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HF 4228

as introduced - 92nd Legislature (2021 - 2022) Posted on 03/14/2022 03:08pm

KEY: stricken = removed, old language.
underscored = added, new language.
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A bill for an act
relating to early childhood; providing for supplemental funding for early childhood
programs; appropriating money; amending Minnesota Statutes 2020, sections
119A.52; 120A.20, subdivision 1; 120A.41; 121A.17, subdivision 3; 121A.19;
124D.13, subdivisions 2, 3; 124D.141, subdivision 2; 124D.151, as amended;
124D.165, subdivisions 2, 3; Minnesota Statutes 2021 Supplement, sections
126C.05, subdivisions 1, 3; 126C.10, subdivision 2d; 245.4889, subdivision 1;
Laws 2021, First Special Session chapter 13, article 9, section 4, subdivisions 3,
5, 6; proposing coding for new law in Minnesota Statutes, chapter 122A.

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

Section 1.

Minnesota Statutes 2020, section 119A.52, is amended to read:


119A.52 DISTRIBUTION OF APPROPRIATION.

(a) The commissioner of education must distribute money appropriated for that purpose
to federally designated Head Start programs to expand services and to serve additional
low-income childrendeleted text begin. Migrant and Indian reservation programs must be initially allocated
money based on the programs' share of federal funds.
deleted text endnew text begin, which may include costs associated
with program operations, infrastructure, or reconfiguration to serve children from birth to
age five in center-based services. The distribution must occur in the following order: (1)
10.72 percent of the total Head Start appropriation must be allocated to federally designated
Tribal Head Start programs; (2) the Tribal Head Start portion of the appropriation must be
allocated to Tribal Head Start programs based on the programs' share of federal funds; and
(3) migrant programs must then be initially allocated funding based on the programs' share
of federal funds.
new text end The remaining money must be initially allocated to the remaining local
agencies based equally on the agencies' share of federal funds and on the proportion of
eligible children in the agencies' service area who are not currently being served. A Head
Start program must be funded at a per child rate equal to its contracted, federally funded
base level at the start of the fiscal year. For all agencies without a federal Early Head Start
rate, the state average federal cost per child for Early Head Start applies. In allocating funds
under this paragraph, the commissioner of education must assure that each Head Start
program in existence in 1993 is allocated no less funding in any fiscal year than was allocated
to that program in fiscal year 1993. Before paying money to the programs, the commissioner
must notify each program of its initial allocation and how the money must be used. Each
program must present a plan under section 119A.535. For any program that cannot utilize
its full allocation at the beginning of the fiscal year, the commissioner must reduce the
allocation proportionately. Money available after the initial allocations are reduced must
be redistributed to eligible programs.

(b) The commissioner must develop procedures to make payments to programs based
upon the number of children reported to be enrolled during the required time period of
program operations. Enrollment is defined by federal Head Start regulations. The procedures
must include a reporting schedule, corrective action plan requirements, and financial
consequences to be imposed on programs that do not meet full enrollment after the period
of corrective action. Programs reporting chronic underenrollment, as defined by the
commissioner, will have their subsequent program year allocation reduced proportionately.
Funds made available by prorating payments and allocations to programs with reported
underenrollment will be made available to the extent funds exist to fully enrolled Head Start
programs through a form and manner prescribed by the department.

(c) Programs with approved innovative initiatives that target services to high-risk
populations, including homeless families and families living in homeless shelters and
transitional housing, are exempt from the procedures in paragraph (b). This exemption does
not apply to entire programs. The exemption applies only to approved innovative initiatives
that target services to high-risk populations, including homeless families and families living
in homeless shelters, transitional housing, and permanent supportive housing.

Sec. 2.

Minnesota Statutes 2020, section 120A.20, subdivision 1, is amended to read:


Subdivision 1.

Age limitations; pupils.

(a) All schools supported in whole or in part
by state funds are public schools. Admission to a public school is free to any person who:
(1) resides within the district that operates the school; (2) is under 21 years of age or who
meets the requirements of paragraph (c); and (3) satisfies the minimum age requirements
imposed by this section. Notwithstanding the provisions of any law to the contrary, the
conduct of all students under 21 years of age attending a public secondary school is governed
by a single set of reasonable rules and regulations promulgated by the school board.

(b) A person shall not be admitted to a public schoolnew text begin:new text end (1)new text begin as a public prekindergarten
pupil, unless the pupil is at least four years of age as of September 1 of the calendar year
in which the school year for which the pupil seeks admission commences; (2)
new text end as a
kindergarten pupil, unless the pupil is at least five years of age on September 1 of the calendar
year in which the school year for which the pupil seeks admission commences; or (2) as a
1st grade student, unless the pupil is at least six years of age on September 1 of the calendar
year in which the school year for which the pupil seeks admission commences or has
completed kindergarten; except that any school board may establish a policy for admission
of selected pupils at an earlier age under section 124D.02.

(c) A pupil who becomes age 21 after enrollment is eligible for continued free public
school enrollment until at least one of the following occurs: (1) the first September 1 after
the pupil's 21st birthday; (2) the pupil's completion of the graduation requirements; (3) the
pupil's withdrawal with no subsequent enrollment within 21 calendar days; or (4) the end
of the school year.

Sec. 3.

Minnesota Statutes 2020, section 120A.41, is amended to read:


120A.41 LENGTH OF SCHOOL YEAR; HOURS OF INSTRUCTION.

(a) A school board's annual school calendar must include at least 425 hours of instruction
for a kindergarten student without a disability, 935 hours of instruction for a student in
grades 1 through 6, and 1,020 hours of instruction for a student in grades 7 through 12, not
including summer school. The school calendar fornew text begin a public prekindergarten student without
a disability and a student in an
new text end all-day kindergarten must include at least 850 hours of
instruction for the school year. deleted text beginThe school calendar for a prekindergarten student under
section 124D.151, if offered by the district, must include at least 350 hours of instruction
for the school year.
deleted text end A school board's annual calendar must include at least 165 days of
instruction for a student in grades 1 through 11 unless a four-day week schedule has been
approved by the commissioner under section 124D.126.

(b) A school board's annual school calendar may include plans for up to five days of
instruction provided through online instruction due to inclement weather. The inclement
weather plans must be developed according to section 120A.414.

Sec. 4.

Minnesota Statutes 2020, section 121A.17, subdivision 3, is amended to read:


Subd. 3.

Screening program.

(a) A screening program must include at least the following
components: developmental assessments, new text beginwhich may include parent report developmental
screening instruments if the parent or child is unable to complete the screening in person
due to an immunocompromised status or other health concern;
new text endhearing and vision screening
or referraldeleted text begin,deleted text endnew text begin;new text end immunization review and referraldeleted text begin,deleted text endnew text begin;new text end the child's height and weightdeleted text begin,deleted text endnew text begin;new text end the date of
the child's most recent comprehensive vision examination, if anydeleted text begin,deleted text endnew text begin;new text end identification of risk
factors that may influence learningdeleted text begin,deleted text endnew text begin;new text end an interview with the parent about the childdeleted text begin,deleted text endnew text begin;new text end and
referral for assessment, diagnosis, and treatment when potential needs are identified. The
district and the person performing or supervising the screening must provide a parent or
guardian with clear written notice that the parent or guardian may decline to answer questions
or provide information about family circumstances that might affect development and
identification of risk factors that may influence learning. The notice must state "Early
childhood developmental screening helps a school district identify children who may benefit
from district and community resources available to help in their development. Early childhood
developmental screening includes a vision screening that helps detect potential eye problems
but is not a substitute for a comprehensive eye exam." The notice must clearly state that
declining to answer questions or provide information does not prevent the child from being
enrolled in kindergarten or first grade if all other screening components are met. If a parent
or guardian is not able to read and comprehend the written notice, the district and the person
performing or supervising the screening must convey the information in another manner.
The notice must also inform the parent or guardian that a child need not submit to the district
screening program if the child's health records indicate to the school that the child has
received comparable developmental screening performed within the preceding 365 days by
a public or private health care organization or individual health care provider. The notice
must be given to a parent or guardian at the time the district initially provides information
to the parent or guardian about screening and must be given again at the screening location.

(b) All screening components shall be consistent with the standards of the state
commissioner of health for early developmental screening programs. A developmental
screening program must not provide laboratory tests or a physical examination to any child.
The district must request from the public or private health care organization or the individual
health care provider the results of any laboratory test or physical examination within the 12
months preceding a child's scheduled screening. For the purposes of this section,
"comprehensive vision examination" means a vision examination performed by an optometrist
or ophthalmologist.

(c) If a child is without health coverage, the school district must refer the child to an
appropriate health care provider.

(d) A board may offer additional components such as nutritional, physical and dental
assessments, review of family circumstances that might affect development, blood pressure,
laboratory tests, and health history.

(e) If a statement signed by the child's parent or guardian is submitted to the administrator
or other person having general control and supervision of the school that the child has not
been screened because of conscientiously held beliefs of the parent or guardian, the screening
is not required.

Sec. 5.

Minnesota Statutes 2020, section 121A.19, is amended to read:


121A.19 DEVELOPMENTAL SCREENING AID.

Each school year, the state must pay a district for each child or student screened by the
district according to the requirements of section 121A.17. The amount of state aid for each
child or student screened shall be: (1) deleted text begin$75deleted text endnew text begin $98new text end for a child screened at age three; (2) deleted text begin$50deleted text endnew text begin $65new text end
for a child screened at age four; (3) deleted text begin$40deleted text endnew text begin $52new text end for a child screened at age five or six prior to
kindergarten; and (4) deleted text begin$30deleted text endnew text begin $39new text end for a student screened within 30 days after first enrolling in
a public school kindergarten if the student has not previously been screened according to
the requirements of section 121A.17. If this amount of aid is insufficient, the district may
permanently transfer from the general fund an amount that, when added to the aid, is
sufficient. Developmental screening aid shall not be paid for any student who is screened
more than 30 days after the first day of attendance at a public school kindergarten, except
if a student transfers to another public school kindergarten within 30 days after first enrolling
in a Minnesota public school kindergarten program. In this case, if the student has not been
screened, the district to which the student transfers may receive developmental screening
aid for screening that student when the screening is performed within 30 days of the transfer
date.

Sec. 6.

new text begin [122A.731] GRANTS FOR GROW YOUR OWN EARLY CHILDHOOD
EDUCATOR PROGRAMS.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment. new text end

new text begin The commissioner of education must award grants for
Grow Your Own Early Childhood Educator programs established under this section in order
to develop an early childhood education workforce that more closely reflects the state's
increasingly diverse student population and to ensure all students have equitable access to
high-quality early educators.
new text end

new text begin Subd. 2. new text end

new text begin Grow Your Own Early Childhood Educator programs. new text end

new text begin (a) Minnesota
licensed family child care or licensed center-based child care programs, school district or
charter school early learning programs, Head Start programs, institutes of higher education,
and other community partnership non-government organizations may apply for a grant to
host, build, or expand an early childhood educator preparation program that leads to an
individual earning the credential or degree needed to enter or advance in the early childhood
education workforce. Examples include programs that help interested individuals earn the
Child Development Associate credential, an associate's degree in child development, or a
bachelor's degree in early childhood studies or early childhood licensures. Programs must
prioritize candidates that represent the demographics of the populations served. The grant
recipient must use at least 80 percent of grant funds for student stipends and tuition
scholarships.
new text end

new text begin (b) Programs providing financial support to interested individuals may require a
commitment from the individuals awarded, as determined by the program, to teach in the
program or school for a reasonable amount of time that does not exceed one year.
new text end

new text begin Subd. 3. new text end

new text begin Grant procedure. new text end

new text begin Eligible programs must apply for a grant under this section
in the form and manner specified by the commissioner. To the extent that there are sufficient
applications, the commissioner must, to the extent practicable, award an equal number of
grants between applicants in greater Minnesota and those in the seven-county metropolitan
area.
new text end

new text begin Subd. 4. new text end

new text begin Grow Your Own Early Childhood Educator program account. new text end

new text begin (a) The
Grow Your Own Early Childhood Educator program account is established in the special
revenue fund.
new text end

new text begin (b) Funds appropriated for the Grow Your Own Early Childhood Educator program
under this section must be transferred to the Grow Your Own Early Childhood Educator
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 Grow
Your Own Early Childhood Educator 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 $300,000 annually is appropriated to the commissioner for costs associated
with administering and monitoring the program under this section.
new text end

new text begin Subd. 5. new text end

new text begin Report. new text end

new text begin Grant recipients must annually report to the commissioner in the form
and manner determined by the commissioner on their activities under this section, including
the number of educators being supported through grant funds, the number of educators
obtaining credentials by type, a comparison of the beginning level of education and ending
level of education of individual participants, and an assessment of program effectiveness,
including participant feedback, areas for improvement, and where applicable, employment
changes and current employment status, after completing preparation programs. The
commissioner must publish a public report that summarizes the activities and outcomes of
grant recipients and what was done to promote sharing of effective practices among grant
recipients and potential grant applicants.
new text end

Sec. 7.

Minnesota Statutes 2020, section 124D.13, subdivision 2, is amended to read:


Subd. 2.

Program requirements.

(a) Early childhood family education programs are
programs for children in the period of life from birth to kindergarten, for the parents and
other relatives of these children, new text beginfor adults who provide child care, new text endand for expectant parents.
To the extent that funds are insufficient to provide programs for all children, early childhood
family education programs should emphasize programming for a child from birth to age
three and encourage parents and other relatives to involve four- and five-year-old children
in school readiness programs, and other public and nonpublic early learning programs. A
district may not limit participation to school district residents. Early childhood family
education programs must provide:

(1) programs to educate parents deleted text beginanddeleted text endnew text begin,new text end other relativesnew text begin, and caregiversnew text end about the physical,
cognitive, social, and emotional development of children and to enhance the skills of parents
and other relatives in providing for their children's learning and development;

(2) structured learning activities requiring interaction between children and their parents
deleted text begin ordeleted text endnew text begin, othernew text end relativesnew text begin, and caregiversnew text end;

(3) structured learning activities for children that promote children's development and
positive interaction with peers, which are held while parents deleted text beginordeleted text endnew text begin, othernew text end relativesnew text begin, and caregiversnew text end
attend parent education classes;

(4) information on related community resources;

(5) information, materials, and activities that support the safety of children, including
prevention of child abuse and neglect;

(6) a community needs assessment that identifies new and underserved populations,
identifies child and family risk factors, particularly those that impact children's learning and
development, and assesses family and parenting education needs in the community;

(7) programming and services that are tailored to the needs of families and parents
prioritized in the community needs assessment; and

(8) information about and, if needed, assist in making arrangements for an early childhood
health and developmental screening under sections 121A.16 and 121A.17, when the child
nears the third birthday.

Early childhood family education programs should prioritize programming and services
for families and parents identified in the community needs assessment, particularly those
families and parents with children with the most risk factors birth to age three.

Early childhood family education programs are encouraged to provide parents of English
learners with translated oral and written information to monitor the program's impact on
their children's English language development, to know whether their children are progressing
in developing their English and native language proficiency, and to actively engage with
and support their children in developing their English and native language proficiency.

The programs must include learning experiences for children, parents, deleted text beginanddeleted text end other relativesnew text begin,
and caregivers
new text end that promote children's early literacy and, where practicable, their native
language skills and activities for children that require substantial involvement of the children's
parents or other relatives. The program may provide parenting education programming or
services to anyone identified in the community needs assessment. Providers must review
the program periodically to assure the instruction and materials are not racially, culturally,
or sexually biased. The programs must encourage parents to be aware of practices that may
affect equitable development of children.

(b) For the purposes of this section, "relative" or "relatives" means noncustodial
grandparents or other persons related to a child by blood, marriage, adoption, or foster
placement, excluding parents.

Sec. 8.

Minnesota Statutes 2020, section 124D.13, subdivision 3, is amended to read:


Subd. 3.

Substantial parental involvement.

The requirement of substantial parental
deleted text begin ordeleted text endnew text begin,new text end other relativenew text begin, or caregivernew text end involvement in subdivision 2 means that:

deleted text begin (a)deleted text endnew text begin (1)new text end parents deleted text beginordeleted text endnew text begin,new text end other relativesnew text begin, or caregiversnew text end must be physically present much of the
time in classes with their children or be in concurrent classes;

deleted text begin (b)deleted text endnew text begin (2)new text end parenting education or family education must be an integral part of every early
childhood family education program;

deleted text begin (c)deleted text endnew text begin (3)new text end early childhood family education appropriations must not be used for traditional
day care or nursery school, or similar programs; and

deleted text begin (d)deleted text endnew text begin (4)new text end the form of parent involvement common to kindergarten, elementary school, or
early childhood special education programs such as parent conferences, newsletters, and
notes to parents do not qualify a program under subdivision 2.

Sec. 9.

Minnesota Statutes 2020, section 124D.141, subdivision 2, is amended to read:


Subd. 2.

Additional duties.

The following duties are added to those assigned to the
council under federal law:

(1) make recommendations on the most efficient and effective way to leverage state and
federal funding streams for early childhood and child care programs;

deleted text begin (2) make recommendations on how to coordinate or colocate early childhood and child
care programs in one state Office of Early Learning. The council shall establish a task force
to develop these recommendations. The task force shall include two nonexecutive branch
or nonlegislative branch representatives from the council; six representatives from the early
childhood caucus; two representatives each from the Departments of Education, Human
Services, and Health; one representative each from a local public health agency, a local
county human services agency, and a school district; and two representatives from the
private nonprofit organizations that support early childhood programs in Minnesota. In
developing recommendations in coordination with existing efforts of the council, the task
force shall consider how to:
deleted text end

deleted text begin (i) consolidate and coordinate resources and public funding streams for early childhood
education and child care, and ensure the accountability and coordinated development of all
early childhood education and child care services to children from birth to kindergarten
entrance;
deleted text end

deleted text begin (ii) create a seamless transition from early childhood programs to kindergarten;
deleted text end

deleted text begin (iii) encourage family choice by ensuring a mixed system of high-quality public and
private programs, with local points of entry, staffed by well-qualified professionals;
deleted text end

deleted text begin (iv) ensure parents a decisive role in the planning, operation, and evaluation of programs
that aid families in the care of children;
deleted text end

deleted text begin (v) provide consumer education and accessibility to early childhood education and child
care resources;
deleted text end

deleted text begin (vi) advance the quality of early childhood education and child care programs in order
to support the healthy development of children and preparation for their success in school;
deleted text end

deleted text begin (vii) develop a seamless service delivery system with local points of entry for early
childhood education and child care programs administered by local, state, and federal
agencies;
deleted text end

deleted text begin (viii) ensure effective collaboration between state and local child welfare programs and
early childhood mental health programs and the Office of Early Learning;
deleted text end

deleted text begin (ix) develop and manage an effective data collection system to support the necessary
functions of a coordinated system of early childhood education and child care in order to
enable accurate evaluation of its impact;
deleted text end

deleted text begin (x) respect and be sensitive to family values and cultural heritage; and
deleted text end

deleted text begin (xi) establish the administrative framework for and promote the development of early
childhood education and child care services in order to provide that these services, staffed
by well-qualified professionals, are available in every community for all families that express
a need for them.
deleted text end

deleted text begin In addition, the task force must consider the following responsibilities for transfer to the
Office of Early Learning:
deleted text end

deleted text begin (A) responsibilities of the commissioner of education for early childhood education
programs and financing under sections 119A.50 to 119A.535, 121A.16 to 121A.19, and
124D.129 to 124D.2211;
deleted text end

deleted text begin (B) responsibilities of the commissioner of human services for child care assistance,
child care development, and early childhood learning and child protection facilities programs
and financing under chapter 119B and section 256E.37; and
deleted text end

deleted text begin (C) responsibilities of the commissioner of health for family home visiting programs
and financing under section 145A.17.
deleted text end

deleted text begin Any costs incurred by the council in making these recommendations must be paid from
private funds. If no private funds are received, the council must not proceed in making these
recommendations. The council must report its recommendations to the governor and the
legislature by January 15, 2011;
deleted text end

deleted text begin (3)deleted text endnew text begin (2)new text end review program evaluations regarding high-quality early childhood programs;

deleted text begin (4)deleted text endnew text begin (3)new text end make recommendations to the governor and legislature, including proposed
legislation on how to most effectively create a high-quality early childhood system in
Minnesota in order to improve the educational outcomes of children so that all children are
school-ready deleted text beginby 2020deleted text end;new text begin and
new text end

deleted text begin (5) make recommendations to the governor and the legislature by March 1, 2011, on the
creation and implementation of a statewide school readiness report card to monitor progress
toward the goal of having all children ready for kindergarten by the year 2020. The
recommendations shall include what should be measured including both children and system
indicators, what benchmarks should be established to measure state progress toward the
goal, and how frequently the report card should be published. In making their
recommendations, the council shall consider the indicators and strategies for Minnesota's
early childhood system report, the Minnesota school readiness study, developmental
assessment at kindergarten entrance, and the work of the council's accountability committee.
Any costs incurred by the council in making these recommendations must be paid from
private funds. If no private funds are received, the council must not proceed in making these
recommendations; and
deleted text end

deleted text begin (6) make recommendations to the governor and the legislature on how to screen earlier
and comprehensively assess children for school readiness in order to provide increased early
interventions and increase the number of children ready for kindergarten. In formulating
their recommendations, the council shall consider (i) ways to interface with parents of
children who are not participating in early childhood education or care programs, (ii) ways
to interface with family child care providers, child care centers, and school-based early
childhood and Head Start programs, (iii) if there are age-appropriate and culturally sensitive
screening and assessment tools for three-, four-, and five-year-olds, (iv) the role of the
medical community in screening, (v) incentives for parents to have children screened at an
earlier age, (vi) incentives for early education and care providers to comprehensively assess
children in order to improve instructional practice, (vii) how to phase in increases in screening
and assessment over time, (viii) how the screening and assessment data will be collected
and used and who will have access to the data, (ix) how to monitor progress toward the goal
of having 50 percent of three-year-old children screened and 50 percent of entering
kindergarteners assessed for school readiness by 2015 and 100 percent of three-year-old
children screened and entering kindergarteners assessed for school readiness by 2020, and
(x) costs to meet these benchmarks. The council shall consider the screening instruments
and comprehensive assessment tools used in Minnesota early childhood education and care
programs and kindergarten. The council may survey early childhood education and care
programs in the state to determine the screening and assessment tools being used or rely on
previously collected survey data, if available. For purposes of this subdivision, "school
readiness" is defined as the child's skills, knowledge, and behaviors at kindergarten entrance
in these areas of child development: social; self-regulation; cognitive, including language,
literacy, and mathematical thinking; and physical. For purposes of this subdivision,
"screening" is defined as the activities used to identify a child who may need further
evaluation to determine delay in development or disability. For purposes of this subdivision,
"assessment" is defined as the activities used to determine a child's level of performance in
order to promote the child's learning and development. Work on this duty will begin in
fiscal year 2012. Any costs incurred by the council in making these recommendations must
be paid from private funds. If no private funds are received, the council must not proceed
in making these recommendations. The council must report its recommendations to the
governor and legislature by January 15, 2013, with an interim report on February 15, 2011.
deleted text end

new text begin (4) review and provide input on the recommendations and implementation timelines
developed by the Great Start For All Minnesota Children Task Force as defined in Laws
2021, First Special Session chapter 7, article 14, section 18, subdivision 2.
new text end

Sec. 10.

Minnesota Statutes 2020, section 124D.151, as amended by Laws 2021, First
Special Session chapter 13, article 9, section 1, is amended to read:


124D.151 VOLUNTARYnew text begin PUBLICnew text end PREKINDERGARTEN PROGRAMnew text begin FOR
ELIGIBLE FOUR-YEAR-OLD CHILDREN
new text end.

Subdivision 1.

Establishment; purpose.

A deleted text begindistrict, a charter school, a group of districts,
a group of charter schools, or a group of districts and charter schools
deleted text endnew text begin school district, charter
school, center-based or family child care provider licensed under section 245A.03, or Head
Start agency licensed under section 245A.03 that meets program requirements under
subdivision 2,
new text end may establish a voluntarynew text begin publicnew text end prekindergarten programnew text begin for eligible
four-year-old children
new text end. The purpose of a voluntarynew text begin publicnew text end prekindergarten program is to
prepare children for success as they enter kindergarten in the following year.

Subd. 2.

Program requirements.

deleted text begin(a)deleted text end A voluntarynew text begin publicnew text end prekindergarten program
provider must:

(1) provide instruction through play-based learning to foster children's social and
emotional development, cognitive development, physical and motor development, and
language and literacy skills, including the native language and literacy skills of English
learners, to the extent practicable;

(2) deleted text beginmeasure each child's cognitive and social skillsdeleted text endnew text begin assess each child's progress toward
the state's early learning standards at program entrance and exit
new text end using anew text begin
commissioner-approved
new text end formative deleted text beginmeasure aligned to the state's early learning standards
when the child enters and again before the child leaves the program, screening and progress
monitoring measures, and other age-appropriate versions from the state-approved menu of
kindergarten entry profile measures;
deleted text endnew text begin age-appropriate assessment that must be submitted to
the department in the form and manner prescribed by the commissioner;
new text end

(3) provide comprehensive program contentnew text begin aligned with the state early learning
standards,
new text end including the implementation of curriculum, assessment, andnew text begin intentionalnew text end
instructional strategies deleted text beginaligned with the state early learning standards, and kindergarten
through grade 3 academic standards
deleted text end;

(4) provide instructional content and activities that are of sufficient length and intensity
to address learning needs including offering a program with at least deleted text begin350deleted text endnew text begin 850new text end hours of
instruction per school year for a prekindergarten student;

(5) provide voluntarynew text begin publicnew text end prekindergarten deleted text begininstructionaldeleted text end staff salaries deleted text begincomparabledeleted text endnew text begin and
set salary schedules equivalent
new text end to the salaries of deleted text beginlocal kindergarten through grade 12
instructional staff;
deleted text endnew text begin public school district elementary school staff with similar credentials
and experience for school district and charter public prekindergarten program sites, and to
the extent practicable, for Head Start and licensed center and family child care sites;
new text end

new text begin (6) employ a lead teacher for each voluntary public prekindergarten classroom who has
at least a bachelor's degree in early education or a related field no later than July 1, 2028.
Teachers employed by an eligible provider for at least three of the last five years immediately
preceding July 1, 2022, who meet the necessary content knowledge and teaching skills for
early childhood educators, as demonstrated through measures determined by the state, may
be employed as a lead teacher. "Lead teacher" means an individual with primary
responsibility for the instruction and care of eligible children in a classroom;
new text end

deleted text begin (6)deleted text endnew text begin (7)new text end coordinate appropriate kindergarten transition with familiesdeleted text begin, community-based
prekindergarten programs, and school district kindergarten programs;
deleted text endnew text begin and all mixed-delivery
partners within the school district;
new text end

deleted text begin (7)deleted text endnew text begin (8)new text end involve parents in program deleted text beginplanningdeleted text endnew text begin decision-makingnew text end and transition planning by
implementing parent engagement strategies that include culturally and linguistically
responsive activities in prekindergarten through third grade that are aligned with early
childhood family education under section 124D.13;

deleted text begin (8)deleted text endnew text begin (9)new text end coordinate with relevant community-based services, including health and social
service agencies, to ensure children have access to comprehensive services;

deleted text begin (9)deleted text endnew text begin (10)new text end coordinate with all relevant school district programs and services including
early childhood special education, homeless students, and English learners;

deleted text begin (10)deleted text endnew text begin (11)new text end ensure staff-to-child ratios of one-to-ten and a maximum group size of 20
childrendeleted text begin;deleted text endnew text begin in school-based programs; staff-to-child ratio and group size as required for center
and family child care licensing for center-based and family-based child care sites; and
staff-to-child ratio and group size as determined by Head Start standards for Head Start
sites; and
new text end

deleted text begin (11)deleted text endnew text begin (12)new text end provide high-quality coordinated professional development, training, and
coaching for deleted text beginbothdeleted text end school districtnew text begin, Head Start,new text end and deleted text begincommunity-based early learningdeleted text endnew text begin licensed
center and family-based
new text end providers that is informed by a measure of adult-child interactions
and enables teachers to be highly knowledgeable in early childhood curriculum content,
assessment, native and English language development programs, and instructiondeleted text begin; anddeleted text endnew text begin.
new text end

deleted text begin (12) implement strategies that support the alignment of professional development,
instruction, assessments, and prekindergarten through grade 3 curricula.
deleted text end

deleted text begin (b) A voluntary prekindergarten program must have teachers knowledgeable in early
childhood curriculum content, assessment, native and English language programs, and
instruction.
deleted text end

deleted text begin (c) Districts and charter schools must include their strategy for implementing and
measuring the impact of their voluntary prekindergarten program under section 120B.11
and provide results in their world's best workforce annual summary to the commissioner of
education.
deleted text end

Subd. 3.

Mixed delivery deleted text beginof servicesdeleted text endnew text begin program plannew text end.

deleted text begin A district or charter school may
contract with a charter school, Head Start or child care centers, family child care programs
licensed under section 245A.03, or a community-based organization to provide eligible
children with developmentally appropriate services that meet the program requirements in
subdivision 2. Components of a mixed-delivery plan include strategies for recruitment,
contracting, and monitoring of fiscal compliance and program quality.
deleted text end new text begin School districts and
charter schools that receive funding for voluntary public prekindergarten programs must
develop and submit a mixed delivery program plan to the Department of Education annually
by July 1, 2023, and every year thereafter, in a manner and format prescribed by the
commissioner. The plan must ensure alignment of all public prekindergarten program
providers within the school district boundary in meeting the program requirements in
subdivision 2 and must include:
new text end

new text begin (1) a description of the process used to convene and get group agreement among all
public prekindergarten program providers within the district boundaries in order to coordinate
efforts regarding the requirements in subdivision 2;
new text end

new text begin (2) a description of the public prekindergarten program providers within the school
district boundaries, including but not limited to the name and location of partners, and the
number of hours and days per week the program will be offered at each program site;
new text end

new text begin (3) an estimate of the number of eligible children to be served in the program at each
school site or mixed-delivery location;
new text end

new text begin (4) a plan for recruitment, outreach, and communication regarding the availability of
public prekindergarten programming within the community;
new text end

new text begin (5) coordination and offering of professional development opportunities, as needed;
new text end

new text begin (6) coordination of the required child assessments, as needed, and continuous quality
improvement efforts to ensure quality instruction;
new text end

new text begin (7) a plan for meeting the needs for any child with an individualized education plan;
new text end

new text begin (8) a plan to get to salaries equivalent to school staff with comparable credentials and
experience;
new text end

new text begin (9) a detailed plan for transitioning children and families to kindergarten; and
new text end

new text begin (10) a statement of assurances signed by the superintendent, charter school director,
Head Start director, and child care program director or owner that the proposed program
meets the requirements of subdivision 2. A statement of assurances must be submitted in
the mixed delivery program plan and must be signed by an individual from each public
prekindergarten program provider with authority to enter into the agreement.
new text end

new text begin Subd. 3a. new text end

new text begin Funding. new text end

new text begin (a) School district and charter school voluntary public prekindergarten
providers are funded based on the number of eligible pupils enrolled as authorized under
chapters 124D, 124E, and 126C.
new text end

new text begin (b) Head Start voluntary public prekindergarten providers that are licensed under section
245A.03 that meet the requirements of subdivisions 2 and 3 must receive $11,000 per child
served per year.
new text end

new text begin (c) Licensed center and family child care voluntary public prekindergarten providers
that are licensed under section 245A.03 and meet the requirements of subdivisions 2 and 3
must receive $11,000 per child served per year.
new text end

new text begin (d) The commissioner must establish a process for allocating the seats under paragraphs
(b) and (c) that match community strengths, capacity, and needs. The number of seats per
year is subject to the availability of appropriations.
new text end

new text begin (e) Up to 2.5 percent of amounts appropriated for paragraphs (b) and (c) may be used
for distribution of funds.
new text end

Subd. 4.

Eligibility.

deleted text beginAdeleted text endnew text begin (a) An eligiblenew text end childnew text begin means a childnew text end whonew text begin:
new text end

new text begin (1)new text end is four years of age as of September 1 in the calendar year in which the school year
commences deleted text beginisdeleted text endnew text begin; and
new text end

new text begin (2) meets at least one of the following criteria:
new text end

new text begin (i) qualifies for free or reduced-price meals;
new text end

new text begin (ii) is an English language learner as defined by section 124D.59, subdivision 2;
new text end

new text begin (iii) is American Indian;
new text end

new text begin (iv) is experiencing homelessness;
new text end

new text begin (v) has an individualized education plan under section 125A.08;
new text end

new text begin (vi) was identified as having a potential risk factor that may influence learning through
health and developmental screening under sections 121A.16 to 121.19;
new text end

new text begin (vii) is in foster care; kinship care, including children receiving Northstar kinship
assistance under chapter 256N; or is in need of child protection services;
new text end

new text begin (viii) has a parent who is a migrant or seasonal agriculture laborer under section 181.85;
or
new text end

new text begin (ix) has a parent who is incarcerated.
new text end

new text begin (b) Annew text end eligible deleted text begintodeleted text endnew text begin child is eligible tonew text end participate in a voluntarynew text begin publicnew text end prekindergarten
program free of charge. deleted text beginAn eligible four-year-old child served in a mixed-delivery system
by a child care center, family child care program licensed under section 245A.03, or
community-based organization
deleted text endnew text begin Programs may charge a sliding fee for the instructional hours
that exceed 850 during the school year, any hours that provide before or after school child
care during the school year, or any hours that provide child care during the summer. A child
that does not meet the eligibility requirements in paragraph (a), clause (2), may participate
in the same classroom as eligible children and
new text end may be charged anew text begin slidingnew text end fee as long as deleted text beginthe
mixed-delivery partner
deleted text endnew text begin state fundingnew text end was not awarded deleted text begina seatdeleted text end for that child.

new text begin (c)new text end Each eligible child must complete a health and developmental screening within 90
days of program enrollment under sections 121A.16 to 121A.19, and provide documentation
of required immunizations under section 121A.15.

deleted text begin Subd. 5. deleted text end

deleted text begin Application process; priority for high poverty schools. deleted text end

deleted text begin (a) To qualify for
program approval for fiscal year 2017, a district or charter school must submit an application
to the commissioner by July 1, 2016. To qualify for program approval for fiscal year 2018
and later, a district or charter school must submit an application to the commissioner by
January 30 of the fiscal year prior to the fiscal year in which the program will be
implemented. The application must include:
deleted text end

deleted text begin (1) a description of the proposed program, including the number of hours per week the
program will be offered at each school site or mixed-delivery location;
deleted text end

deleted text begin (2) an estimate of the number of eligible children to be served in the program at each
school site or mixed-delivery location; and
deleted text end

deleted text begin (3) a statement of assurances signed by the superintendent or charter school director that
the proposed program meets the requirements of subdivision 2.
deleted text end

deleted text begin (b) The commissioner must review all applications submitted for fiscal year 2017 by
August 1, 2016, and must review all applications submitted for fiscal year 2018 and later
by March 1 of the fiscal year in which the applications are received and determine whether
each application meets the requirements of paragraph (a).
deleted text end

deleted text begin (c) The commissioner must divide all applications for new or expanded voluntary
prekindergarten programs under this section meeting the requirements of paragraph (a) and
school readiness plus programs into four groups as follows: the Minneapolis and St. Paul
school districts; other school districts located in the metropolitan equity region as defined
in section 126C.10, subdivision 28; school districts located in the rural equity region as
defined in section 126C.10, subdivision 28; and charter schools. Within each group, the
applications must be ordered by rank using a sliding scale based on the following criteria:
deleted text end

deleted text begin (1) concentration of kindergarten students eligible for free or reduced-price lunches by
school site on October 1 of the previous school year. A school site may contract to partner
with a community-based provider or Head Start under subdivision 3 or establish an early
childhood center and use the concentration of kindergarten students eligible for free or
reduced-price meals from a specific school site as long as those eligible children are
prioritized and guaranteed services at the mixed-delivery site or early education center. For
school district programs to be operated at locations that do not have free and reduced-price
lunch concentration data for kindergarten programs for October 1 of the previous school
year, including mixed-delivery programs, the school district average concentration of
kindergarten students eligible for free or reduced-price lunches must be used for the rank
ordering;
deleted text end

deleted text begin (2) presence or absence of a three- or four-star Parent Aware rated program within the
school district or close proximity of the district. School sites with the highest concentration
of kindergarten students eligible for free or reduced-price lunches that do not have a three-
or four-star Parent Aware program within the district or close proximity of the district shall
receive the highest priority, and school sites with the lowest concentration of kindergarten
students eligible for free or reduced-price lunches that have a three- or four-star Parent
Aware rated program within the district or close proximity of the district shall receive the
lowest priority; and
deleted text end

deleted text begin (3) whether the district has implemented a mixed delivery system.
deleted text end

deleted text begin (d) The limit on participation for the programs as specified in subdivision 6 must initially
be allocated among the four groups based on each group's percentage share of the statewide
kindergarten enrollment on October 1 of the previous school year. Within each group, the
participation limit for fiscal years 2018 and 2019 must first be allocated to school sites
approved for aid in the previous year to ensure that those sites are funded for the same
number of participants as approved for the previous year. The remainder of the participation
limit for each group must be allocated among school sites in priority order until that region's
share of the participation limit is reached. If the participation limit is not reached for all
deleted text end deleted text begin groups, the remaining amount must be allocated to the highest priority school sites, as
designated under this section, not funded in the initial allocation on a statewide basis. For
fiscal year 2020 and later, the participation limit must first be allocated to school sites
approved for aid in fiscal year 2017, and then to school sites approved for aid in fiscal year
2018 based on the statewide rankings under paragraph (c).
deleted text end

deleted text begin (e) Once a school site or a mixed delivery site under subdivision 3 is approved for aid
under this subdivision, it shall remain eligible for aid if it continues to meet program
requirements, regardless of changes in the concentration of students eligible for free or
reduced-price lunches.
deleted text end

deleted text begin (f) If the total number of participants approved based on applications submitted under
paragraph (a) is less than the participation limit under subdivision 6, the commissioner must
notify all school districts and charter schools of the amount that remains available within
30 days of the initial application deadline under paragraph (a), and complete a second round
of allocations based on applications received within 60 days of the initial application deadline.
deleted text end

deleted text begin (g) Procedures for approving applications submitted under paragraph (f) shall be the
same as specified in paragraphs (a) to (d), except that the allocations shall be made to the
highest priority school sites not funded in the initial allocation on a statewide basis.
deleted text end

deleted text begin Subd. 6. deleted text end

deleted text begin Participation limits. deleted text end

deleted text begin (a) Notwithstanding section 126C.05, subdivision 1,
paragraph (d), the pupil units for a voluntary prekindergarten program for an eligible school
district or charter school must not exceed 60 percent of the kindergarten pupil units for that
school district or charter school under section 126C.05, subdivision 1, paragraph (e).
deleted text end

deleted text begin (b) In reviewing applications under subdivision 5, the commissioner must limit the total
number of participants in the voluntary prekindergarten and school readiness plus programs
under Laws 2017, First Special Session chapter 5, article 8, section 9, to not more than 7,160
participants for fiscal years 2019, 2020, 2021, 2022, and 2023, and 3,160 participants for
fiscal years 2024 and later.
deleted text end

Subd. 7.

Financial accounting.

An eligible school district or charter school must record
expenditures attributable to voluntarynew text begin publicnew text end prekindergarten pupils according to guidelines
prepared by the commissioner under section 127A.17.new text begin Center-based and family child care
providers and Head Start agencies must record expenditures attributable to voluntary public
prekindergarten pupils according to guidelines developed and approved by the commissioner
of education.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 11.

Minnesota Statutes 2020, section 124D.165, subdivision 2, is amended to read:


Subd. 2.

Family eligibility.

(a) For a family to receive an early learning scholarship,
parents or guardians must meet the following eligibility requirements:

(1) have an eligible child; and

(2)new text begin (i) new text endhave income equal to or less than 185 percent of federal poverty level income in
the current calendar yeardeleted text begin, ordeleted text endnew text begin;
new text end

new text begin (ii)new text end be able to document their child's current participation in the free and reduced-price
deleted text begin lunchdeleted text endnew text begin mealnew text end program or Child and Adult Care Food Program, National School Lunch Act,
United States Code, title 42, sections 1751 and 1766; the Food Distribution Program on
Indian Reservations, Food and Nutrition Act, United States Code, title 7, sections 2011-2036;
Head Start under the federal Improving Head Start for School Readiness Act of 2007;
Minnesota family investment program under chapter 256J; child care assistance programs
under chapter 119B; the supplemental nutrition assistance program; or deleted text beginplacement
deleted text end

new text begin (iii) have a child referred as in need of child protective services or placednew text end in foster care
under section 260C.212.

(b) An "eligible child" means a child who has not yet enrolled in kindergarten and isdeleted text begin:
deleted text end

deleted text begin (1) at least three butdeleted text end not yet five years of age on September 1 of the current school yeardeleted text begin;deleted text endnew text begin.
new text end

deleted text begin (2) a sibling from birth to age five of a child who has been awarded a scholarship under
this section provided the sibling attends the same program as long as funds are available;
deleted text end

deleted text begin (3) the child of a parent under age 21 who is pursuing a high school degree or a course
of study for a high school equivalency test; or
deleted text end

deleted text begin (4) homeless, in foster care, or in need of child protective services.
deleted text end

(c) A child who has received a scholarship under this section must continue to receive
a scholarship each year until that child is eligible for kindergarten under section 120A.20
and as long as funds are available.

(d) Early learning scholarships may not be counted as earned income for the purposes
of medical assistance under chapter 256B, MinnesotaCare under chapter 256L, Minnesota
family investment program under chapter 256J, child care assistance programs under chapter
119B, or Head Start under the federal Improving Head Start for School Readiness Act of
2007.

(e) A child from an adjoining state whose family resides at a Minnesota address as
assigned by the United States Postal Service, who has received developmental screening
under sections 121A.16 to 121A.19, who intends to enroll in a Minnesota school district,
and whose family meets the criteria of paragraph (a) is eligible for an early learning
scholarship under this section.

Sec. 12.

Minnesota Statutes 2020, section 124D.165, subdivision 3, is amended to read:


Subd. 3.

Administration.

(a) The commissioner shall establish application timelines
and determine the schedule for awarding scholarships that meets operational needs of eligible
families and programs. The commissioner must give highest priority to applications from
children who:

new text begin (1) are not yet four years of age;
new text end

deleted text begin (1)deleted text endnew text begin (2)new text end have a parent under age 21 who is pursuing a high school diploma or a course of
study for a high school equivalency test;

deleted text begin (2)deleted text endnew text begin (3)new text end are in foster care deleted text beginor otherwisedeleted text endnew text begin;
new text end

new text begin (4) have been referred asnew text end in need of new text beginchild new text endprotection deleted text beginordeleted text end services; deleted text beginor
deleted text end

new text begin (5) have an incarcerated parent; or
new text end

deleted text begin (3)deleted text endnew text begin (6)new text end have experienced homelessness in the last 24 months, as defined under the federal
McKinney-Vento Homeless Assistance Act, United States Code, title 42, section 11434a.

new text begin (b) new text endThe commissioner may prioritize applications on additional factors including family
income, geographic location, and whether the child's family is on a waiting list for a publicly
funded program providing early education or child care services.

deleted text begin (b)deleted text endnew text begin (c)new text end The commissioner shall establish a target for the average scholarship amount per
child based on the results of the rate survey conducted under section 119B.02.

deleted text begin (c) A four-star rated program that has children eligible for a scholarship enrolled in or
on a waiting list for a program beginning in July, August, or September may notify the
commissioner, in the form and manner prescribed by the commissioner, each year of the
program's desire to enhance program services or to serve more children than current funding
provides. The commissioner may designate a predetermined number of scholarship slots
for that program and notify the program of that number. For fiscal year 2018 and later, the
statewide amount of funding directly designated by the commissioner must not exceed the
funding directly designated for fiscal year 2017. Beginning July 1, 2016, a school district
or Head Start program qualifying under this paragraph may use its established registration
process to enroll scholarship recipients and may verify a scholarship recipient's family
income in the same manner as for other program participants.
deleted text end

new text begin (d) the commissioner may establish exploratory efforts to increase parent education and
family support services to families receiving early learning scholarships such as including
home visits and parent education services.
new text end

deleted text begin (d)deleted text endnew text begin (e)new text end A scholarship is awarded for a 12-month period. If the scholarship recipient has
not been accepted and subsequently enrolled in a rated program within deleted text begintendeleted text endnew text begin threenew text end months of
the awarding of the scholarship, the scholarship cancels and the recipient must reapply in
order to be eligible for another scholarship.new text begin An extension may be requested if a program is
unavailable for the child within the three-month timeline.
new text end A child may not be awarded more
than one scholarship in a 12-month period.

deleted text begin (e)deleted text endnew text begin (f)new text end A child who receives a scholarship who has not completed development screening
under sections 121A.16 to 121A.19 must complete that screening within 90 days of first
attending an eligible program or within 90 days after the child's third birthday if awarded
a scholarship under the age of three.

deleted text begin (f) For fiscal year 2017 and later, a school district or Head Start program enrolling
scholarship recipients under paragraph (c) may apply to the commissioner, in the form and
manner prescribed by the commissioner, for direct payment of state aid. Upon receipt of
the application, the commissioner must pay each program directly for each approved
scholarship recipient enrolled under paragraph (c) according to the metered payment system
or another schedule established by the commissioner.
deleted text end

Sec. 13.

Minnesota Statutes 2021 Supplement, section 126C.05, subdivision 1, is amended
to read:


Subdivision 1.

Pupil unit.

Pupil units for each Minnesota resident pupil under the age
of 21 or who meets the requirements of section 120A.20, subdivision 1, paragraph (c), in
average daily membership enrolled in the district of residence, in another district under
sections 123A.05 to 123A.08, 124D.03, 124D.08, or 124D.68; in a charter school under
chapter 124E; or for whom the resident district pays tuition under section 123A.18, 123A.22,
123A.30, 123A.32, 123A.44, 123A.488, 123B.88, subdivision 4, 124D.04, 124D.05, 125A.03
to 125A.24, 125A.51, or 125A.65, shall be counted according to this subdivision.

(a) A prekindergarten pupil with a disability who is enrolled in a program approved by
the commissioner and has an individualized education program is counted as the ratio of
the number of hours of assessment and education service to 825 times 1.0 with a minimum
average daily membership of 0.28, but not more than 1.0 pupil unit.

(b) A prekindergarten pupil who is assessed but determined not to be disabled is counted
as the ratio of the number of hours of assessment service to 825 times 1.0.

deleted text begin (c) A kindergarten pupil with a disability who is enrolled in a program approved by the
commissioner is counted as the ratio of the number of hours of assessment and education
services required in the fiscal year by the pupil's individualized education program to 875,
but not more than one.
deleted text end

deleted text begin (d)deleted text endnew text begin (c)new text end A prekindergarten pupil who is not included in paragraph (a) or (b) and is enrolled
in deleted text beginan approveddeleted text endnew text begin anew text end voluntarynew text begin publicnew text end prekindergarten program under section 124D.151 deleted text beginis
counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more
than 0.6 pupil units
deleted text endnew text begin that meets the minimum hours required in section 120A.41 is counted
as a 1.0 pupil unit
new text end.

deleted text begin (e)deleted text endnew text begin (d)new text end A kindergarten pupil deleted text beginwho is not included in paragraph (c)deleted text end is counted as 1.0 pupil
unit if the pupil is enrolled in a free all-day, every day kindergarten program available to
all kindergarten pupils at the pupil's school that meets the minimum hours requirement in
section 120A.41, or is counted as .55 pupil unit, if the pupil is not enrolled in a free all-day,
every day kindergarten program available to all kindergarten pupils at the pupil's school.

deleted text begin (f)deleted text endnew text begin (e)new text end A pupil who is in any of grades 1 to 6 is counted as 1.0 pupil unit.

deleted text begin (g)deleted text endnew text begin (f)new text end A pupil who is in any of grades 7 to 12 is counted as 1.2 pupil units.

deleted text begin (h)deleted text endnew text begin (g)new text end A pupil who is in the postsecondary enrollment options program is counted as
1.2 pupil units.

deleted text begin (i) For fiscal years 2018 through 2023, a prekindergarten pupil who:
deleted text end

deleted text begin (1) is not included in paragraph (a), (b), or (d);
deleted text end

deleted text begin (2) is enrolled in a school readiness plus program under Laws 2017, First Special Session
chapter 5, article 8, section 9; and
deleted text end

deleted text begin (3) has one or more of the risk factors specified by the eligibility requirements for a
school readiness plus program,
deleted text end

deleted text begin is counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more
than 0.6 pupil units. A pupil qualifying under this paragraph must be counted in the same
manner as a voluntary prekindergarten student for all general education and other school
funding formulas.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 14.

Minnesota Statutes 2021 Supplement, section 126C.05, subdivision 3, is amended
to read:


Subd. 3.

Compensation revenue pupil units.

Compensation revenue pupil units must
be computed according to this subdivision.

(a) The compensation revenue concentration percentage for each building in a district
equals the product of 100 times the ratio of:

(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch
plus one-half of the pupils eligible to receive reduced priced lunch on October 1 of the
previous fiscal year; to

(2) the number of pupils enrolled in the building on October 1 of the previous fiscal
year.

(b) The compensation revenue pupil weighting factor for a building equals the lesser of
one or the quotient obtained by dividing the building's compensation revenue concentration
percentage by 80.0.

(c) The compensation revenue pupil units for a building equals the product of:

(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch
and one-half of the pupils eligible to receive reduced priced lunch on October 1 of the
previous fiscal year; times

(2) the compensation revenue pupil weighting factor for the building; times

(3) .60.

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

deleted text begin (e) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten seats discontinued
in fiscal year 2024 due to the reduction in the participation limit under section 124D.151,
subdivision 6, those discontinued seats must not be used to calculate compensation revenue
pupil units for fiscal year 2024.
deleted text end

deleted text begin (f)deleted text endnew text begin (e)new text end The percentages in this subdivision must be based on the count of individual
pupils and not on a building average or minimum.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 15.

Minnesota Statutes 2021 Supplement, section 126C.10, subdivision 2d, is amended
to read:


Subd. 2d.

Declining enrollment revenue.

(a) A school district's declining enrollment
revenue equals the greater of zero or the product of: (1) 28 percent of the formula allowance
for that year and (2) the difference between the adjusted pupil units for the preceding year
and the adjusted pupil units for the current year.

(b) Notwithstanding paragraph (a),new text begin for public prekindergarten programsnew text end for fiscal year
deleted text begin 2024deleted text endnew text begin 2023new text end only, prekindergarten pupil units under section 126C.05, subdivision 1, paragraph
deleted text begin (d)deleted text endnew text begin (c)new text end, must be excluded from the calculation of declining enrollment revenue.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 16.

Minnesota Statutes 2021 Supplement, section 245.4889, subdivision 1, is amended
to read:


Subdivision 1.

Establishment and authority.

(a) The commissioner is authorized to
make grants from available appropriations to assist:

(1) counties;

(2) Indian tribes;

(3) children's collaboratives under section 124D.23 or 245.493; deleted text beginor
deleted text end

(4) mental health service providersdeleted text begin.deleted text endnew text begin; or
new text end

new text begin (5) school districts and charter schools.
new text end

(b) The following services are eligible for grants under this section:

(1) services to children with emotional disturbances as defined in section 245.4871,
subdivision 15, and their families;

(2) transition services under section 245.4875, subdivision 8, for young adults under
age 21 and their families;

(3) respite care services for children with emotional disturbances or severe emotional
disturbances who are at risk of out-of-home placement. A child is not required to have case
management services to receive respite care services;

(4) children's mental health crisis services;

(5) mental health services for people from cultural and ethnic minorities, including
supervision of clinical trainees who are Black, indigenous, or people of color;

(6) children's mental health screening and follow-up diagnostic assessment and treatment;

(7) services to promote and develop the capacity of providers to use evidence-based
practices in providing children's mental health services;

(8) school-linked mental health services under section 245.4901;

(9) building evidence-based mental health intervention capacity for children birth to age
five;

(10) suicide prevention and counseling services that use text messaging statewide;

(11) mental health first aid training;

(12) training for parents, collaborative partners, and mental health providers on the
impact of adverse childhood experiences and trauma and development of an interactive
website to share information and strategies to promote resilience and prevent trauma;

(13) transition age services to develop or expand mental health treatment and supports
for adolescents and young adults 26 years of age or younger;

(14) early childhood mental health consultation;

(15) evidence-based interventions for youth at risk of developing or experiencing a first
episode of psychosis, and a public awareness campaign on the signs and symptoms of
psychosis;

(16) psychiatric consultation for primary care practitioners; and

(17) providers to begin operations and meet program requirements when establishing a
new children's mental health program. These may be start-up grants.

(c) Services under paragraph (b) must be designed to help each child to function and
remain with the child's family in the community and delivered consistent with the child's
treatment plan. Transition services to eligible young adults under this paragraph must be
designed to foster independent living in the community.

(d) As a condition of receiving grant funds, a grantee shall obtain all available third-party
reimbursement sources, if applicable.

Sec. 17.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 3,
is amended to read:


Subd. 3.

Early learning scholarships.

(a) For the early learning scholarship program
under Minnesota Statutes, section 124D.165:

$
70,709,000
.....
2022
$
deleted text begin 70,709,000
deleted text end new text begin 122,065,000
new text end
.....
2023

(b) This appropriation is subject to the requirements under Minnesota Statutes, section
124D.165, subdivision 6.

new text begin (c) Notwithstanding Minnesota Statutes, section 124D.165, for fiscal year 2023 only,
the commissioner may allocate funds to Head Start and licensed center and family child
care providers as necessary to implement the voluntary public prekindergarten transition
year outlined in section 15, including allocating funds under Minnesota Statutes, section
124D.165, as they existed prior to the date of enactment of this act.
new text end

new text begin (d) The base for fiscal year 2024 is $122,280,000 and the base for fiscal year 2025 is
$120,287,000.
new text end

Sec. 18.

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:

$
deleted text begin 35,003,000
deleted text end new text begin 34,121,000
new text end
.....
2022
$
deleted text begin 36,478,000
deleted text end new text begin 36,676,000
new text end
.....
2023

(b) The 2022 appropriation includes $3,341,000 for 2021 and deleted text begin$31,662,000deleted text endnew text begin $30,780,000new text end
for 2022.

(c) The 2023 appropriation includes deleted text begin$3,518,000deleted text endnew text begin $3,419,000new text end for 2022 and deleted text begin$32,960,000deleted text endnew text begin
$33,257,000
new text end for 2023.

Sec. 19.

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:

$
deleted text begin 3,582,000
deleted text end new text begin 3,623,000
new text end
.....
2022
$
deleted text begin 3,476,000
deleted text end new text begin 4,470,000
new text end
.....
2023

(b) The 2022 appropriation includes $360,000 for 2021 and deleted text begin$3,222,000deleted text endnew text begin $3,263,000new text end for
2022.

(c) The 2023 appropriation includes deleted text begin$357,000deleted text endnew text begin $362,000new text end for 2022 and deleted text begin$3,119,000deleted text endnew text begin
$4,108,000
new text end for 2023.

Sec. 20. new text beginTRANSITION YEAR IN 2023.
new text end

new text begin (a) Fiscal year 2023 may serve as a transition year in order to give current voluntary
prekindergarten, school readiness plus, and early learning scholarships pathway II programs
a year to transition to the new voluntary public prekindergarten program for eligible
four-year-old children and to make the necessary adjustments to meet the additional program
requirements and facilitate relationships with all public prekindergarten program providers
within the school district boundaries.
new text end

new text begin (b) For fiscal year 2023 only, school districts operating a voluntary prekindergarten
program under Minnesota Statutes, section 124D.151, or school readiness plus program
under Laws 2017, First Special Session chapter 5, article 8, section 9, may apply to the
department of education to allow the program to continue to operate under the provisions
of Minnesota Statutes, sections 124D.151 and 126C.05, subdivision 1, as they existed prior
to the date of enactment of this act.
new text end

Sec. 21. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin Mental health services and early childhood social workers. new text end

new text begin (a) For grants
to fund social workers focused solely on early childhood systems that strengthen early
childhood programs and improve outcomes for participating children and families.
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 2,500,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Eligible applicants are school districts and charter schools with early learning
programs that may include but are not limited to Head Start, early Head Start, and early
intervention programs serving children from birth to kindergarten that:
new text end

new text begin (1) implement a family partnership process to support family well-being, family safety,
health, and economic stability;
new text end

new text begin (2) identify family strengths and needs using the Head Start Parent Family and
Community Engagement Framework;
new text end

new text begin (3) offer individualized family partnership services in collaboration with families; and
new text end

new text begin (4) offer support services in collaboration or colocation with mental health practitioners
to provide training, coaching, or skill building to early learning staff and parents.
new text end

new text begin (c) This appropriation is in addition to any other federal funds a grantee receives for this
purpose.
new text end

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

new text begin (e) Up to five percent of this appropriation may be retained for grant administration
costs.
new text end

new text begin Subd. 3. new text end

new text begin Voluntary public prekindergarten through mixed delivery. new text end

new text begin For voluntary
public prekindergarten provided by Head Start and licensed center and family child care
providers under Minnesota Statutes, section 124D.151, subdivision 3a, paragraphs (b) and
(c).
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 96,920,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin Subd. 4. new text end

new text begin Infant and early childhood mental health consultation in schools. new text end

new text begin (a) For
transfer to the commissioner of human services for grants to create an early childhood mental
health system of care in schools under Minnesota Statutes, section 245.4889, subdivision
1, paragraph (a), clause (5).
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 3,759,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Of this amount, $3,350,000 is available for grants. Eligible uses include services
under Minnesota Statutes, section 245.4889, subdivision 1, paragraph (b), clause (14).
new text end

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

new text begin Subd. 5. new text end

new text begin BOLD literacy. new text end

new text begin (a) For the Minnesota BOLD statewide literacy plan to increase
the equitable access to effective literacy experiences for all students by ensuring school
leaders and educators are trained in the science of reading; supporting effective
implementation and measurement of instructional practices aligned to state standards through
the multitiered systems of support framework; and utilizing data literacy to inform instruction,
inform educator development, evaluate resource deployment and policy, and employ
intentional family and community engagement strategies.
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 5,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Of this amount, $1,750,000 is for the Department of Education to establish science
of reading academies to be provided at no cost to educators who work in Minnesota school
districts and charter schools to complete Language Essentials for Teachers of Reading and
Spelling (LETRS) professional development. Educators who have completed LETRS may
have the opportunity to become LETRS facilitators through a train-the-trainer model.
new text end

new text begin (c) Of this amount, $800,000 is to maintain a literacy unit at the Department of Education.
new text end

new text begin (d) Of this amount, $1,200,000 is to expand literacy and dyslexia data collection and
reporting systems at the Department of Education in order to collect and analyze
prekindergarten through grade 3 data including foundational reading skills, dyslexia screening
data, and screening results of multilingual learners.
new text end

new text begin (e) Of this amount, $1,000,000 is for state library services grants to support
evidence-based early literacy practices rooted in the science of reading in school and
community libraries.
new text end

new text begin (f) Of this amount, $250,000 is for a grant to Reach Out and Read.
new text end

new text begin (g) Funds may be used for grant administration costs.
new text end

new text begin Subd. 6. new text end

new text begin Grow Your Own Early Childhood Educator programs. new text end

new text begin (a) For grants to
develop, continue, or expand the Grow Your Own Early Childhood Educator program under
Minnesota Statutes, section 122A.731:
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 3,860,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) This appropriation is subject to the requirements under section 122A.731, subdivision
4.
new text end

new text begin (c) The base is $3,805,000 for fiscal year 2024.
new text end

new text begin Subd. 7. new text end

new text begin Early childhood family education licensure grant. new text end

new text begin (a) For a grant to the
University of Minnesota to provide scholarships for prospective teachers enrolled in the
parent and family education licensure program to cover the cost of attendance in the program:
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 177,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The commissioner may award additional grants to other postsecondary institutions
with parent and family education licensure programs if funds are available.
new text end

new text begin (c) A grant application must at least include:
new text end

new text begin (1) the in-kind, coordination, and mentorship services to be provided by the postsecondary
institution;
new text end

new text begin (2) the process for identifying and recruiting prospective teachers who represent known
parent and family education teacher licensure shortage areas, both demographic and
geographic;
new text end

new text begin (3) the process for coordinating with school districts to support prospective teachers in
completing a licensure program or working in an early childhood family education program;
and
new text end

new text begin (4) the process for prioritizing and awarding scholarships to students.
new text end

new text begin (d) A grant recipient must report in a form and manner determined by the commissioner
on their activities under this subdivision, including the number of participants; the percentage
of participants who are of color or American Indian; the percentage of participants who
reside in, or will be employed in, school districts located in the rural equity region as defined
in Minnesota Statutes, section 126C.10, subdivision 28; an assessment of program
effectiveness, including participant feedback and areas of improvement; the percentage of
participants continuing to pursue parent and family education licensure; and where applicable,
the number of participants hired in a district as parent and family education teachers after
completing the preparation program.
new text end

new text begin (e) The base for fiscal year 2024 is $177,000. The base for fiscal year 2025 is $0.
new text end