlines in this paragraph.
new text end

new text begin (c) Districts are strongly encouraged to adopt a MTSS framework. The framework should
include a process for monitoring student progress, evaluating program fidelity, and analyzing
student outcomes and needs in order to design and implement ongoing evidenced-based
instruction and interventions.
new text end

Subd. 2.

Identification; report.

(a) deleted text beginEach school district must identify before the end ofdeleted text endnew text begin
Twice per year, each school district must screen every student enrolled in
new text end kindergarten,
grade 1, deleted text beginanddeleted text end grade 2 deleted text beginall students who are not reading at grade leveldeleted text endnew text begin, and grade 3 using a
screening tool approved by the Department of Education
new text end. Students deleted text beginidentified as not reading
at grade level by the end of
deleted text endnew text begin enrolled innew text end kindergarten, grade 1, deleted text beginanddeleted text end grade 2new text begin, and grade 3,
including multilingual learners and students receiving special education services,
new text end must be
new text begin universally new text endscreeneddeleted text begin, in a locally determined manner,deleted text endnew text begin for mastery of foundational reading
skills, including phonemic awareness, phonics, decoding, fluency, oral language, and
new text end for
characteristics of dyslexianew text begin as measured by a screening tool approved by the Department of
Education
new text end.new text begin The screening for characteristics of dyslexia may be integrated with universal
screening for mastery of foundational skills and oral language. A district must submit data
on student performance in kindergarten, grade 1, grade 2, and grade 3 on foundational
reading skills, including phonemic awareness, phonics, decoding, fluency, and oral language
to the Department of Education in the annual local literacy plan.
new text end

(b) Students in deleted text begingrade 3 or higher who demonstrate a reading difficulty to a classroom
teacher
deleted text endnew text begin grades 4 and above, including multilingual learners and students receiving special
education services, who do not demonstrate mastery of foundational reading skills, including
phonemic awareness, phonics, decoding, fluency, and oral language,
new text end must be screeneddeleted text begin, in
a locally determined manner,
deleted text endnew text begin using a screening tool approved by the Department of Educationnew text end
for characteristics of dyslexiadeleted text begin, unless a different reason for the reading difficulty deleted text enddeleted text beginhas been
identified
deleted text endnew text begin, and must continue to receive evidence-based instruction, interventions, and
progress monitoring until the students achieve grade-level proficiency
new text end. new text beginA parent, in
consultation with two fellow literacy teachers, may opt a student out of the literacy screener
if the parent believes that continuing to screen would not be beneficial to the student. In
such limited cases, the student must continue to receive progress monitoring and literacy
interventions.
new text end

(c) Reading deleted text beginassessmentsdeleted text endnew text begin screenersnew text end in English, and in the predominant languages of
district students where practicable, must identify and evaluate students' areas of academic
need related to literacy. The district also must monitor the progress and provide reading
instruction appropriate to the specific needs of deleted text beginEnglishdeleted text endnew text begin multilingualnew text end learners. The district
must use a locally adopted, developmentally appropriate, and culturally responsive deleted text beginassessmentdeleted text endnew text begin
screener
new text end and annually report summary deleted text beginassessmentdeleted text endnew text begin screenernew text end results to the commissioner by
deleted text begin July 1deleted text endnew text begin June 15 in the form and manner determined by the commissionernew text end.

(d) The district also must deleted text beginannually report to the commissioner by July 1deleted text endnew text begin include in its
literacy plan under subdivision 4a,
new text end a summary of the district's efforts to screen deleted text beginanddeleted text endnew text begin,new text end identifynew text begin,
and provide interventions to
new text end students who demonstrate characteristics of dyslexia deleted text beginusingdeleted text endnew text begin as
measured by a
new text end screening deleted text begintools such as those recommended by the department's dyslexia
specialist
deleted text endnew text begin tool approved by the Department of Education. Districts are strongly encouraged
to use the MTSS framework
new text end. With respect to students screened or identified under paragraph
(a), the report must include:

(1) a summary of the district's efforts to screen for dyslexia;

(2) the number of students new text beginuniversally new text endscreened for that reporting year; deleted text beginand
deleted text end

(3) the number of students demonstrating characteristics of dyslexia for that yeardeleted text begin.deleted text endnew text begin; and
new text end

deleted text begin (e) A studentdeleted text endnew text begin (4) an explanation of how studentsnew text end identified under this subdivision deleted text beginmust
be
deleted text endnew text begin arenew text end provided with alternate instruction new text beginand interventions new text endunder section 125A.56,
subdivision 1
.

Subd. 2a.

Parent notification and involvement.

Schools, at least annually, must give
the parent of each student who is not reading at or above grade level timely information
about:

(1) the student's reading proficiency as measured by a deleted text beginlocally adopted assessmentdeleted text endnew text begin screener
approved by the Department of Education
new text end;

(2) reading-related services currently being provided to the student and the student's
progress; and

(3) strategies for parents to use at home in helping their student succeed in becoming
grade-level proficient in reading in English and in their native language.

A district may not use this section to deny a student's right to a special education
evaluation.

Subd. 3.

Intervention.

(a) For each student identified under subdivision 2, the district
shall provide reading intervention to accelerate student growth and reach the goal of reading
at or above grade level by the end of the current grade and school year. new text beginA district is
encouraged to provide reading intervention through a MTSS framework.
new text endIf a student does
not read at or above grade level by the end of deleted text begingrade 3deleted text endnew text begin the current school yearnew text end, the district
must continue to provide reading intervention until the student reads at grade level. District
intervention methods shall encourage family engagement and, where possible, collaboration
with appropriate school and community programsdeleted text begin. Intervention methodsdeleted text endnew text begin that specialize in
evidence-based instructional practices and measure mastery of foundational reading skills,
including phonemic awareness, phonics, decoding, fluency, and oral language. By July 1,
2025, Tier 2 and Tier 3 intervention programs must be taught by an intervention teacher or
special education teacher who has successfully completed training in evidence-based reading
instruction approved by the Department of Education. Intervention
new text end may includedeleted text begin,deleted text end but deleted text beginaredeleted text endnew text begin isnew text end
not limited todeleted text begin,deleted text end requiring new text beginstudent new text endattendance in summer school, intensified reading instruction
that may require that the student be removed from the regular classroom for part of the
school day, extended-day programs, or programs that strengthen students' cultural
connections.

(b) A deleted text beginschooldeleted text end district deleted text beginor charter school is strongly encouraged todeleted text end new text beginmustnew text end provide a personal
learning plan for a student who is unable to demonstrate grade-level proficiency, as measured
by the statewide reading assessment in grade 3new text begin or a screener identified by the Department
of Education under section 120B.123
new text end. The district or charter school must determine the
format of the personal learning plan in collaboration with the student's educators and other
appropriate professionals. The school must develop the learning plan in consultation with
the student's parent or guardian. The personal learning plan must new text begininclude targeted instruction
that is evidence-based and ongoing progress monitoring, and
new text endaddress knowledge gaps and
skill deficiencies through strategies such as specific exercises and practices during and
outside of the regular school day, new text begingroup interventions, new text endperiodic assessmentsnew text begin or screenersnew text end,
and reasonable timelines. The personal learning plan may include grade retention, if it is in
the student's best interestnew text begin; a student may not be retained solely due to delays in literacy or
not demonstrating grade-level proficiency
new text end. A school must maintain and regularly update
and modify the personal learning plan until the student reads at grade level. This paragraph
does not apply to a student under an individualized education program.

Subd. 4.

Staff development.

new text begin (a) A district must provide training on evidence-based
reading instruction to teachers and instructional staff in accordance with subdivision 1,
paragraph (b). The training must include teaching in the areas of phonemic awareness,
phonics, vocabulary development, reading fluency, reading comprehension, and culturally
and linguistically responsive pedagogy.
new text end

new text begin (b) new text endEach district shall use the data under subdivision 2 to identify the staff development
needs so that:

(1) elementary teachers are able to implement deleted text begincomprehensive, scientifically based reading
and oral language
deleted text endnew text begin explicit, systematic, evidence-basednew text end instruction new text beginon foundational reading
skills
new text endin the five reading areas of phonemic awareness, phonics, fluency, vocabulary, and
comprehension as defined in section deleted text begin122A.06, subdivision 4,deleted text end new text begin120B.121 new text endand other
literacy-related areas including writing until the student achieves grade-level reading new text beginand
writing
new text endproficiency;

(2) elementary teachers have sufficient training to provide deleted text begincomprehensive, scientifically
based reading
deleted text endnew text begin students with evidence-based readingnew text end and oral language instruction that meets
students' developmental, linguistic, and literacy needs using the intervention methods or
programs selected by the district for the identified students;

(3) licensed teachers employed by the district have regular opportunities to improve
reading and writing instruction;

(4) licensed teachers recognize students' diverse needs in cross-cultural settings and are
able to serve the oral language and linguistic needs of students who are deleted text beginEnglishdeleted text endnew text begin multilingualnew text end
learners by maximizing strengths in their native languages in order to cultivate students'
English language development, including oral academic language development, and build
academic literacy; and

(5) licensed teachers are well trained in culturally responsive pedagogy that enables
students to master content, develop skills to access content, and build relationships.

new text begin (c) A district must provide staff in early childhood programs sufficient training to provide
children in early childhood programs with explicit, systematic instruction in phonological
and phonemic awareness; oral language, including listening comprehension; vocabulary;
and letter-sound correspondence.
new text end

Subd. 4a.

Local literacy plan.

(a) Consistent with this section, a school district must
adopt a local literacy plan to have every child deleted text beginreading at or above grade level no later than
the end of grade 3
deleted text end, including deleted text beginEnglish learnersdeleted text endnew text begin multilingual learners and students receiving
special education services, demonstrate mastery of foundational literacy skills and read
proficiently, at or above grade level, at every grade. The plan must be updated by June 15
each year
new text end. The plan must be consistent with deleted text beginsection 122A.06, subdivision 4deleted text endnew text begin the Read Actnew text end,
and include the following:

(1) a process to assess students' new text beginfoundational reading skills, oral language, and new text endlevel of
reading proficiency and deleted text begindata to support the effectiveness of an assessment used to screen
and identify a student's level of reading proficiency
deleted text endnew text begin the screeners used, by school site and
grade level, under section 120B.123
new text end;

(2) a process to notify and involve parents;

(3) a description of how schools in the district will determine the deleted text beginproperdeleted text endnew text begin targetednew text end reading
new text begin instruction that is evidence-based and includes an new text endintervention strategy for a student and
the process for intensifying or modifying the reading strategy in order to obtain measurable
reading progress;

(4) evidence-based intervention methods for students who are not reading at or above
grade level and progress monitoring to provide information on the effectiveness of the
intervention; deleted text beginand
deleted text end

(5) identification of staff development needs, including a program to meet those needsdeleted text begin.deleted text endnew text begin;
new text end

new text begin (6) the literacy, intervention, and special education literacy curricula used by school site
and grade level;
new text end

new text begin (7) a statement of whether the district has adopted a MTSS framework;
new text end

new text begin (8) student data using the measures of foundational literacy skills and mastery identified
by the Department of Education; and
new text end

new text begin (9) a summary of the district's efforts to screen, identify, and provide interventions to
students who demonstrate characteristics of dyslexia, in accordance with subdivision 2.
new text end

(b) The district must post its literacy plan on the official school district websitenew text begin and
submit it to the commissioner of education using the template developed by the commissioner
of education once it is available
new text end.

new text begin (c) By March 1, 2024, the commissioner of education must develop a streamlined template
for local literacy plans that meets the requirements of this subdivision and requires all
reading instruction and teacher training in reading instruction to be evidence-based. The
template must require a district to report information using the student categories required
in the commissioner's report under paragraph (d). The template must focus district resources
on improving students' foundational reading skills while reducing paperwork requirements
for teachers.
new text end

new text begin (d) By December 1, 2025, the commissioner of education must submit a report to the
legislative committees with jurisdiction over prekindergarten through grade 12 education
summarizing the local literacy plans submitted to the commissioner. The summary must
include the following information:
new text end

new text begin (1) the number of teachers and other staff that have completed training approved by the
Department of Education;
new text end

new text begin (2) by school site and grade, the screeners used at the beginning and end of the school
year and the reading curriculum used; and
new text end

new text begin (3) by school site and grade, using the measurements of foundational literacy skills and
mastery identified by the department, both aggregated data and disaggregated data using
the student categories under section 120B.35, subdivision 3, paragraph (a), clause (2).
new text end

Subd. 5.

deleted text beginCommissionerdeleted text endnew text begin Approved screenersnew text end.

The commissioner deleted text beginshalldeleted text endnew text begin mustnew text end recommend
to districts multiple deleted text beginassessmentdeleted text endnew text begin screeningnew text end tools to assist districts and teachers with identifying
students under subdivision 2new text begin and to assess students' reading proficiency. The commissioner
must identify screeners that may be used for both purposes
new text end. deleted text beginThe commissioner shall also
make available examples of nationally recognized and research-based instructional methods
or programs to districts to provide comprehensive, scientifically based reading instruction
and intervention under this section.
deleted text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 5.

new text begin [120B.121] READ ACT DEFINITIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Read Act. new text end

new text begin For purposes of sections 120B.12 to 120B.124, the following
terms have the meanings given.
new text end

new text begin Subd. 2. new text end

new text begin CAREI. new text end

new text begin "CAREI" means the Center for Applied Research and Educational
Improvement at the University of Minnesota.
new text end

new text begin Subd. 3. new text end

new text begin District. new text end

new text begin "District" means a school district, charter school, or cooperative unit
as defined in section 123A.24, subdivision 2.
new text end

new text begin Subd. 4. new text end

new text begin Evidence-based. new text end

new text begin "Evidence-based" means the instruction or item described is
based on reliable, trustworthy, and valid evidence and has demonstrated a record of success
in increasing students' reading competency in the areas of phonological and phonemic
awareness, phonics, vocabulary development, reading fluency, and reading comprehension.
Evidence-based literacy instruction is explicit, systematic, and includes phonological and
phonemic awareness, phonics and decoding, spelling, fluency, vocabulary, oral language,
and comprehension that can be differentiated to meet the needs of individual students.
Evidence-based instruction does not include the three-cueing system, as defined in
subdivision 16.
new text end

new text begin Subd. 5. new text end

new text begin Fluency. new text end

new text begin "Fluency" means the ability of students to read text accurately,
automatically, and with proper expression.
new text end

new text begin Subd. 6. new text end

new text begin Foundational reading skills. new text end

new text begin "Foundational reading skills" includes
phonological and phonemic awareness, phonics and decoding, and fluency. Foundational
reading skills appropriate to each grade level must be mastered in kindergarten, grade 1,
grade 2, and grade 3. Struggling readers in grades 4 and above who do not demonstrate
mastery of grade-level foundational reading skills must continue to receive explicit,
systematic instruction to reach mastery.
new text end

new text begin Subd. 7. new text end

new text begin Literacy specialist. new text end

new text begin "Literacy specialist" means a person licensed by the
Professional Educator Licensing and Standards Board as a teacher of reading, a special
education teacher, or a kindergarten through grade 6 teacher, who has completed professional
development approved by the Department of Education in structured literacy.
new text end

new text begin Subd. 8. new text end

new text begin Literacy lead. new text end

new text begin "Literacy lead" means a literacy specialist with expertise in
working with educators as adult learners. A district literacy lead must support the district's
implementation of the Read Act; provide school-based coaching; support the implementation
of structured literacy, interventions, curriculum delivery, and teacher training; assist with
the development of personal learning plans; and train paraprofessionals and other support
staff to support classroom literacy instruction. A literacy lead may be employed by one
district, jointly by two or more districts, or may provide services to districts through a
partnership with the regional service cooperatives or another district.
new text end

new text begin Subd. 9. new text end

new text begin MTSS. new text end

new text begin "Multitiered system of support" or "MTSS" means a systemic, continuous
improvement framework for ensuring positive social, emotional, behavioral, developmental,
and academic outcomes for every student. The MTSS framework provides access to layered
tiers of culturally and linguistically responsive, evidence-based practices and relies on the
understanding and belief that every student can learn and thrive. Through a MTSS at the
core (Tier 1), supplemental (Tier 2), and intensive (Tier 3) levels, educators provide high
quality, evidence-based instruction and intervention that is matched to a student's needs;
progress is monitored to inform instruction and set goals and data is used for educational
decision making.
new text end

new text begin Subd. 10. new text end

new text begin Oral language. new text end

new text begin "Oral language," also called "spoken language," includes
speaking and listening, and consists of five components: phonology, morphology, syntax,
semantics, and pragmatics.
new text end

new text begin Subd. 11. new text end

new text begin Phonemic awareness. new text end

new text begin "Phonemic awareness" means the ability to notice,
think about, and manipulate individual sounds in spoken syllables and words.
new text end

new text begin Subd. 12. new text end

new text begin Phonics instruction. new text end

new text begin "Phonics instruction" means the explicit, systematic,
and direct instruction of the relationships between letters and the sounds they represent and
the application of this knowledge in reading and spelling.
new text end

new text begin Subd. 13. new text end

new text begin Progress monitoring. new text end

new text begin "Progress monitoring" means using data collected to
inform whether interventions are working. Progress monitoring involves ongoing monitoring
of progress that quantifies rates of improvement and informs instructional practice and the
development of individualized programs using state-approved screening that is reliable and
valid for the intended purpose.
new text end

new text begin Subd. 14. new text end

new text begin Reading comprehension. new text end

new text begin "Reading comprehension" means a function of
word recognition skills and language comprehension skills. It is an active process that
requires intentional thinking during which meaning is constructed through interactions
between the text and reader. Comprehension skills are taught explicitly by demonstrating,
explaining, modeling, and implementing specific cognitive strategies to help beginning
readers derive meaning through intentional, problem-solving thinking processes.
new text end

new text begin Subd. 15. new text end

new text begin Structured literacy. new text end

new text begin "Structured literacy" means an approach to reading
instruction in which teachers carefully structure important literacy skills, concepts, and the
sequence of instruction to facilitate children's literacy learning and progress. Structured
literacy is characterized by the provision of systematic, explicit, sequential, and diagnostic
instruction in phonemic awareness, phonics, fluency, vocabulary and oral language
development, and reading comprehension.
new text end

new text begin Subd. 16. new text end

new text begin Three-cueing system. new text end

new text begin "Three-cueing system," also known as "meaning
structure visual (MSV)," means a method that teaches students to use meaning, structure
and syntax, and visual cues when attempting to read an unknown word.
new text end

new text begin Subd. 17. new text end

new text begin Vocabulary development. new text end

new text begin "Vocabulary development" means the process of
acquiring new words. A robust vocabulary improves all areas of communication, including
listening, speaking, reading, and writing. Vocabulary growth is directly related to school
achievement and is a strong predictor for reading success.
new text end

Sec. 6.

Minnesota Statutes 2022, section 120B.122, subdivision 1, is amended to read:


Subdivision 1.

Purpose.

The department must employ a dyslexia specialist to provide
technical assistance for dyslexia and related disorders and to serve as the primary source of
information and support for schools in addressing the needs of students with dyslexia and
related disorders. The dyslexia specialist shall also act to increase professional awareness
and instructional competencies to meet the educational needs of students with dyslexia or
identified with risk characteristics associated with dyslexia and shall develop implementation
guidance and make recommendations to the commissioner consistent with deleted text beginsection 122A.06,
subdivision 4
deleted text endnew text begin sections 120B.12 to 120B.124new text end, to be used to assist general education teachers
and special education teachers to recognize educational needs and to improve literacy
outcomes for students with dyslexia or identified with risk characteristics associated with
dyslexia, including recommendations related to increasing the availability of online and
asynchronous professional development programs and materials.

Sec. 7.

new text begin [120B.123] READ ACT IMPLEMENTATION.
new text end

new text begin Subdivision 1. new text end

new text begin Screeners. new text end

new text begin A district must administer a reading screener to students in
kindergarten through grade 3 within the first six weeks of the school year, and again within
the last six weeks of the school year. The screener must be one of the screening tools
approved by the Department of Education. A district must identify the screeners it uses in
the district's annual literacy plan.
new text end

new text begin Subd. 2. new text end

new text begin Progress monitoring. new text end

new text begin For a student not reading at grade level, a district must
develop an intervention plan that meets the requirements of section 120B.12, subdivision
3. A district may use screening tools to monitor students' progress.
new text end

new text begin Subd. 3. new text end

new text begin Curriculum. new text end

new text begin A district is encouraged to use evidence-based curriculum at each
grade level that is designed to ensure student mastery of phonemic awareness, phonics,
vocabulary development, reading fluency, and reading comprehension.
new text end

new text begin Subd. 4. new text end

new text begin MTSS Framework. new text end

new text begin A district is encouraged to use a data-based decision-making
process within the MTSS framework to determine the evidence-based core reading instruction
and Tier 2 or Tier 3 intervention required to meet a student's identified needs.
new text end

new text begin Subd. 5. new text end

new text begin Professional development. new text end

new text begin A district must provide training from a menu of
approved evidence-based training programs to all reading intervention teachers, literacy
specialists, and other teachers and staff identified in section 120B.12, subdivision 1, paragraph
(b), by July 1, 2025; and by June 15, 2026, to other teachers in the district, prioritizing
teachers who work with students with disabilities, English learners, and students who qualify
for the graduation incentives program under section 124D.68. The commissioner of education
may grant a district an extension to the deadlines in this subdivision.
new text end

new text begin Subd. 6. new text end

new text begin Literacy lead. new text end

new text begin (a) By August 30, 2025, a district must employ or contract with
a literacy lead, or be actively supporting a designated literacy specialist through the process
of becoming a literacy lead. A board may satisfy the requirements of this subdivision by
contracting with another school board or cooperative unit under section 123A.24 for the
services of a literacy lead by August 30, 2025.
new text end

new text begin (b) A district literacy lead must collaborate with district administrators and staff to
support the district's implementation of requirements under the Read Act.
new text end

new text begin Subd. 7. new text end

new text begin Department of Education. new text end

new text begin (a) By July 1, 2023, the department must make
available to districts a list of approved evidence-based screeners in accordance with section
120B.12. A district must use an approved screener to assess students' mastery of foundational
reading skills in accordance with section 120B.12.
new text end

new text begin (b) The Department of Education must partner with CAREI as required under section
120B.124 to approve professional development programs, subject to final determination by
the department. After the implementation partnership under section 120B.124 ends, the
department must continue to regularly provide districts with information about professional
development opportunities available throughout the state on reading instruction that is
evidence-based.
new text end

new text begin (c) The department must identify training required for a literacy specialist position under
this section.
new text end

new text begin (d) The department must employ a literacy specialist to provide support to districts
implementing the Read Act and coordinate duties assigned to the department under the
Read Act. The literacy specialist must work on state efforts to improve literacy tracking
and implementation.
new text end

new text begin (e) The department must develop a template for a local literacy plan in accordance with
section 120B.12, subdivision 4a.
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. 8.

new text begin [120B.124] READ ACT IMPLEMENTATION PARTNERSHIP.
new text end

new text begin Subdivision 1. new text end

new text begin Resources. new text end

new text begin The Department of Education must partner with CAREI for
two years beginning June 1, 2023, until August 30, 2025, to support implementation of the
Read Act. The department and CAREI must jointly:
new text end

new text begin (1) identify at least five literacy curricula and supporting materials that are evidence-based
or focused on structured literacy by January 1, 2024, and post a list of the curricula on the
department website. The list must include curricula that use culturally and linguistically
responsive materials that reflect diverse populations and, to the extent practicable, curricula
that reflect the experiences of students from diverse backgrounds, including multilingual
learners, biliterate students, and students who are Black, Indigenous, and People of Color.
A district is not required to use an approved curriculum, unless the curriculum was purchased
with state grant funds that require a curriculum to be selected from a list of approved
curricula;
new text end

new text begin (2) identify at least three professional development programs that focus on the five pillars
of literacy and the components of structured literacy by July 15, 2023, subject to final
approval by the department. The department must post a list of the programs on the
department website. The programs may include a program offered by CAREI. The
requirements of section 16C.08 do not apply to the selection of a provider under this section;
new text end

new text begin (3) identify evidence-based literacy intervention materials for students in kindergarten
through grade 12;
new text end

new text begin (4) develop an evidence-based literacy lead training program that trains literacy specialists
throughout Minnesota to support schools' efforts in screening, measuring growth, monitoring
progress, and implementing interventions in accordance with subdivision 1;
new text end

new text begin (5) identify measures of foundational literacy skills and mastery that a district must
report on a local literacy plan;
new text end

new text begin (6) provide guidance to districts about best practices in literacy instruction, and practices
that are not evidence-based;
new text end

new text begin (7) develop MTSS model plans that districts may adopt to support efforts to screen,
identify, intervene, and monitor the progress of students not reading at grade level; and
new text end

new text begin (8) ensure that teacher professional development options and MTSS framework trainings
are geographically equitable by supporting trainings through the regional service
cooperatives.
new text end

new text begin Subd. 2. new text end

new text begin Reconsideration. new text end

new text begin The department and CAREI must provide districts an
opportunity to request that the department and CAREI add to the list of curricula or
professional development programs a specific curriculum or professional development
program. The department must publish the request for reconsideration procedure on the
department website. A request for reconsideration must demonstrate that the curriculum or
professional development program meets the requirements of the Read Act, is
evidence-based, and has structured literacy components; or that the screener accurately
measures literacy growth, monitors progress, and accurately assesses effective reading,
including phonemic awareness, phonics, fluency, vocabulary, and comprehension. The
department and CAREI must review the request for reconsideration and approve or deny
the request within 60 days.
new text end

new text begin Subd. 3. new text end

new text begin Support. new text end

new text begin The department and CAREI must support district efforts to implement
the Read Act by:
new text end

new text begin (1) issuing guidance for teachers on implementing curriculum that is evidence-based,
or focused on structured literacy;
new text end

new text begin (2) providing teachers accessible options for evidence-based professional development
focused on structured literacy;
new text end

new text begin (3) providing districts with guidance on adopting MTSS; and
new text end

new text begin (4) providing districts with literacy implementation guidance and support.
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. 9.

Minnesota Statutes 2022, section 122A.092, subdivision 5, is amended to read:


Subd. 5.

Reading strategies.

(a) A teacher preparation provider approved by the
Professional Educator Licensing and Standards Board to prepare persons for classroom
teacher licensure must include in its teacher preparation programs deleted text beginresearch-baseddeleted text endnew text begin
evidence-based
new text end best practices in reading, consistent with deleted text beginsection 122A.06, subdivision 4deleted text endnew text begin
sections 120B.12 to 120B.124
new text end, that enable the licensure candidate to teach reading in the
candidate's content areas. Teacher candidates must be instructed in using students' native
languages as a resource in creating effective differentiated instructional strategies for English
learners developing literacy skills. A teacher preparation provider also must prepare early
childhood and elementary teacher candidates for Tier 3 and Tier 4 teaching licenses under
sections 122A.183 and 122A.184, respectively, for the portion of the examination under
section 122A.185, subdivision 1, paragraph (c), covering assessment of reading instruction.

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

(1) teach students to read using foundational knowledge, practices, and strategies
consistent with deleted text beginsection 122A.06, subdivision 4deleted text endnew text begin sections 120B.12 to 120B.124new text end, so that all
students achieve continuous progress in reading; and

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

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

(1) the nature and symptoms of dyslexia;

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

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

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

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

Sec. 10.

Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:


Subdivision 1.

Tests.

(a) The Professional Educator Licensing and Standards Board
must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
examination of skills in reading, writing, and mathematics before being granted a Tier 4
teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier
3 license to provide direct instruction to pupils in elementary, secondary, or special education
programs if candidates meet the other requirements in section 122A.181, 122A.182, or
122A.183, respectively.

(b) The board must adopt rules requiring candidates for Tier 3 and Tier 4 licenses to
pass an examination of general pedagogical knowledge and examinations of licensure field
specific content. The content examination requirement does not apply if no relevant content
exam exists.

(c) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
pass test items assessing the candidates' knowledge, skill, and ability in deleted text begincomprehensive,
scientifically based reading
deleted text endnew text begin evidence-based literacynew text end instruction under deleted text beginsection 122A.06,
subdivision 4
deleted text endnew text begin sections 120B.12 to 120B.124new text end, knowledge and understanding of the foundations
of reading development, development of reading comprehension and reading assessment
and instruction, and the ability to integrate that knowledge and understanding into instruction
strategies under deleted text beginsection 122A.06, subdivision 4deleted text endnew text begin sections 120B.12 to 120B.124new text end.

(d) The requirement to pass a board-adopted reading, writing, and mathematics skills
examination does not apply to nonnative English speakers, as verified by qualified Minnesota
school district personnel or Minnesota higher education faculty, who, after meeting the
content and pedagogy requirements under this subdivision, apply for a teaching license to
provide direct instruction in their native language or world language instruction under section
120B.022, subdivision 1.

Sec. 11.

Minnesota Statutes 2022, section 122A.187, subdivision 5, is amended to read:


Subd. 5.

Reading preparation.

The Professional Educator Licensing and Standards
Board must adopt rules that require all licensed teachers who are renewing a Tier 3 or Tier
4 teaching license under sections 122A.183 and 122A.184, respectively, to include in the
renewal requirements further reading preparation, consistent with deleted text beginsection 122A.06,
subdivision 4
deleted text endnew text begin sections 120B.12 to 120B.124new text end. The rules do not take effect until they are
approved by law. Teachers who do not provide direct instruction including, at least,
counselors, school psychologists, school nurses, school social workers, audiovisual directors
and coordinators, and recreation personnel are exempt from this section.

Sec. 12.

Minnesota Statutes 2022, section 124D.42, subdivision 8, is amended to read:


Subd. 8.

Minnesota reading corps program.

(a) A Minnesota reading corps program
is established to provide ServeMinnesota AmeriCorps members with a data-based
problem-solving model of literacy instruction to use in helping to train local Head Start
program providers, other prekindergarten program providers, and staff in schools with
students in kindergarten through grade 3 to evaluate and teach early literacy skills, including
deleted text begin comprehensive, scientifically based readingdeleted text endnew text begin evidence-based literacynew text end instruction under deleted text beginsection
122A.06, subdivision 4
deleted text endnew text begin sections 120B.12 to 120B.124new text end, to children age 3 to grade 3.

(b) Literacy programs under this subdivision must comply with the provisions governing
literacy program goals and data use under section 119A.50, subdivision 3, paragraph (b).

(c) The commission must submit a biennial report to the committees of the legislature
with jurisdiction over kindergarten through grade 12 education that records and evaluates
program data to determine the efficacy of the programs under this subdivision.

Sec. 13.

Minnesota Statutes 2022, section 124D.98, is amended by adding a subdivision
to read:


new text begin Subd. 5. new text end

new text begin Literacy incentive aid uses. new text end

new text begin A school district must use its literacy incentive
aid to support implementation of evidence-based reading instruction. The following are
eligible uses of literacy incentive aid:
new text end

new text begin (1) training for kindergarten through grade 3 teachers, early childhood educators, special
education teachers, reading intervention teachers working with students in kindergarten
through grade 12, curriculum directors, and instructional support staff that provide reading
instruction, on using evidence-based screening and progress monitoring tools;
new text end

new text begin (2) evidence-based training using a training program approved by the Department of
Education;
new text end

new text begin (3) employing or contracting with a literacy lead, as defined in section 120B.121; and
new text end

new text begin (4) materials, training, and ongoing coaching to ensure reading interventions under
section 125A.56, subdivision 1, are evidence-based.
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. 14. new text beginAPPROPRIATIONS; READ ACT.
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 CAREI. new text end

new text begin (a) To contract with the Center for Applied Research and Educational
Improvement at the University of Minnesota for the Read Act implementation partnership
under section 120B.124:
new text end

new text begin $
new text end
new text begin 4,200,000
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 0
new text end
new text begin .....
new text end
new text begin 2025
new text end

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

new text begin (c) The base for fiscal year 2026 and later is $0.
new text end

new text begin Subd. 3. new text end

new text begin Read Act curriculum and intervention materials reimbursement. new text end

new text begin (a) To
reimburse school districts, charter schools, and cooperatives for evidence-based literacy
supports for children in prekindergarten through grade 12 based on structured literacy:
new text end

new text begin $
new text end
new text begin 40,000,000
new text end
new text begin .....
new text end
new text begin 2024
new text end

new text begin (b) The commissioner must use this appropriation to reimburse school districts, charter
schools, and cooperatives for approved evidence-based, structured literacy curriculum and
supporting materials, and intervention materials purchased after July 1, 2021. An applicant
must apply for the reimbursement in the form and manner determined by the commissioner.
new text end

new text begin (c) The commissioner must report to the legislative committees with jurisdiction over
kindergarten through grade 12 education the districts and charter schools that receive literacy
grants and the amounts of each grant, by January 15, 2025, according to Minnesota Statutes,
section 3.195.
new text end

new text begin (d) A school district or charter school is encouraged to purchase curriculum and
instructional materials that are culturally responsive and reflect diverse populations.
new text end

new text begin (e) Of this amount, up to $250,000 is available for grant administration.
new text end

new text begin (f) This appropriation is available until June 30, 2028.
new text end

new text begin Subd. 4. new text end

new text begin Read Act professional development. new text end

new text begin (a) For evidence-based training on
structured literacy for teachers working in school districts, charter schools, and cooperatives:
new text end

new text begin $
new text end
new text begin 27,450,000
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 0
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Of this amount, $18,000,000 is to fund the development of regional literacy networks.
The regional literacy networks must focus on the implementation of comprehensive literacy
reform efforts based on structured literacy. A Minnesota service cooperative must add a
literacy director position and establish a team of trained literacy coaches to facilitate
evidence-based training opportunities and ongoing supports to school districts and charter
schools in each of their regions.
new text end

new text begin (c) Of this amount, $9,200,000 is for one or more contracts to develop statewide training
based in structured literacy to be offered free to school districts and charter schools and
facilitated by the regional literacy networks and Minnesota Service Cooperatives.
new text end

new text begin (d) Of this amount, $250,000 is for administration.
new text end

new text begin (e) If funds remain unspent on July 1, 2026, the commissioner must expand eligibility
for approved training to include principals and other district, charter school, or cooperative
administrators.
new text end

new text begin (f) The commissioner must report to the legislative committees with jurisdiction over
kindergarten through grade 12 education the number of teachers from each district who
received approved training using funds under this subdivision, and the amounts awarded to
districts, charter schools, or cooperatives under paragraph (c).
new text end

new text begin (g) This appropriation is available until June 30, 2028.
new text end

new text begin (h) The base for fiscal year 2026 and later is $3,000,000 for the regional literacy networks
and staff at the Department of Education to provide ongoing support to school districts,
charter schools, and cooperatives implementing evidence-based literacy instruction.
new text end

new text begin Subd. 5. new text end

new text begin Read Act teacher training supplemental funds. new text end

new text begin (a) For supplemental teacher
training funds:
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 0
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The commissioner must allocate to each school district, charter school, and cooperative
unit $1.15 per enrolled student based on the fall 2022 student count.
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 (d) One hundred percent of the aid for fiscal year 2024 must be paid in fiscal year 2024.
new text end

new text begin Subd. 6. new text end

new text begin Department literacy specialist. new text end

new text begin (a) For a full-time literacy specialist at the
Department of Education:
new text end

new text begin $
new text end
new text begin $250,000
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 $250,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The base for fiscal year 2026 and later is $250,000.
new text end

Sec. 15. new text beginREPEALER.
new text end

new text begin Minnesota Statutes 2022, section 122A.06, subdivision 4, new text end new text begin is repealed.
new text end

ARTICLE 4

AMERICAN INDIAN EDUCATION

Section 1.

Minnesota Statutes 2022, section 13.32, subdivision 3, is amended to read:


Subd. 3.

Private data; when disclosure is permitted.

Except as provided in subdivision
5, educational data is private data on individuals and shall not be disclosed except as follows:

(a) pursuant to section 13.05;

(b) pursuant to a valid court order;

(c) pursuant to a statute specifically authorizing access to the private data;

(d) to disclose information in health, including mental health, and safety emergencies
pursuant to the provisions of United States Code, title 20, section 1232g(b)(1)(I), and Code
of Federal Regulations, title 34, section 99.36;

(e) pursuant to the provisions of United States Code, title 20, sections 1232g(b)(1),
(b)(4)(A), (b)(4)(B), (b)(1)(B), (b)(3), (b)(6), (b)(7), and (i), and Code of Federal Regulations,
title 34, sections 99.31, 99.32, 99.33, 99.34, 99.35, and 99.39;

(f) to appropriate health authorities to the extent necessary to administer immunization
programs and for bona fide epidemiologic investigations which the commissioner of health
determines are necessary to prevent disease or disability to individuals in the public
educational agency or institution in which the investigation is being conducted;

(g) when disclosure is required for institutions that participate in a program under title
IV of the Higher Education Act, United States Code, title 20, section 1092;

(h) to the appropriate school district officials to the extent necessary under subdivision
6, annually to indicate the extent and content of remedial instruction, including the results
of assessment testing and academic performance at a postsecondary institution during the
previous academic year by a student who graduated from a Minnesota school district within
two years before receiving the remedial instruction;

(i) to appropriate authorities as provided in United States Code, title 20, section
1232g(b)(1)(E)(ii), if the data concern the juvenile justice system and the ability of the
system to effectively serve, prior to adjudication, the student whose records are released;
provided that the authorities to whom the data are released submit a written request for the
data that certifies that the data will not be disclosed to any other person except as authorized
by law without the written consent of the parent of the student and the request and a record
of the release are maintained in the student's file;

(j) to volunteers who are determined to have a legitimate educational interest in the data
and who are conducting activities and events sponsored by or endorsed by the educational
agency or institution for students or former students;

(k) to provide student recruiting information, from educational data held by colleges
and universities, as required by and subject to Code of Federal Regulations, title 32, section
216;

(l) to the juvenile justice system if information about the behavior of a student who poses
a risk of harm is reasonably necessary to protect the health or safety of the student or other
individuals;

(m) with respect to Social Security numbers of students in the adult basic education
system, to Minnesota State Colleges and Universities and the Department of Employment
and Economic Development for the purpose and in the manner described in section 124D.52,
subdivision 7
;

(n) to the commissioner of education for purposes of an assessment or investigation of
a report of alleged maltreatment of a student as mandated by chapter 260E. Upon request
by the commissioner of education, data that are relevant to a report of maltreatment and are
from charter school and school district investigations of alleged maltreatment of a student
must be disclosed to the commissioner, including, but not limited to, the following:

(1) information regarding the student alleged to have been maltreated;

(2) information regarding student and employee witnesses;

(3) information regarding the alleged perpetrator; and

(4) what corrective or protective action was taken, if any, by the school facility in response
to a report of maltreatment by an employee or agent of the school or school district;

(o) when the disclosure is of the final results of a disciplinary proceeding on a charge
of a crime of violence or nonforcible sex offense to the extent authorized under United
States Code, title 20, section 1232g(b)(6)(A) and (B), and Code of Federal Regulations,
title 34, sections 99.31(a)(13) and (14);

(p) when the disclosure is information provided to the institution under United States
Code, title 42, section 14071, concerning registered sex offenders to the extent authorized
under United States Code, title 20, section 1232g(b)(7); deleted text beginor
deleted text end

(q) when the disclosure is to a parent of a student at an institution of postsecondary
education regarding the student's violation of any federal, state, or local law or of any rule
or policy of the institution, governing the use or possession of alcohol or of a controlled
substance, to the extent authorized under United States Code, title 20, section 1232g(i), and
Code of Federal Regulations, title 34, section 99.31(a)(15), and provided the institution has
an information release form signed by the student authorizing disclosure to a parent. The
institution must notify parents and students about the purpose and availability of the
information release forms. At a minimum, the institution must distribute the information
release forms at parent and student orientation meetingsdeleted text begin.deleted text endnew text begin; or
new text end

new text begin (r) with Tribal Nations about Tribally enrolled or descendant students to the extent
necessary for the Tribal Nation and school district or charter school to support the educational
attainment of the student.
new text end

Sec. 2.

Minnesota Statutes 2022, section 120A.42, is amended to read:


120A.42 CONDUCT OF SCHOOL ON CERTAIN HOLIDAYS.

(a) The governing body of any district may contract with any of the teachers of the
district for the conduct of schools, and may conduct schools, on either, or any, of the
following holidays, provided that a clause to this effect is inserted in the teacher's contract:
Martin Luther King's birthday, Lincoln's and Washington's birthdays, deleted text beginColumbus Daydeleted text endnew text begin
Indigenous Peoples Day,
new text end and Veterans' Day. On Martin Luther King's birthday, Washington's
birthday, Lincoln's birthday, and Veterans' Day at least one hour of the school program
must be devoted to a patriotic observance of the day.new text begin On Indigenous Peoples Day, at least
one hour of the school program must be devoted to observance of the day. As part of its
observance of Indigenous Peoples Day, a district may provide professional development to
teachers and staff, or instruction to students, on the following topics:
new text end

new text begin (1) the history of treaties between the United States and Indigenous peoples;
new text end

new text begin (2) the history of federal boarding schools for Indigenous children;
new text end

new text begin (3) Indigenous languages;
new text end

new text begin (4) Indigenous traditional medicines and cultural or spiritual practices;
new text end

new text begin (5) the sovereignty of Tribal nations;
new text end

new text begin (6) the contributions of Indigenous people to American culture, literature, and society;
and
new text end

new text begin (7) current issues affecting Indigenous communities.
new text end

(b) A district may conduct a school program to honor Constitution Day and Citizenship
Day by providing opportunities for students to learn about the principles of American
democracy, the American system of government, American citizens' rights and
responsibilities, American history, and American geography, symbols, and holidays. Among
other activities under this paragraph, districts may administer to students the test questions
United States Citizenship and Immigration Services officers pose to applicants for
naturalization.

Sec. 3.

Minnesota Statutes 2022, section 120B.021, subdivision 2, is amended to read:


Subd. 2.

Standards development.

(a) The commissioner must consider advice from at
least the following stakeholders in developing statewide rigorous core academic standards
in language arts, mathematics, science, social studies, including history, geography,
economics, government and citizenship, and the arts:

(1) parents of school-age children and members of the public throughout the state;

(2) teachers throughout the state currently licensed and providing instruction in language
arts, mathematics, science, social studies, or the arts and licensed elementary and secondary
school principals throughout the state currently administering a school site;

(3) currently serving members of local school boards and charter school boards throughout
the state;

(4) faculty teaching core subjects at postsecondary institutions in Minnesota; deleted text beginand
deleted text end

(5) representatives of the Minnesota business communitydeleted text begin.deleted text endnew text begin; and
new text end

new text begin (6) representatives from the Tribal Nations Education Committee and Minnesota's Tribal
Nations and communities, including both Anishinaabe and Dakota.
new text end

(b) Academic standards must:

(1) be clear, concise, objective, measurable, and grade-level appropriate;

(2) not require a specific teaching methodology or curriculum; and

(3) be consistent with the Constitutions of the United States and the state of Minnesota.

Sec. 4.

Minnesota Statutes 2022, section 120B.021, subdivision 4, as amended by Laws
2023, chapter 17, section 1, is amended to read:


Subd. 4.

Revisions and reviews required.

(a) The commissioner of education must
revise deleted text beginand appropriately embed technology and information literacy standards consistent
with recommendations from school media specialists into
deleted text end the state's academic standards
and graduation requirements and implement a ten-year cycle to review and, consistent with
the review, revise state academic standards and related benchmarks, consistent with this
subdivision. During each ten-year review and revision cycle, the commissioner also must
examine the alignment of each required academic standard and related benchmark with the
knowledge and skills students need for career and college readiness and advanced work in
the particular subject area. The commissioner must include the contributions of Minnesota
American Indian Tribes and communitiesnew text begin, including urban Indigenous communities,new text end as
related to the academic standards during the review and revision of the required academic
standards.new text begin The commissioner must embed Indigenous education for all students consistent
with recommendations from Minnesota's Tribal Nations and urban Indigenous communities
regarding the contributions of Minnesota American Indian Tribes and communities into the
state's academic standards during the review and revision of the required academic standards.
The recommendations to embed Indigenous education for all students includes but is not
limited to American Indian experiences in Minnesota, including Tribal histories, Indigenous
languages, sovereignty issues, cultures, treaty rights, governments, socioeconomic
experiences, contemporary issues, and current events.
new text end

(b) The commissioner must ensure that the statewide mathematics assessments
administered to students in grades 3 through 8 and 11 are aligned with the state academic
standards in mathematics, consistent with section 120B.30, subdivision 1, paragraph (b).
The commissioner must implement a review of the academic standards and related
benchmarks in mathematics beginning in the 2021-2022 school year and every ten years
thereafter.

(c) The commissioner must implement a review of the academic standards and related
benchmarks in arts beginning in the 2017-2018 school year and every ten years thereafter.

(d) The commissioner must implement a review of the academic standards and related
benchmarks in science beginning in the 2018-2019 school year and every ten years thereafter.

(e) The commissioner must implement a review of the academic standards and related
benchmarks in language arts beginning in the 2019-2020 school year and every ten years
thereafter.

(f) The commissioner must implement a review of the academic standards and related
benchmarks in social studies beginning in the 2020-2021 school year and every ten years
thereafter.

(g) The commissioner must implement a review of the academic standards and related
benchmarks in physical education beginning in the 2026-2027 school year and every ten
years thereafter.

(h) School districts and charter schools must revise and align local academic standards
and high school graduation requirements in health, world languages, and career and technical
education to require students to complete the revised standards beginning in a school year
determined by the school district or charter school. School districts and charter schools must
formally establish a periodic review cycle for the academic standards and related benchmarks
in health, world languages, and career and technical education.

new text begin (i) The commissioner of education must embed technology and information literacy
standards consistent with recommendations from school media specialists into the state's
academic standards and graduation requirements.
new text end

new text begin (j) The commissioner of education must embed ethnic studies as related to the academic
standards during the review and revision of the required academic standards.
new text end

Sec. 5.

Minnesota Statutes 2022, section 120B.021, is amended by adding a subdivision
to read:


new text begin Subd. 5. new text end

new text begin Indigenous education for all students. new text end

new text begin To support implementation of
Indigenous education for all students, the commissioner must:
new text end

new text begin (1) provide historically accurate, Tribally endorsed, culturally relevant, community-based,
contemporary, and developmentally appropriate resources. Resources to implement standards
must include professional development and must demonstrate an awareness and
understanding of the importance of accurate, high-quality materials about the histories,
languages, cultures, and governments of local Tribes;
new text end

new text begin (2) provide resources to support all students learning about the histories, languages,
cultures, governments, and experiences of their American Indian peers and neighbors.
Resources to implement standards across content areas must be developed to authentically
engage all students and support successful learning; and
new text end

new text begin (3) conduct a needs assessment by December 31, 2023. The needs assessment must fully
inform the development of future resources for Indigenous education for all students by
using information from Minnesota's American Indian Tribes and communities, including
urban Indigenous communities, Minnesota's Tribal Nations Education Committee, schools
and districts, students, and educational organizations. The commissioner must submit a
report on the findings and recommendations from the needs assessment to the chairs and
ranking minority members of legislative committees with jurisdiction over education; to
the American Indian Tribes and communities in Minnesota, including urban Indigenous
communities; and to all schools and districts in the state by February 1, 2024.
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. 6.

new text begin [121A.041] AMERICAN INDIAN MASCOTS PROHIBITED.
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) "American Indian" means an individual who is:
new text end

new text begin (1) a member of an Indian Tribe or band, as membership is defined by the Tribe or band,
including:
new text end

new text begin (i) any Tribe or band terminated since 1940; and
new text end

new text begin (ii) any Tribe or band recognized by the state in which the Tribe or band resides;
new text end

new text begin (2) a descendant, in the first or second degree, of an individual described in clause (1);
new text end

new text begin (3) considered by the Secretary of the Interior to be an Indian for any purpose;
new text end

new text begin (4) an Eskimo, Aleut, or other Alaska Native; or
new text end

new text begin (5) a member of an organized Indian group that received a grant under the Indian
Education Act of 1988 as in effect the day preceding October 20, 1994.
new text end

new text begin (c) "District" means a district under section 120A.05, subdivision 8.
new text end

new text begin (d) "Mascot" means any human, nonhuman animal, or object used to represent a school
and its population.
new text end

new text begin (e) "Public school" or "school" means a public school under section 120A.05, subdivisions
9, 11, 13, and 17, and a charter school under chapter 124E.
new text end

new text begin Subd. 2. new text end

new text begin Prohibition on American Indian mascots. new text end

new text begin (a) A public school may not have
or adopt a name, symbol, or image that depicts or refers to an American Indian Tribe,
individual, custom, or tradition to be used as a mascot, nickname, logo, letterhead, or team
name of the district or school within the district.
new text end

new text begin (b) A public school may seek an exemption to paragraph (a) by submitting a request in
writing to all eleven federally recognized Tribal Nations in Minnesota and to the Tribal
Nations Education Committee. The exemption is denied if any of the eleven Tribal Nations
or the Tribal Nations Education Committee opposes the exemption. A public school whose
exemption is denied must comply with paragraph (a) by September 1 of the following
calendar year after which the exemption request was made.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective June 30, 2024.
new text end

Sec. 7.

Minnesota Statutes 2022, section 122A.63, is amended by adding a subdivision to
read:


new text begin Subd. 10. new text end

new text begin Minnesota Indian teacher training program account. new text end

new text begin (a) An account is
established in the special revenue fund known as the "Minnesota Indian teacher training
program account."
new text end

new text begin (b) Funds appropriated for the Minnesota Indian teacher training program under this
section must be transferred to the Minnesota Indian teacher training program account in the
special revenue fund.
new text end

new text begin (c) Money in the account is annually appropriated to the commissioner for the Minnesota
Indian teacher training program under this section. Any returned funds are available to be
regranted. Grant recipients may apply to use grant money over a period of up to 60 months.
new text end

new text begin (d) Up to $75,000 annually is appropriated to the commissioner for costs associated with
administering and monitoring the program under this section.
new text end

Sec. 8.

Minnesota Statutes 2022, section 124D.73, is amended by adding a subdivision to
read:


new text begin Subd. 5. new text end

new text begin American Indian student. new text end

new text begin "American Indian student" means a student who
identifies as American Indian or Alaska Native, as defined by the state on October 1 of the
previous school year.
new text end

Sec. 9.

Minnesota Statutes 2022, section 124D.74, subdivision 1, is amended to read:


Subdivision 1.

Program described.

American Indian education programs are programs
in public elementary and secondary schools, nonsectarian nonpublic, community, Tribal,
charter, or alternative schools enrolling American Indian children designed to:

(1) support postsecondary preparation for new text beginAmerican Indian new text endpupils;

(2) support the academic achievement of American Indian deleted text beginstudentsdeleted text endnew text begin pupilsnew text end;

(3) make the curriculum relevant to the needs, interests, and cultural heritage of American
Indian pupils;

(4) provide positive reinforcement of the self-image of American Indian pupils;

(5) develop intercultural awareness among pupils, parents, and staff; and

(6) supplement, not supplant, state and federal educational and cocurricular programs.

Program services designed to increase completion and graduation rates of American Indian
students must emphasize academic achievement, retention, and attendance; development
of support services for staff, including in-service training and technical assistance in methods
of teaching American Indian pupils; research projects, including innovative teaching
approaches and evaluation of methods of relating to American Indian pupils; provision of
career counseling to American Indian pupils; modification of curriculum, instructional
methods, and administrative procedures to meet the needs of American Indian pupils; and
deleted text begin supplementaldeleted text end instruction in American Indian language, literature, history, and culture.
Districts offering programs may make contracts for the provision of program services by
establishing cooperative liaisons with Tribal programs and American Indian social service
agencies. These programs may also be provided as components of early childhood and
family education programs.

Sec. 10.

Minnesota Statutes 2022, section 124D.74, subdivision 3, is amended to read:


Subd. 3.

Enrollment of other children; shared time enrollment.

To the extent it is
economically feasible, a district or participating school may make provision for the voluntary
enrollment of non-American Indian children in the instructional components of an American
Indian education program in order that they may acquire an understanding of the cultural
heritage of the American Indian children for whom that particular program is designed.
However, in determining eligibility to participate in a program, priority must be given to
American Indian children. American Indian children deleted text beginand other childrendeleted text end enrolled in an
existing nonpublic school system may be enrolled on a shared time basis in American Indian
education programs.

Sec. 11.

Minnesota Statutes 2022, section 124D.74, subdivision 4, is amended to read:


Subd. 4.

Location of programs.

American Indian education programs must be located
in deleted text beginfacilitiesdeleted text endnew text begin educational settingsnew text end in which regular classes in a variety of subjects are offered
on a daily basis. Programs may operate on an extended day or extended year basisnew text begin, including
school districts, charter schools, and Tribal contract schools that offer virtual learning
environments
new text end.

Sec. 12.

Minnesota Statutes 2022, section 124D.74, is amended by adding a subdivision
to read:


new text begin Subd. 7. new text end

new text begin American Indian culture and language classes. new text end

new text begin A district or participating
school that conducts American Indian education programs under sections 124D.71 to
124D.82 must provide American Indian culture and language classes if: (1) at least five
percent of enrolled students meet the definition of American Indian students; or (2) 100 or
more enrolled students meet the definition of American Indian students.
new text end

Sec. 13.

Minnesota Statutes 2022, section 124D.76, is amended to read:


124D.76 deleted text beginCOMMUNITY COORDINATORS, INDIAN HOME/SCHOOL LIAISONSdeleted text endnew text begin
AMERICAN INDIAN EDUCATION PROGRAM COORDINATORS
new text end,
PARAPROFESSIONALS.

In addition to employing American Indian language and culture education teachers, each
district or participating school providing programs pursuant to sections 124D.71 to 124D.82
may employ paraprofessionals. Paraprofessionals must not be employed for the purpose of
supplanting American Indian language and culture education teachers.

Any district or participating school deleted text beginwhichdeleted text endnew text begin thatnew text end conducts American Indian education
programs pursuant to sections 124D.71 to 124D.82 must employ one or more full-time or
part-time deleted text begincommunity coordinators or Indian home/school liaisons if there aredeleted text endnew text begin dedicated
American Indian education program coordinators in a district with
new text end 100 or more
new text begin state-identified new text endAmerican Indian students enrolled in the district. deleted text beginCommunity coordinators
shall
deleted text endnew text begin A dedicated American Indian education program coordinator mustnew text end promote
communicationnew text begin,new text end understanding, and cooperation between the schools and the community
and deleted text beginshalldeleted text endnew text begin mustnew text end visit the homes of children who are to be enrolled in an American Indian
education program in order to convey information about the program.

Sec. 14.

Minnesota Statutes 2022, section 124D.78, is amended to read:


124D.78 PARENT AND COMMUNITY PARTICIPATION.

Subdivision 1.

Parent committee.

deleted text beginSchool boards and American Indian schoolsdeleted text endnew text begin School
districts, charter schools, Tribal contract schools, and the respective school boards
new text end must
provide for the maximum involvement of parents of new text beginAmerican Indian new text endchildren enrolled in
new text begin American Indian new text endeducation programs, programs for elementary and secondary grades,
special education programs, and support services. Accordingly, deleted text beginthe board of a school districtdeleted text endnew text begin
school districts, charter schools, and Tribal contract schools
new text end in which there are ten or morenew text begin
state-identified
new text end American Indian students enrolled deleted text beginand each American Indian schooldeleted text end must
establish an American Indian deleted text begineducationdeleted text end Parent Advisory Committee. If a committee whose
membership consists of a majority of parents of American Indian children has been or is
established according to federal, Tribal, or other state law, that committee may serve as the
committee required by this section and is subject to, at least, the requirements of this
subdivision and subdivision 2.

The American Indian deleted text begineducationdeleted text end Parent Advisory Committee must develop its
recommendations in consultation with the curriculum advisory committee required by
section 120B.11, subdivision 3. This committee must afford parents the necessary information
and the opportunity effectively to express their views concerning all aspects of American
Indian education and the educational needs of the American Indian children enrolled in the
school or program. deleted text beginThe school board or American Indian schooldeleted text endnew text begin School districts, charter
schools, and Tribal contract schools
new text end must ensure that programs are planned, operated, and
evaluated with the involvement of and in consultation with parents of new text beginthe American Indian
new text end students served by the programs.

Subd. 2.

deleted text beginResolution of concurrencedeleted text endnew text begin Annual compliancenew text end.

Prior to March 1, the deleted text beginschool
board or American Indian school must submit to the department a copy of a resolution
adopted by the American Indian education parent advisory committee.
deleted text end deleted text beginThe copy must be
signed by the chair of the committee and must state whether the committee concurs with
the educational programs for American Indian students offered by the school board or
American Indian school. If the committee does not concur with the educational programs,
the reasons for nonconcurrence and recommendations shall be submitted directly to the
school board with the resolution. By resolution, the board must respond in writing within
60 days, in cases of nonconcurrence, to each recommendation made by the committee and
state its reasons for not implementing the recommendations.
deleted text endnew text begin American Indian Parent
Advisory Committee must meet to discuss whether or not they concur with the educational
offerings that have been extended by the district to American Indian students. If the
committee finds that the district, charter school, Tribal contract school, and the school board
have been meeting the needs of American Indian students, they issue a vote and resolution
of concurrence. If they find that the needs of American Indian students are not being met,
they issue a vote and resolution of nonconcurrence. The vote and resolution must be presented
to the school board by one or more members of the American Indian Parent Advisory
Committee. The vote is formally reflected on documentation provided by the Department
of Education and must be submitted annually on March 1.
new text end

new text begin If the vote is one of nonconcurrence, the committee must provide written
recommendations for improvement to the school board at the time of the presentation. In
the case of nonconcurrence, the school board is given 60 days in which to respond, in writing,
to the committee's recommendations. The board response must be signed by the entire
school board and submitted to both the American Indian Parent Advisory Committee and
to the Department of Education. The resolution must be accompanied by Parent Advisory
Committee meeting minutes that show they have been appraised by the district on the goals
of the Indian Education Program Plan and the measurement of progress toward those goals.
new text end

Subd. 3.

Membership.

The American Indian deleted text begineducationdeleted text end Parent Advisory Committee
must be composed of parentsnew text begin or guardiansnew text end of new text beginAmerican Indian new text endchildren eligible to be enrolled
in American Indian education programs; new text beginAmerican Indian new text endsecondary students deleted text begineligible to
be served
deleted text end;new text begin American Indian family members of students eligible to be enrolled in American
Indian education programs;
new text end American Indian language and culture education teachers and
paraprofessionals; American Indian teachers;new text begin American Indian district employees; American
Indian
new text end counselors; adult American Indian people enrolled in educational programs; and
deleted text begin representatives from community groups. Adeleted text endnew text begin American Indian community members. Thenew text end
majority of each committee must be new text beginthe new text endparents new text beginor guardians new text endofnew text begin the American Indiannew text end children
enrolled or eligible to be enrolled in the programs. deleted text beginThe number of parents of American
Indian and non-American Indian children shall reflect approximately the proportion of
children of those groups enrolled in the programs.
deleted text end

Subd. 4.

Alternate committee.

If the organizational membership or the board of directors
of deleted text beginan American Indian schooldeleted text endnew text begin a Tribal contract schoolnew text end consists of parents of children attending
the school, that membership or board may serve also as the American Indian deleted text begineducationdeleted text end
Parent Advisory Committee.

new text begin Subd. 5. new text end

new text begin State-identified American Indian. new text end

new text begin For the purposes of sections 124D.71 to
124D.82, the number of students who identify as American Indian or Alaska Native, as
defined by the state of Minnesota on October 1 of the previous school year, will be used to
determine the state-identified American Indian student counts for school districts, charter
schools, and Tribal contract schools for the subsequent school year.
new text end

Sec. 15.

Minnesota Statutes 2022, section 124D.79, subdivision 2, is amended to read:


Subd. 2.

Technical assistance.

The commissioner shall provide technical assistance to
districts, schools and postsecondary institutions for preservice and in-service training for
teachers, American Indian education teachers and paraprofessionals specifically designed
to implement culturally responsive teaching methods, culturally based curriculum
development, testing and testing mechanisms, deleted text beginanddeleted text end the development of materials for American
Indian education programsnew text begin, and the annual report of American Indian student data using
the state count
new text end.

Sec. 16.

Minnesota Statutes 2022, section 124D.791, subdivision 4, is amended to read:


Subd. 4.

Duties; powers.

The new text beginAmerican new text endIndian education director shall:

(1) deleted text beginserve as the liaison for the departmentdeleted text endnew text begin work collaboratively and in conjunctionnew text end with
the new text beginTribal Liaison, the new text endTribal Nations Education Committee, the 11 Tribal deleted text begincommunitiesdeleted text endnew text begin
nations
new text end in Minnesota, the Minnesota Chippewa Tribe, and the Minnesota Indian Affairs
Council;

(2) evaluate the state of American Indian education in Minnesota;

(3) engage the Tribal bodies, community groups, parents of children eligible to be served
by American Indian education programs, American Indian administrators and teachers,
persons experienced in the training of teachers for American Indian education programs,
the Tribally controlled schools, and other persons knowledgeable in the field of American
Indian education and seek their advice on policies that can improve the quality of American
Indian education;

(4) advise the commissioner on American Indian education issues, including:

(i) issues facing American Indian students;

(ii) policies for American Indian education;

(iii) awarding scholarships to eligible American Indian students and in administering
the commissioner's duties regarding awarding of American Indian education grants to school
districts; and

(iv) administration of the commissioner's duties under sections 124D.71 to 124D.82 and
other programs for the education of American Indian people;

(5) propose to the commissioner legislative changes that will improve the quality of
American Indian education;

(6) develop a strategic plan and a long-term framework for American Indian education,
in conjunction with the Minnesota Indian Affairs Council, that is updated every five years
and implemented by the commissioner, with goals to:

(i) increase American Indian student achievement, including increased levels of
proficiency and growth on statewide accountability assessments;

(ii) increase the number of American Indian teachers in public schools;

(iii) close the achievement gap between American Indian students and their more
advantaged peers;

(iv) increase the statewide graduation rate for American Indian students; and

(v) increase American Indian student placement in postsecondary programs and the
workforce; and

(7) keep the American Indian community informed about the work of the department
by reporting to the Tribal Nations Education Committee at each committee meeting.

Sec. 17.

new text begin [124D.792] GRADUATION CEREMONIES; TRIBAL REGALIA AND
OBJECTS OF CULTURAL SIGNIFICANCE.
new text end

new text begin A school district or charter school must not prohibit an American Indian student from
wearing American Indian regalia, Tribal regalia, or objects of cultural significance at a
graduation ceremony.
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. 18.

Minnesota Statutes 2022, section 124D.81, is amended to read:


124D.81 AMERICAN INDIAN EDUCATION AID.

Subdivision 1.

Procedures.

A school district, charter school,new text begin cooperative unit as defined
in section 123A.24, subdivision 2,
new text end or American Indian-controlled Tribal contract or grant
school enrolling at least 20 American Indian studentsnew text begin identified by the state countnew text end on October
1 of the previous school year deleted text beginand operating an American Indian education program according
to section 124D.74
deleted text end is eligible fornew text begin Americannew text end Indian education aid if it meets the requirements
of this section. Programs may provide for contracts for the provision of program components
by nonsectarian nonpublic, community, Tribal, charter, or alternative schools. The
commissioner shall prescribe the form and manner of application for aids, and no aid shall
be made for a program not complying with the requirements of sections 124D.71 to 124D.82.

Subd. 2.

Plans.

To deleted text beginqualify fordeleted text endnew text begin receivenew text end aid, an eligible district, charter school,new text begin cooperative
unit as defined in section 123A.24, subdivision 2,
new text end or Tribal contract school must develop
and submit a plan for approval by the Indian education director that shall:

(a) Identify the measures to be used to meet the requirements of sections 124D.71 to
124D.82;

(b) Identify the activities, methods and programs to meet the identified educational needs
of the children to be enrolled in the program;

(c) Describe how district goals and objectives as well as the objectives of sections
124D.71 to 124D.82 are to be achieved;

(d) Demonstrate that required and elective courses as structured do not have a
discriminatory effect within the meaning of section 124D.74, subdivision 5;

(e) Describe how each school program will be organized, staffed, coordinated, and
monitored; and

(f) Project expenditures for programs under sections 124D.71 to 124D.82.

Subd. 2a.

American Indian education aid.

(a) The American Indian education aid for
an eligible districtnew text begin, cooperative unit,new text end or Tribal contract school equals the greater of (1) the
sum of deleted text begin$20,000deleted text endnew text begin $40,000new text end plus the product of deleted text begin$358deleted text endnew text begin $500new text end times the difference between the
number of American Indian students enrolled on October 1 of the previous school year and
20; or (2) if the district or school received a grant under this section for fiscal year 2015,
the amount of the grant for fiscal year 2015.

(b) Notwithstanding paragraph (a), the American Indian education aid must not exceed
the districtnew text begin, cooperative unit,new text end or Tribal contract school's actual expenditure according to the
approved plan under subdivision 2new text begin, except as provided in subdivision 2bnew text end.

new text begin Subd. 2b. new text end

new text begin Carry forward of funds. new text end

new text begin If a school district or Tribal contract school does
not expend the full amount of its aid described in its plan and received under this section
in the designated fiscal year, the school district or Tribal contract school may carry forward
the remaining funds to the following fiscal year and is not subject to an aid reduction only
if:
new text end

new text begin (1) the district is otherwise adhering to the plan developed under subdivision 2;
new text end

new text begin (2) the American Indian education parent advisory committee for that school has approved
the carry forward; and
new text end

new text begin (3) the school district reports the reason for the carry forward and describes the district's
intended actions to ensure the funds are expended in the following fiscal year. The district
must report this information to the Department of Education in the form and manner and
according to the timelines specified by the commissioner.
new text end

Subd. 3.

Additional requirements.

Each districtnew text begin or cooperative unitnew text end receiving aid under
this section must each year conduct a count of American Indian children in the schools of
the district; test for achievement; identify the extent of other educational needs of the children
to be enrolled in the American Indian education program; and classify the American Indian
children by grade, level of educational attainment, age and achievement. Participating
schools must maintain records concerning the needs and achievements of American Indian
children served.

Subd. 4.

Nondiscrimination; testing.

In accordance with recognized professional
standards, all testing and evaluation materials and procedures utilized for the identification,
testing, assessment, and classification of American Indian children must be selected and
administered so as not to be racially or culturally discriminatory and must be valid for the
purpose of identifying, testing, assessing, and classifying American Indian children.

Subd. 5.

Records.

Participating schools deleted text beginanddeleted text endnew text begin,new text end districtsnew text begin, and cooperative unitsnew text end must keep
records and afford access to them as the commissioner finds necessary to ensure that
American Indian education programs are implemented in conformity with sections 124D.71
to 124D.82. Each school districtnew text begin, cooperative unit,new text end or participating school must keep accurate,
detailed, and separate revenue and expenditure accounts for deleted text beginpilotdeleted text end American Indian education
programs funded under this section.

Subd. 6.

Money from other sources.

A districtnew text begin, cooperative unit,new text end or participating school
providing American Indian education programs shall be eligible to receive moneys for these
programs from other government agencies and from private sources when the moneys are
available.

Subd. 7.

Exceptions.

Nothing in sections 124D.71 to 124D.82 shall be construed as
prohibiting a districtnew text begin, cooperative unit,new text end or school from implementing an American Indian
education program which is not in compliance with sections 124D.71 to 124D.82 if the
proposal and plan for that program is not funded pursuant to this section.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment for
aid for fiscal year 2024 and later.
new text end

Sec. 19.

Minnesota Statutes 2022, section 126C.05, subdivision 19, is amended to read:


Subd. 19.

Online learning students.

(a) The average daily membership for a public
school pupil new text beginor a pupil enrolled in a school authorized to receive Tribal contract or grant
aid under section 124D.83
new text endgenerating online learning average daily membership according
to section 124D.095, subdivision 8, paragraph (b), equals the sum of: (1) the ratio of the
sum of the number of instructional hours the pupil is enrolled in a regular classroom setting
at the enrolling school to the actual number of instructional hours in the school year at the
enrolling school, plus (2) .12 times the initial online learning average daily membership
according to section 124D.095, subdivision 8, paragraph (b).

(b) When the sum of the average daily membership under paragraph (a) and the adjusted
online learning average daily membership under section 124D.095, subdivision 8, paragraph
(b), exceeds the maximum allowed for the student under subdivision 8 or 15, as applicable,
the average daily membership under paragraph (a) shall be reduced by the excess over the
maximum, but shall not be reduced below .12. The adjusted online learning average daily
membership according to section 124D.095, subdivision 8, paragraph (b), shall be reduced
by any remaining excess over the maximum.

Sec. 20.

Minnesota Statutes 2022, section 144.4165, is amended to read:


144.4165 TOBACCO PRODUCTS PROHIBITED IN PUBLIC SCHOOLS.

new text begin (a) new text endNo person shall at any time smoke, chew, or otherwise ingest tobacco, or carry or
use an activated electronic delivery device as defined in section 609.685, subdivision 1, in
a public school, as defined in section 120A.05, subdivisions 9, 11, and 13, or in a charter
school governed by chapter 124E. This prohibition extends to all facilities, whether owned,
rented, or leased, and all vehicles that a school district owns, leases, rents, contracts for, or
controls.

new text begin (b)new text end Nothing in this section shall prohibit the lighting of tobacco by an adult as a part of
a traditional Indian spiritual or cultural ceremony. new text beginAn American Indian student may carry
a medicine pouch containing loose tobacco intended as observance of traditional spiritual
or cultural practices.
new text endFor purposes of this section, an Indian is a person who is a member
of an Indian Tribe as defined in section 260.755, subdivision 12.

new text begin EFFECTIVE DATE. new text end

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

Sec. 21. new text beginAPPROPRIATIONS.
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 American Indian education aid. new text end

new text begin (a) For American Indian education aid under
Minnesota Statutes, section 124D.81, subdivision 2a:
new text end

new text begin $
new text end
new text begin 17,949,000
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 19,266,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $1,159,000 for 2023 and $16,790,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $1,865,000 for 2024 and $17,401,000 for 2025.
new text end

new text begin Subd. 3. new text end

new text begin Minnesota Indian teacher training program grants. new text end

new text begin (a) For joint grants to
assist people who are American Indian to become teachers under Minnesota Statutes, section
122A.63:
new text end

new text begin $
new text end
new text begin 2,210,000
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 600,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) This appropriation is subject to the requirements under Minnesota Statutes, section
122A.63, subdivision 10.
new text end

new text begin Subd. 4. new text end

new text begin Native language revitalization grants to schools. new text end

new text begin (a) For grants to school
districts and charter schools to offer language instruction in Dakota and Anishinaabe
languages or another language indigenous to the United States or Canada:
new text end

new text begin $
new text end
new text begin 7,500,000
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 7,500,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Grant amounts are to be determined based upon the number of schools within a
district implementing language courses. Eligible expenses include costs for teachers, program
supplies, and curricular resources.
new text end

new text begin (c) Up to five percent of the grant amount is available for grant administration and
monitoring.
new text end

new text begin (d) Up to $300,000 each year is for administrative and programmatic capacity at the
Department of Education.
new text end

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

new text begin Subd. 5. new text end

new text begin Tribal contract school aid. new text end

new text begin (a) For Tribal contract school aid under Minnesota
Statutes, section 124D.83:
new text end

new text begin $
new text end
new text begin 2,585,000
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 2,804,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $255,000 for 2023 and $2,330,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $258,000 for 2024 and $2,546,000 for 2025.
new text end

ARTICLE 5

TEACHERS

Section 1.

Minnesota Statutes 2022, section 120A.414, subdivision 2, is amended to read:


Subd. 2.

Plan.

A school boardnew text begin, including the board of a charter school,new text end may adopt an
e-learning day plan after deleted text beginconsultingdeleted text endnew text begin meeting and negotiatingnew text end with the exclusive representative
of the teachers. deleted text beginAdeleted text endnew text begin If a charter school's teachers are not represented by an exclusive
representative, the
new text end charter school may adopt an e-learning day plan after consulting with
its teachers. The plan must include accommodations for students without Internet access at
home and for digital device access for families without the technology or an insufficient
amount of technology for the number of children in the household. A school's e-learning
day plan must provide accessible options for students with disabilities under chapter 125A.

Sec. 2.

new text begin [120B.101] CURRICULUM.
new text end

new text begin No school district or charter school may discriminate against or discipline a teacher or
principal on the basis of incorporating into curriculum contributions of persons in a federally
protected class or state protected class, when the contribution is in alignment with standards
and benchmarks adopted under sections 120B.021 and 120B.023.
new text end

Sec. 3.

new text begin [120B.117] INCREASING PERCENTAGE OF TEACHERS OF COLOR
AND AMERICAN INDIAN TEACHERS IN MINNESOTA.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin This section sets short-term and long-term attainment goals for
increasing the percentage of teachers of color and who are American Indian teachers in
Minnesota and for ensuring all students have equitable access to effective and racially and
ethnically diverse teachers who reflect the diversity of students. The goals and report required
under this section are important for meeting attainment goals for the world's best workforce
under section 120B.11, achievement and integration under section 124D.861, and higher
education attainment under section 135A.012, all of which have been established to close
persistent opportunity and achievement gaps that limit students' success in school and life
and impede the state's economic growth.
new text end

new text begin Subd. 2. new text end

new text begin Equitable access to racially and ethnically diverse teachers. new text end

new text begin The percentage
of teachers in Minnesota who are of color or who are American Indian should increase at
least two percentage points per year to have a teaching workforce that more closely reflects
the state's increasingly diverse student population and to ensure all students have equitable
access to effective and diverse teachers by 2040.
new text end

new text begin Subd. 3. new text end

new text begin Rights not created. new text end

new text begin The attainment goal in this section is not to the exclusion
of any other goals and does not confer a right or create a claim for any person.
new text end

new text begin Subd. 4. new text end

new text begin Reporting. new text end

new text begin Beginning in 2024 and every even-numbered year thereafter, the
Professional Educator Licensing and Standards Board must collaborate with the Department
of Education and the Office of Higher Education to publish a summary report of each of
the programs they administer and any other programs receiving state appropriations that
have or include an explicit purpose of increasing the racial and ethnic diversity of the state's
teacher workforce to more closely reflect the diversity of students. The report must include
programs under sections 122A.59, 122A.63, 122A.635, 122A.70, 122A.73, 124D.09,
124D.861, 136A.1274, 136A.1276, and 136A.1791, along with any other programs or
initiatives that receive state appropriations to address the shortage of teachers of color and
American Indian teachers. The board must, in coordination with the Office of Higher
Education and Department of Education, provide policy and funding recommendations
related to state-funded programs to increase the recruitment, preparation, licensing, hiring,
and retention of racially and ethnically diverse teachers and the state's progress toward
meeting or exceeding the goals of this section. The report must include recommendations
for state policy and funding needed to achieve the goals of this section, plans for sharing
the report and activities of grant recipients, and opportunities among grant recipients of
various programs to share effective practices with each other. The 2024 report must include
a recommendation of whether a state advisory council should be established to address the
shortage of racially and ethnically diverse teachers and what the composition and charge
of such an advisory council would be if established. The board must consult with the Indian
Affairs Council and other ethnic councils along with other community partners, including
students of color and American Indian students, in developing the report. By November 3
of each odd-numbered year, the board must submit the report to the chairs and ranking
minority members of the legislative committees with jurisdiction over education and higher
education policy and finance. The report must be available to the public on the board's
website.
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. 4.

new text begin [122A.04] LICENSE REQUIRED.
new text end

new text begin Pursuant to section 120A.22, subdivision 10, a teacher must hold a field license or a
permission aligned to the content area and scope of the teacher's assignment to provide
instruction in a public school, including a charter school.
new text end

Sec. 5.

Minnesota Statutes 2022, section 122A.06, subdivision 1, is amended to read:


Subdivision 1.

Scope.

For the purpose of sections deleted text begin122A.05deleted text endnew text begin 122A.04new text end to 122A.093deleted text begin,deleted text end new text beginand
122A.15 to 122A.33,
new text endthe terms defined in this section have the meanings given them, unless
another meaning is clearly indicated.

Sec. 6.

Minnesota Statutes 2022, section 122A.06, subdivision 2, is amended to read:


Subd. 2.

Teacher.

"Teacher" means a classroom teacher or other similar professional
employee required new text beginby law new text endto hold a license from the Professional Educator Licensing and
Standards Board.

Sec. 7.

Minnesota Statutes 2022, section 122A.06, subdivision 5, is amended to read:


Subd. 5.

Field.

A "fieldnew text begin,new text end" new text begin"licensure area," new text endor "subject area" means the content area in
which a teacher may become licensed to teach.

Sec. 8.

Minnesota Statutes 2022, section 122A.06, subdivision 6, is amended to read:


Subd. 6.

Shortage area.

"Shortage area" means:

(1) licensure fields and economic development regions reported by the deleted text begincommissioner
of education
deleted text endnew text begin Office of Higher Educationnew text end or the Professional Educator Licensing and
Standards Board as experiencing a teacher shortage; and

(2) economic development regions where deleted text beginthere is a shortage of licensed teachers who
reflect the racial or ethnic diversity of students in the region.
deleted text endnew text begin the aggregate percentage of
Indigenous teachers and teachers of color in the region is lower than the aggregate percentage
of kindergarten through grade 12 Indigenous students and students of color in that region.
Only individuals who close the gap between these percentages qualify as filling a shortage
by this definition.
new text end

Sec. 9.

Minnesota Statutes 2022, section 122A.06, subdivision 7, is amended to read:


Subd. 7.

Teacher preparation program.

"Teacher preparation program" means a
program approved by the Professional Educator Licensing and Standards Board for the
purpose of preparing individuals for a specific teacher licensure field in Minnesota. deleted text beginTeacher
preparation programs include traditional programs delivered by postsecondary institutions,
alternative teacher preparation programs, and nonconventional teacher preparation programs.
deleted text end

Sec. 10.

Minnesota Statutes 2022, section 122A.06, subdivision 8, is amended to read:


Subd. 8.

Teacher preparation program provider.

"Teacher preparation program
provider" or "unit" means an entity that has primary responsibility for overseeing and
delivering a teacher preparation program.new text begin Teacher preparation program providers include
institutes of higher education, school districts, charter schools, or nonprofit corporations
organized under chapter 317A.
new text end

Sec. 11.

Minnesota Statutes 2022, section 122A.06, is amended by adding a subdivision
to read:


new text begin Subd. 9. new text end

new text begin District. new text end

new text begin "District" means a school district or charter school.
new text end

Sec. 12.

Minnesota Statutes 2022, section 122A.06, is amended by adding a subdivision
to read:


new text begin Subd. 10. new text end

new text begin Transfer pathway. new text end

new text begin "Transfer pathway" means an established pathway to
licensure between a two-year college or Tribal college, and a board-approved teacher
preparation provider.
new text end

Sec. 13.

Minnesota Statutes 2022, section 122A.09, subdivision 4, is amended to read:


Subd. 4.

Licensingnew text begin and approvalnew text end.

new text begin(a)new text end The Professional Educator Licensing and Standards
Board must license teachers, as defined in section 122A.15, subdivision 1, except for
supervisory personnel, as defined in section 122A.15, subdivision 2. The board must not
delegate its authority to make all licensing decisions with respect to deleted text begincandidatesdeleted text endnew text begin applicantsnew text end
for teacher licensure. The board must evaluate deleted text begincandidatesdeleted text endnew text begin applicantsnew text end for compliance with
statutory or rule requirements for licensure and develop licensure verification requirements.

new text begin (b) The Professional Educator Licensing and Standards Board must approve teacher
preparation providers seeking to prepare applicants for teacher licensure in Minnesota.
new text end

Sec. 14.

Minnesota Statutes 2022, section 122A.09, subdivision 6, is amended to read:


Subd. 6.

Register of persons licensed.

The deleted text beginexecutive director of thedeleted text end Professional
Educator Licensing and Standards Board must keep a record of the proceedings of and a
register of all persons licensed pursuant to the provisions of this chapter. The register must
show the name, deleted text beginaddress,deleted text endnew text begin licenses and permissions held, including renewals, andnew text end license
number deleted text beginand the renewal of the licensedeleted text end. deleted text beginThe board must on July 1, of each year or as soon
thereafter as is practicable, compile a list of such duly licensed teachers. A copy of the
register
deleted text endnew text begin This listnew text end must be available deleted text beginduring business hours at the office of the board to any
interested person
deleted text endnew text begin on the board's websitenew text end.

Sec. 15.

Minnesota Statutes 2022, section 122A.09, subdivision 9, is amended to read:


Subd. 9.

Professional Educator Licensing and Standards Board must adopt rules.

(a)
The Professional Educator Licensing and Standards Board must adopt rules subject to the
provisions of chapter 14 to implement sections 120B.363, 122A.05 to 122A.09, 122A.092,
122A.16, 122A.17, 122A.18, 122A.181, 122A.182, 122A.183, 122A.184, 122A.185,
122A.187, 122A.188, new text begin122A.19, new text end122A.20, 122A.21, 122A.23, 122A.26, 122A.28, deleted text beginanddeleted text end
122A.29new text begin, and 124D.72new text end.

(b) The board must adopt rules relating to fields of licensurenew text begin and grade levels that a
licensed teacher may teach
new text end, including a process for granting permission to a licensed teacher
to teach in a field that is different from the teacher's field of licensure without change to the
teacher's license tier level.

deleted text begin (c) The board must adopt rules relating to the grade levels that a licensed teacher may
teach.
deleted text end

deleted text begin (d)deleted text endnew text begin (c)new text end If a rule adopted by the board is in conflict with a session law or statute, the law
or statute prevails. Terms adopted in rule must be clearly defined and must not be construed
to conflict with terms adopted in statute or session law.

deleted text begin (e)deleted text endnew text begin (d)new text end The board must include a description of a proposed rule's probable effect on
teacher supply and demand in the board's statement of need and reasonableness under section
14.131.

deleted text begin (f)deleted text endnew text begin (e)new text end The board must adopt rules only under the specific statutory authority.

Sec. 16.

Minnesota Statutes 2022, section 122A.09, subdivision 10, is amended to read:


Subd. 10.

Permissions.

(a) Notwithstanding subdivision 9 and sections 14.055 and
14.056, the Professional Educator Licensing and Standards Board may grant waivers to its
rules upon application by a school district or a charter school for purposes of implementing
experimental programs in learning or management.

(b) To enable a school district or a charter school to meet the needs of students enrolled
in an alternative education program and to enable licensed teachers instructing those students
to satisfy content area licensure requirements, the Professional Educator Licensing and
Standards Board deleted text beginannuallydeleted text end may permit a licensed teacher teaching in an alternative education
program to instruct students in a content area for which the teacher is not licensed, consistent
with paragraph (a).

(c) A special education license permission issued by the Professional Educator Licensing
and Standards Board for a primary employer's low-incidence region is valid in all
low-incidence regions.

(d) deleted text beginA candidatedeleted text endnew text begin An applicantnew text end that has obtained career and technical education certification
may apply for a Tier 1 license under section 122A.181. Consistent with section 136F.361,
the Professional Educator Licensing and Standards Board must strongly encourage approved
deleted text begin college or university-baseddeleted text end teacher preparation programs throughout Minnesota to develop
alternative pathways for certifying and licensing high school career and technical education
instructors and teachers, allowing such deleted text begincandidatesdeleted text endnew text begin applicantsnew text end to meet certification and
licensure standards that demonstrate their content knowledge, classroom experience, and
pedagogical practices and their qualifications based on a combination of occupational testing,
professional certification or licensure, and long-standing work experience.

Sec. 17.

Minnesota Statutes 2022, section 122A.091, subdivision 1, is amended to read:


Subdivision 1.

Teacher and administrator preparation and performance data;
report.

(a) The Professional Educator Licensing and Standards Board and the Board of
School Administrators, in cooperation with deleted text beginboard-adopteddeleted text endnew text begin board-approvednew text end teacher or
administrator preparation programs, annually must collect and report summary data on
teacher and administrator preparation and performance outcomes, consistent with this
subdivision. The Professional Educator Licensing and Standards Board and the Board of
School Administrators annually by deleted text beginJunedeleted text endnew text begin Julynew text end 1 must update and post the reported summary
preparation and performance data on teachers and administrators from the preceding school
years on deleted text begina website hosted jointly by the boardsdeleted text endnew text begin their respective websitesnew text end.

(b) Publicly reported summary data on teacher preparation deleted text beginprogramsdeleted text endnew text begin providersnew text end must
include:

deleted text begin (1) student entrance requirements for each Professional Educator Licensing and Standards
Board-approved program, including grade point average for enrolling students in the
preceding year;
deleted text end

deleted text begin (2) the average board-adopted skills examination or ACT or SAT scores of students
entering the program in the preceding year;
deleted text end

deleted text begin (3)deleted text endnew text begin (1)new text end summary data on deleted text beginfacultydeleted text endnew text begin teacher educatornew text end qualificationsdeleted text begin, including at least the
content areas of faculty undergraduate and graduate degrees
deleted text end and their years of experience
either as deleted text beginkindergartendeleted text endnew text begin birthnew text end through grade 12 classroom teachers or school administrators;

deleted text begin (4) the average time resident and nonresident program graduates in the preceding year
needed to complete the program;
deleted text end

new text begin (2) the current number and percentage of enrolled candidates who entered the program
through a transfer pathway disaggregated by race, except when disaggregation would not
yield statistically reliable results or would reveal personally identifiable information about
an individual;
new text end

deleted text begin (5)deleted text endnew text begin (3)new text end the current number and percentage of deleted text beginstudentsdeleted text endnew text begin program completersnew text end by program
who deleted text begingraduated,deleted text end received a deleted text beginstandard Minnesota teaching license, anddeleted text endnew text begin Tier 3 or Tier 4 license
disaggregated by race, except when disaggregation would not yield statistically reliable
results or would reveal personally identifiable information about an individual;
new text end

new text begin (4) the current number and percentage of program completers who entered the program
through a transfer pathway and received a Tier 3 or Tier 4 license disaggregated by race,
except when disaggregation would not yield statistically reliable results or would reveal
personally identifiable information about an individual;
new text end

new text begin (5) the current number and percentage of program completers whonew text end were hired to teach
full time in their licensure field in a Minnesota district or school in the preceding year
disaggregated by race, except when disaggregation would not yield statistically reliable
results or would reveal personally identifiable information about an individual;

(6) deleted text beginthe number of content area credits and other credits by undergraduate program that
students in the preceding school year needed to complete to graduate
deleted text endnew text begin the current number
and percentage of program completers who entered the program through a transfer pathway
and who were hired to teach full time in their licensure field in a Minnesota district or school
in the preceding year disaggregated by race, except when disaggregation would not yield
statistically reliable results or would reveal personally identifiable information about an
individual
new text end;

deleted text begin (7) students' pass rates on skills and subject matter exams required for graduation in
each program and licensure area in the preceding school year;
deleted text end

deleted text begin (8)deleted text endnew text begin (7) board-adoptednew text end survey results measuring deleted text beginstudent and graduate satisfaction with
the program
deleted text endnew text begin initial licensure program quality and structurenew text end in the preceding school year
disaggregated by race, except when disaggregation would not yield statistically reliable
results or would reveal personally identifiable information about an individual;

deleted text begin (9) a standard measure of the satisfaction ofdeleted text endnew text begin (8) board-adopted survey results fromnew text end school
principals or deleted text beginsupervising teachers with the student teachers assigned to a school or supervising
teacher
deleted text endnew text begin supervisors on initial licensure program quality and structurenew text end; and

deleted text begin (10) information under subdivision 3, paragraphs (a) and (b)deleted text endnew text begin (9) the number and
percentage of program completers who met or exceeded the state threshold score on the
board-adopted teacher performance assessment
new text end.

Program reporting must be consistent with subdivision 2.

(c) Publicly reported summary data on administrator preparation programs approved by
the Board of School Administrators must include:

(1) summary data on faculty qualifications, including at least the content areas of faculty
undergraduate and graduate degrees and the years of experience either as kindergarten
through grade 12 classroom teachers or school administrators;

(2) the average time program graduates in the preceding year needed to complete the
program;

(3) the current number and percentage of students who graduated, received a standard
Minnesota administrator license, and were employed as an administrator in a Minnesota
school district or school in the preceding year disaggregated by race, except when
disaggregation would not yield statistically reliable results or would reveal personally
identifiable information about an individual;

(4) the number of credits by graduate program that students in the preceding school year
needed to complete to graduate;

(5) survey results measuring student, graduate, and employer satisfaction with the
program in the preceding school year disaggregated by race, except when disaggregation
would not yield statistically reliable results or would reveal personally identifiable
information about an individual; and

(6) information under subdivision 3, paragraphs (c) and (d).

Program reporting must be consistent with section 122A.14, subdivision 10.

Sec. 18.

Minnesota Statutes 2022, section 122A.091, subdivision 2, is amended to read:


Subd. 2.

Teacher preparation program reporting.

deleted text begin(a)deleted text end By December 31, 2018, and
annually thereafter, the Professional Educator Licensing and Standards Board shall report
and publish on its website the cumulative summary results of at least three consecutive
years of data reported to the board under subdivision 1, paragraph (b). Where the data are
sufficient to yield statistically reliable information and the results would not reveal personally
identifiable information about an individual teacher, the board shall report the data by teacher
preparation program.

deleted text begin (b) The Professional Educator Licensing and Standards Board must report annually to
the chairs and ranking minority members of the legislative committees with jurisdiction
over kindergarten through grade 12 education, the following information:
deleted text end

deleted text begin (1) the total number of teacher candidates during the most recent school year taking a
board-adopted skills examination;
deleted text end

deleted text begin (2) the number who achieve a qualifying score on the examination;
deleted text end

deleted text begin (3) the number who do not achieve a qualifying score on the examination; and
deleted text end

deleted text begin (4) the candidates who have not passed a content or pedagogy exam.
deleted text end

deleted text begin The information reported under this paragraph must be disaggregated by categories of race,
ethnicity, and eligibility for financial aid. The report must be submitted in accordance with
section 3.195.
deleted text end

Sec. 19.

Minnesota Statutes 2022, section 122A.15, subdivision 1, is amended to read:


Subdivision 1.

Teachers.

The term "teachers" for the purpose of licensure, means all
persons employed in a public school or education district or by a service cooperative as
members of the instructional, supervisory, and support staff including superintendents,
principals, supervisors, secondary vocational and other classroom teachers, librarians, new text beginschool
new text end counselors, school psychologists, school nurses, school social workers, audio-visual directors
and coordinators, recreation personnel, media generalists, media supervisors, and deleted text beginspeech
therapists
deleted text endnew text begin school speech-language pathologists. This definition does not apply to sections
122A.05 to 122A.093
new text end.

Sec. 20.

Minnesota Statutes 2022, section 122A.18, subdivision 1, is amended to read:


Subdivision 1.

Authority to license.

(a) The Professional Educator Licensing and
Standards Board must issue the following teacher licenses to deleted text begincandidatesdeleted text endnew text begin applicantsnew text end who
meet the qualifications prescribed by this chapter:

(1) Tier 1 license under section 122A.181;

(2) Tier 2 license under section 122A.182;

(3) Tier 3 license under section 122A.183; and

(4) Tier 4 license under section 122A.184.

(b) The Board of School Administrators must license supervisory personnel as defined
in section 122A.15, subdivision 2, except for athletic coaches.

(c) The Professional Educator Licensing and Standards Board and the Department of
Education must enter into a data sharing agreement to share:

(1) educational data at the E-12 level for the limited purpose of program approval and
improvement for teacher education programs. The program approval process must include
targeted redesign of teacher preparation programs to address identified E-12 student areas
of concern; and

(2) data in the staff automated reporting system for the limited purpose of managing and
processing funding to school districts and other entities.

(d) The Board of School Administrators and the Department of Education must enter
into a data sharing agreement to share educational data at the E-12 level for the limited
purpose of program approval and improvement for education administration programs. The
program approval process must include targeted redesign of education administration
preparation programs to address identified E-12 student areas of concern.

(e) For purposes of the data sharing agreements under paragraphs (c) and (d), the
Professional Educator Licensing and Standards Board, Board of School Administrators,
and Department of Education may share private data, as defined in section 13.02, subdivision
12
, on teachers and school administrators. The data sharing agreements must not include
educational data, as defined in section 13.32, subdivision 1, but may include summary data,
as defined in section 13.02, subdivision 19, derived from educational data.

Sec. 21.

Minnesota Statutes 2022, section 122A.18, subdivision 2, is amended to read:


Subd. 2.

Support personnel qualifications.

The Professional Educator Licensing and
Standards Board must issue licenses and credentials under its jurisdiction to persons the
board finds to be qualified and competent for support personnel positions in accordance
with section deleted text begin120B.36deleted text endnew text begin 120B.363new text end.

Sec. 22.

Minnesota Statutes 2022, section 122A.18, subdivision 10, is amended to read:


Subd. 10.

Licensure via portfolio.

(a) The Professional Educator Licensing and Standards
Board must adopt rules establishing a process for an eligible deleted text begincandidatedeleted text endnew text begin applicantnew text end to obtain
deleted text begin any teacherdeleted text endnew text begin an initial Tier 3new text end license deleted text beginunder subdivision 1deleted text end, or to add a licensure fielddeleted text begin,deleted text endnew text begin to a Tier
3 or Tier 4 license
new text end via portfolio. The portfolio licensure application process must be consistent
with the requirements in this subdivision.

(b) deleted text beginA candidatedeleted text endnew text begin An applicantnew text end for deleted text beginadeleted text endnew text begin an initial Tier 3new text end license new text beginvia portfolio new text endmust submit to
the board one portfolio demonstrating pedagogical competence and one portfolio
demonstrating content competence.

(c) deleted text beginA candidatedeleted text endnew text begin An applicantnew text end seeking to add a licensure field new text beginvia portfolio new text endmust submit
to the board one portfolio demonstrating content competence for each licensure field the
candidate seeks to add.

(d) The board must notify deleted text begina candidatedeleted text endnew text begin an applicantnew text end who submits a portfolio under
paragraph (b) or (c) within 90 calendar days after the portfolio is received whether or not
the portfolio is approved. If the portfolio is not approved, the board must deleted text beginimmediatelydeleted text end inform
the deleted text begincandidatedeleted text endnew text begin applicantnew text end how to revise the portfolio to successfully demonstrate the requisite
competence. The deleted text begincandidatedeleted text endnew text begin applicantnew text end may resubmit a revised portfolio at any time and the
board must approve or disapprove the revised portfolio within 60 calendar days of receiving
it.

(e) deleted text beginA candidatedeleted text endnew text begin An applicantnew text end must pay a fee for a portfolio in accordance with section
122A.21, subdivision 4.

Sec. 23.

Minnesota Statutes 2022, section 122A.18, is amended by adding a subdivision
to read:


new text begin Subd. 11. new text end

new text begin Staff Automated Reporting. new text end

new text begin The Professional Educator Licensing and
Standards Board shall collect data on educators' employment and assignments from all
school districts and charter schools. The report may include data on educators' demographics
and licensure.
new text end

Sec. 24.

Minnesota Statutes 2022, section 122A.181, subdivision 1, is amended to read:


Subdivision 1.

Application requirements.

The Professional Educator Licensing and
Standards Board must approve deleted text begina request from a district or charter school to issue a Tier 1
license in a specified content area to a candidate
deleted text endnew text begin an application for a Tier 1 license in a
specified content area
new text end if:

new text begin (1) the application has been submitted jointly by the applicant and the district;
new text end

new text begin (2) the application has been paid for by the district or the applicant;
new text end

deleted text begin (1)deleted text endnew text begin (3)new text end the deleted text begincandidatedeleted text endnew text begin applicantnew text end meets the professional requirement in subdivision 2;

deleted text begin (2)deleted text endnew text begin (4)new text end the district or charter school affirms that the deleted text begincandidatedeleted text endnew text begin applicantnew text end has the necessary
skills and knowledge to teach in the specified content area; deleted text beginand
deleted text end

deleted text begin (3)deleted text endnew text begin (5)new text end the district or charter school demonstrates thatdeleted text begin:
deleted text end

deleted text begin (i)deleted text end a criminal background check under section 122A.18, subdivision 8, has been completed
on the deleted text begincandidatedeleted text endnew text begin applicantnew text end; and

deleted text begin (ii)deleted text endnew text begin (6)new text end the district or charter school has posted the teacher position but was unable to
hire an acceptable teacher with a Tier 2, 3, or 4 license for the position.

Sec. 25.

Minnesota Statutes 2022, section 122A.181, subdivision 2, is amended to read:


Subd. 2.

Professional requirements.

(a) deleted text beginA candidatedeleted text endnew text begin An applicantnew text end for a Tier 1 license
must have a bachelor's degree to teach a class or course outside a career and technical
education or career pathways course of study.

(b) deleted text beginA candidatedeleted text endnew text begin An applicantnew text end for a Tier 1 license must have one of the following
credentials in a relevant content area to teach a class in a career and technical education or
career pathways course of study:

(1) an associate's degree;

(2) a professional certification; or

(3) five years of relevant work experience.

Sec. 26.

Minnesota Statutes 2022, section 122A.181, is amended by adding a subdivision
to read:


new text begin Subd. 2a. new text end

new text begin Exemptions from a bachelor's degree. new text end

new text begin (a) The following applicants for a
Tier 1 license are exempt from the requirement to hold a bachelor's degree in subdivision
2:
new text end

new text begin (1) an applicant for a Tier 1 license to teach career and technical education or career
pathways courses of study if the applicant has:
new text end

new text begin (i) an associate's degree;
new text end

new text begin (ii) a professional certification; or
new text end

new text begin (iii) five years of relevant work experience;
new text end

new text begin (2) an applicant for a Tier 1 license to teach world languages and culture pursuant to
Minnesota Rules, part 8710.4950, if the applicant is a native speaker of the language; and
new text end

new text begin (3) an applicant for a Tier 1 license in the performing or visual arts pursuant to Minnesota
Rules, parts 8710.4300, dance and theatre; 8710.4310, dance; 8710.4320, theatre; 8710.4650,
vocal music and instrumental music; and 8710.4900, visual arts, if the applicant has at least
five years of relevant work experience.
new text end

new text begin (b) The Professional Educator Licensing and Standards Board must adopt rules regarding
the qualifications and determinations for applicants exempt from paragraph (a).
new text end

Sec. 27.

Minnesota Statutes 2022, section 122A.181, subdivision 3, is amended to read:


Subd. 3.

Term of license and renewal.

(a) The Professional Educator Licensing and
Standards Board must issue an initial Tier 1 license for a term of one year. A Tier 1 license
may be renewed subject to paragraphs (b) and (c). deleted text beginThe board may submit written comments
to the district or charter school that requested the renewal regarding the candidate.
deleted text end

(b) The Professional Educator Licensing and Standards Board must renew a Tier 1
license if:

(1) the district or charter school requesting the renewal demonstrates that it has posted
the teacher position but was unable to hire an acceptable teacher with a Tier 2, 3, or 4 license
for the position;

(2) the teacher holding the Tier 1 license took a content examination in accordance with
section 122A.185 and submitted the examination results to the teacher's employing district
or charter school within one year of the board approving the request for the initial Tier 1
license;

(3) the teacher holding the Tier 1 license participated in cultural competency training
consistent with section 120B.30, subdivision 1, paragraph (q), within one year of the board
approving the request for the initial Tier 1 license; and

(4) the teacher holding the Tier 1 license met the mental illness training renewal
requirement under section 122A.187, subdivision 6.

The requirement in clause (2) does not apply to a teacher that teaches a class in a career and
technical education or career pathways course of study.

(c) A Tier 1 license must not be renewed more than three times, unless the requesting
district or charter school can show good cause for additional renewals. A Tier 1 license
issued to teach (1) a class or course in a career and technical education or career pathway
course of study or (2) in a shortage area, as defined in section 122A.06, subdivision 6, may
be renewed without limitation.

Sec. 28.

Minnesota Statutes 2022, section 122A.181, subdivision 4, is amended to read:


Subd. 4.

Application.

The Professional Educator Licensing and Standards Board must
acceptnew text begin and reviewnew text end applications for a Tier 1 teaching license beginning July 1 of the school
year for which the license is requested deleted text beginand must issue or deny the Tier 1 teaching license
deleted text enddeleted text begin within 30 days of receiving the completed applicationdeleted text endnew text begin; at the board's discretion, the board
may begin to accept and review applications before July 1
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. 29.

Minnesota Statutes 2022, section 122A.181, subdivision 5, is amended to read:


Subd. 5.

Limitations on license.

(a) A Tier 1 license is limited to the content matter
indicated on the application for the initial Tier 1 license under subdivision 1, clause (2), and
limited to the district or charter school that requested the initial Tier 1 license.

(b) A Tier 1 license does not bring an individual within the definition of a teacher for
purposes of section 122A.40, subdivision 1, or 122A.41, subdivision 1, clause (a).

deleted text begin (c) A Tier 1 license does not bring an individual within the definition of a teacher under
section 179A.03, subdivision 18.
deleted text end

Sec. 30.

Minnesota Statutes 2022, section 122A.182, subdivision 1, is amended to read:


Subdivision 1.

Requirements.

deleted text begin(a)deleted text end The Professional Educator Licensing and Standards
Board must approve deleted text begina request from a district or charter school to issuedeleted text endnew text begin an application fornew text end a
Tier 2 license in a specified content area deleted text beginto a candidatedeleted text end if:

deleted text begin (1) the candidate meets the educational or professional requirements in paragraph (b)
or (c);
deleted text end

deleted text begin (2) the candidate:
deleted text end

deleted text begin (i) has completed the coursework required under subdivision 2;
deleted text end

deleted text begin (ii) is enrolled in a Minnesota-approved teacher preparation program; or
deleted text end

deleted text begin (iii) has a master's degree in the specified content area; and
deleted text end

deleted text begin (3) the district or charter school demonstrates that a criminal background check under
section 122A.18, subdivision 8, has been completed on the candidate.
deleted text end

deleted text begin (b) A candidate for a Tier 2 license must have a bachelor's degree to teach a class outside
a career and technical education or career pathways course of study.
deleted text end

deleted text begin (c) A candidate for a Tier 2 license must have one of the following credentials in a
relevant content area to teach a class or course in a career and technical education or career
pathways course of study:
deleted text end

deleted text begin (1) an associate's degree;
deleted text end

deleted text begin (2) a professional certification; or
deleted text end

deleted text begin (3) five years of relevant work experience.
deleted text end

new text begin (1) the application has been submitted jointly by the applicant and the district;
new text end

new text begin (2) the application has been paid for by the district or the applicant;
new text end

new text begin (3) the applicant holds a bachelor's degree, unless specifically exempt by statute or rule;
new text end

new text begin (4) the district demonstrates that a criminal background check under section 122A.18,
subdivision 8, has been completed for the applicant; and
new text end

new text begin (5) the applicant:
new text end

new text begin (i) has completed a state-approved teacher preparation program;
new text end

new text begin (ii) is enrolled in a Minnesota-approved teacher preparation program; or
new text end

new text begin (iii) has a master's degree in the specified content area.
new text end

Sec. 31.

Minnesota Statutes 2022, section 122A.182, is amended by adding a subdivision
to read:


new text begin Subd. 2a. new text end

new text begin Exemptions from a bachelor's degree. new text end

new text begin (a) The following applicants for a
Tier 2 license are exempt from the requirement to hold a bachelor's degree in subdivision
1:
new text end

new text begin (1) an applicant for a Tier 2 license to teach career and technical education or career
pathways courses of study when the applicant has:
new text end

new text begin (i) an associate's degree;
new text end

new text begin (ii) a professional certification; or
new text end

new text begin (iii) five years of relevant work experience;
new text end

new text begin (2) an applicant for a Tier 2 license to teach world languages and culture pursuant to
Minnesota Rules, part 8710.4950, when the applicant is a native speaker of the language;
and
new text end

new text begin (3) an applicant for a Tier 2 license in the performing or visual arts pursuant to Minnesota
Rules, parts 8710.4300, dance and theatre; 8710.4310, dance; 8710.4320, theatre; 8710.4650,
vocal music and instrumental music; and 8710.4900, visual arts, when the applicant has at
least five years of relevant work experience.
new text end

new text begin (b) The Professional Educator Licensing and Standards Board must adopt rules regarding
the qualifications and determinations for applicants exempt from the requirement to hold a
bachelor's degree in subdivision 1.
new text end

Sec. 32.

Minnesota Statutes 2022, section 122A.182, is amended by adding a subdivision
to read:


new text begin Subd. 2b. new text end

new text begin Temporary eligibility for renewal. new text end

new text begin For the 2023-2024, 2024-2025, and
2025-2026 school years only, the Professional Educator Licensing and Standards Board
must approve an application to renew a Tier 2 license for an applicant that met the Tier 2
requirements in effect at the time the first Tier 2 license was issued. Nothing in this
subdivision modifies the renewal requirements in subdivision 3.
new text end

Sec. 33.

Minnesota Statutes 2022, section 122A.182, subdivision 4, is amended to read:


Subd. 4.

Application.

The Professional Educator Licensing and Standards Board must
accept applications for a Tier 2 teaching license beginning July 1 of the school year for
which the license is requested deleted text beginand must issue or deny the Tier 2 teaching license within 30
days of receiving the completed application.
deleted text endnew text begin At the board's discretion, the board may begin
to accept and review applications before July 1.
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. 34.

Minnesota Statutes 2022, section 122A.183, subdivision 1, is amended to read:


Subdivision 1.

Requirements.

(a) The Professional Educator Licensing and Standards
Board must issue a Tier 3 license to deleted text begina candidatedeleted text endnew text begin an applicantnew text end who provides information
sufficient to demonstrate all of the following:

deleted text begin (1) the candidate meets the educational or professional requirements in paragraphs (b)
and (c);
deleted text end

deleted text begin (2)deleted text endnew text begin (1)new text end the deleted text begincandidatedeleted text endnew text begin applicantnew text end has obtained a passing score on the required licensure
exams under section 122A.185; deleted text beginand
deleted text end

new text begin (2) the applicant holds a bachelor's degree, unless specifically exempt by statute or rule;
and
new text end

(3) the deleted text begincandidatedeleted text endnew text begin applicantnew text end has completed the coursework required under subdivision 2.

deleted text begin (b) A candidate for a Tier 3 license must have a bachelor's degree to teach a class or
course outside a career and technical education or career pathways course of study.
deleted text end

deleted text begin (c) A candidate for a Tier 3 license must have one of the following credentials in a
relevant content area to teach a class or course in a career and technical education or career
pathways course of study:
deleted text end

deleted text begin (1) an associate's degree;
deleted text end

deleted text begin (2) a professional certification; or
deleted text end

deleted text begin (3) five years of relevant work experience.
deleted text end

deleted text begin In consultation with the governor's Workforce Development Board established under section
116L.665, the board must establish a list of qualifying certifications, and may add additional
professional certifications in consultation with school administrators, teachers, and other
stakeholders.
deleted text end

new text begin (b) The board must issue a Tier 3 license to an applicant who has completed student
teaching comparable to the student teaching expectations in Minnesota, and has completed
either: a teacher preparation program from a culturally specific Minority Serving Institution
in the United States, such as Historically Black Colleges and Universities, Tribal Colleges
and Universities, or Hispanic-Serving Institutions, including those in Puerto Rico; or a
university teacher preparation program in another country, and has taught at least two years.
An applicant who qualifies for a Tier 3 license under this paragraph is not required to obtain
a passing score on licensure exams under section 122A.185.
new text end

Sec. 35.

Minnesota Statutes 2022, section 122A.183, subdivision 2, is amended to read:


Subd. 2.

Coursework.

deleted text beginA candidatedeleted text endnew text begin An applicantnew text end for a Tier 3 license must meet the
coursework requirement by demonstrating one of the following:

(1) completion of a Minnesota-approved teacher preparation program;

(2) completion of a state-approved teacher preparation program that includes field-specific
student teaching equivalent to field-specific student teaching in Minnesota-approved teacher
preparation programs. The field-specific student teaching requirement does not apply to deleted text begina
candidate
deleted text endnew text begin an applicantnew text end that has two years ofnew text begin field-specificnew text end teaching experience;

(3) submission of a content-specific licensure portfolio;new text begin or
new text end

(4) a professional teaching license from another state, evidence that the deleted text begincandidate'sdeleted text endnew text begin
applicant's
new text end license is in good standing, and two years ofnew text begin field-specificnew text end teaching experiencedeleted text begin;
or
deleted text endnew text begin.
new text end

deleted text begin (5) three years of teaching experience under a Tier 2 license and evidence of summative
teacher evaluations that did not result in placing or otherwise keeping the teacher on an
improvement process pursuant to section 122A.40, subdivision 8, or section 122A.41,
subdivision 5.
deleted text end

Sec. 36.

Minnesota Statutes 2022, section 122A.183, is amended by adding a subdivision
to read:


new text begin Subd. 2a. new text end

new text begin Exemptions from a bachelor's degree. new text end

new text begin (a) The following applicants for a
Tier 3 license are exempt from the requirement to hold a bachelor's degree in subdivision
1:
new text end

new text begin (1) an applicant for a Tier 3 license to teach career and technical education or career
pathways courses of study when the applicant has:
new text end

new text begin (i) an associate's degree;
new text end

new text begin (ii) a professional certification; or
new text end

new text begin (iii) five years of relevant work experience;
new text end

new text begin (2) an applicant for a Tier 3 license to teach world languages and culture pursuant to
Minnesota Rules, part 8710.4950, when the applicant is a native speaker of the language;
and
new text end

new text begin (3) an applicant for a Tier 3 license in the performing or visual arts pursuant to Minnesota
Rules, parts 8710.4300, dance and theatre; 8710.4310, dance; 8710.4320, theatre; 8710.4650,
vocal music and instrumental music; and 8710.4900, visual arts, when the applicant has at
least five years of relevant work experience.
new text end

new text begin (b) The Professional Educator Licensing and Standards Board must adopt rules regarding
the qualifications and determinations for applicants exempt from the requirement to hold a
bachelor's degree in subdivision 1.
new text end

Sec. 37.

Minnesota Statutes 2022, section 122A.183, is amended by adding a subdivision
to read:


new text begin Subd. 2b. new text end

new text begin Temporary eligibility. new text end

new text begin A candidate for a Tier 3 license may meet the
coursework requirement under subdivision 2 if the candidate demonstrates three years of
teaching experience under a Tier 2 license and evidence of summative teacher evaluations
that did not result in placing or otherwise keeping the teacher on an improvement process
pursuant to section 122A.40, subdivision 8, or section 122A.41, subdivision 5. This
subdivision expires on December 31, 2026.
new text end

Sec. 38.

Minnesota Statutes 2022, section 122A.184, subdivision 1, is amended to read:


Subdivision 1.

Requirements.

The Professional Educator Licensing and Standards
Board must issue a Tier 4 license to deleted text begina candidatedeleted text endnew text begin an applicantnew text end who provides information
sufficient to demonstrate all of the following:

(1) the deleted text begincandidatedeleted text endnew text begin applicantnew text end meets all requirements for a Tier 3 license under section
122A.183, and has completed a teacher preparation program under section 122A.183,
subdivision 2
, clause (1) or (2);

(2) the deleted text begincandidatedeleted text endnew text begin applicantnew text end has at least three years ofnew text begin field-specificnew text end teaching experience
deleted text begin in Minnesotadeleted text endnew text begin as a teacher of recordnew text end;

(3) the deleted text begincandidatedeleted text endnew text begin applicantnew text end has obtained a passing score on all required licensure exams
under section 122A.185; and

deleted text begin (4) the candidate's most recent summative teacher evaluation did not result in placing
or otherwise keeping the teacher in an improvement process pursuant to section 122A.40,
subdivision 8, or 122A.41, subdivision 5.
deleted text end

new text begin (4) if the applicant previously held a Tier 3 license under section 122A.183, the applicant
has completed the renewal requirements in section 122A.187.
new text end

Sec. 39.

Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:


Subdivision 1.

Tests.

deleted text begin (a) The Professional Educator Licensing and Standards Board
must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
examination of skills in reading, writing, and mathematics before being granted a Tier 4
teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier
3 license to provide direct instruction to pupils in elementary, secondary, or special education
programs if candidates meet the other requirements in section 122A.181, 122A.182, or
122A.183, respectively.
deleted text end

deleted text begin (b)deleted text endnew text begin (a)new text end The board must adopt rules requiring deleted text begincandidatesdeleted text endnew text begin applicantsnew text end for Tier 3 and Tier 4
licenses to pass an examinationnew text begin or performance assessmentnew text end of general pedagogical knowledge
and examinations of licensure field specific content.new text begin An applicant is exempt from the
examination requirements if the applicant completed:
new text end

new text begin (1) a board-approved teacher preparation program;
new text end

new text begin (2) licensure via portfolio pursuant to section 122A.18, subdivision 10, and the portfolio
has been approved; or
new text end

new text begin (3) a state-approved teacher preparation program in another state and passed licensure
examinations in that state, if applicable.
new text end The content examination requirement does not
apply if no relevant content exam exists.

deleted text begin (c) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
pass test items assessing the candidates' knowledge, skill, and ability in comprehensive,
scientifically based reading instruction under section 122A.06, subdivision 4, knowledge
and understanding of the foundations of reading development, development of reading
comprehension and reading assessment and instruction, and the ability to integrate that
knowledge and understanding into instruction strategies under section 122A.06, subdivision
4.
deleted text end

deleted text begin (d) The requirement to pass a board-adopted reading, writing, and mathematics skills
examination does not apply to nonnative English speakers, as verified by qualified Minnesota
school district personnel or Minnesota higher education faculty, who, after meeting the
content and pedagogy requirements under this subdivision, apply for a teaching license to
provide direct instruction in their native language or world language instruction under section
120B.022, subdivision 1.
deleted text end

new text begin (b) All testing centers in the state must provide monthly opportunities for untimed content
and pedagogy examinations. These opportunities must be advertised on the test registration
website. The board must require the exam vendor to provide other equitable opportunities
to pass exams, including: (1) waiving testing fees for test takers who qualify for federal
grants; (2) providing free, multiple, full-length practice tests for each exam and free,
comprehensive study guides on the test registration website; (3) making content and pedagogy
exams available in languages other than English for teachers seeking licensure to teach in
language immersion programs; and (4) providing free, detailed exam results analysis by
test objective to assist applicants who do not pass an exam in identifying areas for
improvement. Any applicant who has not passed a required exam after two attempts must
be allowed to retake the exam, including new versions of the exam, without being charged
an additional fee.
new text end

Sec. 40.

Minnesota Statutes 2022, section 122A.185, subdivision 4, is amended to read:


Subd. 4.

Remedial assistance.

deleted text begin (a) A board-approved teacher preparation program must
make available upon request remedial assistance that includes a formal diagnostic component
to persons enrolled in their institution who did not achieve a qualifying score on a
board-adopted skills examination, including those for whom English is a second language.
The teacher preparation programs must make available assistance in the specific academic
areas of candidates' deficiency.
deleted text end

deleted text begin (b)deleted text end School districts may make available upon request deleted text beginsimilar,deleted text end appropriatedeleted text begin,deleted text end and timely
remedial assistance that includes a formal diagnostic component to those persons employed
by the district who deleted text begincompleted their teacher education program, whodeleted text end did not achieve a
qualifying score on a board-adopted skills examination, and who received a Tier 1, Tier 2,
or Tier 3 license under section 122A.181, 122A.182, or 122A.183, respectively, to teach in
Minnesota.

Sec. 41.

Minnesota Statutes 2022, section 122A.187, subdivision 1, is amended to read:


Subdivision 1.

License form requirements.

Each license issued under this chapter must
bear the date of issue and the name of the state-approved teacher training provider or
alternative teaching program, as applicable. Licenses must expire and be renewed according
to rules adopted by the Professional Educator Licensing and Standards Board or the Board
of School Administrators. deleted text beginThe rules adopted by the Professional Educator Licensing and
Standards Board for renewing a Tier 3 or Tier 4 license under sections 122A.183 and
122A.184, respectively, must include showing satisfactory evidence of successful teaching
or administrative experience for at least one school year during the period covered by the
license in grades or subjects for which the license is valid or completing such additional
preparation as required under this section, or as the Professional Educator Licensing and
Standards Board prescribes.
deleted text end The Board of School Administrators shall establish requirements
for renewing the licenses of supervisory personnel except athletic coaches. deleted text beginThe Professional
Educator Licensing and Standards Board shall establish requirements for renewing the
licenses of athletic coaches.
deleted text end

Sec. 42.

Minnesota Statutes 2022, section 122A.187, is amended by adding a subdivision
to read:


new text begin Subd. 7. new text end

new text begin American Indian history and culture. new text end

new text begin The Professional Educator Licensing
and Standards Board must adopt rules that require all licensed teachers renewing their license
under sections 122A.181 to 122A.184 to include in the renewal requirements professional
development in the cultural heritage and contemporary contributions of American Indians,
with particular emphasis on Minnesota Tribal Nations.
new text end

Sec. 43.

Minnesota Statutes 2022, section 122A.19, subdivision 4, is amended to read:


Subd. 4.

Teacher preparation programs.

(a) For the purpose of licensing bilingual
and English as a second language teachers, the board may approve new text beginteacher preparation
new text end programs deleted text beginat colleges or universitiesdeleted text end designed for their training.

(b) Programs that prepare English as a second language teachers must provide instruction
in implementing research-based practices designed specifically for English learners. The
programs must focus on developing English learners' academic language proficiency in
English, including oral academic language, giving English learners meaningful access to
the full school curriculum, developing culturally relevant teaching practices appropriate for
immigrant students, and providing more intensive instruction and resources to English
learners with lower levels of academic English proficiency and varied needs, consistent
with section 124D.59, subdivisions 2 and 2a.

Sec. 44.

Minnesota Statutes 2022, section 122A.26, subdivision 2, is amended to read:


Subd. 2.

Exceptions.

new text begin(a) new text endA person who teaches in a community education program
deleted text begin whichdeleted text endnew text begin thatnew text end qualifies for aid pursuant to section 124D.52 shall continue to meet licensure
requirements as a teacher. A person who teaches in an early childhood and family education
program deleted text beginwhichdeleted text endnew text begin thatnew text end is offered through a community education program and deleted text beginwhichdeleted text end new text beginthatnew text end
qualifies for community education aid pursuant to section 124D.20 or early childhood and
family education aid pursuant to section 124D.135 shall continue to meet licensure
requirements as a teacher. A person who teaches in a community education course deleted text beginwhichdeleted text endnew text begin
that
new text end is offered for credit for graduation to persons under 18 years of age shall continue to
meet licensure requirements as a teacher.

new text begin (b)new text end A person who teaches a driver training course deleted text beginwhichdeleted text endnew text begin thatnew text end is offered through a
community education program to persons under 18 years of age shall be licensed by the
Professional Educator Licensing and Standards Board or be subject to section 171.35. A
license deleted text beginwhichdeleted text endnew text begin thatnew text end is required for an instructor in a community education program pursuant
to this deleted text beginsubdivisiondeleted text endnew text begin paragraphnew text end shall not be construed to bring an individual within the
definition of a teacher for purposes of section 122A.40, subdivision 1, or 122A.41,
subdivision 1
, deleted text beginclausedeleted text endnew text begin paragraphnew text end (a).

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. 45.

Minnesota Statutes 2022, section 122A.40, subdivision 3, is amended to read:


Subd. 3.

Hiring, dismissing.

new text begin(a) new text endSchool boards must hire or dismiss teachers at duly
called meetings. Where a husband and wife, brother and sister, or two brothers or sisters,
constitute a quorum, no contract employing a teacher shall be made or authorized except
upon the unanimous vote of the full board. A teacher related by blood or marriage, within
the fourth degree, computed by the civil law, to a board member shall not be employed
except by a unanimous vote of the full board. The initial employment of the teacher in the
district must be by written contract, signed by the teacher and by the chair and clerk. All
subsequent employment of the teacher in the district must be by written contract, signed by
the teacher and by the chair and clerk, except where there is a master agreement covering
the employment of the teacher. Contracts for teaching or supervision of teaching can be
made only with qualified teachers. A teacher shall not be required to reside within the
employing district as a condition to teaching employment or continued teaching employment.

new text begin (b) A school district must annually report to the Professional Educator Licensing and
Standards Board: (1) all new teacher hires and terminations, including layoffs, by race and
ethnicity; and (2) the reasons for all teacher resignations and requested leaves of absence.
The report must not include data that would personally identify individuals.
new text end

Sec. 46.

Minnesota Statutes 2022, section 122A.40, subdivision 5, is amended to read:


Subd. 5.

Probationary period.

(a) The first three consecutive years of a teacher's first
teaching experience in Minnesota in a single district deleted text beginisdeleted text endnew text begin arenew text end deemed to be a probationary
period of employment, and, the probationary period in each district in which the teacher is
thereafter employed shall be one year. The school board must adopt a plan for written
evaluation of teachers during the probationary period that is consistent with subdivision 8.
Evaluation must occur at least three times periodically throughout each school year for a
teacher performing services during that school year; the first evaluation must occur within
the first 90 days of teaching service. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school must not be included in determining the number of school days on which a
teacher performs services. Except as otherwise provided in paragraph (b), during the
probationary period any annual contract with any teacher may or may not be renewed as
the school board shall see fit. However, the board must give any such teacher whose contract
it declines to renew for the following school year written notice to that effect before July
1. If the teacher requests reasons for any nonrenewal of a teaching contract, the board must
give the teacher its reason in writing, including a statement that appropriate supervision
was furnished describing the nature and the extent of such supervision furnished the teacher
during the employment by the board, within ten days after receiving such request. The
school board may, after a hearing held upon due notice, discharge a teacher during the
probationary period for cause, effective immediately, under section 122A.44.

(b) A board must discharge a probationary teacher, effective immediately, upon receipt
of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's license has
been revoked due to a conviction for child abuse or sexual abuse.

(c) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States Code,
title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
of paragraph (a).

(d) A probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.

(e) A probationary teacher must complete at least deleted text begin120deleted text endnew text begin 90new text end days of teaching service each
year during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school do not count as days of teaching service under this paragraph.

new text begin (f) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in a single school district or charter school in Minnesota or another state
must serve a probationary period of no longer than one year in a Minnesota school district.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for collective bargaining agreements
effective July 1, 2023, and thereafter.
new text end

Sec. 47.

Minnesota Statutes 2022, section 122A.40, subdivision 8, is amended to read:


Subd. 8.

Development, evaluation, and peer coaching for continuing contract
teachers.

(a) To improve student learning and success, a school board and an exclusive
representative of the teachers in the district, consistent with paragraph (b), may develop a
teacher evaluation and peer review process for probationary and continuing contract teachers
through joint agreement. If a school board and the exclusive representative of the teachers
do not agree to an annual teacher evaluation and peer review process, then the school board
and the exclusive representative of the teachers must implement the state teacher evaluation
plan under paragraph (c). The process must include having trained observers serve as peer
coaches or having teachers participate in professional learning communities, consistent with
paragraph (b).

(b) To develop, improve, and support qualified teachers and effective teaching practices,
improve student learning and success, and provide all enrolled students in a district or school
with improved and equitable access to more effective and diverse teachers, the annual
evaluation process for teachers:

(1) must, for probationary teachers, provide for all evaluations required under subdivision
5;

(2) must establish a three-year professional review cycle for each teacher that includes
an individual growth and development plan, a peer review process, and at least one
summative evaluation performed by a qualified and trained evaluator such as a school
administrator. For the years when a tenured teacher is not evaluated by a qualified and
trained evaluator, the teacher must be evaluated by a peer review;

(3) must deleted text beginbe based on professional teaching standards established in ruledeleted text endnew text begin include a rubric
of performance standards for teacher practice that: (i) is based on professional teaching
standards established in rule; (ii) includes culturally responsive methodologies; and (iii)
provides common descriptions of effectiveness using at least three levels of performance
new text end;

(4) must coordinate staff development activities under sections 122A.60 and 122A.61
with this evaluation process and teachers' evaluation outcomes;

(5) may provide time during the school day and school year for peer coaching and teacher
collaboration;

(6) may include job-embedded learning opportunities such as professional learning
communities;

(7) may include mentoring and induction programs for teachers, including teachers who
are members of populations underrepresented among the licensed teachers in the district or
school and who reflect the diversity of students under section 120B.35, subdivision 3,
paragraph (b), clause (2), who are enrolled in the district or school;

(8) must include an option for teachers to develop and present a portfolio demonstrating
evidence of reflection and professional growth, consistent with section 122A.187, subdivision
3
, and include teachers' own performance assessment based on student work samples and
examples of teachers' work, which may include video among other activities for the
summative evaluation;

(9) must use data from valid and reliable assessments aligned to state and local academic
standards and must use state and local measures of student growth and literacy that may
include value-added models or student learning goals to determine 35 percent of teacher
evaluation results;

(10) must use longitudinal data on student engagement and connection, and other student
outcome measures explicitly aligned with the elements of curriculum for which teachers
are responsible, including academic literacy, oral academic language, and achievement of
content areas of English learners;

(11) must require qualified and trained evaluators such as school administrators to
perform summative evaluations and ensure school districts and charter schools provide for
effective evaluator training specific to teacher development and evaluation;

(12) must give teachers not meeting professional teaching standards under clauses (3)
through (11) support to improve through a teacher improvement process that includes
established goals and timelines; and

(13) must discipline a teacher for not making adequate progress in the teacher
improvement process under clause (12) that may include a last chance warning, termination,
discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline
a school administrator determines is appropriate.

Data on individual teachers generated under this subdivision are personnel data under
section 13.43. The observation and interview notes of peer coaches may only be disclosed
to other school officials with the consent of the teacher being coached.

(c) The department, in consultation with parents who may represent parent organizations
and teacher and administrator representatives appointed by their respective organizations,
representing the Professional Educator Licensing and Standards Board, the Minnesota
Association of School Administrators, the Minnesota School Boards Association, the
Minnesota Elementary and Secondary Principals Associations, Education Minnesota, and
representatives of the Minnesota Assessment Group, the Minnesota Business Partnership,
the Minnesota Chamber of Commerce, and Minnesota postsecondary institutions with
research expertise in teacher evaluation, must create and publish a teacher evaluation process
that complies with the requirements in paragraph (b) and applies to all teachers under this
section and section 122A.41 for whom no agreement exists under paragraph (a) for an annual
teacher evaluation and peer review process. The teacher evaluation process created under
this subdivision does not create additional due process rights for probationary teachers under
subdivision 5.

(d) Consistent with the measures of teacher effectiveness under this subdivision:

(1) for students in kindergarten through grade 4, a school administrator must not place
or approve the placement of a student in the classroom of a teacher who is in the improvement
process referenced in paragraph (b), clause (12), or has not had a summative evaluation if,
in the prior year, that student was in the classroom of a teacher who received discipline
pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that
grade; and

(2) for students in grades 5 through 12, a school administrator must not place or approve
the placement of a student in the classroom of a teacher who is in the improvement process
referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the
prior year, that student was in the classroom of a teacher who received discipline pursuant
to paragraph (b), clause (13), unless no other teacher at the school teaches that subject area
and grade.

All data created and used under this paragraph retains its classification under chapter 13.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2025.
new text end

Sec. 48.

Minnesota Statutes 2022, section 122A.41, subdivision 2, is amended to read:


Subd. 2.

Probationary period; discharge or demotion.

(a) deleted text beginAll teachers in the public
schools in cities of the first class during the first three years of consecutive employment
shall be deemed to be in a probationary period of employment during which period any
annual contract with any teacher may, or may not, be renewed as the school board, after
consulting with the peer review committee charged with evaluating the probationary teachers
under subdivision 3, shall see fit.
deleted text endnew text begin The first three consecutive years of a teacher's first teaching
experience in Minnesota in a single district are deemed to be a probationary period of
employment, and the probationary period in each district in which the teacher is thereafter
employed shall be one year.
new text end The school site management team or the school board if there
is no school site management team, shall adopt a plan for a written evaluation of teachers
during the probationary period according to subdivisions 3 and 5. Evaluation by the peer
review committee charged with evaluating probationary teachers under subdivision 3 shall
occur at least three times periodically throughout each school year for a teacher performing
services during that school year; the first evaluation must occur within the first 90 days of
teaching service. Days devoted to parent-teacher conferences, teachers' workshops, and
other staff development opportunities and days on which a teacher is absent from school
shall not be included in determining the number of school days on which a teacher performs
services. The school board may, during such probationary period, discharge or demote a
teacher for any of the causes as specified in this code. A written statement of the cause of
such discharge or demotion shall be given to the teacher by the school board at least 30
days before such removal or demotion shall become effective, and the teacher so notified
shall have no right of appeal therefrom.

(b) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States Code,
title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
of paragraph (a).

(c) A probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.

(d) A probationary teacher must complete at least deleted text begin120deleted text endnew text begin 90new text end days of teaching service each
year during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school do not count as days of teaching service under this paragraph.

new text begin (e) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in a single school district or charter school in Minnesota or another state
must serve a probationary period of no longer than one year in a Minnesota school district.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for collective bargaining agreements
effective July 1, 2023, and thereafter.
new text end

Sec. 49.

Minnesota Statutes 2022, section 122A.41, subdivision 5, is amended to read:


Subd. 5.

Development, evaluation, and peer coaching for continuing contract
teachers.

(a) To improve student learning and success, a school board and an exclusive
representative of the teachers in the district, consistent with paragraph (b), may develop an
annual teacher evaluation and peer review process for probationary and nonprobationary
teachers through joint agreement. If a school board and the exclusive representative of the
teachers in the district do not agree to an annual teacher evaluation and peer review process,
then the school board and the exclusive representative of the teachers must implement the
state teacher evaluation plan developed under paragraph (c). The process must include
having trained observers serve as peer coaches or having teachers participate in professional
learning communities, consistent with paragraph (b).

(b) To develop, improve, and support qualified teachers and effective teaching practices
and improve student learning and success, and provide all enrolled students in a district or
school with improved and equitable access to more effective and diverse teachers, the annual
evaluation process for teachers:

(1) must, for probationary teachers, provide for all evaluations required under subdivision
2;

(2) must establish a three-year professional review cycle for each teacher that includes
an individual growth and development plan, a peer review process, and at least one
summative evaluation performed by a qualified and trained evaluator such as a school
administrator;

(3) must deleted text beginbe based on professional teaching standards established in ruledeleted text endnew text begin include a rubric
of performance standards for teacher practice that: (i) is based on professional teaching
standards established in rule; (ii) includes culturally responsive methodologies; and (iii)
provides common descriptions of effectiveness using at least three levels of performance
new text end;

(4) must coordinate staff development activities under sections 122A.60 and 122A.61
with this evaluation process and teachers' evaluation outcomes;

(5) may provide time during the school day and school year for peer coaching and teacher
collaboration;

(6) may include job-embedded learning opportunities such as professional learning
communities;

(7) may include mentoring and induction programs for teachers, including teachers who
are members of populations underrepresented among the licensed teachers in the district or
school and who reflect the diversity of students under section 120B.35, subdivision 3,
paragraph (b), clause (2), who are enrolled in the district or school;

(8) must include an option for teachers to develop and present a portfolio demonstrating
evidence of reflection and professional growth, consistent with section 122A.187, subdivision
3, and include teachers' own performance assessment based on student work samples and
examples of teachers' work, which may include video among other activities for the
summative evaluation;

(9) must use data from valid and reliable assessments aligned to state and local academic
standards and must use state and local measures of student growth and literacy that may
include value-added models or student learning goals to determine 35 percent of teacher
evaluation results;

(10) must use longitudinal data on student engagement and connection and other student
outcome measures explicitly aligned with the elements of curriculum for which teachers
are responsible, including academic literacy, oral academic language, and achievement of
English learners;

(11) must require qualified and trained evaluators such as school administrators to
perform summative evaluations and ensure school districts and charter schools provide for
effective evaluator training specific to teacher development and evaluation;

(12) must give teachers not meeting professional teaching standards under clauses (3)
through (11) support to improve through a teacher improvement process that includes
established goals and timelines; and

(13) must discipline a teacher for not making adequate progress in the teacher
improvement process under clause (12) that may include a last chance warning, termination,
discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline
a school administrator determines is appropriate.

Data on individual teachers generated under this subdivision are personnel data under
section 13.43. The observation and interview notes of peer coaches may only be disclosed
to other school officials with the consent of the teacher being coached.

(c) The department, in consultation with parents who may represent parent organizations
and teacher and administrator representatives appointed by their respective organizations,
representing the Professional Educator Licensing and Standards Board, the Minnesota
Association of School Administrators, the Minnesota School Boards Association, the
Minnesota Elementary and Secondary Principals Associations, Education Minnesota, and
representatives of the Minnesota Assessment Group, the Minnesota Business Partnership,
the Minnesota Chamber of Commerce, and Minnesota postsecondary institutions with
research expertise in teacher evaluation, must create and publish a teacher evaluation process
that complies with the requirements in paragraph (b) and applies to all teachers under this
section and section 122A.40 for whom no agreement exists under paragraph (a) for an annual
teacher evaluation and peer review process. The teacher evaluation process created under
this subdivision does not create additional due process rights for probationary teachers under
subdivision 2.

(d) Consistent with the measures of teacher effectiveness under this subdivision:

(1) for students in kindergarten through grade 4, a school administrator must not place
or approve the placement of a student in the classroom of a teacher who is in the improvement
process referenced in paragraph (b), clause (12), or has not had a summative evaluation if,
in the prior year, that student was in the classroom of a teacher who received discipline
pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that
grade; and

(2) for students in grades 5 through 12, a school administrator must not place or approve
the placement of a student in the classroom of a teacher who is in the improvement process
referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the
prior year, that student was in the classroom of a teacher who received discipline pursuant
to paragraph (b), clause (13), unless no other teacher at the school teaches that subject area
and grade.

All data created and used under this paragraph retains its classification under chapter 13.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2025.
new text end

Sec. 50.

Minnesota Statutes 2022, section 122A.41, is amended by adding a subdivision
to read:


new text begin Subd. 16. new text end

new text begin Reporting of hires and terminations. new text end

new text begin A school district must annually report
to the Professional Educator Licensing and Standards Board: (1) all new teacher hires and
terminations, including layoffs, by race and ethnicity; and (2) the reasons for all teacher
resignations and requested leaves of absence. The report must not include data that would
personally identify individuals.
new text end

Sec. 51.

Minnesota Statutes 2022, section 122A.415, subdivision 4, is amended to read:


Subd. 4.

Basic alternative teacher compensation aid.

(a) The basic alternative teacher
compensation aid for a school with a plan approved under section 122A.414, subdivision
2b
, equals 65 percent of the alternative teacher compensation revenue under subdivision 1.
The basic alternative teacher compensation aid for a charter school with a plan approved
under section 122A.414, subdivisions 2a and 2b, equals $260 times the number of pupils
enrolled in the school on October 1 of the previous year, or on October 1 of the current year
for a charter school in the first year of operation, times the ratio of the sum of the alternative
teacher compensation aid and alternative teacher compensation levy for all participating
school districts to the maximum alternative teacher compensation revenue for those districts
under subdivision 1.

(b) Notwithstanding paragraph (a) and subdivision 1, the state total basic alternative
teacher compensation aid entitlement must not exceed deleted text begin$75,840,000 for fiscal year 2016 anddeleted text end
$88,118,000 for fiscal year deleted text begin2017deleted text endnew text begin 2023; $88,461,000 for fiscal year 2024; $88,461,000 for
fiscal year 2025; $89,570,000 for fiscal year 2026; and $89,689,000 for fiscal year 2027
new text end
and later. The commissioner must limit the amount of alternative teacher compensation aid
approved under this section so as not to exceed these limits by not approving new participants
or by prorating the aid among participating districts, intermediate school districts, school
sites, and charter schools. The commissioner may also reallocate a portion of the allowable
aid for the biennium from the second year to the first year to meet the needs of approved
participants.

(c) Basic alternative teacher compensation aid for an intermediate district or other
cooperative unit equals $3,000 times the number of licensed teachers employed by the
intermediate district or cooperative unit on October 1 of the previous school year.

Sec. 52.

new text begin [122A.441] SHORT-CALL SUBSTITUTE TEACHER PILOT PROGRAM.
new text end

new text begin (a) A school district or charter school and applicant may jointly request the Professional
Educator Licensing and Standards Board approve an application for a short-call substitute
teaching license. The application information must sufficiently demonstrate the following:
new text end

new text begin (1) the applicant:
new text end

new text begin (i) holds a minimum of an associate's degree or equivalent and has or will receive
substitute training from the school district or charter school; or
new text end

new text begin (ii) holds a minimum of a high school diploma or equivalent and has been employed as
an education support personnel or paraprofessional within the district or charter school for
at least one academic year; and
new text end

new text begin (2) the school district or charter school has requested a background check in accordance
with section 123B.03.
new text end

new text begin (b) The Professional Educator Licensing and Standards Board may issue a temporary
teaching license pending a background check under section 122A.18, subdivision 8, and
may immediately suspend or revoke the license upon receiving background check
information. An applicant submitting an application for a short-call substitute teaching
license in accordance with section 122A.18, subdivision 7a, paragraph (a), must not be
required to complete a joint application with a district and must not be issued a license
pending a background check under section 122A.18, subdivision 8.
new text end

new text begin (c) The board may prioritize short-call substitute teaching license applications to expedite
the review process.
new text end

new text begin (d) A school district or charter school must provide a substitute teacher who receives a
substitute teaching license through the pilot program with substitute teacher training. The
board may remove a school district or charter school from the pilot program for failure to
provide the required training.
new text end

new text begin (e) A school district or charter school must not require an employee to apply for a
substitute teaching license, or retaliate against an employee that does not apply for a substitute
teaching license under the pilot program.
new text end

new text begin (f) A school district or charter school must compensate an employee working as a
short-call substitute teacher under the pilot program with the greater of $200 per day or the
employee's regular rate of pay.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 and 2024-2025 school
years only.
new text end

Sec. 53.

Minnesota Statutes 2022, section 122A.59, is amended to read:


122A.59 COME TEACH IN MINNESOTA HIRING BONUSES.

Subdivision 1.

Purpose.

This section establishes a program to support districts and
schools recruiting and offering hiring bonuses for deleted text beginlicenseddeleted text end teachers who are American
Indian or a person of color from another state or country in order to meet staffing needs in
shortage areas in deleted text begineconomic development regions indeleted text end Minnesota.

Subd. 2.

Eligibility.

A district or school must verify that the hiring bonus is given to
deleted text begin teachers licensed indeleted text endnew text begin persons fromnew text end another statenew text begin or countrynew text end who:

(1) new text beginimmediately new text endqualify for a Tier deleted text begin3 or Tier 4deleted text endnew text begin 2 or highernew text end Minnesota license;

(2) have moved to deleted text beginthe economic development region indeleted text end Minnesota deleted text beginwhere they were
hired
deleted text end; and

(3) belong to a racial or ethnic group that is underrepresented among teachers compared
to students in the district or school under section 120B.35, subdivision 3, paragraph (b),
clause (2).

Subd. 3.

Bonus amount.

A district or school may offer a deleted text beginsigningdeleted text endnew text begin hiringnew text end and retention
bonus of a minimum of deleted text begin$2,500deleted text endnew text begin $4,000new text end and a maximum of deleted text begin$5,000deleted text endnew text begin $8,000new text end to a teacher who
meets the eligibility requirements. A teacher who meets the eligibility requirements and
meets a licensure shortage area in the economic development region of the state where the
school is located may be offered a deleted text beginsigningdeleted text endnew text begin hiringnew text end bonus of a minimum of deleted text begin$4,000deleted text endnew text begin $5,000new text end
and a maximum of deleted text begin$8,000deleted text endnew text begin $10,000new text end. A teacher must be paid half of the bonus when starting
employment and half after completing four years of service in the hiring district or school
if the teacher has demonstrated teaching effectiveness and is not on a professional
improvement plan under section 122A.40, subdivision 8, paragraph (b), clause (12) or (13),
or section 122A.41, subdivision 5, paragraph (b), clause (12) or (13), or is not being
considered for termination for a reason listed in section 122A.40, subdivision 9, including
a teacher hired by a school district located in a city of the first class. A teacher who does
not complete their first school year upon receiving a hiring bonus must repay the hiring
bonus.new text begin A teacher must have a Tier 3 or Tier 4 Minnesota teaching license to qualify for the
second half of the bonus. A district must prorate the second half of the bonus if the eligible
teacher is nonrenewed due to reasons not having to do with teaching effectiveness or
misconduct.
new text end

Subd. 4.

Administration.

new text begin(a) new text endThe commissioner must establish a process for districts
or schools to seek reimbursement for hiring bonuses given to teachers in shortage areas
moving to and working in Minnesota schools experiencing specific shortages. The
commissioner must provide guidance for districts to seek repayment of a hiring bonus from
a teacher who does not complete the first year of employment. The department may conduct
a pilot program with a small number of teachers during the 2022-2023 biennium to establish
feasibility. The department must submit a report by December 1, 2022, to the chairs and
ranking minority members of the legislative committees with jurisdiction over kindergarten
through grade 12 education detailing the effectiveness of the program and recommendations
for improvement in future years.

new text begin (b) The commissioner may award participating districts and schools additional funds to
administer the program, including out-of-state recruiting efforts and retention activities.
The commissioner may allow participating districts and schools to reserve up to five percent
of Come Teach in Minnesota funding to administer the program, including for out-of-state
recruiting efforts and retention activities.
new text end

Subd. 5.

Come Teach in Minnesota Hiring Bonus program account.

(a) An account
is established in the special revenue fund known as the "Come Teach in Minnesota Hiring
Bonus program account."

(b) Funds appropriated for the Come Teach in Minnesota Hiring Bonus program under
this section must be transferred to the Come Teach in Minnesota Hiring Bonus program
account in the special revenue fund.

(c) Money in the account is annually appropriated to the commissioner for hiring bonuses
under this section. Any returned funds are available to be regranted.

(d) Up to $35,000 annually is appropriated to the commissioner for costs associated with
developing and administering the program under this section.

new text begin EFFECTIVE DATE. new text end

new text begin The amendment to subdivision 2 is effective retroactively from
July 1, 2022. The amendments to subdivisions 1, 3, and 4 are effective the day following
final enactment.
new text end

Sec. 54.

new text begin [122A.631] SUPPORTING HERITAGE LANGUAGE AND CULTURE
TEACHERS.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin The purpose of this section is to increase the number of heritage
language and culture teachers in Minnesota.
new text end

new text begin Subd. 2. new text end

new text begin Definitions. new text end

new text begin "Heritage language and culture teachers" means teachers with a
connection to a community's language and culture who use this connection to support
students as they learn academic content or the language and culture of that particular
community.
new text end

new text begin Subd. 3. new text end

new text begin Eligibility. new text end

new text begin Applicants for the heritage language and culture licensure pathway
program must:
new text end

new text begin (1) hold a current license issued by the Professional Educator Licensing and Standards
Board or meet the criteria for licensure in 122A.181; and
new text end

new text begin (2) seek initial, dual, or additional licensure in a heritage language.
new text end

new text begin Subd. 4. new text end

new text begin Heritage language and culture teacher licensure pathway program. new text end

new text begin (a) The
Professional Educator Licensing and Standards Board shall develop a program to support
initial and additional licensure for heritage language and culture teachers. The program
must include:
new text end

new text begin (1) a yearlong mentorship program;
new text end

new text begin (2) monthly meetings where applicants receive guidance on completing the portfolio
process from a portfolio liaison, dedicated specifically to facilitating this program;
new text end

new text begin (3) a stipend to cover substitute teachers when meetings take place during the school
day;
new text end

new text begin (4) a waiver for all portfolio and licensure testing fees; and
new text end

new text begin (5) a portfolio review committee created by the board.
new text end

new text begin (b) For applicants seeking an initial license in a world language and culture, the applicant
must demonstrate meeting the standards of effective practice in Minnesota Rules, part
8710.2000 and content-specific pedagogical standards in Minnesota Rules, part 8710.4950,
through the portfolio process.
new text end

new text begin (c) For applicants seeking a dual license, the applicant must demonstrate meeting the
standards of effective practice in Minnesota Rules, part 8710.2000, content-specific
pedagogical standards in Minnesota Rules, part 8710.4950, and all standards for the chosen
dual license through the portfolio process.
new text end

new text begin (d) For applicants seeking an additional license in a world language and culture, the
applicant must demonstrate meeting the content-specific pedagogical standards in Minnesota
Rules, part 8710.4950.
new text end

new text begin Subd. 5. new text end

new text begin Heritage language and culture educators seeking a world language
license.
new text end

new text begin Heritage language and culture teachers seeking a world language and culture license
pursuant to Minnesota Rules, part 8710.4950, who demonstrate proficiency through one of
the following may use this proficiency to evidence meeting the required content-specific
world language and culture standards, which do not include content-specific pedagogical
standards, for licensure in their heritage language:
new text end

new text begin (1) passing a board-adopted assessment;
new text end

new text begin (2) holding a certificate to serve as a translator or interpreter; or
new text end

new text begin (3) completing an undergraduate or postbaccalaureate degree from an accredited
university where the majority of coursework was taught via the non-English instructional
language.
new text end

Sec. 55.

Minnesota Statutes 2022, section 122A.635, is amended to read:


122A.635 COLLABORATIVE URBAN AND GREATER MINNESOTA
EDUCATORS OF COLOR GRANT PROGRAM.

Subdivision 1.

Establishment.

The Professional Educator Licensing and Standards
Board must award competitive grants to increase the number of teacher candidates new text beginwho are
new text end of color or who are American Indian,new text begin complete teacher preparation programs,new text end and meet the
requirements for a Tier 3 license under section 122A.183. Eligibility for a grant under this
section is limited to public or private higher education institutions that offer a teacher
preparation program approved by the Professional Educator Licensing and Standards Board.

Subd. 2.

Competitive grants.

(a) The Professional Educator Licensing and Standards
Board must award competitive grants new text beginto a variety of higher education institution types new text endunder
this sectionnew text begin. The board must require an applicant institution to submit a plan describing how
it would use grant funds to increase the number of teachers who are of color or who are
American Indian, and must award grants
new text end based on the following criterianew text begin, listed in descending
order of priority
new text end:

deleted text begin (1) the number of teacher candidates being supported in the program who are of color
or who are American Indian;
deleted text end

deleted text begin (2)deleted text endnew text begin (1)new text end program outcomes, including graduation or program completion ratesdeleted text begin,deleted text endnew text begin andnew text end
licensure new text beginrecommendation new text endratesdeleted text begin, and placement ratesdeleted text endnew text begin for candidates who are of color or
who are American Indian compared to all candidates enrolled in a teacher preparation
program at the institution
new text end and, for each outcome measure, the number of deleted text beginthosedeleted text end teacher
candidates new text beginwho are new text endof color or who are American Indian; deleted text beginand
deleted text end

deleted text begin (3) the percent of racially and ethnically diverse teacher candidates enrolled in the
institution compared to:
deleted text end

deleted text begin (i) the total percent of students of color and American Indian students enrolled at the
institution, regardless of major; and
deleted text end

deleted text begin (ii) the percent of underrepresented racially and ethnically diverse teachers in the
economic development region of the state where the institution is located and where a
shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
deleted text end

new text begin (2) the extent to which an institution's plan is clear in describing how the institution
would use grant funds for implementing explicit research-based practices to provide
programmatic support to teacher candidates who are of color or who are American Indian.
Plans for grant funds may include:
new text end

new text begin (i) recruiting more racially and ethnically diverse candidates for admission to teacher
preparation programs;
new text end

new text begin (ii) providing differentiated advising, mentoring, or other supportive community-building
activities in addition to what the institution provides to all candidates enrolled in the
institution;
new text end

new text begin (iii) providing academic tutoring or support to help teacher candidates pass required
assessments; and
new text end

new text begin (iv) providing for program staffing expenses;
new text end

new text begin (3) an institution's plan to provide direct financial assistance as scholarships or stipends
within the allowable dollar range determined by the board under subdivision 3, paragraph
(b), to teacher candidates who are of color or who are American Indian;
new text end

deleted text begin (b) The board must give priority in awarding grants under this section to institutions that
received grants under Laws 2017, First Special Session chapter 5, article 2, section 57,
subdivision 27, and have demonstrated continuing success at recruiting, retaining, graduating,
and inducting
deleted text endnew text begin (4) whether the institution has previously received a competitive grant under
this section and has demonstrated positive outcomes from the use of grant funds for efforts
helping
new text end teacher candidates new text beginwho are new text endof color or who are American Indiandeleted text begin.deleted text endnew text begin to enroll in and
successfully complete teacher preparation programs and be recommended for licensure;
new text end

new text begin (5) geographic diversity among the institutions. In order to expand the number of grant
recipients throughout the state, whenever there is at least a 20 percent increase in the base
appropriation for this grant program, the board must prioritize awarding grants to institutions
outside of the Twin Cities metropolitan area.
new text end If the board awards a deleted text begincompetitivedeleted text end grant based
on the criteria in paragraph (a) to a program that has not previously received funding, the
board must thereafter give priority to the program equivalent to other programs deleted text begingiven priority
under this paragraph.
deleted text endnew text begin that have received grants and demonstrated positive outcomes; and
new text end

new text begin (6) the percentage of racially and ethnically diverse teacher candidates enrolled in the
institution compared to:
new text end

new text begin (i) the aggregate percentage of students of color and American Indian students enrolled
in the institution, regardless of major; and
new text end

new text begin (ii) the percentage of underrepresented racially and ethnically diverse teachers in the
economic development region of the state where the institution is located and where a
shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
new text end

new text begin (b) The board must not penalize an applicant institution in the grant review process for
using grant funds only to provide direct financial support to teacher candidates if that is the
institution's priority and the institution uses other resources to provide programmatic support
to candidates.
new text end

(c) The board must determine award amounts for new text begindevelopment, new text endmaintenance deleted text beginanddeleted text endnew text begin, ornew text end
expansion of programs based new text beginonly new text endonnew text begin the degree to which applicants meet the criteria in
this subdivision,
new text end the number of candidatesnew text begin who are of color or who are American Indiannew text end
supported by an applicant program, deleted text beginsustaining support for those candidates,deleted text end and funds
available.

new text begin (d) The board must determine grant awards in part by multiplying the number of teacher
candidates to be provided direct financial assistance by the average amount the institution
proposes per candidate that is within the allowable dollar range. After assessing an
institution's adherence to grant criteria and funds available, the board may grant an institution
a lower average amount per candidate and the institution may decide to award less per
candidate or provide financial assistance to fewer candidates within the allowable range.
Additionally, an institution may use up to 25 percent of the awarded grant funds to provide
programmatic support as described in paragraph (a), clause (3). If the board does not award
an applicant institution's full request, the board must allow the institution to modify how it
uses grant funds to maximize program outcomes consistent with the requirements of this
section.
new text end

Subd. 3.

Grant program administration.

new text begin(a) new text endThe Professional Educator Licensing and
Standards Board may enter into an interagency agreement with the Office of Higher
Education. The agreement may include a transfer of funds to the Office of Higher Education
to help establish and administer the competitive grant process. The board must award grants
to institutions located in various economic development regions throughout the state, but
must not predetermine the number of institutions to be awarded grants under this section
or set a limit for the amount that any one institution may receive as part of the competitive
grant application process.

new text begin (b) The board must establish a standard allowable dollar range for the amount of direct
financial assistance an applicant institution may provide to each candidate. To determine
the range, the board may collect de-identified data from institutions that received a grant
during the previous grant period and calculate the average scholarship amount awarded to
all candidates across all institutions using the most recent fiscal year data available. The
calculation may be used to determine a scholarship range that is no more than 25 percent
of this amount and no less than half the average of this amount. The purpose of direct
financial assistance is to assist candidates matriculating through completing licensure
programs if they demonstrate financial need after considering other grants and scholarships
provided.
new text end

new text begin (c)new text end All grants must be awarded by August 15 of the fiscal year in which the grants are
to be used deleted text beginexcept that, for initial competitive grants awarded for fiscal year 2020, grants
must be awarded by September 15
deleted text end. An institution that receives a grant under this section
may use the grant funds over a two- to four-year period to new text beginsustain new text endsupportnew text begin fornew text end teacher
candidatesnew text begin at any stage from recruitment and program admission to graduation and licensure
application
new text end.

Subd. 4.

Report.

(a) By deleted text beginJanuarydeleted text endnew text begin Augustnew text end 15 of each year, an institution awarded a grant
under this section must prepare for the deleted text beginlegislature and thedeleted text end board a detailed report regarding
the expenditure of grant funds, including the amounts used to recruit, retain, and deleted text begininductdeleted text endnew text begin
support
new text end teacher candidates of color or deleted text beginwho aredeleted text end American Indiannew text begin teacher candidates to
complete programs and be recommended for licensure
new text end. The report must includenew text begin:
new text end

new text begin (1)new text end the total number of teacher candidates of colordeleted text begin, disaggregated by race or ethnic group,
who
deleted text endnew text begin and American Indian teacher candidates who:
new text end

new text begin (i) are enrolled in the institution;
new text end

new text begin (ii) are supported by grant funds with direct financial assistance during the academic
reporting year;
new text end

new text begin (iii) are supported with other programmatic supports;
new text end

new text begin (iv)new text end are recruited deleted text beginto the institution, aredeleted text endnew text begin andnew text end newly admitted to deleted text beginthedeleted text endnew text begin anew text end licensure programdeleted text begin,
are enrolled in the
deleted text endnew text begin;
new text end

new text begin (v) are enrolled in a licensure program;
new text end

new text begin (vi) have completed anew text end licensure programdeleted text begin, have completed student teaching, have
graduated, are licensed, and are newly employed as Minnesota teachers in their licensure
field. A grant recipient must report
deleted text endnew text begin; and
new text end

new text begin (vii) were recommended for licensure in the field for which they were prepared;
new text end

new text begin (2)new text end the total number of teacher candidates of color or deleted text beginwho aredeleted text end American Indiannew text begin teacher
candidates
new text end at each stage from deleted text beginrecruitmentdeleted text endnew text begin program admissionnew text end to deleted text beginlicensed teachingdeleted text endnew text begin licensure
recommendation
new text end as a percentage of deleted text begintotaldeleted text endnew text begin allnew text end candidates seeking the same licensure at the
institutiondeleted text begin.deleted text endnew text begin; and
new text end

new text begin (3) a brief narrative describing the successes and challenges of efforts proposed in the
grant application to support candidates with grant funds, and lessons learned for future
efforts.
new text end

(b) new text beginBy November 1 of each year, new text endthe board must post a report on its website summarizing
the activities and outcomes of grant recipients and results that promote sharing of effective
practices new text beginand lessons learned new text endamong grant recipients.

Sec. 56.

Minnesota Statutes 2022, section 122A.69, is amended to read:


122A.69 PRACTICE OR STUDENT TEACHERS.

The Professional Educator Licensing and Standards Board may, by agreements with
teacher preparation institutions, arrange for classroom experience in the district for practice
or student teachers deleted text beginwho have completed at least two years ofdeleted text endnew text begin innew text end an approved teacher
preparation program. Such practice and student teachers must be appropriately supervised
by a fully qualified teacher under rules adopted by the board. A practice or student teacher
must be placed with a cooperating licensed teacher who has at least three years of teaching
experience and is not in the improvement process under section 122A.40, subdivision 8,
paragraph (b), clause (12), or 122A.41, subdivision 5, paragraph (b), clause (12). Practice
and student teachers are employees of the school district in which they are rendering services
for purposes of workers' compensation; liability insurance, if provided for other district
employees under section 123B.23; and legal counsel under section 123B.25.

Sec. 57.

Minnesota Statutes 2022, section 122A.70, is amended to read:


122A.70 TEACHER MENTORSHIP AND RETENTION OF EFFECTIVE
TEACHERS.

Subdivision 1.

Teacher mentoring, induction, and retention programs.

(a) School
districts must develop teacher mentoring programs for teachers new to the profession or
district, including teaching residents, teachers of color, teachers who are American Indian,
teachers in license shortage areas, teachers with special needs, or experienced teachers in
need of peer coaching.

(b) Teacher mentoring programs must be included in or aligned with districts' teacher
evaluation and peer review processes under sections 122A.40, subdivision 8, and 122A.41,
subdivision 5. A district may use staff development revenue under section 122A.61, special
grant programs established by the legislature, or another funding source to pay a stipend to
a mentor who may be a current or former teacher who has taught at least three years and is
not on an improvement plan. deleted text beginOther initiatives using such funds or funds available under
sections 124D.861 and 124D.862 may include:
deleted text end

deleted text begin (1) additional stipends as incentives to mentors of color or who are American Indian;
deleted text end

deleted text begin (2) financial supports for professional learning community affinity groups across schools
within and between districts for teachers from underrepresented racial and ethnic groups to
come together throughout the school year. For purposes of this section, "affinity groups"
are groups of educators who share a common racial or ethnic identity in society as persons
of color or who are American Indian;
deleted text end

deleted text begin (3) programs for induction aligned with the district or school mentorship program during
the first three years of teaching, especially for teachers from underrepresented racial and
ethnic groups; or
deleted text end

deleted text begin (4) grants supporting licensed and nonlicensed educator participation in professional
development, such as workshops and graduate courses, related to increasing student
achievement for students of color and American Indian students in order to close opportunity
and achievement gaps.
deleted text end

deleted text begin (c) A school or district that receives a grant must negotiate additional retention strategies
or protection from unrequested leave of absences in the beginning years of employment for
teachers of color and teachers who are American Indian. Retention strategies may include
providing financial incentives for teachers of color and teachers who are American Indian
to work in the school or district for at least five years and placing American Indian educators
at sites with other American Indian educators and educators of color at sites with other
educators of color to reduce isolation and increase opportunity for collegial support.
deleted text end

Subd. 2.

Board grants.

The Professional Educator Licensing and Standards Board must
make grant application forms available to sites interested in developingnew text begin, sustaining,new text end or
expanding a mentorship program. A school districtdeleted text begin; adeleted text endnew text begin ornew text end group of school districtsdeleted text begin; a coalition
of districts, teachers, and teacher education institutions; or
deleted text endnew text begin,new text end a new text beginschool or new text endcoalition of schools,
new text begin or a coalition of new text endteachersdeleted text begin, or nonlicensed educatorsdeleted text end may apply for a program grant. new text beginA higher
education institution or nonprofit organization may partner with a grant applicant but is not
eligible as a sole applicant for grant funds.
new text endThe Professional Educator Licensing and
Standards Board, in consultation with the teacher mentoring task force, must approve or
disapprove the applications. To the extent possible, the approved applications must reflect
effective mentoring, professional development, and retention components, and be
geographically distributed throughout the state. The Professional Educator Licensing and
Standards Board must encourage the selected sites to consider the use of its assessment
procedures.

new text begin Subd. 2a. new text end

new text begin Funded work. new text end

new text begin (a) Grant funds may be used for the following:
new text end

new text begin (1) additional stipends as incentives to mentors who are of color or who are American
Indian;
new text end

new text begin (2) financial supports for professional learning community affinity groups across schools
within and between districts for educators from underrepresented racial and ethnic groups
to come together throughout the school year. For purposes of this section, "affinity groups"
means groups of licensed and nonlicensed educators who share a common racial or ethnic
identity in society as persons who are of color or who are American Indian;
new text end

new text begin (3) programs for induction aligned with the district or school mentorship program during
the first three years of teaching, especially for teachers from underrepresented racial and
ethnic groups;
new text end

new text begin (4) professional development focused on ways to close opportunity and achievement
gaps for students of color and American Indian students; or
new text end

new text begin (5) for teachers of color and American Indian teachers, graduate courses toward a first
master's degree in a field related to their licensure or toward an additional license.
new text end

new text begin (b) A charter school or district that receives a grant must negotiate additional retention
strategies or protection from unrequested leaves of absence in the beginning years of
employment for teachers who are of color or who are American Indian. Retention strategies
may include providing financial incentives for teachers of color and teachers who are
American Indian to work in the school or district for at least five years and placing American
Indian educators at sites with other American Indian educators and educators of color at
sites with other educators of color to reduce isolation and increase opportunity for collegial
support.
new text end

Subd. 3.

Criteria for selection.

new text begin(a) new text endAt a minimum, applicants for grants under subdivision
2 must express commitment to:

(1) allow staff participation;

(2) assess skills of both beginning and mentor teachers;

(3) provide appropriate in-service to needs identified in the assessment;

(4) provide leadership to the effort;

(5) cooperate with higher education institutionsnew text begin or teacher educatorsnew text end;

(6) provide facilities and other resources;

(7) share findings, materials, and techniques with other school districts; and

(8) retain teachers of color and teachers who are American Indian.

new text begin (b) The Professional Educator Licensing and Standards Board must give priority to
applications to fund programs to induct, mentor, and retain Tier 2 or Tier 3 teachers who
are of color or who are American Indian, and Tier 2 or Tier 3 teachers in licensure shortage
areas within the applicant's economic development region.
new text end

Subd. 4.

Additional funding.

Grant applicants must seek additional funding and
assistance from sources such as school districts, postsecondary institutions, foundations,
and the private sector.

Subd. 5.

Program implementation.

new text beginA grant recipient may use grant funds on
implementing activities over a period of time up to 24 months.
new text endNew and expanding
mentorship sites that receive a board grant under subdivision 2 to design, develop, implement,
and evaluate their program must participate in activities that support program development
and implementation.

new text begin Subd. 5a. new text end

new text begin Grant program administration. new text end

new text begin The Professional Educator Licensing and
Standards Board may enter into an interagency agreement with the Office of Higher
Education or the Department of Education. The agreement may include a transfer of funds
to the Office of Higher Education or the Department of Education to help administer the
competitive grant process.
new text end

Subd. 6.

Report.

By deleted text beginJunedeleted text endnew text begin Septembernew text end 30 of each year after receiving a grant, recipients
must submit a report to the Professional Educator Licensing and Standards Board on program
efforts that describes mentoring and induction activities and assesses the impact of these
programs on teacher effectiveness and retention.new text begin The board must publish a summary report
for the public and submit the report to the committees of the legislature with jurisdiction
over kindergarten through grade 12 education policy and finance in accordance with section
3.302 by November 30 of each year.
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. 58.

Minnesota Statutes 2022, section 122A.73, subdivision 2, is amended to read:


Subd. 2.

Grow Your Own district programs.

(a) A school districtnew text begin, charter school, or
cooperative unit under section 123A.24, subdivision 2,
new text end may apply for a grant for a
Professional Educator Licensing and Standards Board-approved teacher preparation programnew text begin
to establish a Grow Your Own pathway for adults to obtain their first professional teaching
license. Grantees must partner with a Professional Educator Licensing and Standards
Board-approved teacher preparation program. Partnerships may also include institutions
that have an articulated transfer pathway with a board-approved teacher preparation program
new text end.
The grant recipient must use at least 80 percent of grant funds to provide tuition scholarships
or stipends to enable school district employees or community members affiliated with a
school district, who are of color or American Indian and who seek a teaching license, to
participate in the teacher preparation program.new text begin Grant funds may also be used to pay for
teacher licensure exams and licensure fees.
new text end

(b) A district using grant funds under this subdivision to provide financial support to
teacher candidates may require a commitment as determined by the district to teach in the
district for a reasonable amount of time that does not exceed five years.

new text begin EFFECTIVE DATE. new text end

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

Sec. 59.

Minnesota Statutes 2022, section 122A.73, subdivision 3, is amended to read:


Subd. 3.

Grants for programs serving secondary school students.

(a) In addition to
grants for developing and offering dual-credit postsecondary course options in schools for
"Introduction to Teaching" or "Introduction to Education" courses under section 124D.09,
subdivision 10, a school district or charter school may apply for grants under this section
to offer other innovative programs that encourage secondary school students, especially
students of color and American Indian students, to pursue teaching.new text begin A school district, charter
school, or a cooperative unit under section 123A.24, subdivision 2, may apply for grants to
develop innovative Grow Your Own programs that encourage secondary school students,
especially students of color and American Indian students, to pursue teaching.
new text end To be eligible
for a grant under this subdivision, deleted text begina school district or charter schooldeleted text endnew text begin an applicantnew text end must ensure
that the aggregate percentage of secondary school students of color and American Indian
students participating in the program is equal to or greater than the aggregate percentage of
students of color and American Indian students in the school district deleted text beginordeleted text endnew text begin,new text end charter schoolnew text begin, or
cooperative unit
new text end.

(b) A grant recipient must use grant funds awarded under this subdivision for:

(1) supporting future teacher clubs or service-learning opportunities that provide middle
and high school students with experiential learning that supports the success of younger
students or peers and increases students' interest in pursuing a teaching career;

new text begin (2) developing and offering postsecondary enrollment options courses for "Introduction
to Teaching" or "Introduction to Education" consistent with section 124D.09, subdivision
10, that would meet degree requirements for teacher licensure;
new text end

deleted text begin (2)deleted text endnew text begin (3)new text end providing direct support, including wrap-around services, for students who are
of color or American Indian to enroll and be successful in postsecondary enrollment options
courses under section 124D.09 that would meet degree requirements for teacher licensure;
or

deleted text begin (3)deleted text endnew text begin (4)new text end offering scholarships to graduating high school students who are of color or
American Indian to enroll in board-approved undergraduate teacher preparation programs
at a college or university in Minnesota.

new text begin (c) The maximum grant award under this subdivision is $500,000. The commissioner
may consider the number of participants a grant recipient intends to support when determining
a grant amount.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 60.

Minnesota Statutes 2022, section 122A.73, subdivision 5, is amended to read:


Subd. 5.

Grow Your Own program account.

(a) An account is established in the special
revenue fund known as the "Grow Your Own program account."

(b) Funds appropriated for the Grow Your Own program under this section must be
transferred to the Grow Your Own program account in the special revenue fund.

(c) Money in the account is annually appropriated to the commissioner for the Grow
Your Own program under this section. Any returned funds are available to be regranted.
Grant recipients may apply to use grant money over a period of up to 60 months.

(d) Up to deleted text begin$100,000deleted text endnew text begin $175,000new text end annually is appropriated to the commissioner for costs
associated with administering and monitoring the program under this section.

Sec. 61.

new text begin [122A.731] SPECIAL EDUCATION TEACHER PIPELINE PROGRAM.
new text end

new text begin Subdivision 1. new text end

new text begin Grant program established. new text end

new text begin The commissioner of education must
administer a grant program to develop a pipeline of trained, licensed Tier 3 or Tier 4 special
education teachers. A school district, charter school, or cooperative unit under section
123A.24, subdivision 2, may apply for a grant under this section. An applicant must partner
with a board-approved teacher preparation program.
new text end

new text begin Subd. 2. new text end

new text begin Grant uses. new text end

new text begin (a) A grant recipient must use grant funds to support participants
who are employed by the grant recipient as either a paraprofessional or other unlicensed
staff, or a teacher with a Tier 1 or Tier 2 license, and demonstrate a willingness to be a
special education teacher after completing the program.
new text end

new text begin (b) A grant recipient may use grant funds for:
new text end

new text begin (1) tuition assistance or stipends for participants;
new text end

new text begin (2) supports for participants, including mentoring, licensure test preparation, and
technology support; or
new text end

new text begin (3) participant recruitment.
new text end

new text begin Subd. 3. new text end

new text begin Grant procedure. new text end

new text begin (a) Applicants must apply for a grant under this section in
the form and manner specified by the commissioner.
new text end

new text begin (b) In awarding grants, the commissioner must prioritize funding for training to allow
participants holding a Tier 1 or Tier 2 special education license to obtain a Tier 3 special
education license.
new text end

new text begin (c) To the extent that there are sufficient applications, the commissioner must, to the
extent practicable, award an equal number of grants between applicants in greater Minnesota
and applicants in the metropolitan area.
new text end

new text begin Subd. 4. new text end

new text begin Report. new text end

new text begin Within one year of receiving grant funds, and for each year that a
recipient receives grant funds, a grant recipient must report to the commissioner in the form
and manner determined by the commissioner the number of participants in the program and
how grant funds were used. The commissioner must publish an annual report that identifies
the grant recipients and summarizes how grant funds are used.
new text end

new text begin Subd. 5. new text end

new text begin Special education teacher pipeline program account. new text end

new text begin (a) An account is
established in the special revenue fund known as the special education teacher pipeline
program account.
new text end

new text begin (b) Funds appropriated for the special education teacher pipeline program under this
section must be transferred to the special educator teacher pipeline program account in the
special revenue fund.
new text end

new text begin (c) Money in the account is annually appropriated to the commissioner for the special
education teacher pipeline program under this section. Any returned funds are available to
be regranted. Grant recipients may apply to use grant money over a period of up to 60
months.
new text end

new text begin (d) Up to $175,000 annually is appropriated to the commissioner for costs associated
with administering and monitoring the program 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. 62.

Minnesota Statutes 2022, section 123B.147, subdivision 3, is amended to read:


Subd. 3.

Duties; evaluation.

(a) The principal shall provide administrative, supervisory,
and instructional leadership services, under the supervision of the superintendent of schools
of the district and according to the policies, rules, and regulations of the school board, for
the planning, management, operation, and evaluation of the education program of the building
or buildings to which the principal is assigned.

(b) To enhance a principal'snew text begin culturally responsivenew text end leadership skills and support and
improve teaching practices, school performance, and student achievement for diverse student
populations, including at-risk students, children with disabilities, English learners, and gifted
students, among others, a district must develop and implement a performance-based system
for annually evaluating school principals assigned to supervise a school building within the
district. The evaluation must be designed to improve teaching and learning by supporting
the principal in shaping the school's professional environment and developing teacher
quality, performance, and effectiveness. The annual evaluation must:

(1) support and improve a principal's instructional leadership, organizational management,
and professional development, and strengthen the principal's capacity in the areas of
instruction, supervision, evaluation, and teacher development;

new text begin (2) support and improve a principal's culturally responsive leadership practices that
create inclusive and respectful teaching and learning environments for all students, families,
and employees;
new text end

deleted text begin (2)deleted text endnew text begin (3)new text end include formative and summative evaluations based on multiple measures of
student progress toward career and college readiness;

deleted text begin (3)deleted text endnew text begin (4)new text end be consistent with a principal's job description, a district's long-term plans and
goals, and the principal's own professional multiyear growth plans and goals, all of which
must support the principal's leadership behaviors and practices, rigorous curriculum, school
performance, and high-quality instruction;

deleted text begin (4)deleted text endnew text begin (5)new text end include on-the-job observations and previous evaluations;

deleted text begin (5)deleted text endnew text begin (6)new text end allow surveys to help identify a principal's effectiveness, leadership skills and
processes, and strengths and weaknesses in exercising leadership in pursuit of school success;

deleted text begin (6)deleted text endnew text begin (7)new text end use longitudinal data on student academic growth as 35 percent of the evaluation
and incorporate district achievement goals and targets;

deleted text begin (7)deleted text endnew text begin (8)new text end be linked to professional development that emphasizes improved teaching and
learning, curriculum and instruction, student learning, new text beginculturally responsive leadership
practices,
new text endand a collaborative professional culture; and

deleted text begin (8)deleted text endnew text begin (9)new text end for principals not meeting standards of professional practice or other criteria
under this subdivision, implement a plan to improve the principal's performance and specify
the procedure and consequence if the principal's performance is not improved.

The provisions of this paragraph are intended to provide districts with sufficient flexibility
to accommodate district needs and goals related to developing, supporting, and evaluating
principals.

new text begin EFFECTIVE DATE. new text end

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

Sec. 63.

new text begin [124D.901] STUDENT SUPPORT PERSONNEL AID.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin For the purposes of this section, the following terms have
the meanings given:
new text end

new text begin (1) "new position" means a student support services personnel full-time or part-time
position not under contract by a school district, charter school, or cooperative unit at the
start of the 2022-2023 school year;
new text end

new text begin (2) "part-time position" means a student support services personnel position less than
1.0 full-time equivalent at the start of the 2022-2023 school year;
new text end

new text begin (3) "American Rescue Plan Act" means the federal American Rescue Plan Act of 2021,
Public Law 117-2, that awarded funds; and
new text end

new text begin (4) "student support services personnel" means an individual licensed to serve as a school
counselor, school psychologist, school social worker, school nurse, or chemical dependency
counselor in Minnesota.
new text end

new text begin Subd. 2. new text end

new text begin Purpose. new text end

new text begin The purpose of student support personnel aid is to:
new text end

new text begin (1) address shortages of student support services personnel within Minnesota schools;
new text end

new text begin (2) decrease caseloads for existing student support services personnel to ensure effective
services;
new text end

new text begin (3) ensure that students receive effective student support services and integrated and
comprehensive services to improve prekindergarten through grade 12 academic, physical,
social, and emotional outcomes supporting career and college readiness and effective school
mental health services;
new text end

new text begin (4) ensure that student support services personnel serve within the scope and practice
of their training and licensure;
new text end

new text begin (5) fully integrate learning supports, instruction, assessment, data-based decision making,
and family and community engagement within a comprehensive approach that facilitates
interdisciplinary collaboration; and
new text end

new text begin (6) improve student health, school safety, and school climate to support academic success
and career and college readiness.
new text end

new text begin Subd. 3. new text end

new text begin Aid eligibility and application. new text end

new text begin A school district, charter school, intermediate
school district, or other cooperative unit is eligible to apply for student support personnel
aid under this section. The commissioner must prescribe the form and manner of the
application, which must include a plan describing how the aid will be used, including the
current roster of licensed student support personnel.
new text end

new text begin Subd. 4. new text end

new text begin Student support personnel aid. new text end

new text begin (a) The initial student support personnel aid
for a school district equals the greater of the student support personnel allowance times the
adjusted pupil units at the district for the current fiscal year or $50,000. The initial student
support personnel aid for a charter school equals the student support personnel allowance
times the adjusted pupil units at the charter school for the current fiscal year.
new text end

new text begin (b) The cooperative student support personnel aid for a school district that is a member
of an intermediate school district or other cooperative unit that enrolls students equals the
cooperative student support allowance times the adjusted pupil units at the district for the
current fiscal year. If a district is a member of more than one cooperative unit that enrolls
students, the revenue must be allocated among the cooperative units.
new text end

new text begin (c) The student support personnel allowance equals $25.23 for fiscal year 2024, $50.66
for fiscal year 2025, and $76.32 for fiscal year 2026 and later.
new text end

new text begin (d) The cooperative student support allowance equals $1.51 for fiscal year 2024, $3.04
for fiscal year 2025, and $4.58 for fiscal year 2026 and later.
new text end

new text begin (e) Notwithstanding paragraphs (a) and (b), the student support personnel aid must not
exceed the district's, charter school's, or cooperative unit's actual expenditure according to
the approved plan under subdivision 3.
new text end

new text begin Subd. 5. new text end

new text begin Allowed uses; match requirements. new text end

new text begin (a) Aid under this section must be used
to hire new positions for student support services personnel or increase a current position
that is less than 1.0 full-time equivalent to a greater number of service hours or make
permanent a position hired using onetime resources awarded through the federal Coronavirus
Aid Relief and Economic Security Act, the federal Consolidated Appropriations Act, the
federal Division M-Coronavirus Response and Relief Supplemental Appropriations Act, or
the federal American Rescue Plan Act, or to maintain a position that would otherwise be
eliminated.
new text end

new text begin (b) Cooperative student support personnel aid must be transferred to the intermediate
district or other cooperative unit of which the district is a member and used to hire new
positions for student support services personnel or increase a current position that is less
than 1.0 full-time equivalent to a greater number of service hours or make permanent a
position hired using onetime resources awarded through the American Rescue Plan Act at
the intermediate district or cooperative unit.
new text end

new text begin (c) If a school district, charter school, or cooperative unit does not receive at least two
applications and is not able to hire a new full-time equivalent position with student support
personnel aid, the aid may be used for contracted services from individuals licensed to serve
as a school counselor, school psychologist, school social worker, school nurse, or chemical
dependency counselor in Minnesota.
new text end

new text begin Subd. 6. new text end

new text begin Report required. new text end

new text begin By February 1 following any fiscal year in which student
support personnel aid was received, a school district, charter school, or cooperative unit
must submit a written report to the commissioner indicating how the new position affected
two or more of the following measures:
new text end

new text begin (1) school climate;
new text end

new text begin (2) student health;
new text end

new text begin (3) attendance rates;
new text end

new text begin (4) academic achievement;
new text end

new text begin (5) career and college readiness; and
new text end

new text begin (6) postsecondary completion rates.
new text end

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. 64.

Minnesota Statutes 2022, section 179A.03, subdivision 18, is amended to read:


Subd. 18.

Teacher.

"Teacher" means any public employee other than a superintendent
or assistant superintendent, principal, assistant principal, or a supervisory or confidential
employee, employed by a school district:

(1) in a position for which the person must be licensed by the Professional Educator
Licensing and Standards Board or the commissioner of education; deleted text beginor
deleted text end

(2) in a position as a physical therapist, occupational therapist, art therapist, music
therapist, or audiologistdeleted text begin.deleted text endnew text begin; or
new text end

new text begin (3) in a position creating and delivering instruction to children in a prekindergarten or
early learning program, except that an employee in a bargaining unit certified before January
1, 2023, may remain in a bargaining unit that does not include teachers unless an exclusive
representative files a petition for a unit clarification or to transfer exclusive representative
status.
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. 65.

Minnesota Statutes 2022, section 179A.03, subdivision 19, is amended to read:


Subd. 19.

Terms and conditions of employment.

"Terms and conditions of employment"
means the hours of employment, the compensation therefor including fringe benefits except
retirement contributions or benefits other than employer payment of, or contributions to,
premiums for group insurance coverage of retired employees or severance pay, and the
employer's personnel policies affecting the working conditions of the employees. In the
case of professional employees the term does not mean educational policies of a school
district. "Terms and conditions of employment" is subject to section 179A.07.new text begin In the case
of school employees, "terms and conditions of employment" includes class sizes, student
testing, and student-to-personnel ratios.
new text end

Sec. 66. new text beginAPPROPRIATIONS; DEPARTMENT OF EDUCATION.
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 Agricultural educator grants. new text end

new text begin (a) For agricultural educator grants under Laws
2017, First Special Session chapter 5, article 2, section 51:
new text end

new text begin $
new text end
new text begin 250,000
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 250,000
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 Subd. 3. new text end

new text begin Alternative teacher compensation aid. new text end

new text begin (a) For alternative teacher compensation
aid under Minnesota Statutes, section 122A.415, subdivision 4:
new text end

new text begin $
new text end
new text begin 88,666,000
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 89,321,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $8,824,000 for fiscal year 2023 and $79,842,000
for fiscal year 2024.
new text end

new text begin (c) The 2025 appropriation includes $8,871,000 for fiscal year 2024 and $80,450,000
for fiscal year 2025.
new text end

new text begin Subd. 4. new text end

new text begin Black Men Teach Twin Cities. new text end

new text begin (a) For a grant to Black Men Teach Twin Cities
for the purposes listed in paragraph (c):
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) Black Men Teach Twin Cities must use the grant to establish partnerships with school
district elementary schools and elementary charter schools with a goal of increasing the
number of black male teachers to 20 percent of the teachers at each school site. To the extent
possible, Black Men Teach Twin Cities must include sites in greater Minnesota, suburban
areas, and urban settings.
new text end

new text begin (c) The grant money may be used for:
new text end

new text begin (1) scholarships for aspiring teachers;
new text end

new text begin (2) student teacher stipends;
new text end

new text begin (3) mentoring activities;
new text end

new text begin (4) professional development, with an emphasis on early literacy training, including best
practices associated with the science of reading; and
new text end

new text begin (5) stipends for housing to allow a teacher to live closer to the teacher's school.
new text end

new text begin (d) Black Men Teach Twin Cities must provide a detailed report to the chairs and ranking
minority members of the legislative committees with jurisdiction over kindergarten through
grade 12 education and higher education by January 15 of each year following the year of
the grant describing how the grant funds were used. The report must describe the progress
made toward the goal of increasing the number of Black male teachers at each school site,
identify the strategies used to recruit Black teachers, and describe barriers Black men face
in the teaching profession. The report must be filed in accordance with Minnesota Statutes,
section 3.195.
new text end

new text begin Subd. 5. new text end

new text begin Come Teach in Minnesota hiring bonuses. new text end

new text begin (a) For the Come Teach in
Minnesota hiring bonuses pilot program under Minnesota Statutes, section 122A.59:
new text end

new text begin $
new text end
new text begin 0
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 200,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Up to $30,000 of the appropriation amount is available to administer and improve
the program.
new text end

new text begin Subd. 6. new text end

new text begin Concurrent enrollment teacher training program. new text end

new text begin (a) For the concurrent
enrollment teacher partnership under Minnesota Statutes, section 122A.76:
new text end

new text begin $
new text end
new text begin 375,000
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 375,000
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 Subd. 7. new text end

new text begin Expanded concurrent enrollment grants. new text end

new text begin (a) For grants to institutions offering
"Introduction to Teaching" or "Introduction to Education" courses under Minnesota Statutes,
section 124D.09, subdivision 10, paragraph (b):
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) Up to five percent of the grant amount is available for grant administration and
monitoring.
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. 8. new text end

new text begin Grow Your Own pathways to teacher licensure grants. new text end

new text begin (a) For grants to
develop, continue, or expand Grow Your Own new teacher programs under Minnesota
Statutes, section 122A.73, to develop a teaching workforce that more closely reflects the
state's increasingly diverse student population and ensure all students have equitable access
to effective and diverse teachers:
new text end

new text begin $
new text end
new text begin 23,500,000
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 23,500,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Up to $175,000 of the appropriation is available to administer the grant program.
new text end

new text begin Subd. 9. new text end

new text begin Special education teacher pipeline. new text end

new text begin (a) For grants to develop special education
teacher pipelines across Minnesota under Minnesota Statutes, section 122A.731:
new text end

new text begin $
new text end
new text begin 10,000,000
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 10,000,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Up to $175,000 of the appropriation is available to administer the grant program.
new text end

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

new text begin Subd. 10. new text end

new text begin Student support personnel aid. new text end

new text begin (a) For aid to support schools in addressing
students' social, emotional, and physical health under Minnesota Statutes, section 124D.901:
new text end

new text begin $
new text end
new text begin 25,000,000
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 50,000,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

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

new text begin (c) The base for fiscal year 2026 and later is $75,000,000.
new text end

new text begin Subd. 11. new text end

new text begin Student support personnel workforce pipeline. new text end

new text begin (a) For a grant program to
develop a student support personnel workforce pipeline focused on increasing school
psychologists, school nurses, school counselors, and school social workers of color and
Indigenous providers, professional respecialization, recruitment, and retention:
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) Of the amount in paragraph (a), $150,000 is for providing support to school nurses
across the state.
new text end

new text begin (c) To the extent practicable, the pipeline grants must be used to support equal numbers
of students pursuing careers as school psychologists, school nurses, school counselors, and
school social workers.
new text end

new text begin (d) For grants awarded under this subdivision to school psychologists, the following
terms have the meanings given:
new text end

new text begin (1) "eligible designated trainee" means an individual enrolled in a NASP-approved or
APA-accredited school psychology program granting educational specialist certificates or
doctoral degrees in school psychology;
new text end

new text begin (2) "practica" means an educational experience administered and evaluated by the
graduate training program, with university and site supervision by appropriately credentialed
school psychologists, to develop trainees' competencies to provide school psychological
services based on the graduate program's goals and competencies relative to accreditation
and licensure requirements; and
new text end

new text begin (3) "eligible employment" means a paid position within a school or local education
agency directly related to the training program providing direct or indirect school psychology
services. Direct services include assessment, intervention, prevention, or consultation services
to students or their family members and educational staff. Indirect services include
supervision, research and evaluation, administration, program development, technical
assistance, or professional learning to support direct services.
new text end

new text begin (e) Grants awarded to school psychologists must be used for:
new text end

new text begin (1) the provision of paid, supervised, and educationally meaningful practica in a public
school setting for an eligible designated trainee enrolled in a qualifying program within the
grantee's institution;
new text end

new text begin (2) to support student recruitment and retention to enroll and hire an eligible designated
trainee for paid practica in public school settings; and
new text end

new text begin (3) oversight of trainee practica and professional development by the qualifying institution
to ensure the qualifications and conduct by an eligible designated trainee meet requirements
set forth by the state and accrediting agencies.
new text end

new text begin (f) Upon successful completion of the graduate training program, grants awarded to
school psychologists must maintain eligible employment within Minnesota for a minimum
period of one-year full-time equivalent for each academic year of paid traineeship under
the grant program.
new text end

new text begin (g) Up to $150,000 of the appropriation is available for grant administration.
new text end

new text begin Subd. 12. new text end

new text begin Teacher residency program. new text end

new text begin (a) For the teacher residency program under
Minnesota Statutes, section 122A.68, subdivision 3:
new text end

new text begin $
new text end
new text begin 3,000,000
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 3,000,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

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

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

Sec. 67. new text beginAPPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND
STANDARDS BOARD.
new text end

new text begin Subdivision 1. new text end

new text begin Professional Educator Licensing and Standards Board. new text end

new text begin The sums
indicated in this section are appropriated from the general fund to the Professional Educator
Licensing and Standards Board for the fiscal years designated.
new text end

new text begin Subd. 2. new text end

new text begin Alternative pathways support position. new text end

new text begin To fund a new position at the
Professional Educator Licensing and Standards Board to support candidates through
alternative pathway programs, including the licensure via portfolio process and to support
districts, charter schools, and educational cooperatives to become alternative preparation
providers:
new text end

new text begin $
new text end
new text begin 150,000
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 150,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 3. new text end

new text begin Collaborative urban and greater Minnesota educators of color grants. new text end

new text begin (a)
For collaborative urban and greater Minnesota educators of color competitive grants under
Minnesota Statutes, section 122A.635:
new text end

new text begin $
new text end
new text begin 6,000,000
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 6,000,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The board may retain up to $100,000 of the appropriation amount to monitor and
administer the grant program.
new text end

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

new text begin (d) The base appropriation for fiscal year 2026 and later is $6,000,000.
new text end

new text begin Subd. 4. new text end

new text begin Heritage language and culture teachers. new text end

new text begin To support an additional licensure
pathway program for heritage language and culture teachers under Minnesota Statutes,
section 122A.631, including funding for a portfolio liaison and funding for substitute teachers
on meeting days, portfolio fees, licensure fees, and licensure exam fees for 50 program
participants:
new text end

new text begin $
new text end
new text begin 208,000
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 208,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 5. new text end

new text begin Licensure via portfolio online platform. new text end

new text begin To complete the licensure via portfolio
online platform to streamline the portfolio submission and review process:
new text end

new text begin $
new text end
new text begin 150,000
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 150,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 6. new text end

new text begin Mentoring, induction, and retention incentive program grants for teachers
of color.
new text end

new text begin (a) To develop and expand mentoring, induction, and retention programs designed
for teachers of color or American Indian teachers under Minnesota Statutes, section 122A.70:
new text end

new text begin $
new text end
new text begin 3,500,000
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 3,500,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

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

new text begin (c) The base for grants under Minnesota Statutes, section 122A.70, for fiscal year 2026
and later is $4,500,000, of which at least $3,500,000 each fiscal year is for grants to develop
and expand mentoring, induction, and retention programs designed for teachers of color or
American Indian teachers.
new text end

new text begin (d) The board may retain up to three percent of the appropriation amount to monitor and
administer the grant program.
new text end

new text begin Subd. 7. new text end

new text begin Removing barriers to licensure. new text end

new text begin (a) For rulemaking and technology changes
related to tiered licensure changes:
new text end

new text begin $
new text end
new text begin 77,000
new text end
new text begin .....
new text end
new text begin 2024
new text end

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

new text begin Subd. 8. new text end

new text begin Reports on increasing percentage of teachers of color and American Indian
teachers.
new text end

new text begin (a) For a half-time equivalent employee to complete reports on state-funded
programs to increase the percentage of teachers of color and American Indian teachers in
Minnesota schools in accordance with Minnesota Statutes, section 120B.117, and process
reports under Minnesota Statutes, sections 122A.40, subdivision 3, and 122A.41, subdivision
16:
new text end

new text begin $
new text end
new text begin 60,000
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 60,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The base for fiscal year 2026 and later is $60,000.
new text end

new text begin Subd. 9. new text end

new text begin Teacher recruitment marketing campaign. new text end

new text begin (a) To develop two contracts to
develop and implement an outreach and marketing campaign under this subdivision:
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) The Professional Educator Licensing and Standards Board must issue a request for
proposals to develop and implement an outreach and marketing campaign to elevate the
profession and recruit teachers, especially teachers of color and American Indian teachers.
Outreach efforts should include and support current and former Teacher of the Year finalists
interested in being recruitment fellows to encourage prospective educators throughout the
state. The board may renew a grant contract with a prior recipient if it determines sufficient
deliverables were achieved and the plans of the firm or organization are more promising
than proposals from other entities.
new text end

new text begin (c) The outreach and marketing campaign must focus on increasing interest in teaching
in Minnesota public schools for the following individuals:
new text end

new text begin (1) high school and college students of color or American Indian students who have not
chosen a career path; or
new text end

new text begin (2) adults from racial or ethnic groups underrepresented in the teacher workforce who
may be seeking to change careers.
new text end

new text begin (d) The board must award two $250,000 grants each year to firms or organizations that
demonstrate capacity to reach wide and varied audiences of prospective teachers based on
a work plan with quarterly deliverables. Preferences should be given to firms or organizations
that are led by people of color and that have people of color working on the campaign with
a proven record of success. The grant recipients must recognize current pathways or programs
to become a teacher and must partner with educators, schools, institutions, and racially
diverse communities. The grant recipients are encouraged to provide in-kind contributions
or seek funds from nonstate sources to supplement the grant award.
new text end

new text begin (e) The board may use no more than three percent of the appropriation amount to
administer the program under this subdivision, and may have an interagency agreement
with the Department of Education including transfer of funds to help administer the program.
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

Sec. 68. new text beginREVISOR INSTRUCTION.
new text end

new text begin The revisor of statutes shall replace the terms "candidate" or "candidates" with "applicant"
or "applicants" wherever they appear in Minnesota Statutes, sections 122A.09, 122A.18,
122A.181, 122A.182, 122A.183, 122A.184, 122A.185, 122A.188, 122A.21, and 122A.28.
new text end

Sec. 69. new text beginREPEALER.
new text end

new text begin (a) new text end new text begin Minnesota Statutes 2022, sections 122A.07, subdivision 2a; 122A.091, subdivisions
3 and 6; and 122A.18, subdivision 7c,
new text end new text begin are repealed.
new text end

new text begin (b) new text end new text begin Minnesota Rules, part 8710.0500, subparts 8 and 11, new text end new text begin are repealed.
new text end

new text begin (c) new text end new text begin Minnesota Statutes 2022, section 122A.182, subdivision 2, new text end new text begin is repealed.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin Paragraph (c) is effective July 1, 2024.
new text end

ARTICLE 6

CHARTER SCHOOLS

Section 1.

Minnesota Statutes 2022, section 124E.02, is amended to read:


124E.02 DEFINITIONS.

(a) For purposes of this chapter, the terms defined in this section have the meanings
given them.

(b) "Affidavit" means a written statement the authorizer submits to the commissioner
for approval to establish a charter school under section 124E.06, subdivision 4, attesting to
its review and approval process before chartering a school.

(c) "Affiliate" means a person that directly or indirectly, through one or more
intermediaries, controls, is controlled by, or is under common control with another person.

(d) "Control" means the ability to affect the management, operations, or policy actions
or decisions of a person, whether by owning voting securities, by contract, or otherwise.

(e) "Immediate family" means an individual whose relationship by blood, marriage,
adoption, or partnership is no more remote than first cousin.

new text begin (f) "Market need and demand study" means a study that includes the following for the
proposed locations of the school or additional site:
new text end

new text begin (1) current and projected demographic information of student populations in the
geographic area;
new text end

new text begin (2) current student enrollment patterns in the geographic area;
new text end

new text begin (3) information on existing schools and types of educational programs currently available;
new text end

new text begin (4) documentation of the plan to do outreach to diverse and underrepresented populations;
new text end

new text begin (5) information on the availability of properly zoned and classified facilities; and
new text end

new text begin (6) quantification of existing demand for the new school or site expansion.
new text end

deleted text begin (f)deleted text endnew text begin (g)new text end "Person" means an individual or entity of any kind.

deleted text begin (g)deleted text endnew text begin (h)new text end "Related party" means an affiliate or immediate relative of the other interested
party, an affiliate of an immediate relative who is the other interested party, or an immediate
relative of an affiliate who is the other interested party.

deleted text begin (h)deleted text endnew text begin (i)new text end For purposes of this chapter, the terms defined in section 120A.05 have the same
meanings.

Sec. 2.

Minnesota Statutes 2022, section 124E.03, subdivision 2, is amended to read:


Subd. 2.

Certain federal, state, and local requirements.

(a) A charter school shall
meet all federal, state, and local health and safety requirements applicable to school districts.

(b) A school must comply with statewide accountability requirements governing standards
and assessments in chapter 120B.

(c) A charter school must comply with the Minnesota Public School Fee Law, sections
123B.34 to 123B.39.

(d) A charter school is a district for the purposes of tort liability under chapter 466.

(e) A charter school must comply with the Pledge of Allegiance requirement under
section 121A.11, subdivision 3.

(f) A charter school and charter school board of directors must comply with chapter 181
governing requirements for employment.

(g) A charter school must comply with continuing truant notification under section
260A.03.

(h) A charter school must develop and implement a teacher evaluation and peer review
process under section 122A.40, subdivision 8, paragraph (b), clauses (2) to (13), and place
students in classrooms in accordance with section 122A.40, subdivision 8, paragraph (d).
The teacher evaluation process in this paragraph does not create any additional employment
rights for teachers.

(i) A charter school must adopt a policy, plan, budget, and process, consistent with
section 120B.11, to review curriculum, instruction, and student achievement and strive for
the world's best workforce.

(j) A charter school is subject to and must comply with the Pupil Fair Dismissal Act,
sections 121A.40 to 121A.56new text begin and 121A.575new text end.

Sec. 3.

Minnesota Statutes 2022, section 124E.03, is amended by adding a subdivision to
read:


new text begin Subd. 9. new text end

new text begin English learners. new text end

new text begin A charter school is subject to and must comply with the
Education for English Learners Act under sections 124D.58 to 124D.64 as though the charter
school were a district.
new text end

Sec. 4.

Minnesota Statutes 2022, section 124E.05, subdivision 4, is amended to read:


Subd. 4.

Application content.

(a) To be approved as an authorizer, an applicant must
include in its application to the commissioner at least the following:

(1) how the organization carries out its mission by chartering schools;

(2) a description of the capacity of the organization to serve as an authorizer, including
the positions allocated to authorizing duties, the qualifications for those positions, the
full-time equivalencies of those positions, and the financial resources available to fund the
positions;

(3) the application and review process the authorizer uses to decide whether to grant
charters;

(4) the type of contract it arranges with the schools it charters to meet the provisions of
section 124E.10;

(5) the process for overseeing the school, consistent with clause (4), to ensure that the
schools chartered comply with applicable law and rules and the contract;

(6) the criteria and process the authorizer uses to approve applications adding grades or
sites under section 124E.06, subdivision 5;

(7) the process for renewing or terminating the school's charter based on evidence
showing the academic, organizational, and financial competency of the school, including
its success in increasing student achievement and meeting the goals of the charter school
agreement; and

(8) an assurance specifying that the organization is committed to serving as an authorizer
deleted text begin for the full five-year termdeleted text endnew text begin until the commissioner terminates the organization's ability to
authorize charter schools under subdivision 6 or the organization formally withdraws as an
approved authorizer under subdivision 7
new text end.

(b) Notwithstanding paragraph (a), an authorizer that is a school district may satisfy the
requirements of paragraph (a), clauses (1) and (2), and any requirement governing a conflict
of interest between an authorizer and its charter schools or ongoing evaluation or continuing
education of an administrator or other professional support staff by submitting to the
commissioner a written promise to comply with the requirements.

Sec. 5.

Minnesota Statutes 2022, section 124E.05, subdivision 7, is amended to read:


Subd. 7.

Withdrawal.

If the governing board of an approved authorizer votes to withdraw
as an approved authorizer for a reason unrelated to any cause under deleted text beginsection 124E.10,
subdivision 4
deleted text endnew text begin subdivision 6new text end, the authorizer must notify all its chartered schools and the
commissioner in writing by March 1 of its intent to withdraw as an authorizer on June 30
in the next calendar yeardeleted text begin, regardless of when the authorizer's five-year term of approval
ends
deleted text end. Upon notification of the schools and commissioner, the authorizer must provide a
letter to the school for distribution to families of students enrolled in the school that explains
the decision to withdraw as an authorizer. The commissioner may approve the transfer of
a charter school to a new authorizer under section 124E.10, subdivision 5.

Sec. 6.

Minnesota Statutes 2022, section 124E.06, subdivision 1, is amended to read:


Subdivision 1.

Individuals eligible to organize.

(a) An authorizer, after receiving an
application from a charter school developer, may charter either a licensed teacher under
section 122A.18, subdivision 1, or a group of individuals that includes one or more licensed
teachers under section 122A.18, subdivision 1, to operate a school subject to the
commissioner's approval of the authorizer's affidavit under subdivision 4.

(b) "Application" under this section means the charter school business plan a charter
school developer submits to an authorizer for approval to establish a charter school. This
application must include:

(1) the school developer's:

(i) mission statement;

(ii) school purposes;

(iii) program design;

(iv) financial plan;

(v) governance and management structure; deleted text beginand
deleted text end

(vi) background and experience;new text begin and
new text end

new text begin (vii) market need and demand study; and
new text end

(2) any other information the authorizer requestsdeleted text begin; anddeleted text endnew text begin.
new text end

deleted text begin (3) a "statement of assurances" of legal compliance prescribed by the commissioner.
deleted text end

(c) An authorizer shall not approve an application submitted by a charter school developer
under paragraph (a) if the application does not comply with subdivision 3, paragraph (e),
and section 124E.01, subdivision 1. The commissioner shall not approve an affidavit
submitted by an authorizer under subdivision 4 if the affidavit does not comply with
subdivision 3, paragraph (e), and section 124E.01, subdivision 1.

Sec. 7.

Minnesota Statutes 2022, section 124E.06, subdivision 4, is amended to read:


Subd. 4.

Authorizer's affidavit; approval process.

(a) Before an operator may establish
and operate a school, the authorizer must file an affidavit with the commissioner stating its
intent to charter a school. An authorizer must file a separate affidavit for each school it
intends to charter. An authorizer must file an affidavit at least 14 months before July 1 of
the year the new charter school plans to serve students. The affidavit must state:

(1) the terms and conditions under which the authorizer would charter a schoolnew text begin, including
a market need and demand study
new text end; and

(2) how the authorizer intends to oversee:

(i) the fiscal and student performance of the charter school; and

(ii) compliance with the terms of the written contract between the authorizer and the
charter school board of directors under section 124E.10, subdivision 1.

(b) The commissioner must approve or disapprove the authorizer's affidavit within 60
business days of receiving the affidavit. If the commissioner disapproves the affidavit, the
commissioner shall notify the authorizer of the deficiencies in the affidavit and the authorizer
then has 20 business days to address the deficiencies. The commissioner must notify the
authorizer of the commissioner's final approval or final disapproval within 15 business days
after receiving the authorizer's response to the deficiencies in the affidavit. If the authorizer
does not address deficiencies to the commissioner's satisfaction, the commissioner's
disapproval is final. An authorizer who fails to obtain the commissioner's approval is
precluded from chartering the school that is the subject of this affidavit.

Sec. 8.

Minnesota Statutes 2022, section 124E.06, subdivision 5, is amended to read:


Subd. 5.

Adding grades or sites.

(a) A charter school may apply to the authorizer to
amend the school charter to add grades or primary enrollment sites beyond those defined
in the original affidavit approved by the commissioner. After approving the school's
application, the authorizer shall submit a supplemental affidavit in the form and manner
prescribed by the commissioner. The authorizer must file a supplemental affidavit to the
commissioner by October 1 to be eligible to add grades or sites in the next school year. The
supplemental affidavit must document to the authorizer's satisfaction:

(1) the need for the additional grades or sites with supporting long-range enrollment
projections;

(2) a longitudinal record of student academic performance and growth on statewide
assessments under chapter 120B or on other academic assessments that measure longitudinal
student performance and growth approved by the charter school's board of directors and
agreed upon with the authorizer;

(3) a history of sound school finances and a plan to add grades or sites that sustains the
school's finances; deleted text beginand
deleted text end

(4) board capacity to administer and manage the additional grades or sitesdeleted text begin.deleted text endnew text begin; and
new text end

new text begin (5) for site expansion, a market need and demand study.
new text end

(b) The commissioner shall have 30 business days to review and comment on the
supplemental affidavit. The commissioner shall notify the authorizer in writing of any
deficiencies in the supplemental affidavit and the authorizer then has 20 business days to
address any deficiencies in the supplemental affidavit to the commissioner's satisfaction.
The commissioner must notify the authorizer of final approval or final disapproval within
15 business days after receiving the authorizer's response to the deficiencies in the affidavit.
The school may not add grades or sites until the commissioner has approved the supplemental
affidavit. The commissioner's approval or disapproval of a supplemental affidavit is final.

Sec. 9.

Minnesota Statutes 2022, section 124E.10, subdivision 1, is amended to read:


Subdivision 1.

Contents.

(a) To authorize a charter school, the authorizer and the charter
school board of directors must sign a written contract within 45 business days of the
commissioner's approval of the authorizer's affidavit. The authorizer shall submit a copy of
the charter contract to the commissioner within ten business days after the contract is signed
by the contracting parties. The contract must include at least the following:

(1) a declaration that the charter school will carry out the primary purpose in section
124E.01, subdivision 1, and indicate how the school will report its implementation of the
primary purpose to its authorizer;

(2) a declaration of the additional purpose or purposes in section 124E.01, subdivision
1
, that the school intends to carry out and indicate how the school will report its
implementation of those purposes to its authorizer;

(3) a description of the school program and the specific academic and nonacademic
outcomes that pupils must achieve;

(4) a statement of new text beginthe school's new text endadmission policies and procedures;

(5) a school governance, management, and administration plan;

(6) signed agreements from charter school board members to comply with the federal
and state laws governing organizational, programmatic, and financial requirements applicable
to charter schools;

(7) the criteria, processes, and procedures the authorizer will use to monitor and evaluate
the fiscal, operational, and academic performance, consistent with subdivision 3, paragraphs
(a) and (b);

(8) for contract renewal, the formal written performance evaluation that is a prerequisite
for reviewing a charter contract under subdivision 3;

(9) types and amounts of insurance liability coverage the charter school must obtain,
consistent with section 124E.03, subdivision 2, paragraph (d);

(10) consistent with section 124E.09, paragraph (d), a provision to indemnify and hold
harmless from any suit, claim, or liability arising from any charter school operation:

(i) the authorizer and its officers, agents, and employees; and

(ii) notwithstanding section 3.736, the commissioner and department officers, agents,
and employees;

(11) the term of the contract, which, for an initial contract, may be up to five years plus
a preoperational planning period, or for a renewed contract or a contract with a new authorizer
after a transfer of authorizers, may be up to five years, if warranted by the school's academic,
financial, and operational performance;

(12) how the charter school board of directors or the charter school operators will provide
special instruction and services for children with a disability under sections 125A.03 to
125A.24, and 125A.65, and a description of the financial parameters within which the charter
school will provide the special instruction and services to children with a disability;

(13) the specific conditions for contract renewal that identify the performance of all
students under the primary purpose of section 124E.01, subdivision 1, as the most important
factor in determining whether to renew the contract; and

(14) the additional purposes under section 124E.01, subdivision 1, and related
performance obligations under clause (7) contained in the charter contract as additional
factors in determining whether to renew the contract.

(b) In addition to the requirements of paragraph (a), the charter contract must contain
the plan for an orderly closing of the school under chapter 317A, that establishes the
responsibilities of the school board of directors and the authorizer, whether the closure is a
termination for cause, a voluntary termination, or a nonrenewal of the contract. The plan
must establish who is responsible for:

(1) notifying the commissioner, school district in which the charter school is located,
and parents of enrolled students about the closure;

(2) providing parents of enrolled students information and assistance to enable the student
to re-enroll in another school;

(3) transferring student records under section 124E.03, subdivision 5, paragraph (b), to
the student's resident school district; and

(4) closing financial operations.

(c) A charter school must design its programs to at least meet the outcomes adopted by
the commissioner for public school students, including world's best workforce goals under
section 120B.11, subdivision 1. In the absence of the commissioner's requirements governing
state standards and benchmarks, the school must meet the outcomes contained in the contract
with the authorizer. The achievement levels of the outcomes contained in the contract may
exceed the achievement levels of any outcomes adopted by the commissioner for public
school students.

Sec. 10.

Minnesota Statutes 2022, section 124E.11, is amended to read:


124E.11 ADMISSION REQUIREMENTS AND ENROLLMENT.

(a) A charter school, including its preschool or prekindergarten program established
under section 124E.06, subdivision 3, paragraph (b), may limit admission to:

(1) pupils within an age group or grade level;

(2) pupils who are eligible to participate in the graduation incentives program under
section 124D.68; or

(3) residents of a specific geographic area in which the school is located when the
majority of students served by the school are members of underserved populations.

(b) A charter school, including its preschool or prekindergarten program established
under section 124E.06, subdivision 3, paragraph (b), deleted text beginshalldeleted text endnew text begin mustnew text end enroll an eligible pupil who
submits a timely application, unless the number of applications exceeds the capacity of a
program, class, grade level, or building. In this case, pupils must be accepted by lot. The
charter school must develop and publish, including on its website, a lottery policy and
process that it must use when accepting pupils by lot.

(c) new text beginAdmission to a charter school must be free to any eligible pupil who resides within
the state. A charter school must give enrollment preference to a Minnesota resident pupil
over pupils that do not reside in Minnesota. A charter school must require a pupil who does
not reside in Minnesota to annually apply to enroll in accordance with paragraphs (a) to (f).
new text end A charter school deleted text beginshalldeleted text endnew text begin mustnew text end give enrollment preference to a sibling of an enrolled pupil and
to a foster child of that pupil's parents and may give preference for enrolling children of the
school's staff before accepting other pupils by lot. A charter school that is located in Duluth
township in St. Louis County and admits students in kindergarten through grade 6 must
give enrollment preference to students residing within a five-mile radius of the school and
to the siblings of enrolled children. deleted text beginA charter school may give enrollment preference to
children currently enrolled in the school's free preschool or prekindergarten program under
section 124E.06, subdivision 3, paragraph (b), who are eligible to enroll in kindergarten in
the next school year.
deleted text end

(d) A person deleted text beginshalldeleted text endnew text begin maynew text end not be admitted to a charter school (1) as a kindergarten pupil,
unless the pupil is at least five years of age on September 1 of the calendar year in which
the school year for which the pupil seeks admission commences; or (2) as a first grade
student, unless the pupil is at least six years of age on September 1 of the calendar year in
which the school year for which the pupil seeks admission commences or has completed
kindergarten; except that a charter school may establish and publish on its website a policy
for admission of selected pupils at an earlier age, consistent with the enrollment process in
paragraphs (b) and (c).

(e) Except as permitted in deleted text beginparagraph (d)deleted text endnew text begin paragraphs (d) and (i)new text end, a charter school, including
its preschool or prekindergarten program established under section 124E.06, subdivision
3
, paragraph (b), may not limit admission to pupils on the basis of intellectual ability,
measures of achievement or aptitude, or athletic ability and may not establish any criteria
or requirements for admission that are inconsistent with this section.

(f) The charter school deleted text beginshalldeleted text endnew text begin mustnew text end not distribute any services or goods of value to students,
parents, or guardians as an inducement, term, or condition of enrolling a student in a charter
school.

(g) Once a studentnew text begin who resides in Minnesotanew text end is enrolled in the schoolnew text begin in kindergarten
through grade 12
new text end, new text beginor in the school's free preschool or prekindergarten program under section
124E.06, subdivision 3, paragraph (b), while generating pupil units,
new text endthe student is considered
enrolled in the school until the student formally withdraws or is expelled under the Pupil
Fair Dismissal Act in sections 121A.40 to 121A.56.

(h) A charter school with at least 90 percent of enrolled students who are eligible for
special education services and have a primary disability of deaf or hard-of-hearing may
enroll prekindergarten pupils with a disability under section 126C.05, subdivision 1,
paragraph (a), and must comply with the federal Individuals with Disabilities Education
Act under Code of Federal Regulations, title 34, section 300.324, subsection (2), clause
(iv).

new text begin (i) A charter school serving at least 90 percent of enrolled students who are eligible for
special education services and have a primary disability of deaf, hard-of-hearing, or deafblind
may give enrollment preference to students who are eligible for special education services
and have a primary disability of deaf, hard-of-hearing, or deafblind. The charter school may
not limit admission based on the student's eligibility for additional special education services.
new text end

Sec. 11.

Minnesota Statutes 2022, section 124E.12, subdivision 1, is amended to read:


Subdivision 1.

Teachers.

A charter schoolnew text begin, excluding its preschool or prekindergarten
program established under section 124E.06, subdivision 3,
new text end must employ or contract with
necessary teachers, as defined by section deleted text begin122A.15, subdivision 1,deleted text endnew text begin 122A.06, subdivision 2,
or contract with a cooperative formed under chapter 308A to provide necessary teachers,
new text end
who hold valid licenses to perform the particular service for which they are employed in
the school. new text beginA charter school's preschool or prekindergarten program must employ or contract
with teachers knowledgeable in early childhood curriculum content, assessment, native and
English language programs, and instruction established under section 124E.06, subdivision
3.
new text endThe commissioner may reduce the charter school's state aid under section 127A.43 if the
school employs a teacher who is not appropriately licensed or approved by the Professional
Educator Licensing and Standards Board. The school may employ necessary employees
who are not required to hold teaching licenses to perform duties other than teaching and
may contract for other services. The school may discharge teachers and nonlicensed
employees. The charter school board is subject to section 181.932 governing whistle-blowers.
When offering employment to a prospective employee, a charter school must give that
employee a written description of the terms and conditions of employment and the school's
personnel policies.

Sec. 12.

Minnesota Statutes 2022, section 124E.13, subdivision 1, is amended to read:


Subdivision 1.

Leased space.

A charter school may lease space from: an independent
or special school board; other public organization; private, nonprofit, nonsectarian
organization; private property owner; or a sectarian organization if the leased space is
constructed as a school facility. new text beginIn all cases, the eligible lessor must also be the building
owner.
new text endThe commissioner must review and approve or disapprove leases in a timely manner
to determine eligibility for lease aid under section 124E.22.

Sec. 13.

Minnesota Statutes 2022, section 124E.13, subdivision 3, is amended to read:


Subd. 3.

Affiliated nonprofit building corporation.

(a) An affiliated nonprofit building
corporation may purchase, expand, or renovate an existing facility to serve as a school or
may construct a new school facility. deleted text beginAdeleted text endnew text begin Onenew text end charter school may organize an affiliated
nonprofit building corporationnew text begin that serves only that charter schoolnew text end if the charter school:

(1) has operated for at least six consecutive years;

(2) as of June 30, has a net positive unreserved general fund balance in the preceding
three fiscal years;

(3) has long-range strategic and financial plans that include enrollment projections for
at least five years;

(4) completes a feasibility study of facility options that outlines the benefits and costs
of each option; and

(5) has a plan that describes project parameters and budget.

(b) An affiliated nonprofit building corporation under this subdivision must:

(1) be incorporated under section 317A;

(2) comply with applicable Internal Revenue Service regulations, including regulations
for "supporting organizations" as defined by the Internal Revenue Service;

(3) post on the school website the name, mailing address, bylaws, minutes of board
meetings, and names of the current board of directors of the affiliated nonprofit building
corporation;

(4) submit to the commissioner a copy of its annual audit by December 31 of each year;
and

(5) comply with government data practices law under chapter 13.

(c) An affiliated nonprofit building corporation must not serve as the leasing agent for
property or facilities it does not own. A charter school that leases a facility from an affiliated
nonprofit building corporation that does not own the leased facility is ineligible to receive
charter school lease aid. The state is immune from liability resulting from a contract between
a charter school and an affiliated nonprofit building corporation.

(d) The board of directors of the charter school must ensure the affiliated nonprofit
building corporation complies with all applicable legal requirements. The charter school's
authorizer must oversee the efforts of the board of directors of the charter school to ensure
legal compliance of the affiliated building corporation. A school's board of directors that
fails to ensure the affiliated nonprofit building corporation's compliance violates its
responsibilities and an authorizer must consider that failure when evaluating the charter
school.

Sec. 14.

Minnesota Statutes 2022, section 124E.25, subdivision 1a, is amended to read:


Subd. 1a.

School closures; payments.

(a) Notwithstanding subdivision 1 and section
127A.45, for a charter school ceasing operation on or before June 30, for the payment periods
occurring after the school ceases serving students, the commissioner shall withhold the
estimated state aid owed the school. The charter school board of directors and authorizer
must submit to the commissioner a closure plan under chapter deleted text begin308A ordeleted text end 317A, and financial
information about the school's liabilities and assets. After receiving the closure plan, financial
information, an audit of pupil counts, and documented lease expenditures from the charter
school and monitoring special education expenditures, the commissioner may release cash
withheld and may continue regular payments up to the current year payment percentages
if further amounts are owed. If, based on audits and monitoring, the school received state
aid in excess of the amount owed, the commissioner shall retain aid withheld sufficient to
eliminate the aid overpayment.

(b) For a charter school ceasing operations before or at the end of a school year,
notwithstanding section 127A.45, subdivision 3, the commissioner may make preliminary
final payments after the school submits the closure plan, an audit of pupil counts, documented
lease expenditures, and Uniform Financial Accounting and Reporting Standards (UFARS)
financial data and the commissioner monitors special education expenditures for the final
year of operation. The commissioner may make the final payment after receiving audited
financial statements under section 123B.77, subdivision 3.

(c) Notwithstanding sections 317A.701 to 317A.791, after closing a charter school and
satisfying creditors, remaining cash and investment balances shall be returned by the
commissioner to the state general fund.

ARTICLE 7

SPECIAL EDUCATION

Section 1.

Minnesota Statutes 2022, section 120A.20, subdivision 1, is amended to read:


Subdivision 1.

Age limitations; pupils.

(a) All schools supported in whole or in part
by state funds are public schools. Admission to a public school is free to any person who:
(1) resides within the district that operates the school; (2) is under 21 years of age or who
meets the requirements of paragraph (c); and (3) satisfies the minimum age requirements
imposed by this section. Notwithstanding the provisions of any law to the contrary, the
conduct of all students under 21 years of age attending a public secondary school is governed
by a single set of reasonable rules and regulations promulgated by the school board.

(b) A person shall not be admitted to a public school (1) as a kindergarten pupil, unless
the pupil is at least five years of age on September 1 of the calendar year in which the school
year for which the pupil seeks admission commences; or (2) as a 1st grade student, unless
the pupil is at least six years of age on September 1 of the calendar year in which the school
year for which the pupil seeks admission commences or has completed kindergarten; except
that any school board may establish a policy for admission of selected pupils at an earlier
age under section 124D.02.

(c) A pupil who becomes age 21 after enrollment is eligible for continued free public
school enrollment until at least one of the following occurs: (1) the first September 1 after
the pupil's 21st birthday; (2) the pupil's completion of the graduation requirements; (3) the
pupil's withdrawal with no subsequent enrollment within 21 calendar days; deleted text beginordeleted text end (4) the end
of the school yearnew text begin; or (5) in the case of a student with a disability as defined under section
125A.02, the pupil's 22nd birthday
new text end.

Sec. 2.

Minnesota Statutes 2022, section 121A.41, subdivision 7, is amended to read:


Subd. 7.

Pupil.

(a) "Pupil" means any student:

(1) without a disability under 21 years of age; or

(2) with a disability under deleted text begin21deleted text endnew text begin 22new text end years old who has not received a regular high school
diploma deleted text beginor for a child with a disability who becomes 21 years old during the school year
but has not received a regular high school diploma, until the end of that school year
deleted text end; and

(3) who remains eligible to attend a public elementary or secondary school.

(b) A "student with a disability" or a "pupil with a disability" has the same meaning as
a "child with a disability" under section 125A.02.

Sec. 3.

Minnesota Statutes 2022, section 122A.31, subdivision 1, is amended to read:


Subdivision 1.

Requirements for American sign language/English interpreters.

(a)
In addition to any other requirements that a school district establishes, any person employed
to provide American sign language/English interpreting or sign transliterating services on
a full-time or part-time basis for a school district after July 1, 2000, must:

(1) hold current interpreter deleted text beginanddeleted text endnew text begin ornew text end transliterator certificates awarded by the Registry of
Interpreters for the Deaf (RID), or the general level interpreter proficiency certificate awarded
by the National Association of the Deaf (NAD), or a comparable state certification from
the commissioner of educationdeleted text begin;deleted text endnew text begin,new text end and

deleted text begin (2)deleted text end satisfactorily complete an interpreter/transliterator training program affiliated with
an accredited educational institutiondeleted text begin.deleted text endnew text begin; or
new text end

new text begin (2) hold a certified deaf interpreter certification issued by RID.
new text end

(b) New graduates of an interpreter/transliterator program affiliated with an accredited
education institutionnew text begin or certified deaf interpreters who hold a certification issued by RIDnew text end
shall be granted a two-year provisional certificate by the commissioner. During the two-year
provisional period, the interpreter/transliterator must develop and implement an education
plan in collaboration with a mentor under paragraph (c).

(c) A mentor of a provisionally certified interpreter/transliterator must be an
interpreter/transliterator who has either NAD level IV or V certification or RID certified
interpreter and certified transliterator certification and have at least three years new text beginof
new text end interpreting/transliterating experience in any educational setting. The mentor, in collaboration
with the provisionally certified interpreter/transliterator, shall develop and implement an
education plan designed to meet the requirements of paragraph (a), clause (1), and include
a weekly on-site mentoring process.

(d) Consistent with the requirements of this paragraph, a person holding a provisional
certificate may apply to the commissioner for one time-limited extension. The commissioner,
in consultation with the Commission of the Deaf, DeafBlind and Hard of Hearing, must
grant the person a time-limited extension of the provisional certificate based on the following
documentation:

(1) letters of support from the person's mentor, a parent of a pupil the person serves, the
special education director of the district in which the person is employed, and a representative
from the regional service center of the deaf and hard-of-hearing;

(2) records of the person's formal education, training, experience, and progress on the
person's education plan; and

(3) an explanation of why the extension is needed.

As a condition of receiving the extension, the person must comply with a plan and the
accompanying deleted text begintime linedeleted text endnew text begin timelinenew text end for meeting the requirements of this subdivision. A
committee composed of the deaf and hard-of-hearing state specialist, a representative of
the Minnesota Association of Deaf Citizens, a representative of the Minnesota Registry of
Interpreters deleted text beginofdeleted text endnew text begin fornew text end the Deaf, and other appropriate deleted text beginpersonsdeleted text endnew text begin committee membersnew text end selected by
the commissioner must develop the plan and deleted text begintime linedeleted text endnew text begin timelinenew text end for the person receiving the
extension.

(e) A school district may employ only an interpreter/transliterator who has been certified
under paragraph (a) or (b), or for whom a time-limited extension has been granted under
paragraph (d).

new text begin (f) An interpreter who meets the requirements of paragraph (a) is "essential personnel"
as defined in section 125A.76, subdivision 1.
new text end

Sec. 4.

Minnesota Statutes 2022, section 122A.50, is amended to read:


122A.50 PREPARATION TIME.

new text begin Subdivision 1. new text end

new text begin Preparation time. new text end

Beginning with agreements effective July 1, 1995,
and thereafter, all collective bargaining agreements for teachers provided for under chapter
179A, must include provisions for preparation time or a provision indicating that the parties
to the agreement chose not to include preparation time in the contract.

If the parties cannot agree on preparation time the following provision shall apply and
be incorporated as part of the agreement: "Within the student day for every 25 minutes of
classroom instructional time, a minimum of five additional minutes of preparation time
shall be provided to each licensed teacher. Preparation time shall be provided in one or two
uninterrupted blocks during the student day. Exceptions to this may be made by mutual
agreement between the district and the exclusive representative of the teachers."

new text begin Subd. 2. new text end

new text begin Due process forms and procedure time. new text end

new text begin (a) Beginning with the 2023-2024
school year, a school district must use the revenue under this subdivision to provide time
for teachers to complete due process forms and procedures in accordance with the plan
developed under paragraph (c). This time is in addition to the preparation time under
subdivision 1. For purposes of this subdivision, "school district" includes a charter school.
new text end

new text begin (b) For fiscal year 2024, the due process revenue for a school district is equal to $29
times the adjusted pupil units for the current fiscal year. For fiscal year 2024, the due process
revenue for a school district that is a member of an intermediate school district or other
cooperative unit that enrolls students is equal to $8.25 times the adjusted pupil units for the
current fiscal year. For fiscal year 2025 and later, the due process revenue for a school
district equals $16.25 times the adjusted pupil units for the current fiscal year. For fiscal
year 2025 and later, the due process revenue for a school district that is a member of an
intermediate school district or other cooperative unit that enrolls students equals $3.25 times
the adjusted pupil units for the current fiscal year. If a district is a member of more than one
cooperative unit that enrolls students, the revenue must be allocated among the cooperative
units.
new text end

new text begin (c) A district must meet and negotiate an agreement with the exclusive representative
of teachers in the district containing a plan to use the revenue authorized under this
subdivision. The plan must provide teachers that provide direct services to students with
individualized education programs or individualized family services plans time to complete
due process forms and procedures. Examples of allowed uses for the revenue include:
new text end

new text begin (1) 43.75 hours of paid time for each teacher providing direct special education services,
with the time paid at a rate proportional to the teacher's annual salary, in addition to the
wages provided under applicable collective bargaining agreements and memoranda between
the school board and exclusive representative of teachers;
new text end

new text begin (2) the costs of necessary substitute teachers;
new text end

new text begin (3) innovative flexible learning days or weeks that provide teachers time during the
regularly scheduled duty day to complete forms and procedures; and
new text end

new text begin (4) due process clerks or other staff dedicated to assisting teachers with due process
forms and procedures.
new text end

new text begin (d) If the district and exclusive representative cannot reach agreement on a plan to use
the revenue, the agreement must require the revenue to be used for the use identified in
paragraph (c), clause (1). The parties may agree to reduce the number of paid hours if they
agree on another use for the revenue, including another use identified in paragraph (c).
new text end

new text begin (e) Notwithstanding paragraphs (c) and (d), a charter school without an exclusive
representative for its teachers may adopt a due process plan after consulting with its special
education teachers. Due process aid received under this section by a charter school subject
to this paragraph must be used only for the purposes of the charter school's due process
plan.
new text end

new text begin (f) For fiscal years 2025 and later, the commissioner must proportionately reduce the
school district and cooperative units per pupil allowances in paragraph (b) to account for
the additional expenditures in the special education formula.
new text end

Sec. 5.

Minnesota Statutes 2022, section 123B.92, subdivision 1, is amended to read:


Subdivision 1.

Definitions.

For purposes of this section and section 125A.76, the terms
defined in this subdivision have the meanings given to them.

(a) "Actual expenditure per pupil transported in the regular and excess transportation
categories" means the quotient obtained by dividing:

(1) the sum of:

(i) all expenditures for transportation in the regular category, as defined in paragraph
(b), clause (1), and the excess category, as defined in paragraph (b), clause (2), plus

(ii) an amount equal to one year's depreciation on the district's school bus fleet and
mobile units computed on a straight line basis at the rate of 15 percent per year for districts
operating a program under section 124D.128 for grades 1 to 12 for all students in the district
and 12-1/2 percent per year for other districts of the cost of the fleet, plus

(iii) an amount equal to one year's depreciation on the district's type III vehicles, as
defined in section 169.011, subdivision 71, which must be used a majority of the time for
pupil transportation purposes, computed on a straight line basis at the rate of 20 percent per
year of the cost of the type three school buses by:

(2) the number of pupils eligible for transportation in the regular category, as defined
in paragraph (b), clause (1), and the excess category, as defined in paragraph (b), clause
(2).

(b) "Transportation category" means a category of transportation service provided to
pupils as follows:

(1) Regular transportation is:

(i) transportation to and from school during the regular school year for resident elementary
pupils residing one mile or more from the public or nonpublic school they attend, and
resident secondary pupils residing two miles or more from the public or nonpublic school
they attend, excluding desegregation transportation and noon kindergarten transportation;
but with respect to transportation of pupils to and from nonpublic schools, only to the extent
permitted by sections 123B.84 to 123B.87;

(ii) transportation of resident pupils to and from language immersion programs;

(iii) transportation of a pupil who is a custodial parent and that pupil's child between the
pupil's home and the child care provider and between the provider and the school, if the
home and provider are within the attendance area of the school;

(iv) transportation to and from or board and lodging in another district, of resident pupils
of a district without a secondary school;

(v) transportation to and from school during the regular school year required under
subdivision 3 for nonresident elementary pupils when the distance from the attendance area
border to the public school is one mile or more, and for nonresident secondary pupils when
the distance from the attendance area border to the public school is two miles or more,
excluding desegregation transportation and noon kindergarten transportation; and

(vi) transportation of pregnant or parenting pupils to and from a program that was
established on or before January 1, 2018, or that is in operation on or after July 1, 2021,
that provides:

(A) academic instruction;

(B) at least four hours per week of parenting instruction; and

(C) high-quality child care on site during the education day with the capacity to serve
all children of enrolled pupils.

For the purposes of this paragraph, a district may designate a licensed day care facility,
school day care facility, respite care facility, the residence of a relative, or the residence of
a person or other location chosen by the pupil's parent or guardian, or an after-school program
for children operated by a political subdivision of the state, as the home of a pupil for part
or all of the day, if requested by the pupil's parent or guardian, and if that facility, residence,
or program is within the attendance area of the school the pupil attends.

(2) Excess transportation is:

(i) transportation to and from school during the regular school year for resident secondary
pupils residing at least one mile but less than two miles from the public or nonpublic school
they attend, and transportation to and from school for resident pupils residing less than one
mile from school who are transported because of full-service school zones, extraordinary
traffic, drug, or crime hazards; and

(ii) transportation to and from school during the regular school year required under
subdivision 3 for nonresident secondary pupils when the distance from the attendance area
border to the school is at least one mile but less than two miles from the public school they
attend, and for nonresident pupils when the distance from the attendance area border to the
school is less than one mile from the school and who are transported because of full-service
school zones, extraordinary traffic, drug, or crime hazards.

(3) Desegregation transportation is transportation within and outside of the district during
the regular school year of pupils to and from schools located outside their normal attendance
areas under a plan for desegregation mandated by the commissioner or under court order.

(4) "Transportation services for pupils with disabilities" is:

(i) transportation of pupils with disabilities who cannot be transported on a regular school
bus between home or a respite care facility and school;

(ii) necessary transportation of pupils with disabilities from home or from school to
other buildings, including centers such as developmental achievement centers, hospitals,
and treatment centers where special instruction or services required by sections 125A.03 to
125A.24, 125A.26 to 125A.48, and 125A.65 are provided, within or outside the district
where services are provided;

(iii) necessary transportation for resident pupils with disabilities required by sections
125A.12, and 125A.26 to 125A.48;

(iv) board and lodging for pupils with disabilities in a district maintaining special classes;

(v) transportation from one educational facility to another within the district for resident
pupils enrolled on a shared-time basis in educational programs, and necessary transportation
required by sections 125A.18, and 125A.26 to 125A.48, for resident pupils with disabilities
who are provided special instruction and services on a shared-time basis or if resident pupils
are not transported, the costs of necessary travel between public and private schools or
neutral instructional sites by essential personnel employed by the district's program for
children with a disability;

(vi) transportation for resident pupils with disabilities to and from board and lodging
facilities when the pupil is boarded and lodged for educational purposes;

(vii) transportation of pupils for a curricular field trip activity on a school bus equipped
with a power lift when the power lift is required by a student's disability or section 504 plan;
and

(viii) services described in clauses (i) to (vii), when provided for pupils with disabilities
in conjunction with a summer instructional program that relates to the pupil's individualized
education program or in conjunction with a learning year program established under section
124D.128.

For purposes of computing special education initial aid under section 125A.76, the cost
of providing transportation for children with disabilities includes (A) the additional cost of
transporting a student in a shelter care facility as defined in section 260C.007, subdivision
30, new text begina student placed in a family foster home as defined in section 260C.007, subdivision
16b,
new text enda homeless student in another district to the school of origin, or a formerly homeless
student from a permanent home in another district to the school of origin but only through
the end of the academic year; and (B) depreciation on district-owned school buses purchased
after July 1, 2005, and used primarily for transportation of pupils with disabilities, calculated
according to paragraph (a), clauses (ii) and (iii). Depreciation costs included in the disabled
transportation category must be excluded in calculating the actual expenditure per pupil
transported in the regular and excess transportation categories according to paragraph (a).
For purposes of subitem (A), a school district may transport a child who does not have a
school of origin to the same school attended by that child's sibling, if the siblings are homeless
or in a shelter care facility.

(5) "Nonpublic nonregular transportation" is:

(i) transportation from one educational facility to another within the district for resident
pupils enrolled on a shared-time basis in educational programs, excluding transportation
for nonpublic pupils with disabilities under clause (4);

(ii) transportation within district boundaries between a nonpublic school and a public
school or a neutral site for nonpublic school pupils who are provided pupil support services
pursuant to section 123B.44; and

(iii) late transportation home from school or between schools within a district for
nonpublic school pupils involved in after-school activities.

(c) "Mobile unit" means a vehicle or trailer designed to provide facilities for educational
programs and services, including diagnostic testing, guidance and counseling services, and
health services. A mobile unit located off nonpublic school premises is a neutral site as
defined in section 123B.41, subdivision 13.

Sec. 6.

Minnesota Statutes 2022, section 124D.128, subdivision 2, is amended to read:


Subd. 2.

Commissioner designation.

(a) A state-approved alternative program designated
by the state must be a site. A state-approved alternative program must provide services to
students who meet the criteria in section 124D.68 and who are enrolled in:

(1) a district that is served by the state-approved alternative program; or

(2) a charter school located within the geographic boundaries of a district that is served
by the state-approved alternative program.

(b) To be designated, a state-approved alternative program must demonstrate to the
commissioner that it will:

(1) provide a program of instruction that permits pupils to receive instruction throughout
the entire year; and

(2) develop and maintain a separate record system that, for purposes of section 126C.05,
permits identification of membership attributable to pupils participating in the program.
The record system and identification must ensure that the program will not have the effect
of increasing the total average daily membership attributable to an individual pupil as a
result of a learning year program. The record system must include the date the pupil originally
enrolled in a learning year program, the pupil's grade level, the date of each grade promotion,
the average daily membership generated in each grade level, the number of credits or
standards earned, and the number needed to graduate.

(c) A student who has not completed a school district's graduation requirements may
continue to enroll in courses the student must complete in order to graduate until the student
satisfies the district's graduation requirements or the student is 21 years old, whichever
comes first.new text begin A student with a disability as set forth in section 125A.02 may continue to
enroll in courses until the student graduates with a regular high school diploma or the student
is 22 years old, whichever comes first.
new text end

Sec. 7.

Minnesota Statutes 2022, section 124D.68, subdivision 2, is amended to read:


Subd. 2.

Eligible pupils.

(a) A pupil under the age of 21 or who meets the requirements
of section 120A.20, subdivision 1, paragraph (c), is eligible to participate in the graduation
incentives program, if the pupil:

(1) performs substantially below the performance level for pupils of the same age in a
locally determined achievement test;

(2) is behind in satisfactorily completing coursework or obtaining credits for graduation;

(3) is pregnant or is a parent;

(4) has been assessed as having substance use disorder;

(5) has been excluded or expelled according to sections 121A.40 to 121A.56;

(6) has been referred by a school district for enrollment in an eligible program or a
program pursuant to section 124D.69;

(7) is a victim of physical or sexual abuse;

(8) has experienced mental health problems;

(9) has experienced homelessness sometime within six months before requesting a
transfer to an eligible program;

(10) speaks English as a second language or is an English learner;

(11) has withdrawn from school or has been chronically truant; or

(12) is being treated in a hospital in the seven-county metropolitan area for cancer or
other life threatening illness or is the sibling of an eligible pupil who is being currently
treated, and resides with the pupil's family at least 60 miles beyond the outside boundary
of the seven-county metropolitan area.

(b) A pupil otherwise qualifying under paragraph (a) who is at least 21 years of age and
not yet 22 years of age, and is an English learner with an interrupted formal education
according to section 124D.59, subdivision 2a, new text beginor is a pupil with a disability as set forth in
section 125A.02,
new text endis eligible to participate in the graduation incentives program under section
124D.68 and in concurrent enrollment courses offered under section 124D.09, subdivision
10
, and is funded in the same manner as other pupils under this section.

Sec. 8.

Minnesota Statutes 2022, section 125A.03, is amended to read:


125A.03 SPECIAL INSTRUCTION FOR CHILDREN WITH A DISABILITY.

(a) As defined in paragraph (b), every district must provide special instruction and
services, either within the district or in another district, for all children with a disability,
including providing required services under Code of Federal Regulations, title 34, section
300.121, paragraph (d), to those children suspended or expelled from school for more than
ten school days in that school year, who are residents of the district and who are disabled
as set forth in section 125A.02. For purposes of state and federal special education laws,
the phrase "special instruction and services" in the state Education Code means a free and
appropriate public education provided to an eligible child with disabilities. "Free appropriate
public education" means special education and related services that:

(1) are provided at public expense, under public supervision and direction, and without
charge;

(2) meet the standards of the state, including the requirements of the Individuals with
Disabilities Education Act, Part B or C;

(3) include an appropriate preschool, elementary school, or secondary school education;
and

(4) are provided to children ages three through 21 in conformity with an individualized
education program that meets the requirements of the Individuals with Disabilities Education
Act, subpart A, sections 300.320 to 300.324, and provided to infants and toddlers in
conformity with an individualized family service plan that meets the requirements of the
Individuals with Disabilities Education Act, subpart A, sections 303.300 to 303.346.

(b) Notwithstanding any age limits in laws to the contrary, special instruction and services
must be provided from birth deleted text beginuntil July 1 after the child with a disability becomes 21 years
old
deleted text endnew text begin until the child with a disability becomes 22 years oldnew text end but shall not extend beyond
secondary school or its equivalent, except as provided in section 124D.68, subdivision 2.
Local health, education, and social service agencies must refer children under age five who
are known to need or suspected of needing special instruction and services to the school
district. Districts with less than the minimum number of eligible children with a disability
as determined by the commissioner must cooperate with other districts to maintain a full
range of programs for education and services for children with a disability. This section
does not alter the compulsory attendance requirements of section 120A.22.

(c) At the board's discretion, a school district that participates in a reciprocity agreement
with a neighboring state under section 124D.041 may enroll and provide special instruction
and services to a child from an adjoining state whose family resides at a Minnesota address
as assigned by the United States Postal Service if the district has completed child
identification procedures for that child to determine the child's eligibility for special education
services, and the child has received developmental screening under sections 121A.16 to
121A.19.

Sec. 9.

Minnesota Statutes 2022, section 125A.0942, is amended to read:


125A.0942 STANDARDS FOR RESTRICTIVE PROCEDURES.

Subdivision 1.

Restrictive procedures plan.

(a) Schools that intend to use restrictive
procedures shall maintain and make publicly accessible in an electronic format on a school
or district website or make a paper copy available upon request describing a restrictive
procedures plan for children with disabilities that at least:

(1) lists the restrictive procedures the school intends to use;

(2) describes how the school will implement a range of positive behavior strategies and
provide links to mental health services;

(3) describes how the school will provide training on de-escalation techniques, consistent
with section 122A.187, subdivision 4;

(4) describes how the school will monitor and review the use of restrictive procedures,
including:

(i) conducting post-use debriefings, consistent with subdivision 3, paragraph (a), clause
(5); and

(ii) convening an oversight committee to undertake a quarterly review of the use of
restrictive procedures based on patterns or problems indicated by similarities in the time of
day, day of the week, duration of the use of a procedure, the individuals involved, or other
factors associated with the use of restrictive procedures; the number of times a restrictive
procedure is used schoolwide and for individual children; the number and types of injuries,
if any, resulting from the use of restrictive procedures; whether restrictive procedures are
used in nonemergency situations; the need for additional staff training; and proposed actions
to minimize the use of restrictive proceduresnew text begin; any disproportionate use of restrictive
procedures based on race, gender, or disability status; the role of the school resource officer
or police in emergencies and the use of restrictive procedures; and documentation to
determine if the standards for using restrictive procedures as described in sections 125A.0941
and 125A.0942 are met
new text end; and

(5) includes a written description and documentation of the training staff completed
under subdivision 5.

(b) Schools annually must publicly identify oversight committee members who must at
least include:

(1) a mental health professional, school psychologist, or school social worker;

(2) an expert in positive behavior strategies;

(3) a special education administrator; and

(4) a general education administrator.

Subd. 2.

Restrictive procedures.

(a) Restrictive procedures may be used only by a
licensed special education teacher, school social worker, school psychologist, behavior
analyst certified by the National Behavior Analyst Certification Board, a person with a
master's degree in behavior analysis, other licensed education professional, paraprofessional
under section 120B.363, or mental health professional under section 245.4871, subdivision
27
, who has completed the training program under subdivision 5.

(b) A school shall make reasonable efforts to notify the parent on the same day a
restrictive procedure is used on the child, or if the school is unable to provide same-day
notice, notice is sent within two days by written or electronic means or as otherwise indicated
by the child's parent under paragraph (f).

(c) The district must hold a meeting of the individualized education programnew text begin or
individualized family service plan
new text end team, conduct or review a functional behavioral analysis,
review data, consider developing additional or revised positive behavioral interventions and
supports, consider actions to reduce the use of restrictive procedures, and modify the
individualized education programnew text begin, individualized family service plan,new text end or behavior intervention
plan as appropriate. The district must hold the meeting: within ten calendar days after district
staff use restrictive procedures on two separate school days within 30 calendar days or a
pattern of use emerges and the child's individualized education programnew text begin, individualized
family service plan,
new text end or behavior intervention plan does not provide for using restrictive
procedures in an emergency; or at the request of a parent or the district after restrictive
procedures are used. The district must review use of restrictive procedures at a child's annual
individualized education programnew text begin or individualized family service plannew text end meeting when the
child's individualized education programnew text begin or individualized family service plannew text end provides for
using restrictive procedures in an emergency.

(d) If the individualized education programnew text begin or individualized family service plannew text end team
under paragraph (c) determines that existing interventions and supports are ineffective in
reducing the use of restrictive procedures or the district uses restrictive procedures on a
child on ten or more school days during the same school year, the team, as appropriate,
either must consult with other professionals working with the child; consult with experts in
behavior analysis, mental health, communication, or autism; consult with culturally competent
professionals; review existing evaluations, resources, and successful strategies; or consider
whether to reevaluate the child.

(e) At the individualized education programnew text begin or individualized family service plannew text end meeting
under paragraph (c), the team must review any known medical or psychological limitations,
including any medical information the parent provides voluntarily, that contraindicate the
use of a restrictive procedure, consider whether to prohibit that restrictive procedure, and
document any prohibition in the individualized education programnew text begin, individualized family
service plan,
new text end or behavior intervention plan.

(f) An individualized education programnew text begin or individualized family service plannew text end team may
plan for using restrictive procedures and may include these procedures in a child's
individualized education programnew text begin, individualized family service plan,new text end or behavior intervention
plan; however, the restrictive procedures may be used only in response to behavior that
constitutes an emergency, consistent with this section. The individualized education programnew text begin,
individualized family service plan,
new text end or behavior intervention plan shall indicate how the
parent wants to be notified when a restrictive procedure is used.

Subd. 3.

Physical holding or seclusion.

(a) Physical holding or seclusion may be used
only in an emergency. A school that uses physical holding or seclusion shall meet the
following requirements:

(1) physical holding or seclusion is the least intrusive intervention that effectively
responds to the emergency;

(2) physical holding or seclusion is not used to discipline a noncompliant child;

(3) physical holding or seclusion ends when the threat of harm ends and the staff
determines the child can safely return to the classroom or activity;

(4) staff directly observes the child while physical holding or seclusion is being used;

(5) each time physical holding or seclusion is used, the staff person who implements or
oversees the physical holding or seclusion documents, as soon as possible after the incident
concludes, the following information:

(i) a description of the incident that led to the physical holding or seclusion;

(ii) why a less restrictive measure failed or was determined by staff to be inappropriate
or impractical;

(iii) the time the physical holding or seclusion began and the time the child was released;
deleted text begin and
deleted text end

(iv) a brief record of the child's behavioral and physical status;new text begin and
new text end

new text begin (v) a brief description of the post-use debriefing that occurred as a result of the use of
the physical hold or seclusion;
new text end

(6) the room used for seclusion must:

(i) be at least six feet by five feet;

(ii) be well lit, well ventilated, adequately heated, and clean;

(iii) have a window that allows staff to directly observe a child in seclusion;

(iv) have tamperproof fixtures, electrical switches located immediately outside the door,
and secure ceilings;

(v) have doors that open out and are unlocked, locked with keyless locks that have
immediate release mechanisms, or locked with locks that have immediate release mechanisms
connected with a fire and emergency system; and

(vi) not contain objects that a child may use to injure the child or others; and

(7) before using a room for seclusion, a school must:

(i) receive written notice from local authorities that the room and the locking mechanisms
comply with applicable building, fire, and safety codes; and

(ii) register the room with the commissioner, who may view that room.

(b) By February 1, 2015, and annually thereafter, stakeholders may, as necessary,
recommend to the commissioner specific and measurable implementation and outcome
goals for reducing the use of restrictive procedures and the commissioner must submit to
the legislature a report on districts' progress in reducing the use of restrictive procedures
that recommends how to further reduce these procedures and eliminate the use of seclusion.
The statewide plan includes the following components: measurable goals; the resources,
training, technical assistance, mental health services, and collaborative efforts needed to
significantly reduce districts' use of seclusion; and recommendations to clarify and improve
the law governing districts' use of restrictive procedures. The commissioner must consult
with interested stakeholders when preparing the report, including representatives of advocacy
organizations, special education directors, teachers, paraprofessionals, intermediate school
districts, school boards, day treatment providers, county social services, state human services
department staff, mental health professionals, and autism experts. Beginning with the
2016-2017 school year, in a form and manner determined by the commissioner, districts
must report data quarterly to the department by January 15, April 15, July 15, and October
15 about individual students who have been secluded. By July 15 each year, districts must
report summary data on their use of restrictive procedures to the department for the prior
school year, July 1 through June 30, in a form and manner determined by the commissioner.
The summary data must include information about the use of restrictive procedures, including
use of reasonable force under section 121A.582.

Subd. 4.

Prohibitions.

The following actions or procedures are prohibited:

(1) engaging in conduct prohibited under section 121A.58;

(2) requiring a child to assume and maintain a specified physical position, activity, or
posture that induces physical pain;

(3) totally or partially restricting a child's senses as punishment;

(4) presenting an intense sound, light, or other sensory stimuli using smell, taste,
substance, or spray as punishment;

(5) denying or restricting a child's access to equipment and devices such as walkers,
wheelchairs, hearing aids, and communication boards that facilitate the child's functioning,
except when temporarily removing the equipment or device is needed to prevent injury to
the child or others or serious damage to the equipment or device, in which case the equipment
or device shall be returned to the child as soon as possible;

(6) interacting with a child in a manner that constitutes sexual abuse, neglect, or physical
abuse under chapter 260E;

(7) withholding regularly scheduled meals or water;

(8) denying access to bathroom facilities;

(9) physical holding that restricts or impairs a child's ability to breathe, restricts or impairs
a child's ability to communicate distress, places pressure or weight on a child's head, throat,
neck, chest, lungs, sternum, diaphragm, back, or abdomen, or results in straddling a child's
torso; deleted text beginand
deleted text end

(10) prone restraintdeleted text begin.deleted text endnew text begin; and
new text end

new text begin (11) the use of seclusion on children from birth through grade 3 by December 31, 2024.
new text end

Subd. 5.

Training for staff.

(a) To meet the requirements of subdivision 1, staff who
use restrictive procedures, including paraprofessionals, shall complete training in the
following skills and knowledge areas:

(1) positive behavioral interventions;

(2) communicative intent of behaviors;

(3) relationship building;

(4) alternatives to restrictive procedures, including techniques to identify events and
environmental factors that may escalate behavior;

(5) de-escalation methods;

(6) standards for using restrictive procedures only in an emergency;

(7) obtaining emergency medical assistance;

(8) the physiological and psychological impact of physical holding and seclusion;

(9) monitoring and responding to a child's physical signs of distress when physical
holding is being used;

(10) recognizing the symptoms of and interventions that may cause positional asphyxia
when physical holding is used;

(11) district policies and procedures for timely reporting and documenting each incident
involving use of a restricted procedure; and

(12) schoolwide programs on positive behavior strategies.

(b) The commissioner, after consulting with the commissioner of human services, must
develop and maintain a list of training programs that satisfy the requirements of paragraph
(a). The commissioner also must develop and maintain a list of experts to help individualized
education programnew text begin or individualized family service plannew text end teams reduce the use of restrictive
procedures. The district shall maintain records of staff who have been trained and the
organization or professional that conducted the training. The district may collaborate with
children's community mental health providers to coordinate trainings.

Subd. 6.

Behavior supports; reasonable force.

(a) School districts are encouraged to
establish effective schoolwide systems of positive behavior interventions and supports.

(b) Nothing in this section or section 125A.0941 precludes the use of reasonable force
under sections 121A.582; 609.06, subdivision 1; and 609.379. deleted text beginFor the 2014-2015 school
year and later, districts must collect and submit to the commissioner summary data, consistent
with subdivision 3, paragraph (b), on district use of reasonable force that is consistent with
the definition of physical holding or seclusion for a child with a disability under this section.
deleted text endnew text begin
Any reasonable force used under sections 121A.582; 609.06, subdivision 1; and 609.379
which intends to hold a child immobile or limit a child's movement where body contact is
the only source of physical restraint or confines a child alone in a room from which egress
is barred shall be reported to the Department of Education as a restrictive procedure, including
physical holding or seclusion used by an unauthorized or untrained staff person.
new text end

new text begin (c) By February 1, 2024, the commissioner, in cooperation with stakeholders, must make
recommendations to the legislature for urgently ending seclusion in Minnesota schools. The
commissioner must consult with interested stakeholders, including parents of students who
have been secluded or restrained; advocacy organizations; legal services providers; special
education directors; teachers; paraprofessionals; intermediate school districts and cooperative
units as defined under section 123A.24, subdivision 2; school boards; day treatment
providers; county social services; state human services department staff; mental health
professionals; autism experts; and representatives of groups disproportionately affected by
restrictive procedures, including People of Color and people with disabilities. The
recommendations must include specific dates for ending seclusion by grade or facility. The
recommendations must identify existing resources and the new resources necessary for staff
capacity, staff training, children's supports, child mental health services, and schoolwide
collaborative efforts.
new text end

Sec. 10.

Minnesota Statutes 2022, section 125A.13, is amended to read:


125A.13 SCHOOL OF PARENTS' CHOICE.

(a) Nothing in this chapter must be construed as preventing parents of a child with a
disability from sending the child to a school of their choice, if they so elect, subject to
admission standards and policies adopted according to sections 125A.62 to 125A.64 and
125A.66 to 125A.73, and all other provisions of chapters 120A to 129C.

(b) The parent of a student with a disability not yet enrolled in kindergarten and not open
enrolled in a nonresident district may deleted text beginrequest that the resident district enter into a tuition
agreement with
deleted text endnew text begin elect, in the same manner as the parent of a resident student with a disability,
a school in
new text end the nonresident district deleted text beginif:
deleted text end

deleted text begin (1)deleted text endnew text begin wherenew text end the child is enrolled in a Head Start program or a licensed child care setting
in the nonresident districtdeleted text begin; anddeleted text endnew text begin, provided
new text end

deleted text begin (2)deleted text end the child can be served in the same setting as other children in the nonresident district
with the same level of disability.

Sec. 11.

Minnesota Statutes 2022, section 125A.15, is amended to read:


125A.15 PLACEMENT IN ANOTHER DISTRICT; RESPONSIBILITY.

The responsibility for special instruction and services for a child with a disability
temporarily placed in another district for care and treatment shall be determined in the
following manner:

(a) The district of residence of a child shall be the district in which the child's parent
resides, if living, or the child's guardian. If there is a dispute between school districts
regarding residency, the district of residence is the district designated by the commissioner.

(b) If a district other than the resident district places a pupil for care and treatment, the
district placing the pupil must notify and give the resident district an opportunity to participate
in the placement decision. When an immediate emergency placement of a pupil is necessary
and time constraints foreclose a resident district from participating in the emergency
placement decision, the district in which the pupil is temporarily placed must notify the
resident district of the emergency placement within 15 days. The resident district has up to
five business days after receiving notice of the emergency placement to request an
opportunity to participate in the placement decision, which the placing district must then
provide.

(c) When a child is temporarily placed for care and treatment in a day program located
in another district and the child continues to live within the district of residence during the
care and treatment, the district of residence is responsible for providing transportation to
and from the care and treatment program and an appropriate educational program for the
child. The resident district may establish reasonable restrictions on transportation, except
if a Minnesota court or agency orders the child placed at a day care and treatment program
and the resident district receives a copy of the order, then the resident district must provide
transportation to and from the program unless the court or agency orders otherwise.
Transportation shall only be provided by the resident district during regular operating hours
of the resident district. The resident district may provide the educational program at a school
within the district of residence, at the child's residence, or in the district in which the day
treatment center is located by paying tuition to that district.new text begin If a child's district of residence,
district of open enrollment under section 124D.03, or charter school of enrollment under
section 124E.11 is authorized to provide online learning instruction under state statutes, the
child's district of residence may utilize that state-approved online learning program in
fulfilling its educational program responsibility under this section if the child, or the child's
parent or guardian for a pupil under the age of 18, agrees to that form of instruction.
new text end

(d) When a child is temporarily placed in a residential program for care and treatment,
the nonresident district in which the child is placed is responsible for providing an appropriate
educational program for the child and necessary transportation while the child is attending
the educational program; and must bill the district of the child's residence for the actual cost
of providing the program, as outlined in section 125A.11, except as provided in paragraph
(e). However, the board, lodging, and treatment costs incurred in behalf of a child with a
disability placed outside of the school district of residence by the commissioner of human
services or the commissioner of corrections or their agents, for reasons other than providing
for the child's special educational needs must not become the responsibility of either the
district providing the instruction or the district of the child's residence. For the purposes of
this section, the state correctional facilities operated on a fee-for-service basis are considered
to be residential programs for care and treatment.new text begin If a child's district of residence, district
of open enrollment under section 124D.03, or charter school of enrollment under section
124E.11 is authorized to provide online learning instruction under state statutes, the
nonresident district may utilize that state-approved online learning program in fulfilling its
educational program responsibility under this section if the child, or the child's parent or
guardian for a pupil under the age of 18, agrees to that form of instruction.
new text end

(e) A privately owned and operated residential facility may enter into a contract to obtain
appropriate educational programs for special education children and services with a joint
powers entity. The entity with which the private facility contracts for special education
services shall be the district responsible for providing students placed in that facility an
appropriate educational program in place of the district in which the facility is located. If a
privately owned and operated residential facility does not enter into a contract under this
paragraph, then paragraph (d) applies.

(f) The district of residence shall pay tuition and other program costs, not including
transportation costs, to the district providing the instruction and services. The district of
residence may claim general education aid for the child as provided by law. Transportation
costs must be paid by the district responsible for providing the transportation and the state
must pay transportation aid to that district.

Sec. 12.

Minnesota Statutes 2022, section 125A.51, is amended to read:


125A.51 PLACEMENT OF CHILDREN WITHOUT DISABILITIES; EDUCATION
AND TRANSPORTATION.

The responsibility for providing instruction and transportation for a pupil without a
disability who has a short-term or temporary physical or emotional illness or disability, as
determined by the standards of the commissioner, and who is temporarily placed for care
and treatment for that illness or disability, must be determined as provided in this section.

(a) The school district of residence of the pupil is the district in which the pupil's parent
or guardian resides. If there is a dispute between school districts regarding residency, the
district of residence is the district designated by the commissioner.

(b) When parental rights have been terminated by court order, the legal residence of a
child placed in a residential or foster facility for care and treatment is the district in which
the child resides.

(c) Before the placement of a pupil for care and treatment, the district of residence must
be notified and provided an opportunity to participate in the placement decision. When an
immediate emergency placement is necessary and time does not permit resident district
participation in the placement decision, the district in which the pupil is temporarily placed,
if different from the district of residence, must notify the district of residence of the
emergency placement within 15 days of the placement. When a nonresident district makes
an emergency placement without first consulting with the resident district, the resident
district has up to five business days after receiving notice of the emergency placement to
request an opportunity to participate in the placement decision, which the placing district
must then provide.

(d) When a pupil without a disability is temporarily placed for care and treatment in a
day program and the pupil continues to live within the district of residence during the care
and treatment, the district of residence must provide instruction and necessary transportation
to and from the care and treatment program for the pupil. The resident district may establish
reasonable restrictions on transportation, except if a Minnesota court or agency orders the
child placed at a day care and treatment program and the resident district receives a copy
of the order, then the resident district must provide transportation to and from the program
unless the court or agency orders otherwise. Transportation shall only be provided by the
resident district during regular operating hours of the resident district. The resident district
may provide the instruction at a school within the district of residencedeleted text begin,deleted text endnew text begin;new text end at the pupil's
residencedeleted text begin,deleted text endnew text begin; through an authorized online learning program provided by the pupil's resident
district, district of open enrollment under section 124D.03, or charter school of enrollment
under section 124E.11 if the child, or the child's parent or guardian for a pupil under the
age of 18, agrees to that form of instruction;
new text end ornew text begin,new text end in the case of a placement outside of the
resident district, in the district in which the day treatment program is located by paying
tuition to that district. The district of placement may contract with a facility to provide
instruction by teachers licensed by the Professional Educator Licensing and Standards
Board.

(e) When a pupil without a disability is temporarily placed in a residential program for
care and treatment, the district in which the pupil is placed must provide instruction for the
pupil and necessary transportation while the pupil is receiving instruction, and in the case
of a placement outside of the district of residence, the nonresident district must bill the
district of residence for the actual cost of providing the instruction for the regular school
year and for summer school, excluding transportation costs.new text begin If a pupil's district of residence,
district of open enrollment under section 124D.03, or charter school of enrollment under
section 124E.11 is authorized to provide online learning instruction under state statutes, the
district in which the pupil is placed may utilize that state-approved online learning program
in fulfilling its responsibility to provide instruction under this section if the child, or the
child's parent or guardian for a pupil under the age of 18, agrees to that form of instruction.
new text end

(f) Notwithstanding paragraph (e), if the pupil is homeless and placed in a public or
private homeless shelter, then the district that enrolls the pupil under section 120A.20,
subdivision 2
, paragraph (b), shall provide the transportation, unless the district that enrolls
the pupil and the district in which the pupil is temporarily placed agree that the district in
which the pupil is temporarily placed shall provide transportation. When a pupil without a
disability is temporarily placed in a residential program outside the district of residence,
the administrator of the court placing the pupil must send timely written notice of the
placement to the district of residence. The district of placement may contract with a
residential facility to provide instruction by teachers licensed by the Professional Educator
Licensing and Standards Board. For purposes of this section, the state correctional facilities
operated on a fee-for-service basis are considered to be residential programs for care and
treatment.

(g) The district of residence must include the pupil in its residence count of pupil units
and pay tuition as provided in section 123A.488 to the district providing the instruction.
Transportation costs must be paid by the district providing the transportation and the state
must pay transportation aid to that district. For purposes of computing state transportation
aid, pupils governed by this subdivision must be included in the disabled transportation
category if the pupils cannot be transported on a regular school bus route without special
accommodations.

Sec. 13.

Minnesota Statutes 2022, section 125A.515, subdivision 3, is amended to read:


Subd. 3.

Responsibilities for providing education.

(a) The district in which the children's
residential facility is located must provide education services, including special education
if eligible, to all students placed in a facility.new text begin If a child's district of residence, district of open
enrollment under section 124D.03, or charter school of enrollment under section 124E.11
is authorized to provide online learning instruction under state statutes, the district in which
the children's residential facility is located may utilize that state-approved online learning
program in fulfilling its education services responsibility under this section if the child, or
the child's parent or guardian for a pupil under the age of 18, agrees to that form of
instruction.
new text end

(b) For education programs operated by the Department of Corrections, the providing
district shall be the Department of Corrections. For students remanded to the commissioner
of corrections, the providing and resident district shall be the Department of Corrections.

Sec. 14.

Minnesota Statutes 2022, section 125A.76, subdivision 2c, is amended to read:


Subd. 2c.

Special education aid.

(a) For fiscal year 2020 and later, a district's special
education aid equals the sum of the district's special education initial aid under subdivision
2a, the district's cross subsidy reduction aid under subdivision 2e,new text begin special education homeless
pupil aid under subdivision 2f,
new text end and the district's excess cost aid under section 125A.79,
subdivision 5
.

(b) Notwithstanding paragraph (a), for fiscal year 2020, the special education aid for a
school district, excluding the cross subsidy reduction aid under subdivision 2e,new text begin and excluding
special education homeless pupil aid under subdivision 2f,
new text end must not exceed the greater of:

(i) the sum of 56 percent of the district's nonfederal special education expenditures plus
100 percent of the district's cost of providing transportation services for children with
disabilities under section 123B.92, subdivision 1, paragraph (b), clause (4), plus the
adjustment under sections 125A.11 and 127A.47, subdivision 7; or

(ii) the sum of: (A) the product of the district's average daily membership served and
the special education aid increase limit and (B) the product of the sum of the special education
aid the district would have received for fiscal year 2016 under Minnesota Statutes 2012,
sections 125A.76 and 125A.79, as adjusted according to Minnesota Statutes 2012, sections
125A.11 and 127A.47, subdivision 7, the ratio of the district's average daily membership
served for the current fiscal year to the district's average daily membership served for fiscal
year 2016, and the program growth factor.

(c) Notwithstanding paragraph (a), for fiscal year deleted text begin2020deleted text endnew text begin 2024new text end and later the special
education aid, excluding the cross subsidy reduction aid under subdivision 2enew text begin, excluding
special education homeless pupil aid under subdivision 2f
new text end, for a school district, not including
a charter school or cooperative unit as defined in section 123A.24, must not be less than
the lesser of (1) the sum of 90 percent for fiscal year 2020, 85 percent for fiscal year 2021,
80 percent for fiscal year 2022, and 75 percent for fiscal year 2023 and later of the district's
nonfederal special education expenditures plus 100 percent of the district's cost of providing
transportation services for children with disabilities under section 123B.92, subdivision 1,
paragraph (b), clause (4), plus the adjustment under sections 125A.11 and 127A.47,
subdivision 7
, for that fiscal year or (2) the product of the sum of the special education aid
the district would have received for fiscal year 2016 under Minnesota Statutes 2012, sections
125A.76 and 125A.79, as adjusted according to Minnesota Statutes 2012, sections 125A.11
and 127A.47, subdivision 7, the ratio of the district's adjusted daily membership for the
current fiscal year to the district's average daily membership for fiscal year 2016, and the
minimum aid adjustment factor.

(d) Notwithstanding subdivision 2a and section 125A.79, a charter school in its first
year of operation shall generate special education aid based on current year data. A newly
formed cooperative unit as defined in section 123A.24 may apply to the commissioner for
approval to generate special education aid for its first year of operation based on current
year data, with an offsetting adjustment to the prior year data used to calculate aid for
programs at participating school districts or previous cooperatives that were replaced by
the new cooperative. The department shall establish procedures to adjust the prior year data
and fiscal year 2016 old formula aid used in calculating special education aid to exclude
costs that have been eliminated for districts where programs have closed or where a
substantial portion of the program has been transferred to a cooperative unit.

(e) The department shall establish procedures through the uniform financial accounting
and reporting system to identify and track all revenues generated from third-party billings
as special education revenue at the school district level; include revenue generated from
third-party billings as special education revenue in the annual cross-subsidy report; and
exclude third-party revenue from calculation of excess cost aid to the districts.

Sec. 15.

Minnesota Statutes 2022, section 125A.76, subdivision 2e, is amended to read:


Subd. 2e.

Cross subsidy reduction aid.

(a) A school district's annual cross subsidy
reduction aid equals the school district's initial special education cross subsidy for the
previous fiscal year times the cross subsidy aid factor for that fiscal year.

(b) The cross subsidy aid factor equals deleted text begin2.6 percent for fiscal year 2020 and 6.43 percent
for fiscal year 2021
deleted text endnew text begin 47.8 percent for fiscal year 2024new text end and later.

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. 16.

Minnesota Statutes 2022, section 125A.76, is amended by adding a subdivision
to read:


new text begin Subd. 2f. new text end

new text begin Special education homeless pupil aid. new text end

new text begin (a) For fiscal year 2024 and later,
special education homeless pupil aid must be paid to a school district that is funded for that
year based on the district's fiscal year 2016 expenditures calculated under Minnesota Statutes
2012, sections 125A.76 and 125A.79, as adjusted according to Minnesota Statutes 2012,
sections 125A.11 and 127A.47, subdivision 7, the ratio of the district's adjusted daily
membership for the current fiscal year to the district's average daily membership for fiscal
year 2016, and the minimum aid adjustment factor.
new text end

new text begin (b) Special education homeless pupil aid equals the greater of zero, or a district's prior
year transportation costs under section 123B.92, subdivision 1, paragraph (b), clause (4),
items (ii) and (vii), and the additional cost of transporting a student in a shelter care facility
as defined in section 260C.007, subdivision 30, a homeless student in another district to the
school of origin, or a formerly homeless student from a permanent home in another district
to the school of origin but only through the end of the academic year; minus the fiscal year
2016 costs associated with transportation costs under section 123B.92, subdivision 1,
paragraph (b), clause (4), items (ii) and (vii), and the additional cost of transporting a student
in a shelter care facility as defined in section 260C.007, subdivision 30, a homeless student
in another district to the school of origin, or a formerly homeless student from a permanent
home in another district to the school of origin, but only through the end of the academic
year; adjusted by the ratio of the district's adjusted daily membership for the current fiscal
year to the district's average daily membership for fiscal year 2016, and the minimum aid
adjustment factor.
new text end

Sec. 17.

new text begin [125A.81] SPECIAL EDUCATION SEPARATE SITES AND PROGRAMS
AID.
new text end

new text begin Subdivision 1. new text end

new text begin Definition. new text end

new text begin For purposes of this section, "special education separate site
and program" means a public separate day school facility attended by students with
disabilities for 50 percent or more of their school day.
new text end

new text begin Subd. 2. new text end

new text begin Eligibility for special education separate sites and programs aid. new text end

new text begin An
education cooperative under section 471.59, education district under section 123A.15,
service cooperative under section 123A.21, or intermediate school district under section
136D.01 qualifies for additional state funding to special education separate sites and programs
for every kindergarten through grade 12 child with a disability, as defined in section 125A.02,
served in a special education separate site or program as defined in subdivision 1.
new text end

new text begin Subd. 3. new text end

new text begin Uses of special education separate sites and programs aid. new text end

new text begin Additional state
funding to special education separate sites and programs under this section may be used for
the same purposes as are permitted for state special education aid under section 125A.76.
new text end

new text begin Subd. 4. new text end

new text begin Special education separate sites and programs aid. new text end

new text begin For fiscal year 2024 and
later, additional state funding to special education separate sites and programs equals $1,689
times the adjusted kindergarten through grade 12 pupil units served in special education
separate sites and programs under subdivision 1.
new text end

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. 18.

Minnesota Statutes 2022, section 256B.0625, subdivision 26, is amended to read:


Subd. 26.

Special education services.

(a) Medical assistance covers evaluations necessary
in making a determination for eligibility for individualized education program and
individualized family service plan services and for medical services identified in a recipient's
individualized education program and individualized family service plan and covered under
the medical assistance state plan. Covered services include occupational therapy, physical
therapy, speech-language therapy, clinical psychological services, nursing services, school
psychological services, school social work services, personal care assistants serving as
management aides, assistive technology devices, transportation services, health assessments,
and other services covered under the medical assistance state plan. Mental health services
eligible for medical assistance reimbursement must be provided or coordinated through a
children's mental health collaborative where a collaborative exists if the child is included
in the collaborative operational target population. The provision or coordination of services
does not require that the individualized education program be developed by the collaborative.

The services may be provided by a Minnesota school district that is enrolled as a medical
assistance provider or its subcontractor, and only if the services meet all the requirements
otherwise applicable if the service had been provided by a provider other than a school
district, in the following areas: medical necessity; physician's, advanced practice registered
nurse's, or physician assistant's orders; documentation; personnel qualifications; and prior
authorization requirements. The nonfederal share of costs for services provided under this
subdivision is the responsibility of the local school district as provided in section 125A.74.
Services listed in a child's individualized education program are eligible for medical
assistance reimbursement only if those services meet criteria for federal financial participation
under the Medicaid program.

(b) Approval of health-related services for inclusion in the individualized education
program does not require prior authorization for purposes of reimbursement under this
chapter. The commissioner may require physician, advanced practice registered nurse, or
physician assistant review and approval of the plan not more than once annually or upon
any modification of the individualized education program that reflects a change in
health-related services.

(c) Services of a speech-language pathologist provided under this section are covered
notwithstanding Minnesota Rules, part 9505.0390, subpart 1, item L, if the person:

(1) holds a masters degree in speech-language pathology;

(2) is licensed by the Professional Educator Licensing and Standards Board as an
educational speech-language pathologist; and

(3) either has a certificate of clinical competence from the American Speech and Hearing
Association, has completed the equivalent educational requirements and work experience
necessary for the certificate or has completed the academic program and is acquiring
supervised work experience to qualify for the certificate.

(d) Medical assistance coverage for medically necessary services provided under other
subdivisions in this section may not be denied solely on the basis that the same or similar
services are covered under this subdivision.

(e) The commissioner shall develop and implement package rates, bundled rates, or per
diem rates for special education services under which separately covered services are grouped
together and billed as a unit in order to reduce administrative complexity.

(f) The commissioner shall develop a cost-based payment structure for payment of these
services. Only costs reported through the designated Minnesota Department of Education
data systems in distinct service categories qualify for inclusion in the cost-based payment
structure. The commissioner shall reimburse claims submitted based on an interim rate, and
shall settle at a final rate once the department has determined it. The commissioner shall
notify the school district of the final rate. The school district has 60 days to appeal the final
rate. To appeal the final rate, the school district shall file a written appeal request to the
commissioner within 60 days of the date the final rate determination was mailed. The appeal
request shall specify (1) the disputed items and (2) the name and address of the person to
contact regarding the appeal.

(g) Effective July 1, 2000, medical assistance services provided under an individualized
education program or an individual family service plan by local school districts shall not
count against medical assistance authorization thresholds for that child.

(h) Nursing services as defined in section 148.171, subdivision 15, and provided as an
individualized education program health-related service, are eligible for medical assistance
payment if they are otherwise a covered service under the medical assistance program.
Medical assistance covers the administration of prescription medications by a licensed nurse
who is employed by or under contract with a school district when the administration of
medications is identified in the child's individualized education program. The simple
administration of medications alone is not covered under medical assistance when
administered by a provider other than a school district or when it is not identified in the
child's individualized education program.

new text begin (i) School social work services provided by a mental health professional, as defined in
section 245I.04, subdivision 2, or mental health practitioner, as defined in section 245I.04,
subdivision 4, under the supervision of a mental health professional, are eligible for medical
assistance payment. A mental health practitioner performing school social work services
under this section must provide services within the mental health practitioner's licensure
scope of practice, if applicable, and within the mental health practitioner scope of practice
under section 245I.04, subdivision 5.
new text end

new text begin (j) Notwithstanding Minnesota Rules, part 9505.0371, a special education evaluation,
individualized education program, or individual family service plan may be used to determine
medical necessity and eligibility for school social work services under paragraph (i) instead
of a diagnostic assessment if the special education evaluation, individualized education
program, or individual family service plan includes a sign, symptom, or condition
ICD-10-CM code for the student.
new text end

new text begin (k) A school social worker or school providing mental health services under paragraph
(i) is not required to be certified to provide children's therapeutic services and supports
under section 256B.0943.
new text end

new text begin (l) Covered mental health services provided by a school social worker under paragraph
(i) include but are not limited to:
new text end

new text begin (1) administering and reporting standardized measures;
new text end

new text begin (2) care coordination;
new text end

new text begin (3) children's mental health crisis assistance, planning, and response services;
new text end

new text begin (4) children's mental health clinical care consultation;
new text end

new text begin (5) dialectical behavioral therapy for adolescents;
new text end

new text begin (6) direction of mental health behavioral aides;
new text end

new text begin (7) family psychoeducation;
new text end

new text begin (8) individual, family, and group psychotherapy;
new text end

new text begin (9) mental health behavioral aide services;
new text end

new text begin (10) skills training; and
new text end

new text begin (11) treatment plan development and review.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective January 1, 2024, or upon federal approval,
whichever is later. The commissioner shall notify the revisor of statutes when federal
approval has been obtained.
new text end

Sec. 19. new text beginSPECIFIC LEARNING DISABILITY; RULEMAKING.
new text end

new text begin (a) The commissioner of education must begin the rulemaking process to amend
Minnesota Rules, part 3525.1341, and establish a stakeholder workgroup to review current
specific learning disabilities criteria by December 31, 2023. By June 30, 2024, the workgroup
must make recommendations aligned with related state and federal requirements, including:
new text end

new text begin (1) removing discrepancy from criteria;
new text end

new text begin (2) developing a plan to operationalize changes to criteria to align with current best
practices and address concerns of multiple stakeholder groups, including but not limited to
administrators, parents, educators, researchers, related services staff, advocates, lawyers,
and minority and immigrant groups;
new text end

new text begin (3) providing definitions and clarification of terms and procedures within existing
requirements;
new text end

new text begin (4) establishing the accountability process, including procedures and targets, for districts
and cooperatives to use in evaluating their progress toward implementation of the amended
rule; and
new text end

new text begin (5) developing an evaluation framework for measuring intended and unintended results
of amended criteria. Intended and unintended results may include overidentification and
underidentification of minorities, delays to referral and identification, transitioning from
developmental delay to specific learning disability, consistency of identification across
districts and the state, adding unnecessary paperwork, limiting team decision making, or
limiting access and progress with intensive and individualized special education support.
new text end

new text begin (b) Following the development of recommendations from the stakeholder workgroup,
the commissioner must proceed with the rulemaking process and recommended alignment
with other existing state and federal law.
new text end

new text begin (c) Concurrent with rulemaking, the commissioner must establish technical assistance
and training capacity on the amended criteria, and training and capacity building must begin
upon final approval of the amended rule.
new text end

new text begin (d) The amended rule must go into full effect no later than five years after the proposed
revised rules are approved by the administrative law judge.
new text end

Sec. 20. new text beginAPPROPRIATIONS.
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 Aid for children with disabilities. new text end

new text begin (a) For aid under Minnesota Statutes, section
125A.75, subdivision 3, for children with disabilities placed in residential facilities within
the district boundaries for whom no district of residence can be determined:
new text end

new text begin $
new text end
new text begin 1,674,000
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 1,888,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) If the appropriation for either year is insufficient, the appropriation for the other year
is available.
new text end

new text begin Subd. 3. new text end

new text begin Court-placed special education revenue. new text end

new text begin For reimbursing serving school
districts for unreimbursed eligible expenditures attributable to children placed in the serving
school district by court action under Minnesota Statutes, section 125A.79, subdivision 4:
new text end

new text begin $
new text end
new text begin 26,000
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 27,000
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 Special education; regular. new text end

new text begin (a) For special education aid under Minnesota
Statutes, section 125A.75:
new text end

new text begin $
new text end
new text begin 2,301,765,000
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 2,473,008,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $229,860,000 for 2023 and $2,071,905,000 for
2024.
new text end

new text begin (c) The 2025 appropriation includes $291,664,000 for 2024 and $2,181,344,000 for
2025.
new text end

new text begin Subd. 5. new text end

new text begin Special education due process aid. new text end

new text begin (a) For special education due process aid
under Minnesota Statutes, section 122A.50:
new text end

new text begin $
new text end
new text begin 30,583,000
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 19,445,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $0 for 2023 and $30,583,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $3,398,000 for 2024 and $16,047,000 for 2025.
new text end

new text begin Subd. 6. new text end

new text begin Special education out-of-state tuition. new text end

new text begin For special education out-of-state
tuition under Minnesota Statutes, section 125A.79, subdivision 8:
new text end

new text begin $
new text end
new text begin 250,000
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 250,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 7. new text end

new text begin Special education separate sites and programs. new text end

new text begin (a) For aid for special
education separate sites and programs under Minnesota Statutes, section 125A.81, subdivision
4:
new text end

new text begin $
new text end
new text begin 4,378,000
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 5,083,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $0 for 2023 and $4,378,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $486,000 for 2024 and $4,597,000 for 2025.
new text end

new text begin Subd. 8. new text end

new text begin Travel for home-based services. new text end

new text begin (a) For aid for teacher travel for home-based
services under Minnesota Statutes, section 125A.75, subdivision 1:
new text end

new text begin $
new text end
new text begin 334,000
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 348,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $32,000 for 2023 and $302,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $33,000 for 2024 and $315,000 for 2025.
new text end

ARTICLE 8

FACILITIES

Section 1.

Minnesota Statutes 2022, section 123B.595, subdivision 1, is amended to read:


Subdivision 1.

Long-term facilities maintenance revenue.

deleted text begin (a) For fiscal year 2017
only, long-term facilities maintenance revenue equals the greater of (1) the sum of (i) $193
times the district's adjusted pupil units times the lesser of one or the ratio of the district's
average building age to 35 years, plus the cost approved by the commissioner for indoor
air quality, fire alarm and suppression, and asbestos abatement projects under section
123B.57, subdivision 6, with an estimated cost of $100,000 or more per site, plus (ii) for a
school district with an approved voluntary prekindergarten program under section 124D.151,
the cost approved by the commissioner for remodeling existing instructional space to
accommodate prekindergarten instruction, or (2) the sum of (i) the amount the district would
have qualified for under Minnesota Statutes 2014, section 123B.57, Minnesota Statutes
2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591, and (ii) for a school
district with an approved voluntary prekindergarten program under section 124D.151, the
cost approved by the commissioner for remodeling existing instructional space to
accommodate prekindergarten instruction.
deleted text end

deleted text begin (b) For fiscal year 2018 only, long-term facilities maintenance revenue equals the greater
of (1) the sum of (i) $292 times the district's adjusted pupil units times the lesser of one or
the ratio of the district's average building age to 35 years, plus (ii) the cost approved by the
commissioner for indoor air quality, fire alarm and suppression, and asbestos abatement
projects under section 123B.57, subdivision 6, with an estimated cost of $100,000 or more
per site, plus (iii) for a school district with an approved voluntary prekindergarten program
under section 124D.151, the cost approved by the commissioner for remodeling existing
instructional space to accommodate prekindergarten instruction, or (2) the sum of (i) the
amount the district would have qualified for under Minnesota Statutes 2014, section 123B.57,
Minnesota Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591,
and (ii) for a school district with an approved voluntary prekindergarten program under
section 124D.151, the cost approved by the commissioner for remodeling existing
instructional space to accommodate prekindergarten instruction.
deleted text end

deleted text begin (c) For fiscal year 2019 and later,deleted text endnew text begin (a)new text end Long-term facilities maintenance revenue equals
the greater of (1) the sum of (i) $380 times the district's adjusted pupil units times the lesser
of one or the ratio of the district's average building age to 35 years, plus (ii) the cost approved
by the commissioner for indoor air quality, fire alarm and suppression, and asbestos
abatement projects under section 123B.57, subdivision 6, with an estimated cost of $100,000
or more per site, plus (iii) for a school district with an approved voluntary prekindergarten
program under section 124D.151, the cost approved by the commissioner for remodeling
existing instructional space to accommodate prekindergarten instruction, or (2) the sum of
(i) the amount the district would have qualified for under Minnesota Statutes 2014, section
123B.57, Minnesota Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section
123B.591, and (ii) for a school district with an approved voluntary prekindergarten program
under section 124D.151, the cost approved by the commissioner for remodeling existing
instructional space to accommodate prekindergarten instruction.

deleted text begin (d)deleted text endnew text begin (b)new text end Notwithstanding deleted text beginparagraphsdeleted text endnew text begin paragraphnew text end (a), deleted text begin(b), and (c),deleted text end a school district that
qualified for eligibility under Minnesota Statutes 2014, section 123B.59, subdivision 1,
paragraph (a), for fiscal year 2010 remains eligible for funding under this section as a district
that would have qualified for eligibility under Minnesota Statutes 2014, section 123B.59,
subdivision 1, paragraph (a), for fiscal year 2017 and later.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later.
new text end

Sec. 2.

Minnesota Statutes 2022, section 123B.595, subdivision 2, is amended to read:


Subd. 2.

Long-term facilities maintenance revenue for a charter school.

deleted text begin (a) For fiscal
year 2017 only, long-term facilities maintenance revenue for a charter school equals $34
times the adjusted pupil units.
deleted text end

deleted text begin (b) For fiscal year 2018 only, long-term facilities maintenance revenue for a charter
school equals $85 times the adjusted pupil units.
deleted text end

deleted text begin (c) For fiscal year 2019 and later,deleted text end Long-term facilities maintenance revenue for a charter
school equals $132 times the adjusted pupil units.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later.
new text end

Sec. 3.

Minnesota Statutes 2022, section 123B.595, subdivision 3, is amended to read:


Subd. 3.

Intermediate districts and other cooperative units.

new text begin(a) new text endUpon approval through
the adoption of a resolution by each member district school board of an intermediate district
or other cooperative deleted text beginunitsdeleted text endnew text begin unitnew text end under section 123A.24, subdivision 2, new text beginor a joint powers
district under section 471.59,
new text endand the approval of the commissioner of education, a school
district may include in its authority under this section a proportionate share of the long-term
maintenance costs of the intermediate district deleted text beginordeleted text endnew text begin,new text end cooperative unitnew text begin, or joint powers districtnew text end.
The cooperative unit new text beginor joint powers district new text endmay issue bonds to finance the project costs
or levy for the costsdeleted text begin,deleted text end using long-term maintenance revenue transferred from member districts
to make debt service payments or pay project costsnew text begin or, for leased facilities, pay the portion
of lease costs attributable to the amortized cost of long-term facilities maintenance projects
completed by the landlord
new text end. Authority under this subdivision is in addition to the authority
for individual district projects under subdivision 1.

new text begin (b) The resolution adopted under paragraph (a) may specify which member districts will
share the project costs under this subdivision, except that debt service payments for bonds
issued by a cooperative unit or joint powers district to finance long-term maintenance project
costs must be the responsibility of all member districts.
new text end

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. 4.

Minnesota Statutes 2022, section 123B.595, subdivision 4, is amended to read:


Subd. 4.

Facilities plans.

(a) To qualify for revenue under this section, a school district
or intermediate district, not including a charter school, must have a ten-year facility plan
adopted by the school board and approved by the commissioner. The plan must include
provisions for implementing a health and safety program that complies with health, safety,
and environmental regulations and best practices, including indoor air quality management
and remediation of lead hazards.new text begin For planning purposes, the plan must also address provisions
for providing a gender-neutral single-user restroom at each school site.
new text end

(b) The district must annually update the plan, submit the plan to the commissioner for
approval by July 31, and indicate whether the district will issue bonds to finance the plan
or levy for the costs.

(c) For school districts issuing bonds to finance the plan, the plan must include a debt
service schedule demonstrating that the debt service revenue required to pay the principal
and interest on the bonds each year will not exceed the projected long-term facilities revenue
for that year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later.
new text end

Sec. 5.

Minnesota Statutes 2022, section 123B.595, subdivision 7, is amended to read:


Subd. 7.

Long-term facilities maintenance equalization revenue.

deleted text begin (a) For fiscal year
2017 only, a district's long-term facilities maintenance equalization revenue equals the lesser
of (1) $193 times the adjusted pupil units or (2) the district's revenue under subdivision 1.
deleted text end

deleted text begin (b) For fiscal year 2018 only, a district's long-term facilities maintenance equalization
revenue equals the lesser of (1) $292 times the adjusted pupil units or (2) the district's
revenue under subdivision 1.
deleted text end

deleted text begin (c) For fiscal year 2019 and later,deleted text endnew text begin (a)new text end A district's long-term facilities maintenance
equalization revenue equals the lesser of (1) $380 times the adjusted pupil units or (2) the
district's revenue under subdivision 1.

deleted text begin (d)deleted text endnew text begin (b)new text end Notwithstanding deleted text beginparagraphsdeleted text endnew text begin paragraphnew text end (a) deleted text beginto (c)deleted text end, a district's long-term facilities
maintenance equalization revenue must not be less than the lesser of the district's long-term
facilities maintenance revenue or the amount of aid the district received for fiscal year 2015
under new text beginMinnesota Statutes 2014, new text endsection 123B.59, subdivision 6.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later.
new text end

Sec. 6.

Minnesota Statutes 2022, section 123B.595, subdivision 8, is amended to read:


Subd. 8.

Long-term facilities maintenance equalized levy.

(a) deleted text beginFor fiscal year 2017
and later,
deleted text end A district's long-term facilities maintenance equalized levy equals the district's
long-term facilities maintenance equalization revenue minus the greater of:

(1) the lesser of the district's long-term facilities maintenance equalization revenue or
the amount of aid the district received for fiscal year 2015 under Minnesota Statutes 2014,
section 123B.59, subdivision 6; or

(2) the district's long-term facilities maintenance equalization revenue times the greater
of (i) zero or (ii) one minus the ratio of its adjusted net tax capacity per adjusted pupil unit
in the year preceding the year the levy is certified to 123 percent of the state average adjusted
net tax capacity per adjusted pupil unit for all school districts in the year preceding the year
the levy is certified.

(b) For purposes of this subdivision, "adjusted net tax capacity" means the value described
in section 126C.01, subdivision 2, paragraph (b).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later.
new text end

Sec. 7.

Minnesota Statutes 2022, section 123B.595, subdivision 8a, is amended to read:


Subd. 8a.

Long-term facilities maintenance unequalized levy.

deleted text beginFor fiscal year 2017
and later,
deleted text end A district's long-term facilities maintenance unequalized levy equals the difference
between the district's revenue under subdivision 1 and the district's equalization revenue
under subdivision 7.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later.
new text end

Sec. 8.

Minnesota Statutes 2022, section 123B.595, subdivision 9, is amended to read:


Subd. 9.

Long-term facilities maintenance equalized aid.

deleted text beginFor fiscal year 2017 and
later,
deleted text end A district's long-term facilities maintenance equalized aid equals its long-term facilities
maintenance equalization revenue minus its long-term facilities maintenance equalized levy
times the ratio of the actual equalized amount levied to the permitted equalized levy.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later.
new text end

Sec. 9.

Minnesota Statutes 2022, section 123B.595, subdivision 10, is amended to read:


Subd. 10.

Allowed uses for long-term facilities maintenance revenue.

(a) A district
may use revenue under this section for any of the following:

(1) deferred capital expenditures and maintenance projects necessary to prevent further
erosion of facilities;

(2) increasing accessibility of school facilities;

(3) health and safety capital projects under section 123B.57; deleted text beginor
deleted text end

new text begin (4) remodeling or constructing a gender-neutral single-user restroom at each school site;
or
new text end

deleted text begin (4)deleted text endnew text begin (5)new text end by board resolution, to transfer money from the general fund reserve for long-term
facilities maintenance to the debt redemption fund to pay the amounts needed to meet, when
due, principal and interest on general obligation bonds issued under subdivision 5.

(b) A charter school may use revenue under this section for any purpose related to the
school.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later.
new text end

Sec. 10.

Minnesota Statutes 2022, section 123B.595, subdivision 11, is amended to read:


Subd. 11.

Restrictions on long-term facilities maintenance revenue.

Notwithstanding
subdivision 10, long-term facilities maintenance revenue may not be used:

(1) for the construction of new facilities, remodeling of existing facilities, or the purchase
of portable classroomsnew text begin, except for the costs associated with constructing or remodeling
existing facilities to include at least one gender-neutral single-user restroom authorized
under subdivision 10
new text end;

(2) to finance a lease purchase agreement, installment purchase agreement, or other
deferred payments agreement;

(3) for energy-efficiency projects under section 123B.65, for a building or property or
part of a building or property used for postsecondary instruction or administration, or for a
purpose unrelated to elementary and secondary education; or

(4) for violence prevention and facility security, ergonomics, or emergency
communication devices.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later.
new text end

Sec. 11.

Minnesota Statutes 2022, section 123B.71, subdivision 9, is amended to read:


Subd. 9.

Information required.

A school board proposing to construct, expand, or
remodel a facility that requires a review and comment under subdivision 8 shall submit to
the commissioner a proposal containing information including at least the following:

(1) the geographic area and population to be served, preschool through grade 12 student
enrollments for the past five years, and student enrollment projections for the next five
years;

(2) a list of existing facilities by year constructed, their uses, and an assessment of the
extent to which alternate facilities are available within the school district boundaries and in
adjacent school districts;

(3) a list of the specific deficiencies of the facility that demonstrate the need for a new
or renovated facility to be provided, the process used to determine the deficiencies, a list
of those deficiencies that will and will not be addressed by the proposed project, and a list
of the specific benefits that the new or renovated facility will provide to the students, teachers,
and community users served by the facility;

(4) a description of the project, including the specification of site and outdoor space
acreage and square footage allocations for classrooms, laboratories, and support spaces;
estimated expenditures for the major portions of the project; and the dates the project will
begin and be completed;

new text begin (5) a description of the project's plans for gender-neutral single-user restrooms, locker
room privacy stalls, or other spaces with privacy features, including single-user shower
stalls, changing stalls, or other single-user facilities;
new text end

deleted text begin (5)deleted text endnew text begin (6)new text end a specification of the source of financing the project, including applicable statutory
citations; the scheduled date for a bond issue or school board action; a schedule of payments,
including debt service equalization aid; and the effect of a bond issue on local property
taxes by the property class and valuation; and

deleted text begin (6)deleted text endnew text begin (7)new text end documents obligating the school district and contractors to comply with items
(i) to (vii) in planning and executing the project:

(i) section 471.345 governing municipal contracts;

(ii) sustainable design;

(iii) school facility commissioning under section 123B.72 certifying the plans and designs
for the heating, ventilating, air conditioning, and air filtration for an extensively renovated
or new facility meet or exceed current code standards, including the ASHRAE air filtration
standard 52.1;

(iv) American National Standards Institute Acoustical Performance Criteria, Design
Requirements and Guidelines for Schools on maximum background noise level and
reverberation times;

(v) State Fire Code;

(vi) chapter 326B governing building codes; and

(vii) consultation with affected government units about the impact of the project on
utilities, roads, sewers, sidewalks, retention ponds, school bus and automobile traffic, access
to mass transit, and safe access for pedestrians and cyclists.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for review and comments submitted on
or after July 1, 2023.
new text end

Sec. 12.

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 centersnew text begin and gender-neutral
single-user restrooms, locker room privacy stalls, or other spaces with privacy features,
including single-user shower stalls, changing stalls, or other single-user facilities
new text end;

(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 begin298.298deleted text endnew text begin 298.294new 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; and

(25) to pay the costs directly associated with closing a school facility, including moving
and storage costs.

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. 13.

Minnesota Statutes 2022, section 126C.40, subdivision 1, is amended to read:


Subdivision 1.

To lease building or land.

(a) When an independent or a special school
district or a group of independent or special school districts finds it economically
advantageous to rent or lease a building or land for any instructional purposes or for school
storage or furniture repair, and it determines that the operating capital revenue authorized
under section 126C.10, subdivision 13, is insufficient for this purpose, it may apply to the
commissioner for permission to make an additional capital expenditure levy for this purpose.
An application for permission to levy under this subdivision must contain financial
justification for the proposed levy, the terms and conditions of the proposed lease, and a
description of the space to be leased and its proposed use.

(b) The criteria for approval of applications to levy under this subdivision must include:
the reasonableness of the price, the appropriateness of the space to the proposed activity,
the feasibility of transporting pupils to the leased building or land, conformity of the lease
to the laws and rules of the state of Minnesota, and the appropriateness of the proposed
lease to the space needs and the financial condition of the district. The commissioner must
not authorize a levy under this subdivision in an amount greater than the cost to the district
of renting or leasing a building or land for approved purposes. The proceeds of this levy
must not be used for custodial or other maintenance services. A district may not levy under
this subdivision for the purpose of leasing or renting a district-owned building or site to
itself.

(c) For agreements finalized after July 1, 1997, a district may not levy under this
subdivision for the purpose of leasing: (1) a newly constructed building used primarily for
regular kindergarten, elementary, or secondary instruction; or (2) a newly constructed
building addition or additions used primarily for regular kindergarten, elementary, or
secondary instruction that contains more than 20 percent of the square footage of the
previously existing building.

(d) Notwithstanding paragraph (b), a district may levy under this subdivision for the
purpose of leasing or renting a district-owned building or site to itself only if the amount is
needed by the district to make payments required by a lease purchase agreement, installment
purchase agreement, or other deferred payments agreement authorized by law, and the levy
meets the requirements of paragraph (c). A levy authorized for a district by the commissioner
under this paragraph may be in the amount needed by the district to make payments required
by a lease purchase agreement, installment purchase agreement, or other deferred payments
agreement authorized by law, provided that any agreement include a provision giving the
school districts the right to terminate the agreement annually without penalty.

(e) The total levy under this subdivision for a district for any year must not exceed $212
times the adjusted pupil units for the fiscal year to which the levy is attributable.

(f) For agreements for which a review and comment have been submitted to the
Department of Education after April 1, 1998, the term "instructional purpose" as used in
this subdivision excludes expenditures on stadiums.

(g) The commissioner of education may authorize a school district to exceed the limit
in paragraph (e) if the school district petitions the commissioner for approval. The
commissioner shall grant approval to a school district to exceed the limit in paragraph (e)
for not more than five years if the district meets the following criteria:

(1) the school district has been experiencing pupil enrollment growth in the preceding
five years;

(2) the purpose of the increased levy is in the long-term public interest;

(3) the purpose of the increased levy promotes colocation of government services; and

(4) the purpose of the increased levy is in the long-term interest of the district by avoiding
over construction of school facilities.

(h) A school district that is a member of an intermediate school districtnew text begin or other
cooperative unit under section 123A.24, subdivision 2, or a joint powers district under
section 471.59
new text end may include in its authority under this section the costs associated with leases
of administrative and classroom space for deleted text beginintermediate school districtdeleted text end programsnew text begin of the
intermediate school district or other cooperative unit under section 123A.24, subdivision
2, or joint powers district under section 471.59
new text end. This authority must not exceed $65 times
the adjusted pupil units of the member districts. This authority is in addition to any other
authority authorized under this section.new text begin The intermediate school district, other cooperative
unit, or joint powers district may specify which member districts will levy for lease costs
under this paragraph.
new text end

(i) In addition to the allowable capital levies in paragraph (a), for taxes payable in 2012
to 2023, a district that is a member of the "Technology and Information Education Systems"
data processing joint board, that finds it economically advantageous to enter into a lease
agreement to finance improvements to a building and land for a group of school districts
or special school districts for staff development purposes, may levy for its portion of lease
costs attributed to the district within the total levy limit in paragraph (e). The total levy
authority under this paragraph shall not exceed $632,000.

(j) Notwithstanding paragraph (a), a district may levy under this subdivision for the
purpose of leasing administrative space if the district can demonstrate to the satisfaction of
the commissioner that the lease cost for the administrative space is no greater than the lease
cost for instructional space that the district would otherwise lease. The commissioner must
deny this levy authority unless the district passes a resolution stating its intent to lease
instructional space under this section if the commissioner does not grant authority under
this paragraph. The resolution must also certify that the lease cost for administrative space
under this paragraph is no greater than the lease cost for the district's proposed instructional
lease.

new text begin (k) Notwithstanding paragraph (a), a district may levy under this subdivision for the
district's proportionate share of deferred maintenance expenditures for a district-owned
building or site leased to a cooperative unit under section 123A.24, subdivision 2, or a joint
powers district under section 471.59 for any instructional purposes or for school storage.
new text end

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. 14.

Minnesota Statutes 2022, section 126C.40, subdivision 6, is amended to read:


Subd. 6.

Lease purchase; installment buys.

(a) Upon application to, and approval by,
the commissioner in accordance with the procedures and limits in subdivision 1, paragraphs
(a) and (b), a district, as defined in this subdivision, may:

(1) purchase real or personal property under an installment contract or may lease real
or personal property with an option to purchase under a lease purchase agreement, by which
installment contract or lease purchase agreement title is kept by the seller or vendor or
assigned to a third party as security for the purchase price, including interest, if any; and

(2) annually levy the amounts necessary to pay the district's obligations under the
installment contract or lease purchase agreement.

(b) The obligation created by the installment contract or the lease purchase agreement
must not be included in the calculation of net debt for purposes of section 475.53, and does
not constitute debt under other law. An election is not required in connection with the
execution of the installment contract or the lease purchase agreement.

(c) The proceeds of the levy authorized by this subdivision must not be used to acquire
a facility to be primarily used for athletic or school administration purposes.

(d) For the purposes of this subdivision, "district" means:

(1) Special School District No. 1, Minneapolis, Independent School District No. 625,
St. Paul, Independent School District No. 709, Duluth, or Independent School District No.
535, Rochester, if the district's desegregation plan has been determined by the commissioner
to be in compliance with Department of Education rules relating to equality of educational
opportunity and where the acquisition of property under this subdivision is determined by
the commissioner to contribute to the implementation of the desegregation plan; or

(2) other districts eligible for revenue under section 124D.862 if the facility acquired
under this subdivision is to be primarily used for a joint program for interdistrict
desegregation and the commissioner determines that the joint programs are being undertaken
to implement the districts' desegregation plan.

(e) Notwithstanding subdivision 1, the prohibition against a levy by a district to lease
or rent a district-owned building to itself does not apply to levies otherwise authorized by
this subdivision.

(f) For the purposes of this subdivision, any references in subdivision 1 to building or
land shall include personal property.

new text begin (g) Projects funded under this subdivision are subject to review and comment under
section 123B.71, subdivision 8, in the same manner as other school construction projects.
new text end

Sec. 15.

Minnesota Statutes 2022, section 126C.44, is amended to read:


126C.44 SAFE SCHOOLS deleted text beginLEVYdeleted text endnew text begin REVENUEnew text end.

new text begin Subdivision 1. new text end

new text begin Safe schools revenue for school districts. new text end

deleted text begin(a) Each district may make
a levy on all taxable property located within the district for the purposes specified in this
section. The maximum amount which may be levied for all costs under this section shall
be equal to $36 multiplied by the district's adjusted pupil units for the school year
deleted text endnew text begin A school
district's safe schools revenue equals its safe schools levy
new text end.

new text begin Subd. 2. new text end

new text begin School district safe schools levy. new text end

new text begin A school district's safe schools levy equals
$36 times the district's adjusted pupil units for the school year.
new text end

new text begin Subd. 3. new text end

new text begin Safe schools revenue for intermediate school districts. new text end

new text begin A school district that
is a member of an intermediate school district may include in its levy authority under this
section the costs associated with safe schools activities authorized under this section for
intermediate school district programs. This authority must not exceed the product of $15
and the adjusted pupil units of the member districts. This authority is in addition to any
other authority authorized under this section. Revenue raised under this subdivision must
be transferred to the intermediate school district.
new text end

new text begin Subd. 4. new text end

new text begin Use of safe schools revenue. new text end

deleted text beginThe proceeds of the levydeleted text endnew text begin Safe schools revenuenew text end
must be reserved and used for directly funding the following purposes or for reimbursing
the cities and counties who contract with the district for the following purposes:

(1) to pay the costs incurred for the salaries, benefits, and transportation costs of peace
officers and sheriffs for liaison in services in the district's schools;

(2) to pay the costs for a drug abuse prevention program as defined in section 609.101,
subdivision 3
, paragraph (e), in the elementary schools;

(3) to pay the costs for a gang resistance education training curriculum in the district's
schools;

(4) to pay the costs for security in the district's schools and on school property;

(5) to pay the costs for other crime prevention, drug abuse, student and staff safety,
voluntary opt-in suicide prevention tools, and violence prevention measures taken by the
school district;

(6) to pay costs for licensed school counselors, licensed school nurses, licensed school
social workers, licensed school psychologists, and licensed alcohol and substance use
disorder counselors to help provide early responses to problems;

(7) to pay for facility security enhancements including laminated glass, public
announcement systems, emergency communications devices, and equipment and facility
modifications related to violence prevention and facility security;

(8) to pay for costs associated with improving the school climate; deleted text beginor
deleted text end

(9) to pay costs for colocating and collaborating with mental health professionals who
are not district employees or contractorsnew text begin; or
new text end

new text begin (10) to pay for the costs of cybersecurity measures, including updating computer hardware
and software, other systems upgrades, and cybersecurity insurance costs
new text end.

(b) For expenditures under paragraph (a), clause (1), the district must initially attempt
to contract for services to be provided by peace officers or sheriffs with the police department
of each city or the sheriff's department of the county within the district containing the school
receiving the services. If a local police department or a county sheriff's department does
not wish to provide the necessary services, the district may contract for these services with
any other police or sheriff's department located entirely or partially within the school district's
boundaries.

deleted text begin (c) A school district that is a member of an intermediate school district may include in
its authority under this section the costs associated with safe schools activities authorized
under paragraph (a) for intermediate school district programs. This authority must not exceed
$15 times the adjusted pupil units of the member districts. This authority is in addition to
any other authority authorized under this section. Revenue raised under this paragraph must
be transferred to the intermediate school district.
deleted 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. 16. new text beginLEASE LEVY FOR TRANSPORTATION HUB FOR EASTERN CARVER
COUNTY SCHOOL DISTRICT.
new text end

new text begin Notwithstanding Minnesota Statutes, section 126C.40, subdivision 1, Independent School
District No. 112, Eastern Carver County Schools, may lease a transportation hub under
Minnesota Statutes, section 126C.40, subdivision 1, if the district demonstrates to the
satisfaction of the commissioner of education that the transportation hub will result in
significant financial savings for the school district. Levy authority under this section must
not exceed the total levy authority under Minnesota Statutes, section 126C.40, subdivision
1, paragraph (e).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for taxes payable in 2024 and later.
new text end

Sec. 17. new text beginLONG-TERM FACILITIES MAINTENANCE REVENUE ADJUSTMENT.
new text end

new text begin Subdivision 1. new text end

new text begin Eligibility. new text end

new text begin A school board that purchases a nonschool facility and converts
that facility to a school building may document to the commissioner of education, in the
form and manner specified by the commissioner, that the purchase and subsequent remodeling
of the facility is less expensive than constructing a new facility for the same space and is
eligible for an adjustment to its long-term facilities maintenance revenue according to
subdivision 2.
new text end

new text begin Subd. 2. new text end

new text begin Inclusion in plan and revenue. new text end

new text begin Notwithstanding Minnesota Statutes, section
123B.595, or any other law to the contrary, an eligible school district under subdivision 1
may include in its long-term facilities maintenance ten-year plan any heating, ventilation,
and air conditioning projects necessary to improve air handling performance sufficient to
satisfy the requirements for a certificate of occupancy for the space for its intended use as
a school facility. The Department of Education must adjust an eligible school district's
long-term facilities maintenance revenue to include these costs.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment and
applies to a nonschool facility purchased on or after January 1, 2019.
new text end

Sec. 18. new text beginAPPROPRIATIONS.
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 Building and cybersecurity grant program. new text end

new text begin (a) To provide grants to school
districts and charter schools to improve building security and cybersecurity:
new text end

new text begin $
new text end
new text begin 35,000,000
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 0
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) A cooperative unit, school district, or charter school may apply for a grant in the
form and manner specified by the commissioner.
new text end

new text begin (c) Funds may be used for security-related facility improvements, cybersecurity insurance
premiums, and associated costs.
new text end

new text begin (d) Up to $100,000 is available for grant administration and monitoring.
new text end

new text begin (e) This is a onetime appropriation and is available until June 30, 2027.
new text end

new text begin Subd. 3. new text end

new text begin Debt service equalization aid. new text end

new text begin (a) For debt service equalization aid under
Minnesota Statutes, section 123B.53, subdivision 6:
new text end

new text begin $
new text end
new text begin 24,511,000
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 21,351,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $2,424,000 for 2023 and $22,087,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $2,454,000 for 2024 and $18,897,000 for 2025.
new text end

new text begin Subd. 4. new text end

new text begin Equity in telecommunications access. new text end

new text begin (a) For equity in telecommunications
access:
new text end

new text begin $
new text end
new text begin 3,750,000
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 3,750,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) If the appropriation amount is insufficient, the commissioner shall reduce the
reimbursement rate in Minnesota Statutes, section 125B.26, subdivisions 4 and 5, and the
revenue for fiscal years 2024 and 2025 shall be prorated.
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. 5. new text end

new text begin Grants for gender-neutral single-user restrooms. new text end

new text begin (a) For grants to school
districts for remodeling, constructing, or repurposing space for gender-neutral single-user
restrooms:
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) A school district or a cooperative unit under Minnesota Statutes, section 123A.24,
subdivision 2, may apply for a grant of not more than $75,000 per site under this subdivision
in the form and manner specified by the commissioner. The commissioner must award at
least one grant under this subdivision to Independent School District No. 709, Duluth, for
a demonstration grant for a project awaiting construction.
new text end

new text begin (c) The commissioner must ensure that grants are awarded to schools to reflect the
geographic diversity of the state.
new text end

new text begin (d) Up to $75,000 each year is available for grant administration and monitoring.
new text end

new text begin (e) By February 1 of each year, the commissioner must annually report to the committees
of the legislature with jurisdiction over education on the number of grants that were awarded
each year and the number of grant applications that were unfunded during that year.
new text end

new text begin Subd. 6. new text end

new text begin Long-term facilities maintenance equalized aid. new text end

new text begin (a) For long-term facilities
maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:
new text end

new text begin $
new text end
new text begin 108,045,000
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 108,245,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $10,821,000 for 2023 and $97,224,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $10,803,000 for 2024 and $97,442,000 for 2025.
new text end

ARTICLE 9

NUTRITION AND LIBRARIES

Section 1.

Minnesota Statutes 2022, section 124D.111, subdivision 2a, is amended to read:


Subd. 2a.

Federal child and adult care food programnew text begin and federal summer food
service program
new text end; criteria and notice.

new text begin(a) new text endThe commissioner must post on the department's
website eligibility criteria and application information for nonprofit organizations interested
in applying to the commissioner for approval as a multisite sponsoring organization under
the federal child and adult care food programnew text begin and federal summer food service programnew text end.
The posted criteria and information must inform interested nonprofit organizations about:

(1) the criteria the commissioner uses to approve or disapprove an application, including
how an applicant demonstrates financial viability for the Minnesota program, among other
criteria;

(2) the commissioner's process and time line for notifying an applicant when its
application is approved or disapproved and, if the application is disapproved, the explanation
the commissioner provides to the applicant; and

(3) any appeal or other recourse available to a disapproved applicant.

new text begin (b) The commissioner must evaluate financial eligibility as part of the application process.
An organization applying to be a prospective sponsor for the federal child and adult food
care program or the federal summer food service program must provide documentation of
financial viability as an organization. Documentation must include:
new text end

new text begin (1) evidence that the organization has operated for at least one year and has filed at least
one tax return;
new text end

new text begin (2) the most recent tax return submitted by the organization and corresponding forms
and financial statements;
new text end

new text begin (3) a profit and loss statement and balance sheet or similar financial information; and
new text end

new text begin (4) evidence that at least ten percent of the organization's operating revenue comes from
sources other than the United States Department of Agriculture child nutrition program and
that the organization has additional funds or a performance bond available to cover at least
one month of reimbursement claims.
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. 2.

Minnesota Statutes 2022, section 124D.111, subdivision 5, is amended to read:


Subd. 5.

Respectful treatment.

(a) The participant must also provide meals to students
in a respectful manner according to the policy adopted under subdivision 1. The participant
must ensure that any reminders for payment of outstanding student meal balances do not
demean or stigmatize any child participating in the school lunch program, including but not
limited to dumping mealsdeleted text begin,deleted text endnew text begin;new text end withdrawing a meal that has been serveddeleted text begin,deleted text endnew text begin;new text end announcing or listing
students' names publiclydeleted text begin,deleted text endnew text begin; providing alternative meals not specifically related to dietary
needs; providing nonreimbursable meals;
new text end or affixing stickers, stamps, or pins. The participant
must not impose any other restriction prohibited under section 123B.37 due to unpaid student
meal balances. The participant must not limit a student's participation in any school activities,
graduation ceremonies, field trips, athletics, activity clubs, or other extracurricular activities
or access to materials, technology, or other items provided to students due to an unpaid
student meal balance.

(b) If the commissioner or the commissioner's designee determines a participant has
violated the requirement to provide meals to participating students in a respectful manner,
the commissioner or the commissioner's designee must send a letter of noncompliance to
the participant. The participant is required to respond and, if applicable, remedy the practice
within 60 days.

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 124D.1158, as amended by Laws 2023, chapter
18, section 2, is amended to read:


124D.1158 SCHOOL BREAKFAST PROGRAM.

Subdivision 1.

Purpose; eligibility.

(a) The purpose of the school breakfast program is
to provide affordable morning nutrition to children so that they can effectively learn.

(b) A school district, charter school, nonpublic school, or other participant in the federal
school breakfast program may receive state breakfast aid.

(c) Schools shall encourage all children to eat a nutritious breakfast, either at home or
at school, and shall work to eliminate barriers to breakfast participation at school such as
inadequate facilities and transportation.

Subd. 3.

Program reimbursement.

Each school year, the state must reimburse each
participating school either:

(1) 30 cents for each reduced-price breakfast, 55 cents for each fully paid breakfast
served to students in grades 1 to 12, and $1.30 for each fully paid breakfast served to a
prekindergarten student enrolled in an approved voluntary prekindergarten program under
section 124D.151new text begin, early childhood special education student participating in a program
authorized under section 124D.151,
new text end or a kindergarten student; or

(2) if the school participates in the free school meals program under section 124D.111,
subdivision 1c
, state aid as provided in section 124D.111, subdivision 1d.

Subd. 4.

No fees.

A school that receives school breakfast aid under this section must
make breakfast available without charge to all participating students in grades 1 to 12 who
qualify for free or reduced-price meals and to all prekindergarten students enrolled in an
approved voluntary prekindergarten program under section 124D.151new text begin, early childhood
special education students participating in a program authorized under section 124D.151,
new text end
and all kindergarten students.

Sec. 4.

Minnesota Statutes 2022, section 124D.119, is amended to read:


124D.119 SUMMER FOOD SERVICE deleted text beginREPLACEMENT AIDdeleted text endnew text begin PROGRAM AND
CHILD AND ADULT CARE FOOD PROGRAM
new text end.

new text begin Subdivision 1. new text end

new text begin Summer Food Service Program replacement aid. new text end

deleted text beginStatesdeleted text endnew text begin Statenew text end funds
are available to compensate department-approved Summer Food new text beginService new text endProgram sponsors.
Reimbursement shall be made on December 15 based on total meals served by each sponsor
from the end of the school year to the beginning of the next school year on a pro rata basis.

new text begin Subd. 2. new text end

new text begin Child and Adult Care Food Program and Summer Food Service Program
sponsor organizations.
new text end

new text begin Legally distinct Child and Adult Care Food Program and Summer
Food Service Program sites may transfer sponsoring organizations no more than once per
year, except under extenuating circumstances including termination of the sponsoring
organization's agreement or other circumstances approved by the Department of Education.
new text end

new text begin Subd. 3. new text end

new text begin Child and Adult Care Food Program and Summer Food Service Program
training.
new text end

new text begin Prior to applying to sponsor a Child and Adult Care Food Program or Summer
Food Service Program site, a nongovernmental organization applicant must provide
documentation to the Department of Education verifying that staff members have completed
program-specific training as designated by the commissioner.
new text end

new text begin Subd. 4. new text end

new text begin Summer Food Service Program locations. new text end

new text begin Consistent with Code of Federal
Regulations, title 7, section 225.6(d)(1)(ii), the Department of Education must not approve
a new Summer Food Service Program open site that is within a half-mile radius of an existing
Summer Food Service Program open site. The department may approve a new Summer
Food Service Program open site within a half-mile radius only if the new program will not
be serving the same group of children for the same meal type or if there are safety issues
that could present barriers to participation.
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. 5.

new text begin [124D.901] SCHOOL LIBRARIES AND MEDIA CENTERS.
new text end

new text begin A school district or charter school library or school library media center provides equitable
and free access to students, teachers, and administrators.
new text end

new text begin A school library or school library media center must have the following characteristics:
new text end

new text begin (1) ensures every student has equitable access to resources and is able to locate, access,
and use resources that are organized and cataloged;
new text end

new text begin (2) has a collection development plan that includes but is not limited to materials selection
and deselection, a challenged materials procedure, and an intellectual and academic freedom
statement;
new text end

new text begin (3) is housed in a central location that provides an environment for expanded learning
and supports a variety of student interests;
new text end

new text begin (4) has technology and Internet access; and
new text end

new text begin (5) is served by a licensed school library media specialist or licensed school librarian.
new text end

Sec. 6.

Minnesota Statutes 2022, section 134.31, subdivision 1, is amended to read:


Subdivision 1.

Library service.

The state shall, as an integral part of its responsibility
for public education, support the provision of library service for every deleted text begincitizendeleted text endnew text begin residentnew text end, the
development of cooperative programs for the sharing of resources and services among all
libraries, and the establishment of jointly operated library services at a single location where
appropriate.

Sec. 7.

Minnesota Statutes 2022, section 134.31, subdivision 4a, is amended to read:


Subd. 4a.

Services to people with visual and physical disabilities.

The Minnesota
Department of Education shall provide specialized services to people with visual and physical
disabilities through the Minnesota Braille and Talking Book Library under a cooperative
plan with the National Library deleted text beginServicesdeleted text endnew text begin Servicenew text end for the Blind and deleted text beginPhysically Handicappeddeleted text endnew text begin
Print Disabled
new text end of the Library of Congress.

Sec. 8.

Minnesota Statutes 2022, section 134.32, subdivision 4, is amended to read:


Subd. 4.

Special project grants.

It may provide special project grants to assist innovative
and experimental library programs including, but not limited to, special services for American
Indians and deleted text beginthe Spanish-speakingdeleted text endnew text begin multilingual learnersnew text end, delivery of library materials to
homebound persons, other extensions of library services to persons without access to libraries
and projects to strengthen and improve library services.

Sec. 9.

Minnesota Statutes 2022, section 134.34, subdivision 1, is amended to read:


Subdivision 1.

Local support levels.

(a) Regional library basic system support aid shall
be provided to any regional public library system where there are at least three participating
counties and where each participating city and county is providing for public library service
support the lesser of (a) an amount equivalent to .82 percent of the average of the adjusted
net tax capacity of the taxable property of that city or county, as determined by the
commissioner of revenue for the second, third, and fourth year preceding that calendar year
or (b) a per capita amount calculated under the provisions of this subdivision. The per capita
amount is established for calendar year 1993 as $7.62. In succeeding calendar years, the
per capita amount shall be increased by a percentage equal to one-half of the percentage by
which the total state adjusted net tax capacity of property as determined by the commissioner
of revenue for the second year preceding that calendar year increases over that total adjusted
net tax capacity for the third year preceding that calendar year.

(b) The minimum level of support specified under this subdivision or subdivision 4 shall
be certified annually to the participating cities and counties by the Department of Education.
If a city or county chooses to reduce its local support in accordance with subdivision 4,
paragraph (b) or (c), it shall notify its regional public library system. The regional public
library system shall notify the Department of Education that a revised certification is required.
The revised minimum level of support shall be certified to the city or county by the
Department of Education.

(c) A city which is a part of a regional public library system shall not be required to
provide this level of support if the property of that city is already taxable by the county for
the support of that regional public library system. In no event shall the Department of
Education require any city or county to provide a higher level of support than the level of
support specified in this section in order for a system to qualify for regional library basic
system support aid. This section shall not be construed to prohibit a city or county from
providing a higher level of support for public libraries than the level of support specified
in this section.

new text begin (d) The amounts required to be expended under this section are subject to the reduced
maintenance of effort requirements under section 275.761.
new text end

Sec. 10.

Minnesota Statutes 2022, section 134.355, subdivision 5, is amended to read:


Subd. 5.

Base aid distribution.

deleted text beginFivedeleted text endnew text begin Fifteennew text end percent of the available aid funds shall be
paid to each system as base aid for basic system services.

new text begin EFFECTIVE DATE. new text end

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

Sec. 11.

Minnesota Statutes 2022, section 134.355, subdivision 6, is amended to read:


Subd. 6.

Adjusted net tax capacity per capita distribution.

deleted text beginTwenty-fivedeleted text endnew text begin Fifteennew text end percent
of the available aid funds shall be distributed to regional public library systems based upon
the adjusted net tax capacity per capita for each member county or participating portion of
a county as calculated for the deleted text beginseconddeleted text endnew text begin thirdnew text end year preceding the fiscal year for which aid is
provided. Each system's entitlement shall be calculated as follows:

deleted text begin (a)deleted text endnew text begin (1)new text end multiply the adjusted net tax capacity per capita for each county or participating
portion of a county by .0082deleted text begin.deleted text endnew text begin;
new text end

deleted text begin (b)deleted text endnew text begin (2)new text end add sufficient aid funds that are available under this subdivision to raise the
amount of the county or participating portion of a county with the lowest value calculated
according to deleted text beginparagraph (a)deleted text endnew text begin clause (1)new text end to the amount of the county or participating portion
of a county with the next highest value calculated according to deleted text beginparagraph (a)deleted text endnew text begin clause (1)new text end.
Multiply the amount of the additional aid funds by the population of the county or
participating portion of a countydeleted text begin.deleted text endnew text begin;
new text end

deleted text begin (c)deleted text endnew text begin (3)new text end continue the process described in deleted text beginparagraph (b)deleted text endnew text begin clause (2)new text end by adding sufficient
aid funds that are available under this subdivision to the amount of a county or participating
portion of a county with the next highest value calculated in deleted text beginparagraph (a)deleted text endnew text begin clause (1)new text end to raise
it and the amount of counties and participating portions of counties with lower values
calculated in deleted text beginparagraph (a)deleted text endnew text begin clause (1)new text end up to the amount of the county or participating portion
of a county with the next highest value, until reaching an amount where funds available
under this subdivision are no longer sufficient to raise the amount of a county or participating
portion of a county and the amount of counties and participating portions of counties with
lower values up to the amount of the next highest county or participating portion of a countydeleted text begin.deleted text endnew text begin;
and
new text end

deleted text begin (d)deleted text endnew text begin (4)new text end if the point is reached using the process in deleted text beginparagraphs (b) and (c)deleted text endnew text begin clauses (2) and
(3)
new text end at which the remaining aid funds under this subdivision are not adequate for raising the
amount of a county or participating portion of a county and all counties and participating
portions of counties with amounts of lower value to the amount of the county or participating
portion of a county with the next highest value, those funds are to be divided on a per capita
basis for all counties or participating portions of counties that received aid funds under the
calculation in deleted text beginparagraphs (b) and (c)deleted text endnew text begin clauses (2) and (3)new text end.

new text begin EFFECTIVE DATE. new text end

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

Sec. 12.

Minnesota Statutes 2022, section 134.355, subdivision 7, is amended to read:


Subd. 7.

Population determination.

new text beginA regional public library system's new text endpopulation deleted text beginshall
be determined according to
deleted text endnew text begin must be calculated using the most recent estimate available
under
new text end section 477A.011, subdivision 3new text begin, at the time the aid amounts are calculated, which
must be by April 1 in the year the calculation is made
new text end.

new text begin EFFECTIVE DATE. new text end

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

Sec. 13.

Laws 2023, chapter 18, section 4, subdivision 2, is amended to read:


Subd. 2.

School lunch.

For school lunch aid under Minnesota Statutes, section 124D.111,
including the amounts for the free school meals program:

$
deleted text begin 190,863,000
deleted text endnew text begin190,897,000
new text end
.....
2024
$
deleted text begin 197,902,000
deleted text endnew text begin198,154,000
new text end
.....
2025

Sec. 14.

Laws 2023, chapter 18, section 4, subdivision 3, is amended to read:


Subd. 3.

School breakfast.

For school breakfast aid under Minnesota Statutes, section
124D.1158:

$
deleted text begin 25,731,000
deleted text endnew text begin25,912,000
new text end
.....
2024
$
deleted text begin 26,538,000
deleted text endnew text begin27,372,000
new text end
.....
2025

Sec. 15. new text beginAPPROPRIATIONS.
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. Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin Subd. 2. new text end

new text begin Basic system support. new text end

new text begin (a) For basic system support aid under Minnesota
Statutes, section 134.355:
new text end

new text begin $
new text end
new text begin 15,550,000
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 15,770,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $1,357,000 for 2023 and $14,193,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $1,757,000 for 2024 and $14,213,000 for 2025.
new text end

new text begin Subd. 3. new text end

new text begin Electronic library for Minnesota. new text end

new text begin For statewide licenses to online databases
selected in cooperation with the Minnesota Office of Higher Education for school media
centers, public libraries, state government agency libraries, and public or private college or
university libraries:
new text end

new text begin $
new text end
new text begin 900,000
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 900,000
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 Kindergarten milk. new text end

new text begin For kindergarten milk aid under Minnesota Statutes,
section 124D.118:
new text end

new text begin $
new text end
new text begin 659,000
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 659,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 5. new text end

new text begin Multicounty, multitype library systems. new text end

new text begin (a) For aid under Minnesota Statutes,
sections 134.353 and 134.354, to multicounty, multitype library systems:
new text end

new text begin $
new text end
new text begin 1,435,000
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 1,450,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $130,000 for 2023 and $1,305,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $145,000 for 2024 and $1,305,000 for 2025.
new text end

new text begin Subd. 6. new text end

new text begin Regional library telecommunications. new text end

new text begin (a) For regional library
telecommunications aid under Minnesota Statutes, section 134.355:
new text end

new text begin $
new text end
new text begin 2,300,000
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 2,300,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $230,000 for 2023 and $2,070,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $230,000 for 2024 and $2,070,000 for 2025.
new text end

new text begin Subd. 7. new text end

new text begin Summer school food service replacement. new text end

new text begin For summer school food service
replacement aid under Minnesota Statutes, section 124D.119:
new text end

new text begin $
new text end
new text begin 150,000
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 150,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

Sec. 16. new text beginREVISOR INSTRUCTION.
new text end

new text begin The revisor of statutes shall replace the terms "free lunch," "reduced price lunch,"
"reduced-price lunch," and "free or reduced price lunch" with "free meals," "reduced-price
meals," and "free or reduced-price meals" wherever they appear in Minnesota Statutes when
used in context with the national school lunch and breakfast programs.
new text end

ARTICLE 10

EARLY CHILDHOOD EDUCATION

Section 1.

Minnesota Statutes 2022, section 124D.151, subdivision 6, is amended to read:


Subd. 6.

Participation limits.

(a) Notwithstanding section 126C.05, subdivision 1,
paragraph (d), the pupil units for a voluntary prekindergarten program for an eligible school
district or charter school must not exceed 60 percent of the kindergarten pupil units for that
school district or charter school under section 126C.05, subdivision 1, paragraph (e).

(b) In reviewing applications under subdivision 5, the commissioner must limit the total
number of participants in the voluntary prekindergarten and school readiness plus programs
under Laws 2017, First Special Session chapter 5, article 8, section 9, to not more than 7,160
participants for fiscal years deleted text begin2019, 2020, 2021, 2022, and 2023, and 3,160 participants for
fiscal years 2024 and later
deleted text endnew text begin 2023 and 2024, and 12,360 participants for fiscal year 2025 and
later
new text end.

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. 2.

Minnesota Statutes 2022, section 126C.05, subdivision 1, is amended to read:


Subdivision 1.

Pupil unit.

Pupil units for each Minnesota resident pupil under the age
of 21 or who meets the requirements of section 120A.20, subdivision 1, paragraph (c), in
average daily membership enrolled in the district of residence, in another district under
sections 123A.05 to 123A.08, 124D.03, 124D.08, or 124D.68; in a charter school under
chapter 124E; or for whom the resident district pays tuition under section 123A.18, 123A.22,
123A.30, 123A.32, 123A.44, 123A.488, 123B.88, subdivision 4, 124D.04, 124D.05, 125A.03
to 125A.24, 125A.51, or 125A.65, shall be counted according to this subdivision.

(a) A prekindergarten pupil with a disability who is enrolled in a program approved by
the commissioner and has an individualized education program is counted as the ratio of
the number of hours of assessment and education service to 825 times 1.0 with a minimum
average daily membership of 0.28, but not more than 1.0 pupil unit.

(b) A prekindergarten pupil who is assessed but determined not to be disabled is counted
as the ratio of the number of hours of assessment service to 825 times 1.0.

deleted text begin (c) A kindergarten pupil with a disability who is enrolled in a program approved by the
commissioner is counted as the ratio of the number of hours of assessment and education
services required in the fiscal year by the pupil's individualized education program to 875,
but not more than one.
deleted text end

deleted text begin (d)deleted text endnew text begin (c)new text end A prekindergarten pupil who is not included in paragraph (a) or (b) and is enrolled
in an approved voluntary prekindergarten program under section 124D.151 is counted as
the ratio of the number of hours of instruction to 850 times 1.0, but not more than 0.6 pupil
units.

deleted text begin (e)deleted text endnew text begin (d)new text end A kindergarten pupil deleted text beginwho is not included in paragraph (c)deleted text end is counted as 1.0 pupil
unit if the pupil is enrolled in a free all-day, every day kindergarten program available to
all kindergarten pupils at the pupil's school that meets the minimum hours requirement in
section 120A.41, or is counted as .55 pupil unit, if the pupil is not enrolled in a free all-day,
every day kindergarten program available to all kindergarten pupils at the pupil's school.

deleted text begin (f)deleted text endnew text begin (e)new text end A pupil who is in any of grades 1 to 6 is counted as 1.0 pupil unit.

deleted text begin (g)deleted text endnew text begin (f)new text end A pupil who is in any of grades 7 to 12 is counted as 1.2 pupil units.

deleted text begin (h)deleted text endnew text begin (g)new text end A pupil who is in the postsecondary enrollment options program is counted as
1.2 pupil units.

deleted text begin (i) For fiscal years 2018 through 2023,deleted text endnew text begin (h)new text end A prekindergarten pupil who:

(1) is not included in paragraph (a), (b), or deleted text begin(d)deleted text endnew text begin (c)new text end;

(2) is enrolled in a school readiness plus program under Laws 2017, First Special Session
chapter 5, article 8, section 9; and

(3) has one or more of the risk factors specified by the eligibility requirements for a
school readiness plus program,

is counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more
than 0.6 pupil units. A pupil qualifying under this paragraph must be counted in the same
manner as a voluntary prekindergarten student for all general education and other school
funding formulas.

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. 3.

Minnesota Statutes 2022, section 126C.05, subdivision 3, as amended by Laws
2023, chapter 18, section 3, is amended to read:


Subd. 3.

Compensation revenue pupil units.

Compensation revenue pupil units must
be computed according to this subdivision.

(a) The compensation revenue concentration percentage for each building in a district
equals the product of 100 times the ratio of:

(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch
plus one-half of the pupils eligible to receive reduced priced lunch on October 1 of the
previous fiscal year; to

(2) the number of pupils enrolled in the building on October 1 of the previous fiscal
year.

(b) The compensation revenue pupil weighting factor for a building equals the lesser of
one or the quotient obtained by dividing the building's compensation revenue concentration
percentage by 80.0.

(c) The compensation revenue pupil units for a building equals the product of:

(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch
and one-half of the pupils eligible to receive reduced priced lunch on October 1 of the
previous fiscal year; times

(2) the compensation revenue pupil weighting factor for the building; times

(3) .60.

(d) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten programs under
section 124D.151, charter schools, and contracted alternative programs in the first year of
operation, compensation revenue pupil units shall 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 revenue pupil units shall be
computed based on pupils enrolled on an alternate date determined by the commissioner,
and the compensation revenue pupil units shall be prorated based on the ratio of the number
of days of student instruction to 170 days.

deleted text begin (e) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten seats discontinued
in fiscal year 2024 due to the reduction in the participation limit under section 124D.151,
subdivision 6, those discontinued seats must not be used to calculate compensation revenue
pupil units for fiscal year 2024.
deleted text end

deleted text begin (f)deleted text endnew text begin (e)new text end The percentages in this subdivision must be based on the count of individual
pupils and not on a building average or minimum.

deleted text begin (g)deleted text endnew text begin (f)new text end Notwithstanding paragraphs (a) to deleted text begin(f)deleted text endnew text begin (e)new text end, for revenue in fiscal year 2025 only,
the compensation revenue pupil units for each building in a district equals the greater of the
building's actual compensation revenue pupil units computed according to paragraphs (a)
to deleted text begin(f)deleted text endnew text begin (e)new text end for revenue in fiscal year 2025, or the building's actual compensation revenue pupil
units computed according to paragraphs (a) to deleted text begin(f)deleted text endnew text begin (e)new text end for revenue in fiscal year 2024.

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. 4.

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


Subd. 2d.

Declining enrollment revenue.

deleted text begin(a)deleted text end A school district's declining enrollment
revenue equals the greater of zero or the product of: (1) 28 percent of the formula allowance
for that year and (2) the difference between the adjusted pupil units for the preceding year
and the adjusted pupil units for the current year.

deleted text begin (b) Notwithstanding paragraph (a), for fiscal year 2024 only, prekindergarten pupil units
under section 126C.05, subdivision 1, paragraph (d), must be excluded from the calculation
of declining enrollment revenue.
deleted text end

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

ARTICLE 11

COMMUNITY EDUCATION AND LIFELONG LEARNING

Section 1.

Minnesota Statutes 2022, section 124D.20, subdivision 3, is amended to read:


Subd. 3.

General community education revenue.

The general community education
revenue for a district equals deleted text begin$5.23 for fiscal years 2005 and 2006 and $5.42deleted text endnew text begin $5.75new text end for fiscal
year deleted text begin2007deleted text endnew text begin 2025new text end and later, times the greater of 1,335 or the population of the district. The
population of the district is determined according to section 275.14.

Sec. 2.

Minnesota Statutes 2022, section 124D.20, subdivision 5, is amended to read:


Subd. 5.

Total community education levy.

new text begin(a) For fiscal years prior to 2025, new text endto obtain
total community education revenue, a district may levy the amount raised by a maximum
tax rate of 0.94 percent times the adjusted net tax capacity of the district. If the amount of
the total community education levy would exceed the total community education revenue,
the total community education levy shall be determined according to subdivision 6.

new text begin (b) By August 30 of each year, the commissioner shall establish a tax rate for the
community education levy that raises the amount specified in paragraph (c). The community
education levy must not exceed the community education revenue computed in subdivision
3.
new text end

new text begin (c) The community education levy amount is $42,379,000 for fiscal year 2025,
$42,713,000 for fiscal year 2026, and $43,045,000 for each subsequent fiscal year.
new text end

Sec. 3.

Minnesota Statutes 2022, section 124D.2211, is amended to read:


124D.2211 AFTER-SCHOOL COMMUNITY LEARNING PROGRAMS.

Subdivision 1.

Establishment.

A competitive statewide after-school community learning
grant program is established to provide grants to deleted text begincommunity or nonprofit organizations,
political subdivisions, for-profit or nonprofit child care centers, or school-based programs
that serve
deleted text endnew text begin support eligible organizations to provide culturally affirming and enriching
after-school and summer learning programs for school-age
new text end youth after school or during
nonschool hours.new text begin Grants must be used to offer a broad array of academic enrichment activities
that promote positive after-school and summer learning activities, including art, music,
community engagement, literacy, science, technology, engineering, math, health, and
recreation programs.
new text end The commissioner shall develop criteria for after-school community
learning programsnew text begin that promote partnerships and active collaboration with the schools that
participating students attend
new text end.new text begin The commissioner may award grants under this section to
community or nonprofit organizations, culturally specific organizations, American Indian
organizations, Tribal Nations, political subdivisions, public libraries, or school-based
programs that serve youth after school, during the summer, or during nonschool hours.
new text end

Subd. 2.

deleted text beginProgram outcomesdeleted text endnew text begin Objectivesnew text end.

The deleted text beginexpected outcomesdeleted text endnew text begin objectivesnew text end of the
after-school community learning programs are to deleted text beginincreasedeleted text end:

deleted text begin (1) school connectedness of participants;
deleted text end

deleted text begin (2) academic achievement of participating students in one or more core academic areas;
deleted text end

deleted text begin (3) the capacity of participants to become productive adults; and
deleted text end

deleted text begin (4) prevent truancy from school and prevent juvenile crime.
deleted text end

new text begin (1) increase access to comprehensive and culturally affirming after-school and summer
learning and enrichment opportunities that meet the academic, social, and emotional needs
of historically underserved students;
new text end

new text begin (2) promote engagement in learning and connections to school and community; and
new text end

new text begin (3) encourage school attendance and improve academic performance.
new text end

Subd. 3.

Grants.

new text begin(a) new text endAn applicant deleted text beginshalldeleted text endnew text begin mustnew text end submit an after-school community learning
program proposal to the commissioner. The submitted deleted text beginplandeleted text endnew text begin proposalnew text end must include:

deleted text begin (1) collaboration with and leverage of existing community resources that have
demonstrated effectiveness;
deleted text end

deleted text begin (2) outreach to children and youth; and
deleted text end

deleted text begin (3) involvement of local governments, including park and recreation boards or schools,
unless no government agency is appropriate.
deleted text end

deleted text begin Proposals will be reviewed and approved by the commissioner.
deleted text end

new text begin (1) an assessment of the needs and available resources for the after-school community
learning program and a description of how the proposed program will address the needs
identified, including how students and families were engaged in the process;
new text end

new text begin (2) a description of the partnership between a school and another eligible entity;
new text end

new text begin (3) an explanation of how the proposal will support the objectives identified in subdivision
2, including the use of best practices;
new text end

new text begin (4) a plan to implement effective after-school and summer learning practices and provide
staff access to professional development opportunities; and
new text end

new text begin (5) a description of the data they will use to evaluate the impact of the program.
new text end

new text begin (b) The commissioner must review proposals and award grants to programs that:
new text end

new text begin (1) primarily serve historically underserved students; and
new text end

new text begin (2) provide opportunities for academic enrichment and a broad array of additional services
and activities to meet program objectives.
new text end

new text begin (c) To the extent practicable, the commissioner must award grants equitably among the
geographic areas of Minnesota, including rural, suburban, and urban communities.
new text end

new text begin Subd. 4. new text end

new text begin Technical assistance and continuous improvement. new text end

new text begin (a) The commissioner
must monitor and evaluate the performance of grant recipients to assess the effectiveness
of after-school community learning programs in meeting the objectives identified in
subdivision 2.
new text end

new text begin (b) The commissioner must provide technical assistance, capacity building, and
professional development to grant recipients, including guidance on effective practices for
after-school and summer learning programs.
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. 4.

Minnesota Statutes 2022, section 124D.531, subdivision 1, is amended to read:


Subdivision 1.

State total adult basic education aid.

(a) The state total adult basic
education aid for fiscal year 2011 equals $44,419,000, plus any amount that is not paid
during the previous fiscal year as a result of adjustments under subdivision 4, paragraph
(a), or section 124D.52, subdivision 3. The state total adult basic education aid for later
fiscal years equals:

(1) the state total adult basic education aid for the preceding fiscal year plus any amount
that is not paid for during the previous fiscal year, as a result of adjustments under subdivision
4, paragraph (a), or section 124D.52, subdivision 3; times

(2)new text begin the greater of 1.00 ornew text end the lesser of:

(i) 1.03; or

(ii) the average growth in state total contact hours over the prior ten program years.

Three percent of the state total adult basic education aid must be set aside for adult basic
education supplemental service grants under section 124D.522.

(b) The state total adult basic education aid, excluding basic population aid, equals the
difference between the amount computed in paragraph (a), and the state total basic population
aid under subdivision 2.

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. 5.

Minnesota Statutes 2022, section 124D.531, subdivision 4, is amended to read:


Subd. 4.

Adult basic education program aid limit.

(a) Notwithstanding subdivisions
2 and 3, the total adult basic education aid for a program per prior year contact hour must
not exceed deleted text begin$22deleted text endnew text begin $30new text end per prior year contact hour computed under subdivision 3, clause (2).

(b) The aid for a program under subdivision 3, clause (2), adjusted for changes in program
membership, must not exceed the aid for that program under subdivision 3, clause (2), for
the first preceding fiscal year by more than the greater of 11 percent or $10,000.

(c) Adult basic education aid is payable to a program for unreimbursed costs occurring
in the program year as defined in section 124D.52, subdivision 3.

(d) Any adult basic education aid that is not paid to a program because of the program
aid limitation under paragraph (a) must be added to the state total adult basic education aid
for the next fiscal year under subdivision 1. Any adult basic education aid that is not paid
to a program because of the program aid limitations under paragraph (b) must be reallocated
among programs by adjusting the rate per contact hour under subdivision 3, clause (2).

Sec. 6.

Minnesota Statutes 2022, section 124D.55, is amended to read:


124D.55 COMMISSIONER-SELECTED HIGH SCHOOL EQUIVALENCY TEST
FEES.

(a) The commissioner shall pay 60 percent of the fee that is charged to an eligible
individual for the full battery of the commissioner-selected high school equivalency tests,
but not more than $40 for an eligible individual.

(b) Notwithstanding paragraph (a), for fiscal years deleted text begin2020 and 2021deleted text endnew text begin 2023 through 2027new text end
only, new text beginsubject to the availability of funds, new text endthe commissioner shall pay 100 percent of the fee
charged to an eligible individual for the full battery of the commissioner-selected high
school equivalency tests, but not more than the cost of one full battery of tests per year for
any individual.

Sec. 7.

Minnesota Statutes 2022, section 124D.56, is amended to read:


124D.56 COMMUNITY EDUCATION PROGRAM REVENUE; ADULTS WITH
DISABILITIES.

Subdivision 1.

Revenue amount.

A district that is eligible according to section 124D.20,
subdivision 2
, may receive revenue for a program for adults with disabilities. Revenue for
the program for adults with disabilities for a district deleted text beginor a group of districtsdeleted text end equals deleted text beginthe lesser
of:
deleted text end

deleted text begin (1) the actual expenditures for approved programs and budgets; or
deleted text end

deleted text begin (2) $60,000deleted text endnew text begin the greater of (1) $0.35 times the population of the school district as
determined according to section 275.14, or (2) the district's adults with disabilities revenue
for fiscal year 2023. If the district does not levy the entire amount permitted, the district's
adults with disabilities aid is reduced in proportion to the actual amount levied
new text end.

Subd. 2.

Aid.

Program aid for adults with disabilities equals the deleted text beginlesser of:
deleted text end

deleted text begin (1) one-half of the actual expenditures for approved programs and budgets; or
deleted text end

deleted text begin (2) $30,000deleted text endnew text begin difference between the district's adults with disabilities revenue and the
district's adults with disabilities levy
new text end.

Subd. 3.

Levy.

A district may levy for a program for adults with disabilities new text beginin new text endan amount
deleted text begin up to the amount designated in subdivision 2. In the case of a program offered by a group
of districts, the levy amount must be apportioned among the districts according to the
agreement submitted to the department.
deleted text endnew text begin not to exceed the greater of:
new text end

new text begin (1) the district's revenue under subdivision 1; or
new text end

new text begin (2) the product of a tax rate not to exceed .00006 times the district's adjusted net tax
capacity for the year prior to the year the levy is certified.
new text end

Subd. 4.

Outside revenue.

A district may receive money from public or private sources
to supplement revenue for the program for adults with disabilities. Aid may not be reduced
as a result of receiving money from these sources.

Subd. 5.

Use of revenue.

Revenue for the program for adults with disabilities may be
used only to provide programs for adults with disabilities.

new text begin Subd. 6. new text end

new text begin Cooperation encouraged. new text end

new text begin A school district offering programming for adults
with disabilities is encouraged to provide programming in cooperation with other school
districts and other public and private organizations providing services to adults with
disabilities.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later.
new text end

Sec. 8.

Minnesota Statutes 2022, section 124D.99, subdivision 2, is amended to read:


Subd. 2.

Definitions.

(a) For purposes of this section the terms defined in this subdivision
have the meanings given them.

(b) deleted text begin"Tier 1 grant"deleted text endnew text begin "Neighborhood partnership grant"new text end means a sustaining grant for the
ongoing operation, stability, and expansion of existing education partnership program
locationsnew text begin serving a defined geographic area within a single municipalitynew text end.

(c) deleted text begin"Tier 2 grant"deleted text endnew text begin "Regional neighborhood partnership grant"new text end means an implementation
grant for deleted text beginexpanding activity indeleted text endnew text begin the ongoing operation, stability, and expansion of activity
of existing
new text end education partnership program locationsnew text begin serving a defined geographic area
encompassing an entire municipality or part of or all of multiple municipalities
new text end.

Sec. 9. new text beginAPPROPRIATIONS.
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. Any balance in the first year does not cancel but is available in the second year.
new text end

new text begin Subd. 2. new text end

new text begin Adult basic education aid. new text end

new text begin (a) For adult basic education aid under Minnesota
Statutes, section 124D.531:
new text end

new text begin $
new text end
new text begin 51,763,000
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 51,758,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $5,179,000 for 2023 and $46,584,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $5,175,000 for 2024 and $46,583,000 for 2025.
new text end

new text begin Subd. 3. new text end

new text begin Adults with disabilities program aid. new text end

new text begin (a) For adults with disabilities programs
under Minnesota Statutes, section 124D.56:
new text end

new text begin $
new text end
new text begin 710,000
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 1,793,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $71,000 for 2023 and $639,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $71,000 for 2024 and $1,722,000 for 2025.
new text end

new text begin Subd. 4. new text end

new text begin After school community learning grant program. new text end

new text begin (a) For grants for after
school community learning programs in accordance with Minnesota Statutes, section
124D.2211:
new text end

new text begin $
new text end
new text begin 25,000,000
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 0
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Up to three percent of the appropriation is for an organization serving as the statewide
after-school network to assist with the requirements of Minnesota Statutes, section
124D.2211, subdivision 4, paragraph (b).
new text end

new text begin (c) Up to two percent of the appropriation is available for grant administration,
monitoring, providing technical assistance, and program evaluation.
new text end

new text begin (d) This is a onetime appropriation and is available until June 30, 2027.
new text end

new text begin Subd. 5. new text end

new text begin Community education aid. new text end

new text begin (a) For community education aid under Minnesota
Statutes, section 124D.20:
new text end

new text begin $
new text end
new text begin 98,000
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 2,061,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) The 2024 appropriation includes $14,000 for 2023 and $84,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $9,000 for 2024 and $2,052,000 for 2025.
new text end

new text begin Subd. 6. new text end

new text begin Deaf, deafblind, and hard-of-hearing adults. new text end

new text begin For programs for deaf, deafblind,
and hard-of-hearing adults under Minnesota Statutes, section 124D.57:
new text end

new text begin $
new text end
new text begin 70,000
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 70,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 7. new text end

new text begin High school equivalency tests. new text end

new text begin (a) For payment of the costs of the
commissioner-selected high school equivalency tests under Minnesota Statutes, section
124D.55:
new text end

new text begin $
new text end
new text begin 615,000
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 125,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Of the amounts in paragraph (a), $490,000 in fiscal year 2024 is available until June
30, 2027.
new text end

new text begin Subd. 8. new text end

new text begin Neighborhood partnership grants. new text end

new text begin (a) For neighborhood partnership grants
under Minnesota Statutes, section 124D.99:
new text end

new text begin $
new text end
new text begin 2,600,000
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 2,600,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Of the amounts in paragraph (a), $1,300,000 each year is for the Northside
Achievement Zone and $1,300,000 each year is for the St. Paul Promise Neighborhood.
new text end

new text begin Subd. 9. new text end

new text begin Regional neighborhood partnership grants. new text end

new text begin (a) For regional neighborhood
partnership grants under Minnesota Statutes, section 124D.99:
new text end

new text begin $
new text end
new text begin 700,000
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 700,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) Of the amounts in paragraph (a), $100,000 each year is for the following programs:
new text end

new text begin (1) Northfield Healthy Community Initiative in Northfield;
new text end

new text begin (2) Red Wing Youth Outreach Program in Red Wing;
new text end

new text begin (3) United Way of Central Minnesota in St. Cloud;
new text end

new text begin (4) Austin Aspires in Austin;
new text end

new text begin (5) Rochester Area Foundation in Rochester;
new text end

new text begin (6) Greater Twin Cities United Way for Generation Next; and
new text end

new text begin (7) Children First and Partnership for Success in St. Louis Park.
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. 10. new text end

new text begin School-age care aid. new text end

new text begin (a) For school-age care aid under Minnesota Statutes,
section 124D.22:
new text end

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

new text begin (b) The 2024 appropriation includes $0 for 2023 and $1,000 for 2024.
new text end

new text begin (c) The 2025 appropriation includes $0 for 2024 and $1,000 for 2025.
new text end

ARTICLE 12

STATE AGENCIES

Section 1.

Minnesota Statutes 2022, section 121A.04, subdivision 1, is amended to read:


Subdivision 1.

Purpose.

The legislature recognizes certain past inequities in access to
athletic programs and in the various degrees of athletic opportunity previously afforded
members of each sexnew text begin, race, and ethnicitynew text end. The purpose of this section is to provide an equal
opportunity for members of both sexes new text beginand members of all races and ethnicities new text endto participate
in athletic programs.

Sec. 2.

Minnesota Statutes 2022, section 121A.04, subdivision 2, is amended to read:


Subd. 2.

Equal opportunity in athletic programs.

Each educational institution or public
service shall provide equal opportunity for members of both sexes new text beginand members of all races
and ethnicities
new text endto participate in its athletic program. In determining whether equal opportunity
to participate in athletic programs is available for the purposes of this section, at least the
following factors shall be considered to the extent that they are applicable to a given situation:
whether the opportunity for males and females to participate in the athletic program reflects
the demonstrated interest in athletics of the males and females in the student body of the
educational institution or the population served by the public service; new text beginwhether the opportunity
for members of all races and ethnicities to participate in the athletic program reflects the
demonstrated interest in athletics of members of all races and ethnicities in the student body
of the educational institution or the population served by the public service;
new text endwhether the
variety and selection of sports and levels of competition effectively accommodate the
demonstrated interests of members of both sexes; new text beginwhether the variety and selection of sports
and levels of competition effectively accommodate the demonstrated interests of members
of all races and ethnicities;
new text endthe provision of equipment and supplies; scheduling of games
and practice times; assignment of coaches; provision of locker rooms; practice and
competitive facilities; and the provision of necessary funds for teams of one sex.

Sec. 3.

Minnesota Statutes 2022, section 121A.582, subdivision 1, is amended to read:


Subdivision 1.

Reasonable force standard.

(a) A teacher or school principal, in
exercising the person's lawful authority, may use reasonable force when it is necessary under
the circumstances to correct or restrain a student deleted text beginordeleted text endnew text begin tonew text end prevent new text beginimminent new text endbodily harm or
death to new text beginthe student or to new text endanother.

(b) A school employee, school bus driver, or other agent of a district, in exercising the
person's lawful authority, may use reasonable force when it is necessary under the
circumstances to restrain a student deleted text beginordeleted text endnew text begin tonew text end prevent bodily harm or death to new text beginthe student or to
new text end another.

(c) Paragraphs (a) and (b) do not authorize conduct prohibited under section 125A.0942.

new text begin (d) Districts must report data on their use of any reasonable force used on a student with
a disability to correct or restrain the student to prevent imminent bodily harm or death to
the student or another that is consistent with the definition of physical holding under section
125A.0941, paragraph (c), as outlined in section 125A.0942, subdivision 3, paragraph (b).
new text end

new text begin (e) Beginning with the 2023-2024 school year, districts must report annually by July
15, in a form and manner determined by the commissioner, data from the prior school year
about any reasonable force used on a general education student to correct or restrain the
student to prevent imminent bodily harm or death to the student or another that is consistent
with the definition of physical holding under section 125A.0941, paragraph (c).
new text end

Sec. 4.

Minnesota Statutes 2022, section 122A.07, subdivision 1, is amended to read:


Subdivision 1.

Appointment of members.

The Professional Educator Licensing and
Standards Board consists of deleted text begin11deleted text endnew text begin 13new text end members appointed by the governor, with the advice and
consent of the senate. Membership terms, deleted text begincompensation of members,deleted text end removal of members,
the filling of membership vacancies, and fiscal year and reporting requirements are as
provided in sections 214.07 to 214.09. No member may be reappointed for more than one
additional term.

Sec. 5.

Minnesota Statutes 2022, section 122A.07, subdivision 2, is amended to read:


Subd. 2.

Eligibility; board composition.

Each deleted text beginnomineedeleted text endnew text begin appointeenew text end, other than a public
nominee, must be selected on the basis of professional experience and knowledge of teacher
education, accreditation, and licensure. The board must be composed of:

(1) deleted text beginsixdeleted text endnew text begin sevennew text end teachers who are currently teaching in a Minnesota school deleted text beginor who were
teaching at the time of the appointment
deleted text end, have at least five years of teaching experience, and
deleted text begin weredeleted text endnew text begin arenew text end not serving in deleted text beginan administrative function at a school district or school when
appointed
deleted text endnew text begin a position requiring an administrative license, pursuant to section 122A.14new text end. The
deleted text begin sixdeleted text endnew text begin sevennew text end teachers must include the following:

(i) one teacher in a charter school;

(ii) deleted text beginone teacherdeleted text end new text begintwo teachersnew text end from new text begina school located in new text endthe seven-county metropolitan
area, as defined in section 473.121, subdivision 2;

(iii) deleted text beginone teacherdeleted text end new text begintwo teachersnew text end from new text begina school located new text endoutside the seven-county metropolitan
area;

(iv) one teacher from a related service category licensed by the board;new text begin and
new text end

(v) one special education teacher; deleted text beginand
deleted text end

deleted text begin (vi) one teacher from a teacher preparation program;
deleted text end

new text begin (2) two teachers currently teaching in a board-approved teacher preparation program;
new text end

deleted text begin (2)deleted text endnew text begin (3)new text end one superintendent deleted text beginthat alternatesdeleted text endnew text begin, alternatingnew text end each term between a superintendent
from new text begina school district in new text endthe seven-county metropolitan area, as defined in section 473.121,
subdivision 2
, and a superintendent from new text begina school district new text endoutside the metropolitan area;

deleted text begin (3) one school district human resources director;
deleted text end

(4) one deleted text beginadministrator of a cooperative unit under section 123A.24, subdivision 2,deleted text endnew text begin educatornew text end
who oversees a special education programnew text begin and who works closely with a cooperative unit
under section 123A.24, subdivision 2
new text end;

(5) one principal deleted text beginthat alternatesdeleted text endnew text begin, alternatingnew text end each term between an elementary and a
secondary school principal; and

(6) one member of the public that may be a current or former school board member.

Sec. 6.

Minnesota Statutes 2022, section 122A.07, subdivision 4, is amended to read:


Subd. 4.

Terms, compensation; removal; vacancies.

new text begin(a) new text endThe review and processing
of complaints; the setting of fees; the selection and duties of an executive director to serve
the board; and other provisions relating to board operations not provided in this chapter are
as provided in chapter 214. Membership terms, except as provided in subdivision 2a,
deleted text begin compensation of members,deleted text end removal of members, the filling of membership vacancies, and
fiscal year and reporting requirements are as provided in sections 214.07 to 214.09.

new text begin (b) Board members must receive a stipend of up to $4,800 annually, prorated monthly,
during each year of service on the board.
new text end

Sec. 7.

Minnesota Statutes 2022, section 122A.07, subdivision 4a, is amended to read:


Subd. 4a.

Administration.

(a) The executive director of the board shall be the chief
administrative officer for the board but shall not be a member of the board. The executive
director shall maintain the records of the board, account for all fees received by the board,
supervise and direct employees servicing the board, and perform other services as directed
by the board.

(b) The Department of Administration must provide administrative support in accordance
with section 16B.371. The commissioner of administration must assess the board for services
it provides under this section.

deleted text begin (c) The Department of Education must provide suitable offices and other space to the
board at reasonable cost until January 1, 2020. Thereafter, the board may contract with
either the Department of Education or the Department of Administration for the provision
of suitable offices and other space, joint conference and hearing facilities, and examination
rooms.
deleted text end

Sec. 8.

Minnesota Statutes 2022, section 122A.07, subdivision 5, is amended to read:


Subd. 5.

District reimbursement for costs of substitute teachers.

The Professional
Educator Licensing and Standards Board deleted text beginmaydeleted text endnew text begin mustnew text end reimburse local school districts for the
costs of substitute teachers employed when regular teachers are providing professional
assistance to the state by serving on the board or on a committee or task force appointed by
the board and charged to make recommendations concerning standards for teacher licensure
in this state.

Sec. 9.

Minnesota Statutes 2022, section 122A.07, subdivision 6, is amended to read:


Subd. 6.

Public employer compensation reduction prohibited.

new text begin(a) new text endThe public employer
of a member must not reduce the member's compensation or benefits because of the member's
absence from employment when engaging in the business of the board.

new text begin (b) The public employer of a member must grant the member time off to join board
meetings, committee meetings, and board retreats.
new text end

Sec. 10.

Minnesota Statutes 2022, section 125A.71, subdivision 1, is amended to read:


Subdivision 1.

Rental income; appropriation.

Rental incomedeleted text begin, excluding rent for land
and living residences,
deleted text end must be deposited in the state treasury and credited to a revolving
fund of the academies. Money in the revolving fund for rental income is annually
appropriated to the academies for staff development purposes. Payment from the revolving
fund for rental income may be made only according to vouchers authorized by the
administrator of the academies.

Sec. 11.

new text begin [127A.21] OFFICE OF THE INSPECTOR GENERAL.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment of Office of the Inspector General; powers; duties. new text end

new text begin The
commissioner must establish within the department an Office of the Inspector General. The
Office of the Inspector General is charged with protecting the integrity of the department
and the state by detecting and preventing fraud, waste, and abuse in department programs.
The Office of the Inspector General must conduct independent and objective investigations
to promote the integrity of the department's programs and operations. When fraud or other
misuse of public funds is detected, the Office of the Inspector General must report it to the
appropriate law enforcement entity and collaborate and cooperate with law enforcement to
assist in the investigation and any subsequent civil and criminal prosecution.
new text end

new text begin Subd. 2. new text end

new text begin Data practices; hiring; reporting. new text end

new text begin The Office of the Inspector General has
access to all program data, regardless of classification under chapter 13, held by the
department, school districts or charter schools, grantees, and any other recipient of funds
from the department. The commissioner, or the commissioner's designee, must hire an
inspector general to lead the Office of the Inspector General. The inspector general must
hire a deputy inspector general and, at the discretion of the inspector general, sufficient
assistant inspectors general to carry out the duties of the office. In a form and manner
determined by the inspector general, the Office of the Inspector General must develop a
public platform for the public to report instances of potential fraud, waste, or abuse of public
funds administered by the department.
new text end

Sec. 12.

new text begin [127A.215] COMPREHENSIVE SCHOOL MENTAL HEALTH SERVICES
LEAD.
new text end

new text begin Subdivision 1. new text end

new text begin Lead position established. new text end

new text begin The department must employ a comprehensive
school mental health services lead to serve as a source of information and support for schools
in addressing the mental health needs of students, teachers, and school staff and developing
comprehensive school mental health systems in school districts and charter schools.
new text end

new text begin Subd. 2. new text end

new text begin Assistance to districts. new text end

new text begin (a) The lead must, upon request, assist schools in
assessing the quality of their comprehensive school mental health systems and developing
improvement plans to implement evidence-based mental health resources, tools, and practices
in school districts and charter schools throughout Minnesota.
new text end

new text begin (b) The lead must establish a clearinghouse and provide information and resources for
school districts, charter schools, teachers, school staff, and families to support students',
teachers', and school staff's mental health needs.
new text end

new text begin (c) The lead must work with school districts and charter schools to improve mental
health infrastructure support by:
new text end

new text begin (1) developing guidance and sharing resources on improving the quality of comprehensive
school mental health systems;
new text end

new text begin (2) developing and sharing resources on evidence-based strategies, behavioral
interventions, and practices or techniques for addressing mental health needs, including
implementing a comprehensive approach to suicide prevention;
new text end

new text begin (3) facilitating coordination and cooperation to enable school districts and charter schools
to share strategies, challenges, and successes associated with supporting the mental health
needs of students, teachers, and staff;
new text end

new text begin (4) providing advice, upon request, to schools on implementing trauma-informed and
culturally responsive school-based programs that provide prevention or intervention services
to students, teachers, and staff;
new text end

new text begin (5) aligning resources among the different state agencies, including the Department of
Education, Department of Human Services, and Department of Health, to ensure school
mental health systems can efficiently access state resources; and
new text end

new text begin (6) maintaining a comprehensive list of resources on the Department of Education website
that schools may use to address students', teachers', and staff's mental health needs, including
grant opportunities; community-based prevention and intervention services; model policies;
written publications that schools may distribute to students, teachers, and staff; professional
development opportunities; best practices; and other resources for mental health education
under section 120B.21.
new text end

new text begin (d) The lead may report to the legislature as necessary regarding students', teachers', and
school staff's mental health needs; challenges in developing comprehensive school mental
health services; successful strategies and outcomes; and recommendations for integrating
mental health services and supports in schools.
new text end

new text begin Subd. 3. new text end

new text begin Coordination with other agencies. new text end

new text begin The comprehensive school mental health
services lead must consult with the Regional Centers of Excellence, the Department of
Health, the Department of Human Services, the Minnesota School Safety Center, and other
federal, state, and local agencies as necessary to identify or develop information, training,
and resources to help school districts and charter schools support students', teachers', and
school staff's mental health needs.
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. 13.

Laws 2021, First Special Session chapter 13, article 11, section 4, subdivision 2,
is amended to read:


Subd. 2.

Department.

(a) For the Department of Education:

$
30,837,000
.....
2022
$
26,287,000
.....
2023

Of these amounts:

(1) $319,000 each year is for the Board of School Administrators;

(2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes,
section 120B.115;

(3) $250,000 each year is for the School Finance Division to enhance financial data
analysis;

(4) $720,000 each year is for implementing Minnesota's Learning for English Academic
Proficiency and Success Act under Laws 2014, chapter 272, article 1, as amended;

(5) $123,000 each year is for a dyslexia specialist;

(6) $480,000 each year is for the Department of Education's mainframe update;

(7) $4,500,000 in fiscal year 2022 only is for legal fees and costs associated with
litigation; and

(8) $340,000 in fiscal years 2022 and 2023 only are for voluntary prekindergarten
programs.

(b) None of the amounts appropriated under this subdivision may be used for Minnesota's
Washington, D.C., office.

(c) The expenditures of federal grants and aids as shown in the biennial budget document
and its supplements are approved and appropriated and must be spent as indicated.

(d) This appropriation includes funds for information technology project services and
support subject to the provisions of Minnesota Statutes, section 16E.21. Any ongoing
information technology costs will be incorporated into the service level agreement and will
be paid to the Office of MN.IT Services by the Department of Education under the rates
and mechanisms specified in that agreement.

(e) To account for the base adjustments provided in Laws 2018, chapter 211, article 21,
section 1, paragraph (a), and section 3, paragraph (a), the base for fiscal year 2024 and later
is $25,965,000.

new text begin (f) On the effective date of this act, $1,500,000 from the fiscal year 2022 appropriation
for legal fees and costs associated with litigation is canceled to the general fund.
new text end

Sec. 14. new text beginPROFESSIONAL EDUCATOR LICENSING AND STANDARDS BOARD
MEMBERSHIP.
new text end

new text begin By July 15, 2023, the governor must nominate members to the Professional Educator
Licensing and Standards Board to ensure the board consists of 13 members. Notwithstanding
any law to the contrary, the term of the school district human resources director serving on
the board as of March 1, 2023, ends December 31, 2023. By January 1, 2024, the governor
must nominate a member to the board to ensure the board consists of the 13 members
required under Minnesota Statutes, section 122A.07, subdivision 2.
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. 15. new text beginAPPROPRIATIONS; DEPARTMENT OF EDUCATION.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin Unless otherwise indicated, the sums indicated
in this section are appropriated from the general fund to the Department of Education for
the fiscal years designated. Any balance in the first year does not cancel but is available in
the second year.
new text end

new text begin Subd. 2. new text end

new text begin Comprehensive school mental health services lead. new text end

new text begin For the comprehensive
school mental health services lead under Minnesota Statutes, section 127A.215:
new text end

new text begin $
new text end
new text begin 150,000
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 150,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Subd. 3. new text end

new text begin Department. new text end

new text begin (a) For the Department of Education:
new text end

new text begin $
new text end
new text begin 42,430,000
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 37,245,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Of these amounts:
new text end

new text begin (1) $405,000 each year is for the Board of School Administrators;
new text end

new text begin (2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes,
section 120B.115;
new text end

new text begin (3) $720,000 each year is for implementing Minnesota's Learning for English Academic
Proficiency and Success Act (LEAPS) under Laws 2014, chapter 272, article 1, as amended;
new text end

new text begin (4) $480,000 each year is for the Department of Education's mainframe update;
new text end

new text begin (5) $7,500,000 in fiscal year 2024 only is for legal fees and costs associated with
litigation;
new text end

new text begin (6) $595,000 in fiscal year 2024 and $2,609,000 in fiscal year 2025 are for modernizing
district data submissions. The base for this appropriation is $2,359,000 in fiscal year 2026
and thereafter;
new text end

new text begin (7) $573,000 each year is for engagement and rulemaking related to Specific Learning
Disability;
new text end

new text begin (8) $150,000 each year is for an ethnic studies specialist in the academic standards
division to provide support to the ethnic studies working group and to school districts seeking
to establish or strengthen ethnic studies courses;
new text end

new text begin (9) $2,000,000 each year is for the Office of the Inspector General established under
section 127A.21; and
new text end

new text begin (10) $800,000 each year is for audit and internal control resources.
new text end

new text begin (b) None of the amounts appropriated under this subdivision may be used for Minnesota's
Washington, D.C., office.
new text end

new text begin (c) The expenditures of federal grants and aids as shown in the biennial budget document
and its supplements are approved and appropriated and must be spent as indicated.
new text end

new text begin (d) This appropriation includes funds for information technology project services and
support subject to the provisions of Minnesota Statutes, section 16E.21. Any ongoing
information technology costs may be incorporated into the service level agreement and may
be paid to the Department of Information Technology Services by the Department of
Education under the rates and mechanisms specified in that agreement.
new text end

new text begin (e) The base for the Department of Education for fiscal year 2026 and later is
$36,990,000.
new text end

new text begin Subd. 4. new text end

new text begin Equity, Diversity, and Inclusion Center staffing. new text end

new text begin For staffing the Equity,
Diversity and Inclusion (EDI) Center at the Department of Education:
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 Subd. 5. new text end

new text begin Unemployment insurance aid administration. new text end

new text begin For administrative expenses:
new text end

new text begin $
new text end
new text begin 275,000
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 175,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

Sec. 16. new text beginAPPROPRIATIONS; MINNESOTA STATE ACADEMIES.
new text end

new text begin Subdivision 1. new text end

new text begin Minnesota State Academies. new text end

new text begin (a) The sums indicated in this section are
appropriated from the general fund to the Minnesota State Academies for the Deaf and the
Blind for the fiscal years designated:
new text end

new text begin $
new text end
new text begin 17,445,000
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 16,868,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Of these amounts:
new text end

new text begin (1) $125,000 in fiscal year 2024 only is for an audiology booth and related testing
equipment; and
new text end

new text begin (2) $445,000 in fiscal year 2024 and $185,000 in fiscal year 2025 are for a mental health
day treatment program. These funds are available until June 30, 2027. The base amount for
the allocation under this clause is $185,000 in fiscal year 2026 and later.
new text end

new text begin (b) The base for fiscal year 2026 is $17,115,000 and the base for fiscal year 2027 and
later is $16,872,000.
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. 2. new text end

new text begin Unemployment insurance costs. new text end

new text begin For unemployment insurance costs for the
Minnesota State Academies:
new text end

new text begin $
new text end
new text begin 321,000
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 321,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

Sec. 17. new text beginAPPROPRIATIONS; PERPICH CENTER FOR ARTS EDUCATION.
new text end

new text begin Subdivision 1. new text end

new text begin Perpich Center for Arts Education. new text end

new text begin (a) The sums indicated in this
section are appropriated from the general fund to the Perpich Center for Arts Education for
the fiscal years designated:
new text end

new text begin $
new text end
new text begin 9,219,000
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 8,411,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin Of these amounts, $1,150,000 in fiscal year 2024 only is for furniture replacement in the
agency's dormitory and classrooms, including costs associated with moving and disposal.
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 Subd. 2. new text end

new text begin Unemployment insurance costs. new text end

new text begin For unemployment insurance costs of the
Perpich Center for Arts Education:
new text end

new text begin $
new text end
new text begin 24,000
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 24,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

Sec. 18. new text beginAPPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND
STANDARDS BOARD.
new text end

new text begin Subdivision 1. new text end

new text begin Professional Educator Licensing and Standards Board. new text end

new text begin (a) The sums
indicated in this section are appropriated from the general fund to the Professional Educator
Licensing and Standards Board for the fiscal years designated:
new text end

new text begin $
new text end
new text begin 3,036,000
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 3,180,000
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 appropriation includes funds for information technology project services and
support subject to Minnesota Statutes, section 16E.21. Any ongoing information technology
costs may be incorporated into an interagency agreement and may be paid to the Department
of Information Technology Services by the Professional Educator Licensing and Standards
Board under the mechanism specified in that agreement.
new text end

new text begin Subd. 2. new text end

new text begin Licensure by portfolio. new text end

new text begin (a) For licensure by portfolio:
new text end

new text begin $
new text end
new text begin 34,000
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 34,000
new text end
new text begin .....
new text end
new text begin 2025
new text end

new text begin (b) This appropriation is from the education licensure portfolio account in the special revenue
fund.
new text end

ARTICLE 13

FORECAST

A. GENERAL EDUCATION

Section 1.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision
2, is amended to read:


Subd. 2.

General education aid.

For general education aid under Minnesota Statutes,
section 126C.13, subdivision 4:

$
7,569,266,000
.....
2022
$
deleted text begin 7,804,527,000 deleted text end new text begin
7,538,983,000
new text end
.....
2023

The 2022 appropriation includes $717,326,000 for 2021 and $6,851,940,000 for 2022.

The 2023 appropriation includes $734,520,000 for 2022 and deleted text begin$7,070,007,000deleted text endnew text begin
$6,804,463,000
new text end for 2023.

Sec. 2.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 3,
is amended to read:


Subd. 3.

Enrollment options transportation.

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:

$
12,000
.....
2022
$
deleted text begin 13,000 deleted text end new text begin
16,000
new text end
.....
2023

Sec. 3.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 4,
is amended to read:


Subd. 4.

Abatement aid.

For abatement aid under Minnesota Statutes, section 127A.49:

$
2,897,000
.....
2022
$
deleted text begin 3,558,000 deleted text end new text begin
1,434,000
new text end
.....
2023

The 2022 appropriation includes $269,000 for 2021 and $2,628,000 for 2022.

The 2023 appropriation includes $291,000 for 2022 and deleted text begin$3,267,000deleted text endnew text begin $1,143,000new text end for
2023.

Sec. 4.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 5,
is amended to read:


Subd. 5.

Consolidation transition aid.

For districts consolidating under Minnesota
Statutes, section 123A.485:

$
309,000
.....
2022
$
deleted text begin 373,000 deleted text end new text begin
95,000
new text end
.....
2023

The 2022 appropriation includes $30,000 for 2021 and $279,000 for 2022.

The 2023 appropriation includes $31,000 for 2022 and deleted text begin$342,000deleted text endnew text begin $64,000new text end for 2023.

Sec. 5.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 6,
is amended to read:


Subd. 6.

Nonpublic pupil education aid.

For nonpublic pupil education aid under
Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:

$
16,991,000
.....
2022
$
deleted text begin 17,450,000 deleted text end new text begin
19,003,000
new text end
.....
2023

The 2022 appropriation includes $1,903,000 for 2021 and $15,088,000 for 2022.

The 2023 appropriation includes $1,676,000 for 2022 and deleted text begin$15,774,000deleted text endnew text begin $17,327,000new text end for
2023.

Sec. 6.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 7,
is amended to read:


Subd. 7.

Nonpublic pupil transportation.

For nonpublic pupil transportation aid under
Minnesota Statutes, section 123B.92, subdivision 9:

$
19,770,000
.....
2022
$
deleted text begin 19,906,000 deleted text end new text begin
21,027,000
new text end
.....
2023

The 2022 appropriation includes $1,910,000 for 2021 and $17,860,000 for 2022.

The 2023 appropriation includes $1,984,000 for 2022 and deleted text begin$17,922,000deleted text endnew text begin $19,043,000new text end for
2023.

Sec. 7.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 9,
is amended to read:


Subd. 9.

Career and technical aidnew text begin.new text end

For career and technical aid under Minnesota
Statutes, section 124D.4531, subdivision 1b:

$
2,668,000
.....
2022
$
deleted text begin 2,279,000 deleted text end new text begin
1,914,000
new text end
.....
2023

The 2022 appropriation includes $323,000 for 2021 and $2,345,000 for 2022.

The 2023 appropriation includes $260,000 for 2022 and deleted text begin$2,019,000deleted text endnew text begin $1,654,000new text end for
2023.

B. EDUCATION EXCELLENCE

Sec. 8.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 2, is
amended to read:


Subd. 2.

Achievement and integration aid.

For achievement and integration aid under
Minnesota Statutes, section 124D.862:

$
84,057,000
.....
2022
$
deleted text begin 83,431,000 deleted text end new text begin
81,579,000
new text end
.....
2023

The 2022 appropriation includes $8,868,000 for 2021 and $75,189,000 for 2022.

The 2023 appropriation includes $8,353,000 for 2022 and deleted text begin$75,078,000deleted text endnew text begin $73,226,000new text end for
2023.

Sec. 9.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 3, is
amended to read:


Subd. 3.

American Indian education aid.

For American Indian education aid under
Minnesota Statutes, section 124D.81, subdivision 2a:

$
11,351,000
.....
2022
$
deleted text begin 11,775,000 deleted text end new text begin
11,575,000
new text end
.....
2023

The 2022 appropriation includes $1,102,000 for 2021 and $10,249,000 for 2022.

The 2023 appropriation includes $1,138,000 for 2022 and deleted text begin$10,637,000deleted text endnew text begin $10,437,000new text end for
2023.

Sec. 10.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 4,
is amended to read:


Subd. 4.

Charter school building lease aid.

For building lease aid under Minnesota
Statutes, section 124E.22:

$
93,547,000
.....
2022
$
deleted text begin 99,819,000 deleted text end new text begin
90,864,000
new text end
.....
2023

The 2022 appropriation includes $8,617,000 for 2021 and $84,930,000 for 2022.

The 2023 appropriation includes $9,436,000 for 2022 and deleted text begin$90,383,000deleted text endnew text begin $81,428,000new text end for
2023.

Sec. 11.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 12,
is amended to read:


Subd. 12.

Interdistrict desegregation or integration transportation grants.

For
interdistrict desegregation or integration transportation grants under Minnesota Statutes,
section 124D.87:

$
12,310,000
.....
2022
$
deleted text begin 14,823,000 deleted text end new text begin
13,785,000
new text end
.....
2023

Sec. 12.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 27,
is amended to read:


Subd. 27.

Tribal contract school aid.

For Tribal contract school aid under Minnesota
Statutes, section 124D.83:

$
2,743,000
.....
2022
$
deleted text begin 3,160,000 deleted text end new text begin
2,581,000
new text end
.....
2023

The 2022 appropriation includes $240,000 for 2021 and $2,503,000 for 2022.

The 2023 appropriation includes $278,000 for 2022 and deleted text begin$2,882,000deleted text endnew text begin $2,303,000new text end for
2023.

C. TEACHERS

Sec. 13.

Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 7,
is amended to read:


Subd. 7.

Alternative teacher compensation aid.

(a) For alternative teacher compensation
aid under Minnesota Statutes, section 122A.415, subdivision 4:

$
88,896,000
.....
2022
$
deleted text begin 88,898,000 deleted text end new text begin
88,308,000
new text end
.....
2023

(b) The 2022 appropriation includes $8,877,000 for 2021 and $80,019,000 for 2022.

(c) The 2023 appropriation includes $8,891,000 for 2022 and deleted text begin$80,007,000deleted text endnew text begin $79,417,000new text end
for 2023.

D. SPECIAL EDUCATION

Sec. 14.

Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 2,
is amended to read:


Subd. 2.

Special education; regular.

For special education aid under Minnesota Statutes,
section 125A.75:

$
1,822,998,000
.....
2022
$
deleted text begin 1,945,533,000 deleted text end new text begin
1,859,205,000
new text end
.....
2023

The 2022 appropriation includes $215,125,000 for 2021 and $1,607,873,000 for 2022.

The 2023 appropriation includes $226,342,000 for 2022 and deleted text begin$1,719,191,000deleted text endnew text begin
$1,632,863,000
new text end for 2023.

Sec. 15.

Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 3,
is amended to read:


Subd. 3.

Aid for children with disabilities.

For aid under Minnesota Statutes, section
125A.75, subdivision 3, for children with disabilities placed in residential facilities within
the district boundaries for whom no district of residence can be determined:

$
1,818,000
.....
2022
$
deleted text begin 2,010,000 deleted text end new text begin
1,484,000
new text end
.....
2023

If the appropriation for either year is insufficient, the appropriation for the other year is
available.

Sec. 16.

Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 4,
is amended to read:


Subd. 4.

Travel for home-based services.

For aid for teacher travel for home-based
services under Minnesota Statutes, section 125A.75, subdivision 1:

$
465,000
.....
2022
$
deleted text begin 512,000 deleted text end new text begin
337,000
new text end
.....
2023

The 2022 appropriation includes $23,000 for 2021 and $442,000 for 2022.

The 2023 appropriation includes $49,000 for 2022 and deleted text begin$463,000deleted text endnew text begin $288,000new text end for 2023.

E. FACILITIES

Sec. 17.

Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 2,
is amended to read:


Subd. 2.

Debt service equalization aid.

For debt service equalization aid under
Minnesota Statutes, section 123B.53, subdivision 6:

$
25,001,000
.....
2022
$
deleted text begin 24,286,000 deleted text end new text begin
24,315,000
new text end
.....
2023

The 2022 appropriation includes $2,588,000 for 2021 and $22,413,000 for 2022.

The 2023 appropriation includes $2,490,000 for 2022 and deleted text begin$21,796,000deleted text endnew text begin $21,825,000new text end for
2023.

Sec. 18.

Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 3,
is amended to read:


Subd. 3.

Long-term facilities maintenance equalized aid.

For long-term facilities
maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:

$
108,582,000
.....
2022
$
deleted text begin 111,077,000 deleted text end new text begin
108,269,000
new text end
.....
2023

The 2022 appropriation includes $10,660,000 for 2021 and $97,922,000 for 2022.

The 2023 appropriation includes $10,880,000 for 2022 and deleted text begin$100,197,000deleted text endnew text begin $97,389,000new text end
for 2023.

F. NUTRITION

Sec. 19.

Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 2,
is amended to read:


Subd. 2.

School lunch.

For school lunch aid under Minnesota Statutes, section 124D.111,
and Code of Federal Regulations, title 7, section 210.17:

$
16,661,000
.....
2022
$
deleted text begin 16,954,000deleted text endnew text begin
15,984,000
new text end
.....
2023

Sec. 20.

Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 3,
is amended to read:


Subd. 3.

School breakfast.

For traditional school breakfast aid under Minnesota Statutes,
section 124D.1158:

$
11,848,000
.....
2022
$
deleted text begin 12,200,000deleted text endnew text begin
10,802,000
new text end
.....
2023

Sec. 21.

Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 4,
is amended to read:


Subd. 4.

Kindergarten milk.

For kindergarten milk aid under Minnesota Statutes,
section 124D.118:

$
656,000
.....
2022
$
deleted text begin 658,000 deleted text end new text begin
659,000
new text end
.....
2023

G. EARLY EDUCATION

Sec. 22.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 5,
is amended to read:


Subd. 5.

Early childhood family education aid.

(a) For early childhood family education
aid under Minnesota Statutes, section 124D.135:

$
35,003,000
.....
2022
$
deleted text begin 36,478,000 deleted text end new text begin
35,180,000
new text end
.....
2023

(b) The 2022 appropriation includes $3,341,000 for 2021 and $31,662,000 for 2022.

(c) The 2023 appropriation includes $3,518,000 for 2022 and deleted text begin$32,960,000deleted text endnew text begin $31,662,000new text end
for 2023.

Sec. 23.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 6,
is amended to read:


Subd. 6.

Developmental screening aid.

(a) For developmental screening aid under
Minnesota Statutes, sections 121A.17 and 121A.19:

$
3,582,000
.....
2022
$
deleted text begin 3,476,000 deleted text end new text begin
3,503,000
new text end
.....
2023

(b) The 2022 appropriation includes $360,000 for 2021 and $3,222,000 for 2022.

(c) The 2023 appropriation includes $357,000 for 2022 and deleted text begin$3,119,000deleted text endnew text begin $3,146,000new text end for
2023.

Sec. 24.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 12,
is amended to read:


Subd. 12.

Home visiting aid.

(a) For home visiting aid under Minnesota Statutes, section
124D.135:

$
462,000
.....
2022
$
deleted text begin 444,000 deleted text end new text begin
415,000
new text end
.....
2023

(b) The 2022 appropriation includes $47,000 for 2021 and $415,000 for 2022.

(c) The 2023 appropriation includes $46,000 for 2022 and deleted text begin$398,000deleted text endnew text begin $369,000new text end for 2023.

H. COMMUNITY EDUCATION AND LIFELONG LEARNING

Sec. 25.

Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 2,
is amended to read:


Subd. 2.

Community education aid.

For community education aid under Minnesota
Statutes, section 124D.20:

$
180,000
.....
2022
$
deleted text begin 155,000 deleted text end new text begin
150,000
new text end
.....
2023

The 2022 appropriation includes $22,000 for 2021 and $158,000 for 2022.

The 2023 appropriation includes $17,000 for 2022 and deleted text begin$138,000deleted text endnew text begin $133,000new text end for 2023.

Sec. 26.

Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 8,
is amended to read:


Subd. 8.

Adult basic education aid.

For adult basic education aid under Minnesota
Statutes, section 124D.531:

$
53,191,000
.....
2022
$
deleted text begin 54,768,000
deleted text end new text begin 51,948,000
new text end
.....
2023

The 2022 appropriation includes $5,177,000 for 2021 and $48,014,000 for 2022.

The 2023 appropriation includes $5,334,000 for 2022 and deleted text begin$49,434,000deleted text endnew text begin $46,614,000new text end for
2023.

ARTICLE 14

GRANTS MANAGEMENT

Section 1. new text beginFINANCIAL REVIEW OF NONPROFIT GRANT RECIPIENTS
REQUIRED.
new text end

new text begin Subdivision 1. new text end

new text begin Financial review required. new text end

new text begin (a) Before awarding a competitive,
legislatively named, single source, or sole source grant to a nonprofit organization under
this act, the grantor must require the applicant to submit financial information sufficient for
the grantor to document and assess the applicant's current financial standing and management.
Items of significant concern must be addressed with the applicant and resolved to the
satisfaction of the grantor before a grant is awarded. The grantor must document the material
requested and reviewed; whether the applicant had a significant operating deficit, a deficit
in unrestricted net assets, or insufficient internal controls; whether and how the applicant
resolved the grantor's concerns; and the grantor's final decision. This documentation must
be maintained in the grantor's files.
new text end

new text begin (b) At a minimum, the grantor must require each applicant to provide the following
information:
new text end

new text begin (1) the applicant's most recent Form 990, Form 990-EZ, or Form 990-N filed with the
Internal Revenue Service. If the applicant has not been in existence long enough or is not
required to file Form 990, Form 990-EZ, or Form 990-N, the applicant must demonstrate
to the grantor that the applicant is exempt and must instead submit documentation of internal
controls and the applicant's most recent financial statement prepared in accordance with
generally accepted accounting principles and approved by the applicant's board of directors
or trustees or, if there is no such board, by the applicant's managing group;
new text end

new text begin (2) evidence of registration and good standing with the secretary of state under Minnesota
Statutes, chapter 317A, or other applicable law;
new text end

new text begin (3) unless exempt under Minnesota Statutes, section 309.515, evidence of registration
and good standing with the attorney general under Minnesota Statutes, chapter 309; and
new text end

new text begin (4) if required under Minnesota Statutes, section 309.53, subdivision 3, the applicant's
most recent audited financial statement prepared in accordance with generally accepted
accounting principles.
new text end

new text begin Subd. 2. new text end

new text begin Authority to postpone or forgo; reporting required. new text end

new text begin (a) Notwithstanding
any contrary provision in this act, a grantor that identifies an area of significant concern
regarding the financial standing or management of a legislatively named applicant may
postpone or forgo awarding the grant.
new text end

new text begin (b) No later than 30 days after a grantor exercises the authority provided under paragraph
(a), the grantor must report to the chairs and ranking minority members of the legislative
committees with jurisdiction over the grantor's operating budget. The report must identify
the legislatively named applicant and the grantor's reason for postponing or forgoing the
grant.
new text end

new text begin Subd. 3. new text end

new text begin Authority to award subject to additional assistance and oversight. new text end

new text begin A grantor
that identifies an area of significant concern regarding an applicant's financial standing or
management may award a grant to the applicant if the grantor provides or the grantee
otherwise obtains additional technical assistance, as needed, and the grantor imposes
additional requirements in the grant agreement. Additional requirements may include but
are not limited to enhanced monitoring, additional reporting, or other reasonable requirements
imposed by the grantor to protect the interests of the state.
new text end

new text begin Subd. 4. new text end

new text begin Relation to other law and policy. new text end

new text begin The requirements in this section are in
addition to any other requirements imposed by law; the commissioner of administration
under Minnesota Statutes, sections 16B.97 and 16B.98; or agency policy.
new text end

APPENDIX

Repealed Minnesota Statutes: H2497-4

120B.35 STUDENT ACADEMIC ACHIEVEMENT AND GROWTH.

Subd. 5.

Improving graduation rates for students with emotional or behavioral disorders.

(a) A district must develop strategies in conjunction with parents of students with emotional or behavioral disorders and the county board responsible for implementing sections 245.487 to 245.4889 to keep students with emotional or behavioral disorders in school, when the district has a drop-out rate for students with an emotional or behavioral disorder in grades 9 through 12 exceeding 25 percent.

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

122A.06 DEFINITIONS.

Subd. 4.

Comprehensive, scientifically based reading instruction.

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

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

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

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

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

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

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

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

122A.07 PROFESSIONAL EDUCATOR LICENSING AND STANDARDS BOARD MEMBERSHIP.

Subd. 2a.

First appointments.

(a) The governor shall nominate all members to the Professional Educator Licensing and Standards Board. The terms of the initial board members must be as follows:

(1) two members must be appointed for terms that expire January 1, 2019;

(2) three members must be appointed for terms that expire January 1, 2020;

(3) three members must be appointed for terms that expire January 1, 2021; and

(4) three members must be appointed for terms that expire January 1, 2022.

(b) Members of the Board of Teaching as of January 1, 2017, are ineligible for first appointments to the Professional Educator Licensing and Standards Board for four years from September 1, 2017, except that two members of the Board of Teaching as of January 1, 2017, are eligible for appointment under paragraph (a), clause (1).

122A.091 REPORTS.

Subd. 3.

School district reports.

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

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

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

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

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

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

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

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

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

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

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

Subd. 6.

Implementation report.

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

122A.18 BOARD TO ISSUE LICENSES.

Subd. 7c.

Temporary military license.

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

122A.182 TIER 2 LICENSE.

Subd. 2.

Coursework.

(a) A candidate for a Tier 2 license must meet the coursework requirement by demonstrating completion of two of the following:

(1) at least eight upper division or graduate-level credits in the relevant content area;

(2) field-specific methods of training, including coursework;

(3) at least two years of teaching experience in a similar content area in any state, as determined by the board;

(4) a passing score on the pedagogy and content exams under section 122A.185; or

(5) completion of a state-approved teacher preparation program.

(b) For purposes of paragraph (a), "upper division" means classes normally taken at the junior or senior level of college which require substantial knowledge and skill in the field. Candidates must identify the upper division credits that fulfill the requirement in paragraph (a), clause (1).

124D.095 ONLINE LEARNING OPTION.

Subdivision 1.

Citation.

This section may be cited as the "Online Learning Option Act."

Subd. 2.

Definitions.

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

(a) "Digital learning" is learning facilitated by technology that offers students an element of control over the time, place, path, or pace of their learning and includes blended and online learning.

(b) "Blended learning" is a form of digital learning that occurs when a student learns part time in a supervised physical setting and part time through digital delivery of instruction, or a student learns in a supervised physical setting where technology is used as a primary method to deliver instruction.

(c) "Online learning" is a form of digital learning delivered by an approved online learning provider under paragraph (d).

(d) "Online learning provider" is 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 provides online learning to students and is approved by the department to provide online learning courses.

(e) "Student" is a Minnesota resident enrolled in a school under section 120A.22, subdivision 4, in kindergarten through grade 12.

(f) "Online learning student" is a student enrolled in an online learning course or program delivered by an online learning provider under paragraph (d).

(g) "Enrolling district" means the school district or charter school in which a student is enrolled under section 120A.22, subdivision 4, for purposes of compulsory attendance.

(h) "Supplemental online learning" means an online learning course taken in place of a course period at a local district school.

(i) "Full-time online learning provider" means an enrolling school authorized by the department to deliver comprehensive public education at any or all of the elementary, middle, or high school levels.

(j) "Online learning course syllabus" is a written document that an online learning provider transmits to the enrolling district using a format prescribed by the commissioner to identify the state academic standards embedded in an online course, the course content outline, required course assessments, expectations for actual teacher contact time and other student-to-teacher communications, and the academic support available to the online learning student.

Subd. 3.

Authorization; notice; limitations on enrollment.

(a) A student may apply for full-time enrollment in an approved online learning program under section 124D.03 or 124D.08 or chapter 124E. Notwithstanding sections 124D.03 and 124D.08 and chapter 124E, procedures for enrolling in supplemental online learning are as provided in this subdivision. A student age 17 or younger must have the written consent of a parent or guardian to apply. No school district or charter school may prohibit a student from applying to enroll in online learning. In order to enroll in online learning, the student and the student's parents must submit an application to the online learning provider and identify the student's reason for enrolling. An online learning provider that accepts a student under this section must notify the student and the enrolling district in writing within ten days if the enrolling district is not the online learning provider. The student and the student's parent must notify the online learning provider of the student's intent to enroll in online learning within ten days of being accepted, at which time the student and the student's parent must sign a statement indicating that they have reviewed the online course or program and understand the expectations of enrolling in online learning. The online learning provider must use a form provided by the department to notify the enrolling district of the student's application to enroll in online learning.

(b) The supplemental online learning notice to the enrolling district when a student applies to the online learning provider will include the courses or program, credits to be awarded, and the start date of the online course or program. An online learning provider must make available the supplemental online course syllabus to the enrolling district. Within 15 days after the online learning provider makes information in this paragraph available to the enrolling district, the enrolling district must notify the online provider whether the student, the student's parent, and the enrolling district agree or disagree that the course meets the enrolling district's graduation requirements. A student may enroll in a supplemental online learning course up to the midpoint of the enrolling district's term. The enrolling district may waive this requirement for special circumstances and with the agreement of the online provider. An online learning course or program that meets or exceeds a graduation standard or the grade progression requirement of the enrolling district as described in the provider's online course syllabus meets the corresponding graduation requirements applicable to the student in the enrolling district. If the enrolling district does not agree that the course or program meets its graduation requirements, then:

(1) the enrolling district must make available an explanation of its decision to the student, the student's parent, and the online provider; and

(2) the online provider may make available a response to the enrolling district, showing how the course or program meets the graduation requirements of the enrolling district.

(c) An online learning provider must notify the commissioner that it is delivering online learning and report the number of online learning students it accepts and the online learning courses and programs it delivers.

(d) An online learning 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.

(e) An enrolling district may reduce an online learning student's regular classroom instructional membership in proportion to the student's membership in online learning courses.

(f) The online provider must report or make available information on an individual student's progress and accumulated credit to the student, the student's parent, and the enrolling district in a manner specified by the commissioner unless the enrolling district and the online provider agree to a different form of notice and notify the commissioner. The enrolling district must designate a contact person to help facilitate and monitor the student's academic progress and accumulated credits towards graduation.

Subd. 4.

Online learning parameters.

(a) An online learning student must receive academic credit for completing the requirements of an online learning course or program. Secondary credits granted to an 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 online learning students, and must continue to provide nonacademic services to online learning students. If a student completes an online learning course or program that meets or exceeds a graduation standard or the grade progression requirement at the enrolling district, that standard or requirement is met. The enrolling district must use the same criteria for accepting online learning credits or courses as it does for accepting credits or courses for transfer students under section 124D.03, subdivision 9. The enrolling district may reduce the course schedule of an online learning student in proportion to the number of online learning courses the student takes from an online learning provider that is not the enrolling district.

(b) An online learning student may:

(1) enroll in supplemental online learning courses equal to a maximum of 50 percent of the student's full schedule of courses per term during a single school year and the student may exceed the supplemental online learning registration limit if the enrolling district permits supplemental online learning enrollment above the limit, or if the enrolling district and the online learning provider agree to the instructional services;

(2) complete course work at a grade level that is different from the student's current grade level; and

(3) enroll in additional courses with the online learning provider under a separate agreement that includes terms for paying any tuition or course fees.

(c) An online learning student has the same access to the computer hardware and education software available in a school as all other students in the enrolling district. An online learning provider must assist an online learning student whose family qualifies for the education tax credit under section 290.0674 to acquire computer hardware and educational software for online learning purposes.

(d) An enrolling district may offer digital learning to its enrolled students. Such digital learning does not generate online learning funds under this section. An enrolling district that offers digital learning only to its enrolled students is not subject to the reporting requirements or review criteria under subdivision 7, unless the enrolling district is a full-time online learning provider. A teacher with a Minnesota license must assemble and deliver instruction to enrolled students receiving online learning from an enrolling district. The delivery of instruction occurs when the student interacts with the computer or the teacher and receives ongoing assistance and assessment of learning. The instruction may include curriculum developed by persons other than a teacher holding a Minnesota license.

(e) Both full-time and supplemental online learning providers are subject to the reporting requirements and review criteria under subdivision 7. A teacher holding a Minnesota license must assemble and deliver instruction to online learning students. The delivery of instruction occurs when the student interacts with the computer or the teacher and receives ongoing assistance and assessment of learning. The instruction may include curriculum developed by persons other than a teacher holding a Minnesota license. Unless the commissioner grants a waiver, a teacher providing online learning instruction must not instruct more than 40 students in any one online learning course or program.

(f) To enroll in more than 50 percent of the student's full schedule of courses per term in online learning, the student must qualify to exceed the supplemental online learning registration limit under paragraph (b) or apply to enroll in an approved full-time online learning program, consistent with subdivision 3, paragraph (a). Full-time online learning students may enroll in classes at a local school under a contract for instructional services between the online learning provider and the school district.

Subd. 5.

Participation in extracurricular activities.

An online learning student may participate in the extracurricular activities of the enrolling district on the same basis as other enrolled students.

Subd. 6.

Information.

School districts and charter schools must make available information about online learning to all interested people.

Subd. 7.

Department of Education.

(a) The department must review and approve or disapprove online learning providers within 90 calendar days of receiving an online learning provider's completed application. The commissioner, using research-based standards of quality for online learning programs, must review all approved online learning providers on a cyclical three-year basis. Approved online learning providers annually must submit program data to, confirm statements of assurances for, and provide program updates including a current course list to the commissioner.

(b) The online learning courses and programs must be rigorous, aligned with state academic standards, and contribute to grade progression in a single subject. The online learning provider, other than a digital learning provider offering digital learning to its enrolled students only under subdivision 4, paragraph (d), must give the commissioner written assurance that: (1) all courses meet state academic standards; and (2) the online learning curriculum, instruction, and assessment, expectations for actual teacher-contact time or other student-to-teacher communication, and academic support meet nationally recognized professional standards and are described as such in an online learning course syllabus that meets the commissioner's requirements. Once an online learning provider is approved under this paragraph, all of its online learning course offerings are eligible for payment under this section unless a course is successfully challenged by an enrolling district or the department under paragraph (c).

(c) An enrolling district may challenge the validity of a course offered by an online learning provider. The department must review such challenges based on the approval procedures under paragraph (b). The department may initiate its own review of the validity of an online learning course offered by an online learning provider.

(d) The department may collect a fee not to exceed $250 for approving online learning providers or $50 per course for reviewing a challenge by an enrolling district.

(e) The department must develop, publish, and maintain a list of online learning providers that it has reviewed and approved.

(f) The department may review a complaint about an online learning provider, or a complaint about a provider based on the provider's response to notice of a violation. If the department determines that an online learning provider violated a law or rule, the department may:

(1) create a compliance plan for the provider; or

(2) withhold funds from the provider under sections 124D.095, 124E.25, and 127A.42. The department must notify an online learning provider in writing about withholding funds and provide detailed calculations.

Subd. 8.

Financial arrangements.

(a) For a student enrolled in an online learning course, the department must calculate average daily membership and make payments according to this subdivision.

(b) The initial online learning 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 learning average daily membership times .88.

(c) No online learning average daily membership shall be generated if: (1) the student does not complete the online learning course, or (2) the student is enrolled in online learning provided by the enrolling district.

(d) Online learning 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 learning aid according to section 124D.096.

126C.05 DEFINITION OF PUPIL UNITS.

Subd. 3.

Compensation revenue pupil units.

Compensation revenue pupil units must be computed according to this subdivision.

(a) The compensation revenue concentration percentage for each building in a district equals the product of 100 times the ratio of:

(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch plus one-half of the pupils eligible to receive reduced priced lunch on October 1 of the previous fiscal year; to

(2) the number of pupils enrolled in the building on October 1 of the previous fiscal year.

(b) The compensation revenue pupil weighting factor for a building equals the lesser of one or the quotient obtained by dividing the building's compensation revenue concentration percentage by 80.0.

(c) The compensation revenue pupil units for a building equals the product of:

(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch and one-half of the pupils eligible to receive reduced priced lunch on October 1 of the previous fiscal year; times

(2) the compensation revenue pupil weighting factor for the building; times

(3) .60.

(d) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten programs under section 124D.151, charter schools, and contracted alternative programs in the first year of operation, compensation revenue pupil units shall 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 revenue pupil units shall be computed based on pupils enrolled on an alternate date determined by the commissioner, and the compensation revenue pupil units shall be prorated based on the ratio of the number of days of student instruction to 170 days.

(e) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten seats discontinued in fiscal year 2024 due to the reduction in the participation limit under section 124D.151, subdivision 6, those discontinued seats must not be used to calculate compensation revenue pupil units for fiscal year 2024.

(f) The percentages in this subdivision must be based on the count of individual pupils and not on a building average or minimum.

Subd. 16.

Free and reduced-price lunches.

The commissioner shall determine the number of children eligible to receive either a free or reduced-price lunch on October 1 each year. Children enrolled in a building on October 1 and determined to be eligible to receive free or reduced-price lunch by December 15 of that school year shall be counted as eligible on October 1 for purposes of subdivision 3. The commissioner may use federal definitions for these purposes and may adjust these definitions as appropriate. The commissioner may adopt reporting guidelines to assure accuracy of data counts and eligibility. Districts shall use any guidelines adopted by the commissioner.

268.085 ELIGIBILITY REQUIREMENTS; PAYMENTS THAT AFFECT BENEFITS.

Subd. 8.

Services for school contractors.

(a) Wage credits from an employer are subject to subdivision 7, if:

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

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

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

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

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

Repealed Minnesota Rule: H2497-4

8710.0500 EXAMINATIONS FOR TEACHER LICENSES.

Subp. 8.

Admission to upper division or graduate coursework.

Candidates for an initial license shall provide official evidence to the institutions they attend of having taken the examinations adopted under subpart 1, item A, before enrolling in upper division coursework in the professional education sequence. Candidates for an initial license who have a baccalaureate degree shall provide official evidence to the institutions they attend of having taken the examinations adopted under subpart 1, item A, before enrolling in coursework in the professional education sequence. Candidates who fail to achieve the minimum passing score on one or more of the examinations may enroll in upper division or graduate coursework in the professional education sequence; however, candidates must achieve the passing scores established under subpart 3 before recommendation for a first professional teaching license. Colleges and universities must provide candidates who fail the examinations access to opportunities to enhance their skills.

Subp. 11.

Applicants prepared outside Minnesota.

Applicants for Minnesota licensure who complete teacher preparation outside Minnesota but who have not met the requirements under subpart 1 and who otherwise meet the applicable statutes and rules shall be granted no more than three one-year temporary licenses. An applicant who has not achieved a minimum passing score on the examinations required under subpart 1, may renew a temporary license under this subpart if the applicant provides evidence of having taken all required examinations under subpart 1 and having enrolled in programs designed to assist the applicant to achieve the minimum passing scores. Applicants prepared outside Minnesota who provide evidence of meeting all examination requirements for professional Minnesota licensure shall be granted the professional teaching licenses for which they qualify.