HF 3272

as introduced - 93rd Legislature (2023 - 2024) Posted on 04/19/2023 08:38am

A bill for an act
relating to education finance; providing funding for prekindergarten through grade
12 education; modifying provisions for general education, literacy and learning,
special education, education innovation, and education excellence; making forecast
adjustments; requiring reports; appropriating money; amending Minnesota Statutes
2022, sections 120B.024, subdivision 1; 120B.12; 121A.031, subdivision 1;
122A.092, subdivision 5; 122A.18, subdivision 7a, by adding a subdivision;
122A.185, subdivision 1; 122A.187, subdivision 5; 122A.31, subdivision 1;
123B.86, subdivision 3; 124D.085; 124D.09, subdivisions 5, 12; 124D.093,
subdivisions 3, 4; 124D.98, by adding a subdivision; 124E.11; 125A.76, subdivision
2e; 126C.10, subdivisions 2, 18a; 126C.44; 127A.05, by adding subdivisions;
127A.353, subdivisions 2, 4; 144.4165; Laws 2017, First Special Session chapter
5, article 2, section 52; 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;
proposing coding for new law in Minnesota Statutes, chapters 120B; 122A; 124D;
125A; repealing Minnesota Statutes 2022, section 122A.06, subdivision 4; Laws
2017, First Special Session chapter 5, article 2, section 52, subdivision 3.

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

ARTICLE 1

GENERAL EDUCATION

Section 1.

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

Subd. 2.

Basic revenue.

new text begin (a) new text end The basic revenue for each district equals the formula
allowance times the adjusted pupil units for the school year. deleted text begin The formula allowance for
fiscal year 2021 is $6,567. The formula allowance for fiscal year 2022 is $6,728.
deleted text end

new text begin (b) new text end The formula allowance for fiscal year 2023 deleted text begin and later deleted text end is $6,863. new text begin The formula allowance
for fiscal year 2024 is $7,206. The formula allowance for fiscal year 2025 and later is $7,566.
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.10, subdivision 18a, is amended to read:

Subd. 18a.

Pupil transportation adjustment.

(a) An independent, common, or special
school district's transportation sparsity revenue under subdivision 18 is increased by the
greater of zero or deleted text begin 18.2 deleted text end new text begin 40 new 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. 3.

Minnesota Statutes 2022, section 126C.44, is amended to read:

126C.44 SAFE SCHOOLS deleted text begin LEVY deleted text end new text begin REVENUE new 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 end new text begin A school
district's safe schools revenue equals the sum of its safe schools aid new text end .

new text begin Subd. 2. new text end

new text begin Safe schools aid. new text end

new text begin Safe schools aid for a school district and a charter school
equals $72 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) Safe schools aid
for a cooperative unit serving students under section 123A.24, subdivision 2, equals $30
times the adjusted pupil units of the member districts.
new text end

new text begin (b) 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 Fiscal year 2024 only. new text end

new text begin A school district and charter school's safe schools aid
for fiscal year 2024 only equals $36 times its adjusted pupil units for that year.
new text end

new text begin Subd. 5. new text end

new text begin Use of safe schools revenue. new text end

deleted text begin The proceeds of the levy deleted text end new text begin (a) Safe schools revenue new 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; or

(9) to pay costs for colocating and collaborating with mental health professionals who
are not district employees or contractors.

(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 Subdivisions 1, 2, 3, and 5 are effective for fiscal year 2025 and
later. Subdivision 4 is effective for fiscal year 2024.
new text end

Sec. 4. new text begin BASE BUDGET APPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Base budget authorized. new text end

new text begin Notwithstanding any law to the contrary, for
any early education or K12 education program without an appropriation specified in this
act, the base budget amounts are approved for fiscal years 2024 and 2025.
new text end

new text begin Subd. 2. new text end

new text begin Appropriations. new text end

new text begin For fiscal years 2024 and 2025 only, there is annually
appropriated from the general fund to the commissioner of education the amounts necessary
to fund the base budget for all K12 and early education programs identified in Laws 2021
First special session chapter 13, as documented in the February 2023 Forecast General Fund
Balance Analysis for fiscal years 2024 and 2025.
new text end

new text begin Subd. 3. new text end

new text begin Allocations among recipients. new text end

new text begin The commissioner of education must distribute
the state aid appropriated in subdivision 2 to school districts, charter schools, cooperative
units, state agencies and boards, and all other recipients of base budget amounts according
to each statutorily specified formula. For any amount where the aid or grant recipient is not
identified in law, the commissioner may allocate the funds to the recipients in the same
manner as for the 2022-2023 biennium.
new text end

Sec. 5. new text begin APPROPRIATION; GENERAL EDUCATION AID.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sum indicated in this section is
appropriated from the general fund to the Department of Education in the fiscal year
designated.
new text end

new text begin Subd. 2. new text end

new text begin Additional general education revenue. new text end

new text begin For additional general education aid
required under this act:
new text end

new text begin $ new text end

new text begin ....... new text end

new text begin ..... new text end

new text begin 2025 new text end

ARTICLE 2

LITERACY AND LEARNING

Section 1.

new text begin [120B.116] SCIENCE OF READING.
new text end

new text begin Subdivision 1. new text end

new text begin Policy. new text end

new text begin It is the intent of the legislature that public schools promote
foundational literacy and grade-level reading proficiency through the use of curriculum,
textbooks, instructional materials, instructional practices, interventions, and teacher
development and training based solely on the science of reading.
new text end

new text begin Subd. 2. new text end

new text begin Science of reading defined. new text end

new text begin (a) "Science of reading" means explicit, systematic
evidence-based reading instruction using reliable, trustworthy, and valid evidence consistent
with science-based reading research. This includes developing foundational reading skills
relying on phonemic/phonological awareness, phonics and decoding, fluency, vocabulary,
and comprehension that can be differentiated to meet the needs of individual students.
new text end

new text begin (b) The science of reading does not include using visual memory as the primary basis
for teaching word recognition and does not include the use of the three-cueing system model,
based on meaning, structure/syntax, and visual, also known as MSV, as a method to teach
students to read.
new text end

new text begin Subd. 3. new text end

new text begin Other definitions. new text end

new text begin (a) The terms defined in this section have the meanings
given them.
new text end

new text begin (b) "Comprehension" is the purpose of reading: the ability to understand, remember,
and make meaning of what has been read.
new text end

new text begin (c) "Fluency" is the ability to read text with speed, accuracy, and proper expression,
either to oneself or aloud.
new text end

new text begin (d) "Phonemic/phonological awareness" is the ability of students to hear, identify,
manipulate, and substitute individual sounds, word parts, and syllables in spoken words.
new text end

new text begin (e) "Phonics" is the understanding that there are systematic and predictable relationships
between phonemes (sounds) and graphemes (the letters that represent those sounds in written
language) and to apply that knowledge to decode unfamiliar printed words. This process is
commonly known as sounding out words.
new text end

new text begin (f) "Science-based reading research" means research that:
new text end

new text begin (1) applies rigorous, systematic, and objective observational or experimental procedures
to obtain knowledge relevant to reading development, reading instruction, and reading and
writing difficulties; and
new text end

new text begin (2) explains how proficient reading and writing develop, why some children have
difficulties developing key literacy skills, and how schools can best assess and instruct early
literacy, including the use of evidence-based literacy instruction practices to promote reading
and writing achievement.
new text end

new text begin (g) "Vocabulary" is the process of acquiring new words that students understand and
use in their conversation (oral vocabulary) and recognize in print (reading vocabulary)
through direct and indirect instruction.
new text end

Sec. 2.

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

120B.12 READING PROFICIENTLY NO LATER THAN THE END OF GRADE
3.

Subdivision 1.

Literacy goal.

The legislature seeks to have every child reading at or
above grade level no later than the end of grade 3, including English learners, and that
teachers provide deleted text begin comprehensive, scientifically based deleted text end reading instruction new text begin based on the science
of reading new text end consistent with section deleted text begin 122A.06, subdivision 4 deleted text end new text begin 120B.116 new text end .

Subd. 2.

Identification; report.

(a) Each school district must identify before the end of
kindergarten, grade 1, and grade 2 all students who are not reading at grade level. Students
identified as not reading at grade level by the end of kindergarten, grade 1, and grade 2 must
be screened, in a locally determined manner, for characteristics of dyslexia.

(b) Students in grade 3 or higher who demonstrate a reading difficulty to a classroom
teacher must be screened, in a locally determined manner, for characteristics of dyslexia,
unless a different reason for the reading difficulty has been identified.

(c) Reading assessments 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 English learners. The district must use a locally adopted,
developmentally appropriate, and culturally responsive assessment and annually report
summary assessment results to the commissioner by July 1.

(d) The district also must annually report to the commissioner by July 1 a summary of
the district's efforts to screen and identify students who demonstrate characteristics of
dyslexia using screening tools such as those recommended by the department's dyslexia
specialist. 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 screened for that reporting year; and

(3) the number of students demonstrating characteristics of dyslexia for that year.

(e) A student identified under this subdivision must be provided with alternate instruction
under section 125A.56, subdivision 1.

Subd. 2a.

Parent notification and involvement.

Schools, at least annually, must give
new text begin clear notice to new text end the parent of each student who is not reading at or above grade level new text begin that the
student is not reading at or above grade level, and provide the parent new text end timely information
about:

(1) the student's reading proficiency as measured by a locally adopted assessment;

(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 new text begin ; the strategies must
align with the interventions identified in the improvement plan under subdivision 3 new text end .

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. If a student does
not read at or above grade level by the end of grade 3, 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 programs. Intervention methods may include, but are not limited to,
requiring attendance in summer school new text begin or a summer reading program or camp new text end , 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 school district or charter school is strongly encouraged to provide a personal
learning plan for a student who is unable to demonstrate grade-level proficiency, as measured
by the statewide reading assessment in deleted text begin grade deleted text end new text begin grades new text end 3 new text begin and 4 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 address
knowledge gaps and skill deficiencies through strategies such as specific exercises and
practices during and outside of the regular school day, periodic assessments, and reasonable
timelines. The personal learning plan may include grade retention, if it is in the student's
best interest. 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.

Each 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 begin comprehensive, scientifically based reading
and oral language instruction in the five reading areas of phonemic awareness, phonics,
fluency, vocabulary, and comprehension as defined in section 122A.06, subdivision 4, and
other literacy-related areas including writing deleted text end new text begin instructional practices consistent with the
science of reading as defined in section 120B.116 new text end until the student achieves new text begin and maintains new text end
grade-level reading proficiency;

(2) elementary teachers have sufficient training new text begin and professional development new text end to provide
comprehensive, scientifically based reading and oral language instruction new text begin aligned to the
science of reading as defined in section 120B.116 new text end 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 new text begin aligned to the science of reading as defined in section
120B.116 new text end ;

(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 English 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.

Subd. 4a.

Local literacy plan.

(a) Consistent with this section, a school district must
adopt a local literacy plan to have every child reading at or above grade level no later than
the end of grade 3, including English learners. The plan must be consistent with section
deleted text begin 122A.06, subdivision 4 deleted text end new text begin 120B.116 new text end , and include the following:

(1) a process to assess students' level of reading proficiency and data to support the
effectiveness of an assessment used to screen and identify a student's level of reading
proficiency;

(2) a process to notify and involve parents;

(3) a description of how schools in the district will determine the proper reading
intervention 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 new text begin aligned to the science of reading as defined in
section 120B.116 new text end for students who are not reading at or above grade level and progress
monitoring to provide information on the effectiveness of the intervention; and

(5) identification of staff development needs, including a program to meet those needs.

(b) The district must post its literacy plan on the official school district website.

Subd. 5.

Commissioner.

The commissioner shall recommend to districts multiple
assessment tools to assist districts and teachers with identifying students under subdivision
2. The 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. new text begin The instructional
methods or programs must not include the use of whole language, balanced-literacy, or a
three-cueing system model based on meaning, structure/syntax, and visual, also known as
MSV.
new text end

Sec. 3.

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 research-based best
practices in reading, consistent with section deleted text begin 122A.06, subdivision 4 deleted text end new text begin 120B.116 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 section deleted text begin 122A.06, subdivision 4 deleted text end new text begin 120B.116 new text end , so that all students achieve
continuous progress in reading; deleted text begin and
deleted text end

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

new text begin (3) exclude or prohibit the use of whole language, balanced-literacy, or a three-cueing
system model based on meaning, structure/syntax, and visual, also known as MSV.
new text end

(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. 4.

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
deleted text begin 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 new text begin demonstrate their knowledge and understanding of the science of reading as defined in
section 120B.116, and ability to provide instruction and assess student proficiency in reading,
on an examination approved or adopted by the board new 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. 5.

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

Subd. 5.

new text begin Science of new text end reading preparation new text begin and professional development new text end .

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 new text begin and professional development new text end , consistent with section deleted text begin 122A.06, subdivision 4 deleted text end new text begin
120B.116 new 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. 6.

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 Recommended uses. new text end

new text begin (a) A school district or charter school is encouraged to
use aid received under this section on:
new text end

new text begin (1) meeting the requirements and recommendations to achieve grade-level reading
proficiency under section 120B.12;
new text end

new text begin (2) professional development for teachers and education support personnel in the science
of reading as defined in section 120B.116;
new text end

new text begin (3) provide bonuses or stipends to teachers demonstrating success in helping students
attain grade-level proficiency or exceptional growth toward grade level proficiency;
new text end

new text begin (4) provide bonuses or stipends to teachers identified under clause (3), who seek training
to work as a literacy specialist or mentor; and
new text end

new text begin (5) provide bonuses or stipends to teachers and education support personnel using the
science of reading as defined in section 120B.116 to tutor struggling readers.
new text end

new text begin (b) A school board is not required to meet and negotiate with an exclusive representative
of employees on the uses of aid received under this section, but must confer with the
exclusive representative of teachers in the district or school on the use of aid under this
section.
new text end

Sec. 7. new text begin READING RESET FUNDING.
new text end

new text begin Subdivision 1. new text end

new text begin Reading reset account. new text end

new text begin An account is established in the special revenue
fund known as the reading reset account. Funds appropriated under this section must be
transferred to the reset account in the special revenue fund.
new text end

new text begin Subd. 2. new text end

new text begin Curriculum and materials. new text end

new text begin A school district, charter school, or cooperative
may request reimbursement from the commissioner of education for curriculum, instructional
materials, and books aligned with the science of reading, as defined in section 120B.116,
that were purchased on or after July 1, 2020. The application for reimbursement must require
an applicant to agree that it will stop using instructional practices, curriculum, or materials
that are based on or otherwise use whole-language, balanced literacy, or the three-cueing
system model, including discontinuing use or agreeing not to use in the future any literacy
curriculum or other materials published by Heinemann Publishing, or written in whole or
in part by Irene Fountas and Gay Su Pinnell.
new text end

new text begin Subd. 3. new text end

new text begin Teacher training. new text end

new text begin The commissioner of education must provide funding to
school districts, charter schools, and cooperatives to provide teachers with training in the
science of reading through intensive workshops, academies, and other professional
development opportunities. In addition, the commissioner must provide school districts,
charter schools, and cooperatives funding to provide teachers paid time to attend training
on the science of reading.
new text end

new text begin Subd. 4. new text end

new text begin Tutoring. new text end

new text begin The commissioner must establish a process for parents to receive
reimbursement for literacy tutoring for students enrolled in school districts, charter schools,
or cooperatives who are not reading at grade level.
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. 8. new text begin TEACHER PREPARATION IN READING INSTRUCTION.
new text end

new text begin A teacher preparation program approved by the Professional Educator Licensing and
Standards Board for teachers of elementary education must require instruction in
understanding and applying the science of reading. The board must complete audits of all
approved teacher preparation programs by September 1, 2023, and must place a program
not in compliance on immediate probation. A program placed on probation must develop
and implement an action plan to comply with this section.
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. new text begin APPROPRIATION; READING RESET.
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 in the fiscal year
designated.
new text end

new text begin Subd. 2. new text end

new text begin Reading reset. new text end

new text begin (a) For the reading reset account under section 2:
new text end

new text begin $ new text end

new text begin 250,000,000 new text end

new text begin ..... new text end

new text begin 2024 new text end

new text begin (b) Of these amounts, $125,000,000 is for curriculum and materials in accordance with
section 7, subdivision 2; $100,000,000 is for teacher training in accordance with section 7,
subdivision 3; and $25,000 is to reimburse parents for tutoring in accordance with section
7, subdivision 4.
new text end

new text begin (c) The commissioner may retain up to $250,000 of the appropriation to administer the
funds under this subdivision.
new text end

Sec. 10. new text begin REPEALER.
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 3

SPECIAL EDUCATION

Section 1.

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 begin and deleted text end new text begin or new 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 education deleted text begin ; deleted text end new 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 institution deleted text begin . deleted text end new 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 institution new text begin or certified deaf interpreters who hold a certification issued by RID new 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 begin of
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 begin time line deleted text end new text begin timeline new 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 begin of deleted text end new text begin for new text end the Deaf, and other appropriate deleted text begin persons deleted text end new text begin committee members new text end selected by
the commissioner must develop the plan and deleted text begin time line deleted text end new text begin timeline new 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. 2.

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 (a) The commissioner of education must
administer a grant program to develop a pipeline of trained, licensed 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 (b) The commissioner must award half of the grant funding available to school districts
in the seven-county metropolitan area, and half to applicants outside the seven-county
metropolitan area. In awarding grants, the commissioner must consider the distribution of
Tier 1 and Tier 2 special education licensed teachers, and the existing supply of Tier 3 and
Tier 4 special education teachers in the district, charter school, or cooperative unit relative
to the number of students receiving special education instruction and services.
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. Tier 1 and Tier 2 special education
licensed teachers seeking credentials necessary to become a Tier 3 or Tier 4 must be
prioritized.
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 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. 4. 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. 3.

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 begin 2.6 percent for fiscal year 2020 and deleted text end 6.43 percent
for fiscal deleted text begin year deleted text end new text begin years new text end 2021 new text begin to 2023 and for fiscal year 2024 new text end and later new text begin , the percentage necessary
to reach full funding of the state share of the special education cross subsidy new text end .

new text begin (c) For purposes of this subdivision, the state share of the special education cross subsidy
means the total cross subsidy for the previous school year less the amount of federal funds
that would have been provided in the previous year if the federal government had provided
its 40 percent share. The 40 percent share equals the national average per pupil expenditure,
as calculated by the Department of Education, for the second previous year times 0.4.
new text end

new text begin (d) Notwithstanding paragraph (b), in any year where the federal share is less than amount
specified in paragraph (c), the cross subsidy aid factor equals 50 percent for that fiscal year.
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.

new text begin [125A.795] SPECIAL EDUCATION AID APPROPRIATION.
new text end

new text begin There is annually appropriated from the general fund to the Department of Education
the amounts necessary for special education aid under sections 125A.76 and 125A.79. This
amount must be reduced by the amount of any money specifically appropriated for the same
purpose in any year from any state fund.
new text end

Sec. 5. new text begin APPROPRIATIONS; SPECIAL EDUCATION TEACHER PIPELINE.
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 Special education teacher pipeline. new text end

new text begin 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

ARTICLE 4

EDUCATION INNOVATION

Section 1.

Minnesota Statutes 2022, section 124D.085, is amended to read:

124D.085 EXPERIENTIAL AND APPLIED LEARNING OPPORTUNITIES FOR
STUDENTS.

(a) To strengthen the alignment between career and college ready curriculum and state
and local academic standards and increase students' opportunities for participating in applied
and experiential learning in a nontraditional setting, school districts are encouraged to
provide programs such as new text begin :
new text end

new text begin (1) new text end magnet schools deleted text begin , deleted text end new text begin ;
new text end

new text begin (2) new text end language immersion programs deleted text begin , deleted text end new text begin ;
new text end

new text begin (3) new text end project-based learning deleted text begin , deleted text end new text begin ;
new text end

new text begin (4) new text end accelerated learning deleted text begin , deleted text end new text begin ;
new text end

new text begin (5) new text end college prep schools deleted text begin , deleted text end new text begin ;
new text end

new text begin (6) new text end career and technical education deleted text begin , deleted text end new text begin ;
new text end

new text begin (7) new text end Montessori schools deleted text begin , deleted text end new text begin ;
new text end

new text begin (8) new text end military schools deleted text begin , deleted text end new text begin ;
new text end

new text begin (9) new text end work-based schools deleted text begin , deleted text end new text begin ; new text end and

new text begin (10) new text end place-based learning.

new text begin (b) new text end Districts may provide such programs independently or in cooperation with other
districts, at a school single site, for particular grades, or throughout the district. In addition
to meeting the other accountability measures under chapter 120B, districts may declare that
a student meets or exceeds specific academic standards required for graduation under the
rigorous course of study waiver in section 120B.021, subdivision 1a, where appropriate.

deleted text begin (b) deleted text end new text begin (c) new text end The board of a district that chooses to participate must publicly adopt and review
a plan for providing a program under this section. The plan must: define the program and
its structure; describe the enrollment process; identify measures and processes for regularly
assessing, evaluating, and publicly reporting on program efficacy and use summary data to
show student progress and outcomes; and establish a data-informed public process for
modifying and revising the plan as needed. A district must publish its plan contents and
evaluation outcomes on the district website.

deleted text begin (c) deleted text end new text begin (d) new text end For purposes of further integrating experiential and applied learning into career
and college ready curricula, the commissioner may request program information from
providing districts under this section new text begin , but is not authorized to approve or deny any school
board-adopted program provided under this section new text end .

Sec. 2.

Minnesota Statutes 2022, section 124D.093, subdivision 3, is amended to read:

Subd. 3.

deleted text begin Application deleted text end new text begin Board approval new text end process.

deleted text begin The commissioner must determine the
form and manner of application for a school to be designated a P-TECH school. deleted text end The
deleted text begin application deleted text end new text begin school board plan for adopting a P-TECH program new text end must contain at least the
following information:

(1) the written agreement between a public school, a higher education institution under
section 124D.09, subdivision 3, paragraph (a), and a business partner to jointly develop and
support a P-TECH school;

(2) a proposed school design consistent with subdivisions 1 and 2;

(3) a description of how the P-TECH school supports the needs of the economic
development region in which the P-TECH school is to be located;

(4) a description of the facilities to be used by the P-TECH school;

(5) a description of proposed budgets, curriculum, transportation plans, and other
operating procedures for the P-TECH school;

(6) the process by which students will be enrolled in the P-TECH school;

(7) the qualifications required for individuals employed in the P-TECH school; and

(8) any additional information that the deleted text begin commissioner requires deleted text end new text begin board determines is
appropriate new text end .

Sec. 3.

Minnesota Statutes 2022, section 124D.093, subdivision 4, is amended to read:

Subd. 4.

new text begin Grant new text end approval process.

(a) new text begin When an appropriation is available, new text end the
commissioner of education must appoint an advisory committee to review the applications
and to recommend approval for those applications that meet the requirements of this section.
The commissioner of education has final authority over application approvals.

(b) To the extent practicable, the commissioner must ensure an equitable geographic
distribution of approved P-TECH schools.

(c) The commissioner must first begin approving applications for a P-TECH school
enrolling students in the 2020-2021 school year or later.

new text begin (d) Nothing in this subdivision should be construed to give the commissioner the authority
to approve or deny a locally adopted P-TECH plan.
new text end

Sec. 4.

Laws 2017, First Special Session chapter 5, article 2, section 52, is amended to
read:

Sec. 52. new text begin EDUCATION new text end INNOVATION deleted text begin RESEARCH deleted text end ZONES deleted text begin PILOT deleted text end PROGRAM.

Subdivision 1.

Establishment; requirements for participation; deleted text begin research deleted text end new text begin innovation new text end
zone plans.

(a) The innovation deleted text begin research deleted text end zone deleted text begin pilot deleted text end program is established to improve student
and school outcomes consistent with the world's best workforce requirements under
Minnesota Statutes, section 120B.11. Innovation zone partnerships allow school districts
and charter schools to research and implement innovative education programming models
designed to better prepare students for the world of the 21st century.

(b) One or more school districts or charter schools may join together to form an innovation
zone partnership. The partnership may include other nonschool partners, including
postsecondary institutions, other units of local government, nonprofit organizations, and
for-profit organizations. An innovation zone plan must be collaboratively developed in
concert with the school's instructional staff.

(c) An innovation deleted text begin research deleted text end zone partnership deleted text begin must research and deleted text end new text begin may new text end implement innovative
education programs and models that deleted text begin are based on proposed hypotheses. An innovation zone
plan may include an emerging practice not yet supported by peer-reviewed research.
Examples of innovation zone research deleted text end may include, but are not limited to:

(1) personalized learning, allowing students to excel at their own pace and according to
their interests, aspirations, and unique needs;

(2) the use of competency outcomes rather than seat time and course completion to fulfill
standards, credits, and other graduation requirements;

(3) multidisciplinary, real-world, inquiry-based, and student-directed models designed
to make learning more engaging and relevant, including documenting and validating learning
that takes place beyond the school day and school walls;

(4) models of instruction designed to close the achievement gap, including new models
for age three to grade 3 models, English as a second language models, early identification
and prevention of mental health issues, and others;

(5) new partnerships between secondary schools and postsecondary institutions,
employers, or career training institutions enabling students to complete industry certifications,
postsecondary education credits, and other credentials;

(6) new methods of collaborative leadership including the expansion of schools where
teachers have larger professional roles;

(7) new ways to enhance parental and community involvement in learning;

(8) new models of professional development for educators, including embedded
professional development; deleted text begin or
deleted text end

(9) new models in other areas such as whole child instruction, social-emotional skill
development, technology-based or blended learning, parent and community involvement,
professional development and mentoring, and models that increase the return on investment deleted text begin . deleted text end new text begin ;
new text end

new text begin (10) new models of evaluation, assessment, and accountability using multiple indicators,
including models that demonstrate alternative ways to validate a student's academic
attainment that have predictive validity to the state tests, and also include other variables
such as problem solving, creativity, analytical thinking, collaboration, respecting others,
global understanding, postgraduation student performance, and other information;
new text end

new text begin (11) improving teacher and principal mentoring and evaluation;
new text end

new text begin (12) granting a high school diploma to a student who meets the graduation requirements
under Minnesota Statutes, section 120B.02, subdivision 2, while providing the student
opportunities to:
new text end

new text begin (i) attain postsecondary credits or degrees through advanced placement, international
baccalaureate, or concurrent enrollment or courses; or
new text end

new text begin (ii) participate in career and industrial certification programs, including apprenticeship
programs;
new text end

new text begin (13) the use of the provisions in Minnesota Statutes, sections 124D.085, governing
experiential and applied learning opportunities; 124D.52, subdivision 9, governing standard
adult high school diploma requirements; and 126C.05, subdivision 15, paragraph (b), item
(i), governing the use of independent study;
new text end

new text begin (14) the use of the provisions of a learning year in Minnesota Statutes, section 124D.128,
for a student in grade 10, 11, or 12 to participate in career and technical programs after
school, on weekends, and during school breaks, including summers, and be included in the
general education revenue computation. The classes must generate both high school and
postsecondary credit and lead to either a career certification, technical college degree, or
apprenticeship program. A student participating in a learning year may attend school year
round, and the student's continual learning plan must provide for the student to meet the
high school graduation standards no later than the end of the fall semester of grade 12;
new text end

new text begin (15) methods to initiate prevention models to reduce student needs for special education
and to reduce teacher time devoted to the required special education documentation; or
new text end

new text begin (16) other innovations as determined by the local boards.
new text end

(d) An innovation zone plan submitted to the commissioner new text begin of education new text end must describe:

(1) how the plan will improve student and school outcomes consistent with the world's
best workforce requirements under Minnesota Statutes, section 120B.11;

(2) the role of each partner in the zone;

deleted text begin (3) the research methodology used for each proposed action in the plan;
deleted text end

deleted text begin (4) deleted text end new text begin (3) new text end the exemptions from statutes and rules in subdivision 2 that the deleted text begin research deleted text end new text begin innovation new text end
zone partnership will use;

deleted text begin (5) deleted text end new text begin (4) new text end a description of how teachers and other educational staff from the affected school
sites will be included in the planning and implementation process;

deleted text begin (6) deleted text end new text begin (5) new text end a detailed description of expected outcomes and graduation standards;

deleted text begin (7) deleted text end new text begin (6) new text end a timeline for implementing the plan and assessing the outcomes; and

deleted text begin (8) deleted text end new text begin (7) new text end how results of the plan will be disseminated.

The governing board for each partner must approve the innovation zone plan.

(e) Upon unanimous approval of the initial innovation zone partners deleted text begin and approval of the
commissioner of education deleted text end , the innovation zone partnership may extend membership to
other partners. A new partner's membership is effective 30 days after the innovation zone
partnership notifies the commissioner of the proposed change in membership deleted text begin unless the
commissioner disapproves the new partner's membership deleted text end new text begin and updates the plan new text end .

(f) Notwithstanding any other law to the contrary, a school district or charter school
participating in an innovation zone partnership under this section continues to receive all
revenue and maintains its taxation authority in the same manner as before its participation
in the innovation zone partnership. The innovation zone school district and charter school
partners remain organized and governed by their respective school boards with general
powers under Minnesota Statutes, chapter 123B or 124E, and remain subject to any
employment agreements under Minnesota Statutes, chapters 122A and 179A. School district
and charter school employees participating in an innovation zone partnership remain
employees of their respective school district or charter school.

(g) An innovation zone partnership may submit its plan at any time to the commissioner
in the form and manner specified by the commissioner. deleted text begin The commissioner must approve
or reject the plan after reviewing the recommendation of the Innovation Research Zone
Advisory Panel. An initial innovation zone plan that has been rejected by the commissioner
may be resubmitted to the commissioner after the innovation zone partnership has modified
the plan to meet each individually identified objection.
deleted text end

new text begin (h) An innovation zone plan must not cause an increase in state aid or levies for partners.
new text end

Subd. 2.

Exemptions from laws and rules.

(a) Notwithstanding any other law to the
contrary, an innovation zone partner with deleted text begin an approved deleted text end new text begin a new text end plan new text begin filed with the commissioner
new text end is exempt from each of the following state education laws and rules specifically identified
in its plan:

(1) any law or rule from which a district-created, site-governed school under Minnesota
Statutes, section 123B.045, is exempt;

(2) any statute or rule from which the commissioner has exempted another district or
charter school, as identified in the list published on the Department of Education's deleted text begin Web site deleted text end new text begin
website new text end under subdivision 4, paragraph (b);

(3) online learning program approval under Minnesota Statutes, section 124D.095,
subdivision 7, if the school district or charter school offers a course or program online
combined with direct access to a teacher for a portion of that course or program;

(4) restrictions on extended time revenue under Minnesota Statutes, section 126C.10,
subdivision 2a, for a student who meets the criteria of Minnesota Statutes, section 124D.68,
subdivision 2; and

(5) any required hours of instruction in any class or subject area for a student who is
meeting all competencies consistent with the graduation standards described in the innovation
zone plan.

(b) The exemptions under this subdivision must not be construed as exempting an
innovation zone partner from the Minnesota Comprehensive Assessments new text begin or as increasing
any state aid or levy new text end .

Subd. 3.

Innovation Research Zone Advisory Panel.

(a) The commissioner must
establish and convene an Innovation Research Zone Advisory Panel to review all innovation
zone plans submitted for approval.

(b) The panel must be composed of nine members. One member must be appointed by
each of the following organizations: Educators for Excellence, Education Minnesota,
Minnesota Association of Secondary School Principals, Minnesota Elementary School
Principals' Association, Minnesota Association of School Administrators, Minnesota School
Boards Association, Minnesota Association of Charter Schools, and the Office of Higher
Education. The commissioner must appoint one member with expertise in evaluation and
research.

Subd. 4.

new text begin Role of the new text end commissioner deleted text begin approval deleted text end .

(a) deleted text begin Upon recommendation of the
Innovation Research Zone Advisory Panel, the commissioner may approve up to three
innovation zone plans in the seven-county metropolitan area and up to three in greater
Minnesota. deleted text end If an innovation zone partnership fails to implement its innovation zone plan as
described in its application and according to the stated timeline, deleted text begin upon recommendation of
the Innovation Research Zone Advisory Panel, deleted text end the commissioner deleted text begin must deleted text end new text begin may new text end alert the
partnership members and provide the opportunity to remediate. If implementation continues
to fail, the commissioner deleted text begin must deleted text end new text begin may new text end suspend or terminate the innovation zone plan.

(b) The commissioner must publish a list of the exemptions the commissioner has granted
to a district or charter school on the Department of Education's deleted text begin Web site deleted text end new text begin website new text end by July 1,
2017. The list must be updated annually.

Subd. 5.

Project evaluation, dissemination, and report to legislature.

Each deleted text begin research deleted text end new text begin
innovation new text end zone partnership must submit project data to the commissioner in the form and
manner deleted text begin provided for in the approved application deleted text end new text begin specified by the commissioner new text end . At least
once every two years, the commissioner deleted text begin must deleted text end new text begin may new text end analyze each innovation zone's progress
in realizing the objectives of the innovation zone partnership's plan. new text begin To the extent practicable,
and using existing resources, new text end the commissioner deleted text begin must deleted text end new text begin may new text end summarize and categorize
innovation zone plans and submit a report to the legislative committees having jurisdiction
over education by February 1 of each odd-numbered year in accordance with Minnesota
Statutes, section 3.195.

Sec. 5. new text begin REVISOR INSTRUCTION.
new text end

new text begin (a) The revisor of statutes shall renumber the provisions of Minnesota Statutes and laws
listed in column A to the references listed in column B. The revisor shall also make necessary
cross-reference changes in Minnesota Statutes and Minnesota Rules consistent with the
renumbering in this instruction.
new text end

new text begin Column A new text end	new text begin Column B new text end
new text begin Laws 2017, First Special Session chapter 5, article 2, section 52 new text end	new text begin 124F.01 new text end
new text begin 124D.085 new text end	new text begin 124F.02 new text end
new text begin 124D.093 new text end	new text begin 124F.03 new text end
new text begin 124D.4535 new text end	new text begin 124F.04 new text end
new text begin 124D.46 new text end	new text begin 124F.05 new text end
new text begin 124D.47 new text end	new text begin 124F.06 new text end
new text begin 124D.48 new text end	new text begin 124F.07 new text end
new text begin 124D.49 new text end	new text begin 124F.08 new text end
new text begin 124D.50 new text end	new text begin 124F.09 new text end

new text begin (b) This act is intended to be a reorganization of statutes relating to Education Innovation
in Minnesota Statutes, chapter 124F. The changes that have been made are not intended to
change the meaning or prior interpretation of those laws.
new text end

Sec. 6. new text begin REPEALER.
new text end

new text begin Laws 2017, First Special Session chapter 5, article 2, section 52, subdivision 3, new text end new text begin is
repealed.
new text end

ARTICLE 5

EDUCATION EXCELLENCE

Section 1.

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

Subdivision 1.

Graduation requirements.

(a) Students beginning deleted text begin 9th deleted text end grade new text begin 9 new text end in the
2011-2012 school year and later 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 mathematics, including an algebra II credit or its equivalent, sufficient
to satisfy all of the academic standards in mathematics;

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

(4) three credits of science, including at least one credit of biology, one credit of chemistry
or physics, and one elective credit of science. The combination of credits under this clause
must be sufficient to satisfy (i) all of the academic standards in either chemistry or physics
and (ii) all other academic standards in science;

(5) 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;

(6) one credit of the arts sufficient to satisfy all of the state or local academic standards
in the arts; and

(7) 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 begin 11th or 12th deleted text end grade new text begin 11 or 12 new text end students who begin deleted text begin 9th deleted text end grade new text begin 9 new text end in the 2020-2021
school year and later, that satisfies the government and citizenship requirement in paragraph
(a), clause (5). new text begin A school district must offer the course starting in the 2024-2025 school 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. 2.

Minnesota Statutes 2022, section 121A.031, subdivision 1, is amended to read:

Subdivision 1.

Student bullying policy; scope and application.

(a) This section applies
to bullying by a student against another student enrolled in a public school and which occurs:

(1) on the school premises, at the school functions or activities, or on the school
transportation;

(2) by use of electronic technology and communications on the school premises, during
the school functions or activities, on the school transportation, or on the school computers,
networks, forums, and mailing lists; or

(3) by use of electronic technology and communications new text begin on a school-issued device, as
defined in section 13.32, subdivision 1, new text end off the school premises to the extent such use
substantially and materially disrupts student learning or the school environment.

(b) A nonpublic school under section 123B.41, subdivision 9, consistent with its school
accreditation cycle, is encouraged to electronically transmit to the commissioner its
antibullying policy, if any, and any summary data on its bullying incidents.

(c) This section does not apply to a home school under sections 120A.22, subdivision
4, and 120A.24, or a nonpublic school under section 123B.41, subdivision 9.

(d) A school-aged child who voluntarily participates in a public school activity, such as
a cocurricular or extracurricular activity, is subject to the same student bullying policy
provisions applicable to the public school students participating in the activity.

Sec. 3.

Minnesota Statutes 2022, section 122A.18, subdivision 7a, is amended to read:

Subd. 7a.

deleted text begin Permission to deleted text end new text begin Lifetime new text end substitute deleted text begin teach deleted text end new text begin teaching license new text end .

deleted text begin (a) The Professional
Educator Licensing and Standards Board may allow a person who otherwise qualifies for
a Tier 1 license in accordance with section 122A.181, subdivision 2, or is enrolled in and
making satisfactory progress in a board-approved teacher program and who has successfully
completed student teaching to be employed as a short-call substitute teacher.
deleted text end

deleted text begin (b) deleted text end The Professional Educator Licensing and Standards Board may issue a lifetime
qualified short-call or long-call substitute teaching license to a person who:

(1) was a qualified teacher under section 122A.16 while holding a Tier 3 or Tier 4
teaching license issued by the board, under sections 122A.183 and 122A.184, respectively,
and receives a retirement annuity from the Teachers Retirement Association or the St. Paul
Teachers Retirement Fund Association;

(2) holds an out-of-state teaching license and receives a retirement annuity as a result
of the person's teaching experience; or

(3) held a Tier 3 or Tier 4 teaching license issued by the board, under sections 122A.183
and 122A.184, respectively, taught at least three school years in an accredited nonpublic
school in Minnesota, and receives a retirement annuity as a result of the person's teaching
experience.

A person holding a lifetime qualified short-call or long-call substitute teaching license is
not required to complete continuing education clock hours. A person holding this license
may reapply to the board for either:

(i) a Tier 3 or Tier 4 teaching license under sections 122A.183 and 122A.184,
respectively, and must again complete continuing education clock hours one school year
after receiving the Tier 3 or Tier 4 teaching license; or

(ii) a Tier 1 license under section 122A.181, provided that the candidate has a bachelor's
degree, an associate's degree, or an appropriate professional credential in the content area
the candidate will teach, in accordance with section 122A.181, subdivision 2.

new text begin EFFECTIVE DATE. new text end

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

Sec. 4.

Minnesota Statutes 2022, section 122A.18, is amended by adding a subdivision to
read:

new text begin Subd. 7d. new text end

new text begin Short-call substitute teaching license. new text end

new text begin (a) Notwithstanding any law to the
contrary, the Professional Educator Licensing and Standards Board must issue a short-call
substitute teaching license to an applicant who submits a joint application with a school
district or charter school affirming that the applicant has the necessary knowledge and skills
to work as a substitute teacher and:
new text end

new text begin (1) holds at least an associate's degree or equivalent;
new text end

new text begin (2) is enrolled in a state-approved teacher preparatory program; or
new text end

new text begin (3) has been employed as an education support personnel or paraprofessional within the
school district or charter school for at least one school year.
new text end

new text begin (b) A short-call substitute teaching license is valid for at least one school year and
qualifies the teacher to work as a substitute teacher in any school district or charter school
in the state, subject to the school district or charter school's terms and conditions of
employment.
new text end

new text begin (c) The board may issue a license pending a background study under section 122A.18,
subdivision 8, and may immediately suspend or revoke the license based on the results of
the background study.
new text end

new text begin (d) The board may prioritize review of applications for short-call substitute teacher
licenses over review of other applications. The board must issue an application denial in
writing and must include a detailed explanation of the reason for the denial. The review and
appeal provisions of section 122A.188 apply to an application for a license under this
subdivision.
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. 5.

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

Subd. 3.

Board control.

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 6.

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
notify new text begin :
new text end

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 7.

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

Subd. 12.

Credits; grade point average weighting policy.

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

(b) A district deleted text begin shall deleted text end new text begin must new 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 shall deleted text end new text begin must new text end determine the number of credits that deleted text begin shall deleted text end new text begin must new text end be granted to a pupil who
successfully completes a course. If a comparable course is offered by the district, the school
board deleted text begin shall deleted text end new text begin must new text end grant a comparable number of credits to the pupil. If there is a dispute
between the district and the pupil regarding the number of credits granted for a particular
course, the pupil may appeal the board's decision to the commissioner. The commissioner's
decision regarding the number of credits deleted text begin shall be deleted text end new text begin is new text end final.

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

(d) The secondary credits granted to a pupil must be counted toward the graduation
requirements and subject area requirements of the district. Evidence of successful completion
of each course and secondary credits granted must be included in the pupil's secondary
school record. A pupil deleted text begin shall deleted text end new text begin must new text end provide the school with a copy of the pupil's deleted text begin grade deleted text end new text begin grades new text end
in each course taken for secondary credit under this section new 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. 8.

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. 9.

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), shall 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) A charter school shall 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. A 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.

(d) A person shall 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 begin paragraph (d) deleted text end new 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 shall 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 student is enrolled in the school, the 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. 10.

Minnesota Statutes 2022, section 127A.05, is amended by adding a subdivision
to read:

new text begin Subd. 7. new text end

new text begin Staffing review. new text end

new text begin The commissioner must conduct an annual review of all
department positions and report to the chairs and ranking minority members of the legislative
committees with jurisdiction over kindergarten through grade 12 education whether each
position fulfills state or federal requirements. The commissioner must not use state funds
to pay staffing costs for positions required to satisfy federal requirements. The report must
be submitted to the legislature by January 15 of each year.
new text end

Sec. 11.

Minnesota Statutes 2022, section 127A.05, is amended by adding a subdivision
to read:

new text begin Subd. 8. new text end

new text begin Department directives. new text end

new text begin The commissioner must require all guidance or
directives issued to school districts, charter schools, administrators, or teachers to include
the name and contact information of the department employee responsible for issuing the
guidance or directive.
new text end

Sec. 12.

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

Subd. 2.

Qualifications.

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

Sec. 13.

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

Subd. 4.

Duties; powers.

(a) The school trust lands director shall:

(1) deleted text begin take an oath of office before assuming any duties as the director deleted text end new 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 begin and provide recommendations to new text end the governor deleted text begin , Executive Council,
commissioner of natural resources, and the Legislative Permanent School Fund Commission
on the management of school trust lands, including: deleted text end new text begin on school trust land management policies
and other policies that may affect the goal of the permanent school fund under section
127A.31;
new text end

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

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

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

(ii) leases of school trust lands;

(iii) royalty agreements on school trust lands;

(iv) land sales and exchanges;

(v) cost certification; and

(vi) revenue generating options;

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

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

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

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

(i) retain core real estate assets;

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

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

(iv) establish priorities for management actions;

(v) balance revenue enhancement and resource stewardship; and

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

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

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

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

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

(2) establish job descriptions and employ deleted text begin up to five employees in the unclassified service, deleted text end new text begin
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 begin in
conjunction with the commissioner of natural resources and new text end with the advice of the Legislative
Permanent School Fund Commission deleted text begin in order deleted text end to generate long-term economic return to the
permanent school fund; new text begin and
new text end

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

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

Sec. 14.

Minnesota Statutes 2022, section 144.4165, is amended to read:

144.4165 TOBACCO PRODUCTS PROHIBITED IN PUBLIC SCHOOLS.

new text begin (a) new text end No 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 begin An American Indian student may carry
a medicine pouch containing loose tobacco intended as observance of traditional spiritual
or cultural practices. new text end For 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. 15. new text begin SHORT-CALL SUBSTITUTE TEACHER PERMISSION.
new text end

new text begin (a) Notwithstanding any other teacher licensing requirement, a school district or charter
school may employ a person as a short-call substitute teacher if the person:
new text end

new text begin (1) meets the professional requirements under Minnesota Statutes, section 122A.181,
subdivision 2; or
new text end

new text begin (2) has been employed as an education support person or paraprofessional with the
school district or charter school for at least one school year.
new text end

new text begin (b) A school district or charter school employing a substitute teacher under this section
must report to the Professional Educator Licensing and Standards Board all persons it
employs under this section and, for each person, must affirm that:
new text end

new text begin (1) a criminal background study was completed consistent with Minnesota Statutes,
section 122A.18, subdivision 8;
new text end

new text begin (2) the person meets the professional requirements in paragraph (a); and
new text end

new text begin (3) the person has the knowledge and skills to provide instruction in the content area the
person is teaching.
new text end

new text begin (c) A school district or charter school must report any complaints against a substitute
teacher hired under this section to the board, which may consider the substance of the
complaint when reviewing the person's application for a license under Minnesota Statutes,
chapter 122A.
new text end

new text begin (d) This section is effective for the 2022-2023, 2023-2024, and 2024-2025 school years
only. This section expires June 30, 2025.
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

ARTICLE 6

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 $7,070,007,000 deleted text end new 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 $3,267,000 deleted text end new text begin $1,143,000 new 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 $342,000 deleted text end new text begin $64,000 new 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 $15,774,000 deleted text end new text begin $17,327,000 new 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 $17,922,000 deleted text end new text begin $19,043,000 new 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 aid new 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 $2,019,000 deleted text end new text begin $1,654,000 new 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 $75,078,000 deleted text end new text begin $73,226,000 new 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 $10,637,000 deleted text end new text begin $10,437,000 new 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 $90,383,000 deleted text end new text begin $81,428,000 new 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 $2,882,000 deleted text end new text begin $2,303,000 new 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 $80,007,000 deleted text end new text begin $79,417,000 new 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 $1,719,191,000 deleted text end new 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 $463,000 deleted text end new text begin $288,000 new 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 $21,796,000 deleted text end new text begin $21,825,000 new 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 $100,197,000 deleted text end new text begin $97,389,000 new 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 16,954,000 deleted text end new 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 12,200,000 deleted text end new 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 $32,960,000 deleted text end new text begin $31,662,000 new 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 $3,119,000 deleted text end new text begin $3,146,000 new 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 $398,000 deleted text end new text begin $369,000 new 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 $138,000 deleted text end new text begin $133,000 new 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 $49,434,000 deleted text end new text begin $46,614,000 new text end for
2023.

APPENDIX

Repealed Minnesota Statutes: 23-04942

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.

Repealed Minnesota Session Laws: 23-04942

Laws 2017, First Special Session chapter 5, article 2, section 52, subdivision 3

Sec. 52. new text begin INNOVATION RESEARCH ZONES PILOT PROGRAM. new text end

new text begin Subd. 3. new text end

new text begin Innovation Research Zone Advisory Panel. new text end

new text begin (a) The commissioner must establish and convene an Innovation Research Zone Advisory Panel to review all innovation zone plans submitted for approval. new text end

new text begin (b) The panel must be composed of nine members. One member must be appointed by each of the following organizations: Educators for Excellence, Education Minnesota, Minnesota Association of Secondary School Principals, Minnesota Elementary School Principals' Association, Minnesota Association of School Administrators, Minnesota School Boards Association, Minnesota Association of Charter Schools, and the Office of Higher Education. The commissioner must appoint one member with expertise in evaluation and research. new text end