Minnesota Legislature
SF 2684
1st Engrossment - 93rd Legislature (2023 - 2024) Posted on 04/13/2023 06:31pm
2.2 2.3
2.4 2.5 2.6 2.7 2.8 2.9
2.10
2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19 2.20 2.21 2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13
3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28 3.29
3.30 3.31 3.32 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27 4.28 4.29 4.30 4.31
4.32
5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15 5.16 5.17 5.18 5.19 5.20
5.21 5.22 5.23 5.24 5.25 5.26 5.27 5.28 5.29 5.30 5.31 5.32 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 6.13 6.14 6.15 6.16 6.17 6.18 6.19 6.20 6.21 6.22 6.23 6.24 6.25 6.26 6.27 6.28 6.29
6.30
7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13 7.14 7.15 7.16
7.17 7.18 7.19 7.20 7.21 7.22
7.23 7.24 7.25 7.26 7.27 7.28 7.29 7.30 7.31 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11 8.12 8.13 8.14 8.15 8.16 8.17 8.18 8.19 8.20 8.21 8.22 8.23 8.24
8.25 8.26 8.27 8.28 8.29 8.30
9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12 9.13 9.14 9.15
9.16
9.17 9.18 9.19 9.20 9.21 9.22 9.23 9.24 9.25 9.26
9.27
9.28 9.29 9.30 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14 10.15 10.16 10.17 10.18 10.19 10.20 10.21 10.22 10.23 10.24 10.25 10.26 10.27 10.28 10.29 10.30 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 11.16 11.17 11.18 11.19 11.20 11.21 11.22 11.23
11.24 11.25 11.26 11.27 11.28 11.29 11.30 11.31
12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19 12.20 12.21 12.22 12.23 12.24
12.25
12.26 12.27 12.28 12.29 12.30 12.31 12.32 12.33 13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 13.9 13.10 13.11 13.12 13.13
13.14
13.15 13.16 13.17 13.18 13.19 13.20 13.21 13.22 13.23 13.24 13.25 13.26 13.27
13.28 13.29 13.30 13.31 13.32 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9 14.10 14.11 14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 14.25 14.26 14.27 14.28 14.29 14.30 14.31 14.32 14.33 15.1 15.2 15.3 15.4 15.5 15.6 15.7 15.8 15.9 15.10 15.11 15.12 15.13 15.14 15.15 15.16 15.17 15.18 15.19 15.20 15.21 15.22 15.23
15.24
15.25 15.26 15.27 15.28 15.29 15.30 15.31 16.1 16.2 16.3 16.4
16.5 16.6
16.7 16.8
16.9 16.10 16.11 16.12 16.13 16.14 16.15
16.16 16.17 16.18 16.19 16.20 16.21 16.22 16.23 16.24 16.25 16.26 16.27 16.28 16.29 17.1 17.2 17.3 17.4 17.5 17.6 17.7 17.8 17.9 17.10 17.11 17.12 17.13 17.14 17.15 17.16 17.17 17.18 17.19 17.20 17.21 17.22 17.23 17.24 17.25 17.26 17.27 17.28 17.29 17.30 17.31 18.1 18.2 18.3 18.4 18.5 18.6 18.7 18.8 18.9 18.10 18.11 18.12 18.13 18.14 18.15
18.16 18.17 18.18
18.19
18.20 18.21
18.22 18.23 18.24 18.25 18.26 18.27 18.28 18.29 18.30 19.1 19.2 19.3 19.4 19.5 19.6 19.7 19.8 19.9 19.10 19.11 19.12 19.13 19.14 19.15 19.16 19.17 19.18 19.19 19.20 19.21 19.22
19.23 19.24 19.25 19.26 19.27 19.28 19.29 19.30 19.31 19.32 19.33 20.1 20.2 20.3 20.4 20.5 20.6 20.7 20.8 20.9 20.10 20.11 20.12 20.13 20.14 20.15 20.16 20.17 20.18 20.19 20.20 20.21 20.22 20.23 20.24 20.25 20.26 20.27 20.28 20.29
21.1 21.2 21.3 21.4 21.5 21.6 21.7 21.8 21.9 21.10 21.11 21.12 21.13 21.14 21.15 21.16 21.17 21.18 21.19 21.20 21.21 21.22 21.23 21.24 21.25 21.26 21.27 21.28 21.29 21.30 21.31 21.32 21.33 22.1 22.2 22.3 22.4 22.5 22.6 22.7 22.8 22.9 22.10 22.11 22.12 22.13 22.14 22.15 22.16 22.17 22.18 22.19 22.20 22.21 22.22 22.23 22.24 22.25 22.26 22.27 22.28 22.29 22.30 22.31 22.32 23.1 23.2 23.3 23.4 23.5 23.6 23.7 23.8 23.9 23.10 23.11 23.12 23.13 23.14 23.15 23.16 23.17 23.18 23.19 23.20 23.21 23.22 23.23 23.24 23.25 23.26 23.27 23.28 23.29 23.30 23.31 23.32 24.1 24.2 24.3 24.4 24.5 24.6 24.7 24.8 24.9 24.10 24.11 24.12 24.13 24.14 24.15 24.16 24.17 24.18 24.19 24.20 24.21 24.22 24.23 24.24 24.25 24.26 24.27 24.28 24.29 24.30 24.31 24.32 24.33 25.1 25.2 25.3 25.4 25.5 25.6 25.7 25.8 25.9 25.10 25.11 25.12 25.13 25.14 25.15 25.16 25.17 25.18 25.19 25.20 25.21 25.22 25.23 25.24 25.25 25.26 25.27 25.28 25.29 25.30 26.1 26.2 26.3 26.4 26.5 26.6 26.7 26.8 26.9 26.10 26.11 26.12 26.13 26.14 26.15 26.16 26.17 26.18 26.19 26.20 26.21 26.22 26.23 26.24 26.25 26.26 26.27 26.28 27.1 27.2 27.3 27.4 27.5 27.6 27.7 27.8 27.9 27.10 27.11 27.12 27.13 27.14 27.15 27.16 27.17 27.18 27.19 27.20 27.21 27.22 27.23 27.24 27.25 27.26 27.27 27.28 27.29 27.30 27.31 28.1 28.2 28.3 28.4 28.5 28.6 28.7 28.8 28.9 28.10 28.11 28.12 28.13 28.14 28.15 28.16 28.17 28.18 28.19 28.20 28.21 28.22 28.23 28.24 28.25 28.26 28.27 28.28 28.29 28.30 29.1 29.2 29.3 29.4 29.5
29.6 29.7 29.8 29.9 29.10 29.11 29.12 29.13 29.14 29.15 29.16 29.17 29.18
29.19
29.20 29.21 29.22 29.23 29.24 29.25 29.26 29.27 29.28 29.29 29.30 29.31
30.1 30.2 30.3 30.4 30.5 30.6 30.7 30.8 30.9 30.10 30.11 30.12 30.13 30.14 30.15 30.16 30.17 30.18 30.19 30.20 30.21 30.22 30.23 30.24 30.25 30.26 30.27 30.28 30.29 30.30 30.31 31.1 31.2 31.3 31.4 31.5 31.6 31.7 31.8 31.9 31.10 31.11 31.12 31.13 31.14 31.15 31.16 31.17 31.18 31.19 31.20 31.21 31.22 31.23 31.24 31.25 31.26 31.27 31.28 31.29 31.30 31.31 31.32 31.33 32.1 32.2 32.3 32.4 32.5 32.6 32.7 32.8
32.9 32.10
32.11 32.12 32.13 32.14 32.15 32.16 32.17 32.18 32.19 32.20 32.21 32.22 32.23 32.24 32.25 32.26 32.27 32.28 32.29 32.30 32.31 32.32 32.33 33.1 33.2 33.3 33.4 33.5 33.6 33.7 33.8 33.9 33.10 33.11 33.12 33.13 33.14 33.15 33.16 33.17 33.18 33.19 33.20 33.21 33.22 33.23 33.24 33.25 33.26 33.27 33.28 33.29 33.30 33.31 34.1 34.2 34.3 34.4 34.5 34.6 34.7 34.8 34.9 34.10 34.11 34.12 34.13 34.14 34.15 34.16 34.17 34.18 34.19 34.20 34.21 34.22 34.23 34.24 34.25 34.26 34.27 34.28 34.29 34.30 34.31 34.32 34.33 35.1 35.2 35.3 35.4 35.5 35.6 35.7 35.8 35.9
35.10 35.11 35.12 35.13 35.14 35.15 35.16 35.17 35.18 35.19 35.20 35.21 35.22 35.23 35.24 35.25 35.26 35.27 35.28 35.29 35.30 35.31 36.1 36.2 36.3 36.4 36.5 36.6 36.7 36.8 36.9 36.10 36.11 36.12 36.13 36.14 36.15 36.16 36.17 36.18 36.19 36.20 36.21 36.22 36.23 36.24
36.25 36.26 36.27 36.28 36.29 36.30 37.1 37.2 37.3 37.4 37.5 37.6 37.7 37.8 37.9 37.10 37.11 37.12 37.13 37.14 37.15 37.16 37.17 37.18 37.19 37.20 37.21 37.22 37.23 37.24 37.25 37.26 37.27 37.28 37.29 37.30 37.31 38.1 38.2 38.3 38.4 38.5 38.6 38.7 38.8 38.9 38.10 38.11 38.12 38.13 38.14 38.15 38.16 38.17 38.18 38.19 38.20 38.21 38.22 38.23 38.24 38.25 38.26 38.27 38.28 38.29 38.30 38.31 39.1 39.2 39.3 39.4 39.5 39.6 39.7 39.8 39.9 39.10 39.11 39.12 39.13 39.14 39.15 39.16 39.17 39.18 39.19 39.20 39.21 39.22 39.23 39.24 39.25 39.26 39.27 39.28 39.29 39.30 39.31 39.32 40.1 40.2 40.3 40.4 40.5 40.6 40.7 40.8 40.9 40.10 40.11 40.12 40.13 40.14 40.15 40.16 40.17 40.18 40.19 40.20 40.21 40.22 40.23 40.24 40.25 40.26 40.27 40.28 40.29 40.30 40.31 40.32 40.33 41.1 41.2 41.3 41.4 41.5 41.6 41.7 41.8 41.9 41.10 41.11 41.12 41.13 41.14 41.15 41.16 41.17 41.18 41.19 41.20 41.21 41.22 41.23 41.24 41.25 41.26 41.27 41.28 41.29 41.30 41.31 42.1 42.2 42.3 42.4 42.5 42.6 42.7 42.8 42.9 42.10 42.11 42.12 42.13 42.14 42.15 42.16 42.17 42.18 42.19 42.20 42.21 42.22 42.23 42.24 42.25 42.26 42.27 42.28 42.29 42.30 42.31 43.1 43.2 43.3 43.4 43.5 43.6 43.7 43.8 43.9 43.10 43.11 43.12 43.13 43.14 43.15 43.16 43.17 43.18 43.19 43.20 43.21 43.22 43.23 43.24 43.25 43.26 43.27 43.28 43.29 43.30 43.31 43.32 44.1 44.2 44.3 44.4 44.5 44.6 44.7 44.8 44.9 44.10 44.11 44.12 44.13 44.14 44.15 44.16 44.17 44.18 44.19 44.20 44.21 44.22 44.23 44.24 44.25 44.26 44.27 44.28 44.29 44.30 44.31 44.32 45.1 45.2 45.3 45.4 45.5 45.6 45.7 45.8 45.9 45.10 45.11 45.12 45.13 45.14 45.15 45.16 45.17 45.18 45.19 45.20 45.21 45.22 45.23 45.24 45.25 45.26 45.27 45.28 45.29 45.30 45.31 46.1 46.2 46.3 46.4 46.5 46.6 46.7 46.8 46.9 46.10 46.11 46.12 46.13 46.14 46.15 46.16 46.17 46.18 46.19 46.20 46.21 46.22 46.23 46.24 46.25 46.26 46.27 46.28 46.29 47.1 47.2 47.3 47.4 47.5 47.6 47.7 47.8 47.9 47.10 47.11 47.12 47.13 47.14 47.15 47.16 47.17 47.18 47.19 47.20 47.21 47.22 47.23 47.24 47.25 47.26 47.27 47.28 47.29 47.30 47.31 47.32 47.33 48.1 48.2 48.3 48.4 48.5 48.6 48.7 48.8 48.9 48.10 48.11 48.12 48.13 48.14 48.15 48.16 48.17 48.18 48.19 48.20 48.21 48.22 48.23 48.24 48.25 48.26 48.27 48.28 48.29 48.30 48.31 49.1 49.2 49.3 49.4 49.5 49.6 49.7 49.8 49.9 49.10 49.11 49.12 49.13 49.14 49.15 49.16 49.17 49.18 49.19 49.20 49.21 49.22 49.23 49.24 49.25 49.26 49.27 49.28 49.29 49.30 49.31 50.1 50.2 50.3 50.4 50.5 50.6 50.7 50.8 50.9 50.10 50.11 50.12 50.13 50.14 50.15 50.16 50.17 50.18 50.19 50.20 50.21 50.22 50.23 50.24 50.25 50.26 50.27 50.28 50.29 50.30 50.31 50.32 51.1
51.2 51.3
51.4 51.5 51.6 51.7 51.8 51.9 51.10 51.11 51.12 51.13 51.14 51.15 51.16 51.17 51.18 51.19 51.20 51.21
51.22 51.23 51.24 51.25 51.26 51.27 51.28 51.29 51.30 51.31 52.1 52.2 52.3 52.4 52.5 52.6 52.7 52.8 52.9 52.10 52.11 52.12 52.13 52.14 52.15 52.16 52.17 52.18 52.19 52.20 52.21 52.22 52.23
52.24 52.25 52.26
52.27 52.28 52.29 52.30 52.31 53.1 53.2 53.3 53.4 53.5 53.6 53.7 53.8 53.9 53.10 53.11 53.12 53.13 53.14 53.15 53.16 53.17 53.18 53.19 53.20 53.21 53.22 53.23 53.24 53.25 53.26 53.27 53.28 53.29 53.30 53.31 53.32 53.33 53.34 53.35 54.1 54.2 54.3 54.4 54.5 54.6 54.7 54.8 54.9 54.10 54.11 54.12 54.13 54.14 54.15 54.16 54.17 54.18 54.19 54.20 54.21 54.22 54.23 54.24 54.25 54.26 54.27 54.28 54.29 54.30 54.31 54.32 54.33 55.1 55.2 55.3 55.4 55.5 55.6 55.7 55.8 55.9 55.10 55.11 55.12 55.13 55.14 55.15 55.16 55.17 55.18 55.19 55.20 55.21 55.22 55.23 55.24 55.25 55.26 55.27 55.28 55.29 55.30 55.31 55.32 55.33 55.34 55.35 56.1 56.2 56.3 56.4 56.5 56.6 56.7 56.8 56.9 56.10 56.11 56.12 56.13 56.14 56.15 56.16 56.17 56.18 56.19 56.20 56.21 56.22 56.23 56.24 56.25 56.26 56.27 56.28 56.29 56.30 56.31 56.32 56.33 57.1 57.2 57.3 57.4 57.5 57.6 57.7 57.8 57.9 57.10 57.11 57.12 57.13 57.14 57.15 57.16 57.17 57.18 57.19 57.20 57.21 57.22 57.23 57.24 57.25 57.26 57.27 57.28 57.29 57.30 57.31 57.32 58.1 58.2 58.3 58.4 58.5 58.6 58.7 58.8 58.9 58.10 58.11 58.12 58.13 58.14 58.15 58.16 58.17
58.18 58.19 58.20 58.21 58.22 58.23 58.24 58.25 58.26 58.27 58.28 58.29 58.30 58.31 58.32 58.33 59.1 59.2 59.3 59.4 59.5 59.6 59.7 59.8 59.9 59.10 59.11 59.12 59.13 59.14 59.15 59.16 59.17 59.18 59.19 59.20 59.21 59.22 59.23 59.24 59.25 59.26 59.27 59.28 59.29 59.30 59.31 59.32 59.33 59.34 60.1 60.2 60.3 60.4 60.5 60.6 60.7 60.8 60.9 60.10 60.11 60.12 60.13 60.14 60.15 60.16 60.17 60.18 60.19 60.20 60.21 60.22 60.23 60.24
60.25 60.26 60.27 60.28 60.29 60.30 60.31 60.32 60.33 61.1 61.2 61.3 61.4
61.5 61.6 61.7 61.8 61.9 61.10 61.11 61.12 61.13 61.14 61.15 61.16 61.17 61.18 61.19 61.20 61.21 61.22 61.23 61.24 61.25 61.26 61.27 61.28 61.29 61.30 61.31 61.32 61.33 62.1 62.2 62.3 62.4 62.5 62.6 62.7 62.8 62.9 62.10 62.11 62.12 62.13 62.14 62.15 62.16 62.17 62.18 62.19 62.20 62.21 62.22 62.23 62.24 62.25 62.26 62.27 62.28 62.29 62.30 62.31 62.32 63.1 63.2
63.3
63.4 63.5 63.6 63.7 63.8 63.9 63.10 63.11 63.12 63.13 63.14 63.15 63.16 63.17 63.18 63.19 63.20 63.21 63.22 63.23 63.24 63.25 63.26 63.27 63.28 63.29 63.30 63.31 63.32 64.1 64.2 64.3 64.4 64.5 64.6 64.7 64.8 64.9 64.10 64.11 64.12 64.13 64.14 64.15 64.16 64.17
64.18
64.19 64.20 64.21 64.22 64.23 64.24 64.25 64.26 64.27 64.28 64.29 64.30 64.31 64.32 64.33 65.1 65.2 65.3 65.4 65.5 65.6 65.7 65.8 65.9 65.10 65.11 65.12 65.13 65.14 65.15 65.16 65.17 65.18 65.19 65.20
65.21 65.22 65.23 65.24 65.25 65.26 65.27 65.28 65.29 65.30 65.31 66.1 66.2 66.3 66.4 66.5 66.6 66.7 66.8 66.9 66.10 66.11 66.12 66.13 66.14 66.15
66.16 66.17 66.18 66.19 66.20 66.21 66.22 66.23 66.24
66.25 66.26 66.27 66.28 66.29 66.30 66.31 66.32 67.1 67.2 67.3 67.4 67.5
67.6 67.7 67.8 67.9 67.10 67.11 67.12 67.13 67.14 67.15 67.16 67.17 67.18 67.19 67.20
67.21 67.22 67.23 67.24 67.25 67.26 67.27 67.28 67.29 67.30 68.1 68.2 68.3 68.4 68.5 68.6 68.7 68.8 68.9 68.10 68.11 68.12 68.13 68.14 68.15 68.16 68.17 68.18 68.19 68.20 68.21 68.22 68.23 68.24 68.25 68.26 68.27 68.28 68.29 68.30 69.1 69.2 69.3
69.4 69.5
69.6 69.7
69.8 69.9 69.10 69.11 69.12 69.13 69.14 69.15 69.16 69.17 69.18 69.19 69.20 69.21 69.22 69.23 69.24 69.25 69.26 69.27 69.28 69.29 69.30 69.31 70.1 70.2 70.3 70.4 70.5 70.6 70.7 70.8 70.9 70.10 70.11 70.12 70.13 70.14 70.15 70.16 70.17 70.18 70.19 70.20 70.21 70.22 70.23 70.24 70.25 70.26 70.27
70.28 70.29 70.30 70.31 70.32 70.33 71.1 71.2 71.3 71.4 71.5 71.6 71.7 71.8 71.9 71.10 71.11 71.12 71.13 71.14 71.15 71.16 71.17 71.18 71.19 71.20 71.21 71.22 71.23 71.24 71.25 71.26
71.27 71.28 71.29 71.30 72.1 72.2 72.3 72.4 72.5 72.6 72.7 72.8 72.9 72.10
72.11 72.12 72.13 72.14 72.15 72.16 72.17 72.18 72.19 72.20 72.21 72.22 72.23 72.24 72.25 72.26 72.27 72.28 72.29 72.30 72.31 72.32 72.33 73.1 73.2 73.3 73.4 73.5 73.6 73.7 73.8 73.9 73.10 73.11 73.12 73.13 73.14 73.15 73.16 73.17 73.18 73.19 73.20 73.21 73.22 73.23 73.24
73.25 73.26 73.27 73.28 73.29 73.30 73.31 73.32 73.33 73.34 74.1 74.2 74.3 74.4 74.5 74.6 74.7
74.8 74.9 74.10 74.11 74.12 74.13 74.14 74.15 74.16 74.17 74.18 74.19 74.20 74.21 74.22 74.23 74.24 74.25 74.26 74.27 74.28 74.29 74.30 74.31 74.32 74.33 74.34 75.1 75.2 75.3 75.4 75.5 75.6 75.7 75.8 75.9 75.10 75.11 75.12 75.13 75.14
75.15 75.16
75.17 75.18 75.19 75.20 75.21 75.22 75.23 75.24 75.25 75.26 75.27 75.28 75.29 75.30 75.31 75.32 75.33 75.34 76.1 76.2 76.3 76.4 76.5 76.6 76.7 76.8 76.9 76.10 76.11 76.12 76.13 76.14 76.15 76.16 76.17 76.18 76.19
76.20 76.21
76.22 76.23 76.24 76.25 76.26 76.27 76.28
76.29 76.30 76.31 76.32 77.1 77.2 77.3 77.4 77.5 77.6 77.7 77.8 77.9 77.10 77.11 77.12 77.13 77.14 77.15 77.16 77.17 77.18 77.19 77.20
77.21 77.22 77.23 77.24 77.25 77.26 77.27 77.28 77.29 77.30 77.31 78.1 78.2 78.3 78.4 78.5 78.6 78.7 78.8 78.9 78.10 78.11 78.12 78.13 78.14 78.15 78.16 78.17 78.18 78.19 78.20 78.21 78.22 78.23 78.24 78.25 78.26 78.27 78.28 78.29 78.30 78.31 78.32 78.33 78.34 78.35 79.1 79.2 79.3 79.4 79.5 79.6 79.7 79.8 79.9 79.10
79.11 79.12 79.13
79.14 79.15 79.16 79.17 79.18 79.19 79.20 79.21 79.22 79.23 79.24 79.25 79.26 79.27 79.28 79.29 79.30 79.31 80.1 80.2 80.3 80.4 80.5 80.6 80.7 80.8 80.9 80.10 80.11 80.12 80.13 80.14 80.15 80.16 80.17 80.18 80.19 80.20 80.21 80.22 80.23 80.24 80.25 80.26 80.27 80.28
81.1 81.2 81.3 81.4 81.5 81.6 81.7 81.8 81.9 81.10 81.11 81.12 81.13 81.14 81.15 81.16 81.17 81.18 81.19 81.20 81.21 81.22 81.23 81.24 81.25 81.26 81.27 81.28 81.29 81.30 81.31 81.32 81.33 82.1 82.2 82.3 82.4 82.5 82.6 82.7 82.8 82.9 82.10 82.11 82.12 82.13 82.14 82.15 82.16 82.17 82.18 82.19 82.20 82.21 82.22 82.23 82.24 82.25 82.26 82.27 82.28 82.29 82.30 82.31 82.32 83.1 83.2 83.3 83.4 83.5 83.6 83.7 83.8 83.9 83.10 83.11 83.12 83.13 83.14 83.15 83.16 83.17 83.18 83.19 83.20 83.21 83.22 83.23 83.24 83.25 83.26 83.27 83.28 83.29 83.30 83.31 83.32 83.33 83.34 83.35 84.1 84.2 84.3 84.4 84.5 84.6 84.7 84.8 84.9 84.10 84.11 84.12 84.13 84.14 84.15 84.16 84.17 84.18 84.19 84.20 84.21 84.22 84.23 84.24 84.25 84.26 84.27 84.28 84.29 84.30 84.31 85.1 85.2 85.3 85.4 85.5 85.6
85.7 85.8 85.9 85.10 85.11 85.12 85.13 85.14 85.15 85.16 85.17 85.18 85.19 85.20 85.21 85.22 85.23 85.24 85.25 85.26 85.27 85.28 85.29 85.30 85.31 85.32 86.1 86.2 86.3 86.4 86.5 86.6 86.7 86.8 86.9 86.10 86.11 86.12 86.13 86.14 86.15 86.16 86.17 86.18 86.19 86.20 86.21 86.22 86.23 86.24 86.25 86.26 86.27 86.28 86.29 86.30 86.31 86.32 86.33 87.1 87.2 87.3 87.4 87.5 87.6 87.7 87.8 87.9 87.10 87.11 87.12 87.13 87.14 87.15 87.16 87.17 87.18 87.19 87.20 87.21 87.22 87.23 87.24 87.25 87.26 87.27 87.28 87.29 87.30 87.31 88.1 88.2 88.3 88.4 88.5 88.6 88.7 88.8 88.9 88.10
88.11 88.12 88.13 88.14 88.15 88.16 88.17 88.18 88.19 88.20 88.21 88.22 88.23 88.24 88.25 88.26 88.27 88.28
88.29
88.30 88.31 88.32 89.1 89.2 89.3 89.4 89.5 89.6 89.7 89.8 89.9 89.10 89.11 89.12 89.13 89.14 89.15 89.16 89.17 89.18 89.19 89.20 89.21 89.22 89.23 89.24 89.25 89.26
89.27 89.28 89.29 89.30 89.31 89.32 90.1 90.2 90.3 90.4 90.5 90.6 90.7 90.8 90.9 90.10 90.11 90.12 90.13 90.14 90.15 90.16 90.17 90.18 90.19 90.20 90.21 90.22 90.23 90.24 90.25 90.26 90.27 90.28 90.29 90.30 90.31 91.1 91.2 91.3
91.4
91.5 91.6 91.7 91.8 91.9 91.10 91.11 91.12 91.13 91.14 91.15 91.16 91.17 91.18 91.19 91.20 91.21 91.22 91.23 91.24 91.25 91.26 91.27 91.28 91.29 91.30 92.1 92.2 92.3 92.4 92.5 92.6 92.7 92.8 92.9 92.10 92.11 92.12 92.13 92.14 92.15 92.16 92.17 92.18 92.19 92.20 92.21 92.22 92.23 92.24 92.25 92.26 92.27 92.28 92.29 92.30 92.31 92.32 92.33 93.1 93.2 93.3 93.4 93.5 93.6 93.7 93.8 93.9 93.10 93.11 93.12 93.13 93.14 93.15 93.16 93.17
93.18
93.19 93.20 93.21 93.22 93.23 93.24 93.25 93.26 93.27 93.28 93.29 94.1 94.2 94.3 94.4 94.5 94.6 94.7 94.8 94.9 94.10 94.11 94.12 94.13 94.14 94.15 94.16 94.17 94.18 94.19 94.20 94.21 94.22 94.23 94.24 94.25 94.26 94.27 94.28 94.29 94.30 94.31 94.32 95.1 95.2 95.3 95.4 95.5 95.6 95.7 95.8 95.9 95.10 95.11 95.12 95.13 95.14 95.15 95.16 95.17 95.18 95.19 95.20 95.21 95.22 95.23 95.24 95.25 95.26 95.27 95.28 95.29 95.30 95.31 95.32 96.1 96.2 96.3 96.4 96.5 96.6 96.7 96.8 96.9 96.10 96.11 96.12 96.13 96.14 96.15 96.16 96.17 96.18 96.19 96.20 96.21 96.22 96.23 96.24 96.25 96.26 96.27 96.28 96.29 96.30 97.1 97.2 97.3 97.4 97.5 97.6 97.7 97.8 97.9 97.10 97.11 97.12
97.13 97.14 97.15 97.16 97.17 97.18 97.19 97.20 97.21 97.22 97.23 97.24 97.25 97.26 97.27 97.28 97.29 97.30 97.31 98.1 98.2 98.3 98.4 98.5 98.6 98.7 98.8 98.9 98.10 98.11 98.12 98.13 98.14 98.15 98.16 98.17 98.18 98.19 98.20 98.21 98.22 98.23 98.24 98.25 98.26 98.27 98.28 98.29 98.30 98.31 98.32 99.1 99.2 99.3 99.4 99.5 99.6 99.7 99.8 99.9 99.10 99.11 99.12 99.13 99.14 99.15 99.16 99.17 99.18
99.19 99.20
99.21 99.22 99.23 99.24 99.25 99.26 99.27 99.28 99.29 99.30 99.31 99.32 100.1 100.2 100.3 100.4 100.5 100.6 100.7 100.8 100.9
100.10 100.11 100.12 100.13 100.14 100.15 100.16 100.17 100.18
100.19 100.20 100.21 100.22 100.23 100.24 100.25 100.26 100.27 100.28 100.29 100.30 101.1 101.2 101.3 101.4 101.5 101.6 101.7 101.8 101.9 101.10 101.11 101.12 101.13 101.14 101.15 101.16 101.17 101.18 101.19 101.20 101.21 101.22 101.23 101.24 101.25 101.26 101.27 101.28 101.29 101.30 101.31 101.32 101.33 102.1 102.2
102.3 102.4 102.5 102.6 102.7 102.8 102.9 102.10 102.11 102.12 102.13 102.14 102.15 102.16 102.17 102.18 102.19 102.20 102.21 102.22 102.23 102.24 102.25 102.26 102.27 102.28 102.29 102.30 102.31 103.1 103.2 103.3 103.4 103.5 103.6 103.7 103.8 103.9 103.10 103.11 103.12 103.13 103.14 103.15 103.16 103.17 103.18 103.19 103.20 103.21 103.22 103.23 103.24 103.25 103.26 103.27 103.28 103.29 103.30 103.31 103.32 103.33 104.1 104.2 104.3 104.4 104.5 104.6 104.7 104.8 104.9 104.10 104.11 104.12 104.13 104.14 104.15 104.16 104.17 104.18 104.19 104.20 104.21 104.22 104.23 104.24 104.25 104.26 104.27 104.28 104.29 104.30 104.31 104.32 105.1 105.2 105.3 105.4 105.5 105.6 105.7 105.8 105.9 105.10 105.11 105.12 105.13 105.14 105.15 105.16 105.17 105.18 105.19 105.20 105.21 105.22 105.23 105.24 105.25 105.26 105.27
105.28 105.29 105.30 105.31 105.32 106.1 106.2 106.3 106.4 106.5 106.6 106.7 106.8 106.9 106.10 106.11 106.12 106.13 106.14 106.15 106.16 106.17 106.18 106.19 106.20
106.21 106.22 106.23 106.24 106.25 106.26 106.27 106.28 106.29 106.30 106.31 106.32 107.1 107.2 107.3 107.4 107.5 107.6 107.7 107.8 107.9 107.10 107.11 107.12 107.13 107.14 107.15 107.16
107.17 107.18 107.19 107.20 107.21 107.22 107.23 107.24 107.25 107.26 107.27 107.28 107.29 107.30 107.31 108.1 108.2 108.3 108.4 108.5 108.6 108.7 108.8 108.9 108.10 108.11 108.12 108.13 108.14 108.15 108.16 108.17 108.18 108.19 108.20 108.21 108.22 108.23 108.24
108.25 108.26 108.27 108.28 108.29 108.30 108.31 108.32 108.33 109.1 109.2 109.3 109.4 109.5 109.6 109.7 109.8 109.9 109.10 109.11 109.12 109.13 109.14 109.15 109.16 109.17 109.18 109.19 109.20 109.21 109.22 109.23 109.24 109.25 109.26 109.27 109.28 109.29 109.30 109.31 109.32 109.33 109.34 109.35 110.1 110.2 110.3 110.4 110.5 110.6 110.7 110.8 110.9 110.10 110.11 110.12 110.13 110.14 110.15 110.16 110.17 110.18 110.19 110.20 110.21 110.22 110.23 110.24 110.25 110.26 110.27 110.28 110.29 110.30 110.31 110.32 110.33 110.34 111.1 111.2 111.3 111.4 111.5 111.6 111.7 111.8 111.9 111.10 111.11 111.12 111.13 111.14
111.15 111.16 111.17 111.18 111.19 111.20 111.21
111.22
111.23 111.24 111.25 111.26 111.27 111.28 111.29 111.30 111.31 112.1 112.2 112.3 112.4 112.5 112.6 112.7 112.8 112.9
112.10
112.11 112.12 112.13 112.14 112.15 112.16 112.17 112.18 112.19 112.20 112.21 112.22 112.23 112.24 112.25 112.26 112.27 112.28 112.29 112.30 112.31 112.32 112.33 112.34 113.1 113.2 113.3 113.4 113.5 113.6 113.7 113.8 113.9 113.10 113.11 113.12 113.13 113.14 113.15 113.16 113.17 113.18 113.19 113.20 113.21 113.22 113.23 113.24 113.25 113.26 113.27 113.28 113.29 113.30 113.31 114.1 114.2 114.3 114.4 114.5 114.6 114.7 114.8 114.9 114.10 114.11 114.12 114.13 114.14 114.15 114.16 114.17 114.18 114.19 114.20 114.21 114.22 114.23 114.24 114.25 114.26 114.27 114.28 114.29 114.30 114.31 114.32 114.33 115.1 115.2 115.3 115.4 115.5 115.6 115.7 115.8
115.9 115.10 115.11
115.12 115.13 115.14 115.15 115.16 115.17 115.18 115.19 115.20 115.21 115.22 115.23 115.24 115.25 115.26 115.27 115.28 115.29 115.30 116.1 116.2 116.3 116.4 116.5 116.6 116.7 116.8 116.9 116.10 116.11 116.12 116.13 116.14 116.15 116.16 116.17 116.18 116.19 116.20 116.21 116.22 116.23 116.24 116.25 116.26 116.27 116.28
117.1 117.2
117.3 117.4 117.5 117.6 117.7 117.8 117.9 117.10 117.11 117.12 117.13 117.14 117.15 117.16 117.17 117.18 117.19
117.20
117.21 117.22 117.23 117.24 117.25 117.26 117.27 117.28 117.29 117.30 117.31 117.32 117.33 118.1 118.2 118.3 118.4 118.5 118.6 118.7 118.8 118.9 118.10 118.11 118.12 118.13 118.14 118.15 118.16 118.17 118.18 118.19 118.20 118.21 118.22 118.23 118.24 118.25 118.26 118.27 118.28 118.29 118.30 118.31 118.32 118.33 118.34 119.1 119.2 119.3 119.4 119.5 119.6 119.7 119.8 119.9 119.10 119.11 119.12 119.13 119.14 119.15 119.16 119.17 119.18 119.19 119.20 119.21 119.22 119.23 119.24 119.25 119.26 119.27 119.28 119.29 119.30 119.31 119.32 119.33
119.34
120.1 120.2 120.3 120.4 120.5 120.6 120.7 120.8 120.9 120.10 120.11 120.12 120.13 120.14 120.15 120.16 120.17 120.18 120.19 120.20 120.21 120.22 120.23 120.24 120.25 120.26 120.27 120.28 120.29 120.30 120.31 120.32 121.1 121.2
121.3 121.4 121.5 121.6 121.7 121.8 121.9 121.10 121.11
121.12
121.13 121.14 121.15 121.16 121.17 121.18 121.19 121.20 121.21 121.22 121.23 121.24 121.25 121.26 121.27 121.28
121.29 121.30 121.31
122.1 122.2 122.3 122.4 122.5 122.6 122.7 122.8 122.9 122.10 122.11 122.12 122.13 122.14
122.15 122.16
122.17 122.18 122.19 122.20 122.21 122.22 122.23
122.24
122.25 122.26 122.27 122.28 122.29 122.30 122.31 122.32 123.1 123.2 123.3 123.4 123.5 123.6 123.7 123.8 123.9 123.10 123.11 123.12 123.13 123.14 123.15 123.16 123.17 123.18 123.19 123.20 123.21 123.22 123.23 123.24 123.25 123.26 123.27 123.28 123.29 123.30 123.31 124.1
124.2 124.3
124.4 124.5 124.6 124.7 124.8 124.9 124.10 124.11 124.12 124.13 124.14 124.15 124.16 124.17 124.18 124.19 124.20 124.21 124.22 124.23 124.24 124.25 124.26 124.27 124.28
124.29 124.30 124.31 125.1 125.2 125.3 125.4 125.5 125.6 125.7 125.8 125.9 125.10
125.11 125.12 125.13 125.14 125.15 125.16 125.17
125.18
125.19 125.20 125.21
125.22 125.23
125.24 125.25 125.26 125.27 125.28 125.29 126.1 126.2 126.3 126.4 126.5 126.6 126.7 126.8 126.9 126.10 126.11 126.12 126.13 126.14 126.15 126.16 126.17 126.18 126.19 126.20 126.21 126.22 126.23 126.24 126.25
126.26 126.27
126.28 126.29 126.30 126.31 126.32
127.1 127.2
127.3 127.4 127.5 127.6 127.7 127.8 127.9 127.10 127.11 127.12 127.13
127.14
127.15 127.16 127.17 127.19 127.18 127.21 127.20
127.22 127.23 127.24 127.26 127.25 127.28 127.27
128.1 128.2 128.3 128.4 128.5 128.6 128.7 128.8 128.9 128.10 128.11 128.12 128.13 128.14 128.15 128.16 128.17 128.18 128.19 128.20 128.21 128.22 128.23 128.24 128.25 128.26 128.27 128.28 128.29 128.30 128.31 128.32 129.1 129.2 129.3 129.4 129.5 129.6 129.7 129.8 129.9 129.10 129.11 129.12 129.13 129.14 129.15 129.16 129.17 129.18 129.19 129.20 129.21 129.22
129.23 129.24
129.25 129.26 129.27 129.28 129.29 129.30 130.1 130.2 130.3 130.4 130.5 130.6 130.7 130.8 130.9 130.10 130.11 130.12 130.13 130.14 130.15 130.16 130.17 130.18 130.19 130.20 130.21 130.22 130.23 130.24 130.25 130.26 130.27 130.28 130.29 130.30 130.31 130.32 130.33 130.34 131.1 131.2
131.3 131.4 131.5 131.6 131.7 131.8 131.9 131.10 131.11 131.12 131.13 131.14 131.15 131.16 131.17 131.18 131.19
131.20 131.21 131.22 131.23 131.24 131.25 131.26 131.27 131.28 131.29
131.30
132.1 132.2 132.3 132.4 132.5 132.6 132.7 132.8 132.9 132.10 132.11 132.12 132.13 132.14 132.15 132.16 132.17 132.18 132.19 132.20 132.21 132.22 132.23 132.24 132.25 132.26 132.27 132.28 132.29 132.30 132.31 133.1 133.2
133.3 133.4 133.5 133.6 133.7 133.8 133.9 133.10 133.11 133.12 133.13 133.14 133.15 133.16 133.17 133.18 133.19 133.20 133.21 133.22 133.23 133.24 133.25 133.26 133.27 133.28 133.29 133.30 133.31 134.1 134.2 134.3 134.4 134.5 134.6 134.7 134.8 134.9 134.10 134.11 134.12 134.13 134.14 134.15 134.16 134.17 134.18 134.19
134.20 134.21 134.22 134.23 134.24 134.25 134.26 134.27
134.28
134.29 134.30 134.31 134.32 135.1 135.2 135.3 135.4 135.5 135.6
135.7
135.8 135.9 135.10 135.11 135.12 135.13 135.14 135.15 135.16 135.17 135.18 135.19 135.20 135.21 135.22 135.23 135.24 135.25 135.26 135.27 135.28 135.29 136.1 136.2 136.3 136.4 136.5 136.6 136.7 136.8 136.9 136.10 136.11 136.12 136.13 136.14 136.15 136.16 136.17 136.18 136.19 136.20 136.21 136.22 136.23 136.24 136.25 136.26 136.27 136.28 136.29 136.30 137.1 137.2 137.3 137.4 137.5 137.6 137.7 137.8 137.9 137.10 137.11 137.12 137.13 137.14 137.15 137.16 137.17 137.18 137.19 137.20 137.21 137.22 137.23 137.24 137.25 137.26 137.27 137.28 137.29 137.30 138.1 138.2 138.3 138.4 138.5 138.6 138.7 138.8 138.9 138.10 138.11 138.12 138.13 138.14 138.15 138.16 138.17 138.18 138.19 138.20 138.21 138.22 138.23 138.24 138.25 138.26 138.27 138.28 138.29 138.30 138.31
139.1 139.2
139.3 139.4 139.5 139.6 139.7 139.8
139.9
139.10 139.11 139.12 139.13 139.14 139.15 139.16 139.17
139.18
139.19 139.20 139.21 139.22 139.23 139.24 139.25 139.26 139.27 139.28 139.29 139.30 139.31 139.32 140.1 140.2 140.3 140.4 140.5 140.6 140.7 140.8 140.9 140.10 140.11 140.12 140.13 140.14 140.15 140.16 140.17 140.18 140.19 140.20 140.21 140.22 140.23 140.24 140.25 140.26 140.27 140.28 140.29 140.30 141.1 141.2 141.3 141.4 141.5 141.6 141.7 141.8 141.9 141.10 141.11 141.12 141.13
141.14
141.15 141.16 141.17 141.18 141.19 141.20 141.21 141.22 141.23 141.24 141.25 141.26 141.27 141.28 141.29 141.30 141.31
142.1
142.2 142.3 142.4 142.5 142.6 142.7 142.8 142.9 142.10 142.11 142.12 142.13 142.14 142.15
142.16 142.17 142.18 142.19 142.20 142.21 142.22 142.23 142.24 142.25 142.26
142.27 142.28 142.29 142.30 142.31 143.1 143.2 143.3 143.4 143.5 143.6 143.7 143.8 143.9 143.10 143.11 143.12 143.13 143.14 143.15 143.16 143.17 143.18 143.19 143.20 143.21 143.22 143.23 143.24 143.25 143.26 143.27 143.28
143.29
144.1 144.2 144.3 144.4 144.5 144.6 144.7 144.8 144.9 144.10
144.11 144.12 144.13 144.14 144.15 144.16 144.17 144.18 144.19 144.20 144.21 144.22 144.23 144.24 144.25 144.26 144.27 144.28 144.29 144.30 144.31 144.32 145.1 145.2 145.3 145.4 145.5 145.6 145.7 145.8 145.9 145.10 145.11 145.12 145.13 145.14 145.15 145.16 145.17 145.18 145.19 145.20 145.21 145.22 145.23 145.24 145.25 145.26 145.27 145.28 145.29
146.1 146.2 146.3
146.4 146.5 146.6 146.7 146.8 146.9 146.10 146.11 146.12 146.13 146.14 146.15 146.16 146.17 146.18 146.19 146.20 146.21 146.22 146.23 146.24 146.25 146.26 146.27 146.28 146.29 147.1 147.2 147.3 147.4 147.5 147.6 147.7 147.8 147.9 147.10 147.11 147.12 147.13 147.14 147.15 147.16 147.17 147.18 147.19 147.20 147.21 147.22 147.23 147.24 147.25 147.26 147.27 147.28 147.29 147.30 147.31 147.32 148.1 148.2 148.3 148.4 148.5 148.6 148.7 148.8 148.9 148.10 148.11 148.12 148.13 148.14 148.15 148.16 148.17 148.18 148.19 148.20 148.21 148.22 148.23 148.24 148.25
149.1 149.2
149.3 149.4 149.5 149.6 149.7 149.8 149.9 149.10 149.11 149.12 149.13 149.14 149.15 149.16 149.17 149.18 149.19 149.20 149.21 149.22 149.23 149.24 149.25 149.26 149.27 149.28 149.29 149.30 149.31 149.32 150.1 150.2 150.3 150.4 150.5 150.6 150.7 150.8 150.9 150.10 150.11 150.12 150.13 150.14 150.15
150.16 150.17 150.18 150.19 150.20 150.21 150.22 150.23 150.24 150.25 150.26 150.27 150.28 150.29 150.30 150.31 150.32 151.1 151.2
151.3 151.4 151.5 151.6 151.7 151.8 151.9 151.10 151.11
151.12 151.13 151.14 151.15 151.16 151.17 151.18
151.19 151.20 151.21 151.22 151.23 151.24 151.25 151.26 151.27 151.28 151.29 151.30 151.31 151.32 152.1 152.2 152.3 152.4 152.5 152.6
152.7 152.8 152.9 152.10 152.12 152.11 152.13 152.14 152.15 152.16 152.17 152.18 152.19 152.20 152.21 152.22 152.23 152.24 152.25 152.26 152.27 152.28 152.29 152.30 153.1 153.2 153.3 153.4 153.5 153.6 153.7 153.8 153.9 153.10
153.11 153.12 153.13 153.14 153.15 153.16 153.17 153.18
153.19 153.20 153.21 153.22 153.23 153.24 153.25 153.26 153.27 153.28 153.29 153.30 154.1 154.2 154.3 154.4 154.5 154.6 154.7 154.8 154.9 154.10 154.11 154.12 154.13 154.14 154.15 154.16 154.17 154.18 154.19 154.20 154.21
154.22 154.23 154.24 154.25 154.26 154.27 154.28 154.29 155.1 155.2 155.3 155.4 155.5 155.6
155.7 155.8 155.9 155.10 155.11 155.12 155.13 155.14
155.15 155.16 155.17 155.18 155.19 155.20 155.21 155.22 155.23 155.24 155.25 155.26 155.27 155.28 155.29 155.30 156.1 156.2
156.3 156.4 156.5
156.6 156.7 156.8 156.9 156.10 156.12 156.11 156.13 156.14 156.15
156.16 156.17 156.18 156.19 156.20 156.21 156.23 156.22
156.24 156.25 156.26 156.27 156.29 156.28 156.30 157.1 157.2
157.3 157.4 157.5 157.6 157.7 157.9 157.8 157.10 157.11
157.12 157.13 157.14 157.15 157.16 157.18 157.17 157.19 157.20 157.21
157.22 157.23 157.24 157.25 157.26 157.28 157.27 157.29 157.30 157.31
158.1 158.2 158.3 158.4 158.5 158.7 158.6 158.8 158.9 158.10 158.11
158.12 158.13 158.14 158.15 158.16 158.18 158.17 158.19 158.20 158.21
158.22 158.23 158.24 158.25 158.26 158.28 158.27 158.29 158.30 158.31
159.1 159.2 159.3 159.4 159.5 159.7 159.6 159.8 159.9 159.10
159.11 159.12 159.13 159.14 159.15 159.16 159.18 159.17
159.19 159.20 159.21 159.22 159.23 159.25 159.24 159.26 159.27 159.28 160.1
160.2 160.3 160.4 160.5 160.6 160.8 160.7 160.9 160.10 160.11 160.12
160.13 160.14 160.15 160.16 160.17 160.19 160.18 160.20 160.21 160.22
160.23 160.24 160.25 160.26 160.27 160.28 160.30 160.29 161.1 161.2
161.3 161.4 161.5 161.6 161.7 161.9 161.8 161.10 161.11 161.12
161.13 161.14 161.15 161.16 161.17 161.19 161.18 161.20 161.21 161.22
161.23 161.24 161.25 161.26 161.27 161.29 161.28 161.30 162.1 162.2 162.3
162.4 162.5 162.6 162.7 162.8 162.10 162.9
162.11 162.12 162.13 162.14 162.15 162.17 162.16
162.18 162.19 162.20 162.21 162.22 162.24 162.23 162.25
162.26 162.27 162.28 162.29 162.30 162.32 162.31 163.1 163.2 163.3
163.4 163.5 163.6 163.7 163.8 163.10 163.9 163.11 163.12 163.13
163.14 163.15 163.16 163.17 163.18 163.20 163.19 163.21 163.22 163.23
163.24 163.25 163.26 163.27 163.28 163.30 163.29 163.31 164.1
164.2 164.3 164.4 164.5 164.6 164.8 164.7 164.9 164.10 164.11
A bill for an act
relating to education finance; providing funding for prekindergarten through grade
12 education; modifying provisions for general education, education excellence,
literacy, teachers, special education, facilities, nutrition, libraries, early childhood,
community education, and state agencies; making forecast adjustments; requiring
reports; appropriating money; amending Minnesota Statutes 2022, sections
119A.52; 120A.20, subdivision 1; 120B.11, subdivisions 1, 2; 120B.12; 120B.122,
subdivision 1; 121A.19; 121A.41, subdivision 7; 121A.582, subdivision 1;
122A.092, subdivision 5; 122A.183, subdivision 1; 122A.184, subdivision 1;
122A.185, subdivision 1; 122A.187, subdivision 5; 122A.31, subdivision 1;
122A.40, subdivisions 3, 5; 122A.41, subdivision 2, by adding a subdivision;
122A.415, subdivision 4; 122A.59; 122A.635; 122A.70; 122A.73, subdivisions
2, 3; 123B.147, subdivision 3; 123B.595, subdivision 3; 123B.92, subdivision 1;
124D.095, subdivisions 2, 7, 8; 124D.1158, as amended; 124D.128, subdivision
2; 124D.13, by adding a subdivision; 124D.151, subdivision 6; 124D.165,
subdivisions 2, 3; 124D.20, subdivisions 3, 5; 124D.2211; 124D.231; 124D.42,
subdivision 8; 124D.531, subdivisions 1, 4; 124D.55; 124D.56; 124D.59,
subdivision 2; 124D.65, subdivision 5; 124D.68, subdivision 2; 124D.74,
subdivision 3; 124D.81; 124D.98, by adding a subdivision; 124D.99, subdivisions
2, 3, 5; 125A.03; 125A.08; 125A.71, subdivision 1; 125A.76, subdivision 2e;
126C.05, subdivisions 1, 19; 126C.10, subdivisions 2, 2d, 2e, 4, 13, 13a, 14;
126C.12, by adding a subdivision; 126C.15, subdivision 2; 126C.17, by adding a
subdivision; 126C.40, subdivisions 1, 6; 126C.43, subdivision 2; 134.355,
subdivisions 1, 5, 6, 7; 256B.0625, subdivision 26; 268.085, subdivision 7; Laws
2021, First Special Session chapter 13, article 1, sections 9; 10, subdivisions 2, 3,
4, 5, 6, 7, 9; article 2, section 4, subdivisions 2, 3, 4, 12, 27; article 3, section 7,
subdivision 7; article 5, section 3, subdivisions 2, 3, 4; article 7, section 2,
subdivisions 2, 3; article 8, section 3, subdivisions 2, 3, 4; article 9, section 4,
subdivisions 5, 6, 12; article 10, section 1, subdivisions 2, 8; article 11, section 4,
subdivision 2; Laws 2023, chapter 18, section 4, subdivisions 2, 3; proposing
coding for new law in Minnesota Statutes, chapters 120B; 121A; 122A; 124D;
125A; 127A; 134; repealing Minnesota Statutes 2022, sections 122A.06, subdivision
4; 268.085, subdivision 8; Laws 2023, chapter 18, section 4, subdivision 5.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
ARTICLE 1
GENERAL EDUCATION
Section 1.
new text begin
[121A.212] ACCESS TO MENSTRUAL PRODUCTS.
new text end
new text begin
A school district or charter school must provide students access to menstrual products
at no charge. The products must be available to all menstruating students in restrooms
regularly used by students in grades 4 to 12 according to a plan developed by the school
district. For purposes of this section, "menstrual products" means pads, tampons, or other
similar products used in connection with the menstrual cycle.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective January 1, 2024.
new text end
Sec. 2.
Minnesota Statutes 2022, section 124D.095, subdivision 2, is amended to read:
Subd. 2.
Definitions.
For purposes of this section, the following terms have the meanings
given them.
(a) "Digital learning" deleted text begin isdeleted text end new text begin meansnew text end learning facilitated by technology that offers students an
element of control over the time, place, path, or pace of their learning and includes blended
and online learning.
(b) "Blended learning" deleted text begin isdeleted text end new text begin meansnew text end a form of digital learning that occurs when a student
learns part time in a supervised physical setting and part time through digital delivery of
instruction, or a student learns in a supervised physical setting where technology is used as
a primary method to deliver instruction.
(c) "Online learning" deleted text begin isdeleted text end new text begin meansnew text end a form of digital learning delivered by an approved online
learning provider under paragraph (d).
(d) "Online learning provider" deleted text begin isdeleted text end new text begin meansnew text end a school district, an intermediate school district,
an organization of two or more school districts operating under a joint powers agreement,
or a charter school located in Minnesota that provides online learning to students and is
approved by the department to provide online learning courses.
(e) "Student" deleted text begin isdeleted text end new text begin meansnew text end a Minnesota resident enrolled in a school under section 120A.22,
subdivision 4,new text begin or in a Tribal contract or grant school authorized to receive aid under section
124D.83new text end in kindergarten through grade 12.
(f) "Online learning student" deleted text begin isdeleted text end new text begin meansnew text end a student enrolled in an online learning course or
program delivered by an online learning provider under paragraph (d).
(g) "Enrolling district" means the school district or charter school in which a student is
enrolled under section 120A.22, subdivision 4, for purposes of compulsory attendance.
(h) "Supplemental online learning" means an online learning course taken in place of a
course period at a local district school.
(i) "Full-time online learning provider" means an enrolling school authorized by the
department to deliver comprehensive public education at any or all of the elementary, middle,
or high school levels.
(j) "Online learning course syllabus" deleted text begin isdeleted text end new text begin meansnew text end a written document that an online learning
provider transmits to the enrolling district using a format prescribed by the commissioner
to identify the state academic standards embedded in an online course, the course content
outline, required course assessments, expectations for actual teacher contact time and other
student-to-teacher communications, and the academic support available to the online learning
student.
Sec. 3.
Minnesota Statutes 2022, section 124D.095, subdivision 8, is amended to read:
Subd. 8.
Financial arrangements.
(a) For a student enrolled in an online learning course,
the department must calculate average daily membership and make payments according to
this subdivision.
(b) The initial online learning average daily membership equals 1/12 for each semester
course or a proportionate amount for courses of different lengths. The adjusted online
learning average daily membership equals the initial online learning average daily
membership times .88.
(c) No online learning average daily membership shall be generated if: (1) the student
does not complete the online learning course, or (2) the student is enrolled in online learning
provided by the enrolling district.
(d) Online learning average daily membership under this subdivision for a student
currently enrolled in a Minnesota public schoolnew text begin or in a Tribal contract or grant school
authorized to receive aid under section 124D.83new text end shall be used only for computing average
daily membership according to section 126C.05, subdivision 19, paragraph (a), clause (2),
and for computing online learning aid according to section 124D.096.
Sec. 4.
Minnesota Statutes 2022, section 124D.59, subdivision 2, is amended to read:
Subd. 2.
English learner.
(a) "English learner" means a pupil in kindergarten through
grade 12new text begin ; an early childhood special education student under Part B, section 619 of the
Individuals with Disabilities Education Act, United States Code, title 20, section 1419;new text end or
a prekindergarten student enrolled in an approved voluntary prekindergarten program under
section 124D.151 or a school readiness plus program who meets the requirements under
subdivision 2a or the following requirements:
(1) the pupil, as declared by a parent or guardian first learned a language other than
English, comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English; and
(2) the pupil is determined by a valid assessment measuring the pupil's English language
proficiency and by developmentally appropriate measures, which might include observations,
teacher judgment, parent recommendations, or developmentally appropriate assessment
instruments, to lack the necessary English skills to participate fully in academic classes
taught in English.
(b) A pupil enrolled in a Minnesota public school in any grade 4 through 12 who in the
previous school year took a commissioner-provided assessment measuring the pupil's
emerging academic English, shall be counted as an English learner in calculating English
learner pupil units under section 126C.05, subdivision 17, and shall generate state English
learner aid under section 124D.65, subdivision 5, if the pupil scored below the state cutoff
score or is otherwise counted as a nonproficient participant on the assessment measuring
the pupil's emerging academic English, or, in the judgment of the pupil's classroom teachers,
consistent with section 124D.61, clause (1), the pupil is unable to demonstrate academic
language proficiency in English, including oral academic language, sufficient to successfully
and fully participate in the general core curriculum in the regular classroom.
(c) Notwithstanding paragraphs (a) and (b), a pupil in new text begin early childhood special education
or new text end prekindergarten under section 124D.151, through grade 12 shall not be counted as an
English learner in calculating English learner pupil units under section 126C.05, subdivision
17, and shall not generate state English learner aid under section 124D.65, subdivision 5,
if:
(1) the pupil is not enrolled during the current fiscal year in an educational program for
English learners under sections 124D.58 to 124D.64; or
(2) the pupil has generated seven or more years of average daily membership in Minnesota
public schools since July 1, 1996.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2024 and later.
new text end
Sec. 5.
Minnesota Statutes 2022, section 124D.65, subdivision 5, is amended to read:
Subd. 5.
School district EL revenue.
(a) A district's English learner programs revenue
equals the new text begin sum of:
new text end
new text begin (1) the new text end product of deleted text begin (1) $704 times (2)deleted text end new text begin (i) $1,000 and (ii)new text end the greater of 20 or the adjusted
average daily membership of eligible English learners enrolled in the district during the
current fiscal yearnew text begin ;
new text end
new text begin
(2) $250 times the English learner pupil units under section 126C.05, subdivision 17;
and
new text end
new text begin
(3) the district's English learner cross subsidy aid. A district's English learner cross
subsidy aid under paragraph (b) equals:
new text end
new text begin
(i) 25 percent of the district's English learner cross subsidy for fiscal year 2024;
new text end
new text begin
(ii) 50 percent of the district's English learner cross subsidy for fiscal year 2025; and
new text end
new text begin (iii) 75 percent of the district's English learner cross subsidy for fiscal year 2026 and
laternew text end .
new text begin
(b) A district's English learner cross subsidy aid equals the greater of zero or the difference
between the district's expenditures for qualifying English learner services for the second
previous year and the district's English learner revenue for the second previous year.
new text end
deleted text begin (b)deleted text end new text begin (c)new text end A pupil ceases to generate state English learner aid in the school year following
the school year in which the pupil attains the state cutoff score on a commissioner-provided
assessment that measures the pupil's emerging academic English.
Sec. 6.
Minnesota Statutes 2022, section 126C.05, subdivision 1, is amended to read:
Subdivision 1.
Pupil unit.
Pupil units for each Minnesota resident pupil under the age
of 21 or who meets the requirements of section 120A.20, subdivision 1, paragraph (c), in
average daily membership enrolled in the district of residence, in another district under
sections 123A.05 to 123A.08, 124D.03, 124D.08, or 124D.68; in a charter school under
chapter 124E; or for whom the resident district pays tuition under section 123A.18, 123A.22,
123A.30, 123A.32, 123A.44, 123A.488, 123B.88, subdivision 4, 124D.04, 124D.05, 125A.03
to 125A.24, 125A.51, or 125A.65, shall be counted according to this subdivision.
(a) A prekindergarten pupil with a disability who is enrolled in a program approved by
the commissioner and has an individualized education program is counted as the ratio of
the number of hours of assessment and education service to 825 times 1.0 with a minimum
average daily membership of 0.28, but not more than 1.0 pupil unit.
(b) A prekindergarten pupil who is assessed but determined not to be disabled is counted
as the ratio of the number of hours of assessment service to 825 times 1.0.
deleted text begin
(c) A kindergarten pupil with a disability who is enrolled in a program approved by the
commissioner is counted as the ratio of the number of hours of assessment and education
services required in the fiscal year by the pupil's individualized education program to 875,
but not more than one.
deleted text end
deleted text begin (d)deleted text end new text begin (c)new text end A prekindergarten pupil who is not included in paragraph (a) or (b) and is enrolled
in an approved voluntary prekindergarten program under section 124D.151 is counted as
the ratio of the number of hours of instruction to 850 times 1.0, but not more than 0.6 pupil
units.
deleted text begin (e)deleted text end new text begin (d)new text end A kindergarten pupil deleted text begin who 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 end new 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 end new 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 end new 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)deleted text end new text begin (h)new text end deleted text begin For fiscal years 2018 through 2023,deleted text end A prekindergarten pupil who:
(1) is not included in paragraph (a), (b), or deleted text begin (d)deleted text end new text begin (c)new text end ;
(2) is enrolled in a school readiness plus program under Laws 2017, First Special Session
chapter 5, article 8, section 9; and
(3) has one or more of the risk factors specified by the eligibility requirements for a
school readiness plus program,
is counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more
than 0.6 pupil units. A pupil qualifying under this paragraph must be counted in the same
manner as a voluntary prekindergarten student for all general education and other school
funding formulas.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for fiscal year 2024 and later.
new text end
Sec. 7.
Minnesota Statutes 2022, section 126C.05, subdivision 19, is amended to read:
Subd. 19.
Online learning students.
(a) The average daily membership for a public
school pupil new text begin or a pupil enrolled in a school authorized to receive Tribal contract or grant
aid under section 124D.83 new text end generating online learning average daily membership according
to section 124D.095, subdivision 8, paragraph (b), equals the sum of: (1) the ratio of the
sum of the number of instructional hours the pupil is enrolled in a regular classroom setting
at the enrolling school to the actual number of instructional hours in the school year at the
enrolling school, plus (2) .12 times the initial online learning average daily membership
according to section 124D.095, subdivision 8, paragraph (b).
(b) When the sum of the average daily membership under paragraph (a) and the adjusted
online learning average daily membership under section 124D.095, subdivision 8, paragraph
(b), exceeds the maximum allowed for the student under subdivision 8 or 15, as applicable,
the average daily membership under paragraph (a) shall be reduced by the excess over the
maximum, but shall not be reduced below .12. The adjusted online learning average daily
membership according to section 124D.095, subdivision 8, paragraph (b), shall be reduced
by any remaining excess over the maximum.
Sec. 8.
Minnesota Statutes 2022, section 126C.10, subdivision 2, is amended to read:
Subd. 2.
Basic revenue.
The basic revenue for each district equals the formula allowance
times the adjusted pupil units for the school year. deleted text begin The formula allowance for fiscal year
2021 is $6,567. The formula allowance for fiscal year 2022 is $6,728.deleted text end The formula allowance
for fiscal year 2023 deleted text begin and laterdeleted text end is $6,863.new text begin The formula allowance for fiscal year 2024 is $7,138.
The formula allowance for fiscal year 2025 and later is $7,495.
new text end
Sec. 9.
Minnesota Statutes 2022, section 126C.10, subdivision 2e, is amended to read:
Subd. 2e.
Local optional revenue.
(a) deleted text begin For fiscal year 2021 and later,deleted text end Local optional
revenue for a school district equals the sum of the district's first tier local optional revenue
and second tier local optional revenue. A district's first tier local optional revenue equals
$300 times the adjusted pupil units of the district for that school year. A district's second
tier local optional revenue equals $424 times the adjusted pupil units of the district for that
school year.
(b) deleted text begin For fiscal year 2021 and later,deleted text end A district's local optional levy equals the sum of the
first tier local optional levy and the second tier local optional levy.
(c) A district's first tier local optional levy equals the district's first tier local optional
revenue times the lesser of one or the ratio of the district's referendum market value per
resident pupil unit to $880,000.
(d) deleted text begin For fiscal year 2022, a district's second tier local optional levy equals the district's
second tier local optional revenue times the lesser of one or the ratio of the district's
referendum market value per resident pupil unit to $510,000.deleted text end For fiscal year 2023, a district's
second tier local optional levy equals the district's second tier local optional revenue times
the lesser of one or the ratio of the district's referendum market value per resident pupil unit
to $548,842. For fiscal year 2024 deleted text begin and laterdeleted text end , a district's second tier local optional levy equals
the district's second tier local optional revenue times the lesser of one or the ratio of the
district's referendum market value per resident pupil unit to $510,000.new text begin For fiscal year 2025,
a district's second tier local optional levy equals the district's second tier local optional
revenue times the lesser of one or the ratio of the district's referendum market value per
resident pupil unit to $539,086. For fiscal year 2026, a district's second tier local optional
levy equals the district's second tier local optional revenue times the lesser of one or the
ratio of the district's referendum market value per resident pupil unit to $530,147. For fiscal
year 2027 and later, a district's second tier local optional levy equals the district's second
tier local optional revenue times the lesser of one or the ratio of the district's referendum
market value per resident pupil unit to $541,385.
new text end
(e) The local optional levy must be spread on referendum market value. A district may
levy less than the permitted amount.
(f) A district's local optional aid equals its local optional revenue minus its local optional
levy. If a district's actual levy for first or second tier local optional revenue is less than its
maximum levy limit for that tier, its aid must be proportionately reduced.
Sec. 10.
Minnesota Statutes 2022, section 126C.10, subdivision 4, is amended to read:
Subd. 4.
Basic skills revenue.
A school district's basic skills revenue equals the sum
of:
(1) compensatory revenue under subdivision 3; deleted text begin plusdeleted text end new text begin and
new text end
(2) English learner revenue under section 124D.65, subdivision 5deleted text begin ; plus
deleted text end
deleted text begin (3) $250 times the English learner pupil units under section 126C.05, subdivision 17deleted text end .
Sec. 11.
Minnesota Statutes 2022, section 126C.10, subdivision 13, is amended to read:
Subd. 13.
Total operating capital revenue.
(a) Total operating capital revenue for a
district equals the deleted text begin amount determined under paragraph (b) or (c), plusdeleted text end new text begin sum of:
new text end
new text begin (1)new text end $79 times the adjusted pupil units for the school yeardeleted text begin .deleted text end new text begin ;
new text end
new text begin
(2) the product of $109, the district's maintenance cost index, and its adjusted pupil units
for the school year plus the amount computed under paragraph (c); and
new text end
new text begin
(3) $2 times the adjusted pupil units of the school district for the school year for the
purposes of supplying menstrual products under subdivision 14, clause (26).
new text end
new text begin (b)new text end The revenuenew text begin under this subdivisionnew text end must be placed in a reserved account in the
general fund and may only be used according to subdivision 14.
deleted text begin
(b) Capital revenue for a district equals $109 times the district's maintenance cost index
times its adjusted pupil units for the school year.
deleted text end
(c) The revenuenew text begin under paragraph (a), clause (2),new text end for a district that operates a program
under section 124D.128, is increased by an amount equal to $31 times the number of adjusted
pupil units served at the site where the program is implemented.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2024 and later.
new text end
Sec. 12.
Minnesota Statutes 2022, section 126C.10, subdivision 13a, is amended to read:
Subd. 13a.
Operating capital levy.
new text begin (a) new text end To obtain operating capital revenue, a district
may levy an amount not more than the product of its operating capital revenuenew text begin computed
under subdivision 13, paragraph (a), clauses (1) and (2),new text end for the fiscal year times the lesser
of one or the ratio of its adjusted net tax capacity per adjusted pupil unit to the operating
capital equalizing factor.
new text begin (b)new text end The operating capital equalizing factor equals deleted text begin $23,902 for fiscal year 2020, $23,885
for fiscal year 2021, anddeleted text end $22,912 for fiscal deleted text begin year 2022 and laterdeleted text end new text begin years 2023 and 2024, $23,468
for fiscal year 2025, $23,359 for fiscal year 2026, and $23,372 for fiscal year 2027 and
laternew text end .
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2025 and later.
new text end
Sec. 13.
Minnesota Statutes 2022, section 126C.10, subdivision 14, is amended to read:
Subd. 14.
Uses of total operating capital revenue.
Total operating capital revenue may
be used only for the following purposes:
(1) to acquire land for school purposes;
(2) to acquire or construct buildings for school purposes;
(3) to rent or lease buildings, including the costs of building repair or improvement that
are part of a lease agreement;
(4) to improve and repair school sites and buildings, and equip or reequip school buildings
with permanent attached fixtures, including library media centers;
(5) for a surplus school building that is used substantially for a public nonschool purpose;
(6) to eliminate barriers or increase access to school buildings by individuals with a
disability;
(7) to bring school buildings into compliance with the State Fire Code adopted according
to chapter 299F;
(8) to remove asbestos from school buildings, encapsulate asbestos, or make
asbestos-related repairs;
(9) to clean up and dispose of polychlorinated biphenyls found in school buildings;
(10) to clean up, remove, dispose of, and make repairs related to storing heating fuel or
transportation fuels such as alcohol, gasoline, fuel oil, and special fuel, as defined in section
296A.01;
(11) for energy audits for school buildings and to modify buildings if the audit indicates
the cost of the modification can be recovered within ten years;
(12) to improve buildings that are leased according to section 123B.51, subdivision 4;
(13) to pay special assessments levied against school property but not to pay assessments
for service charges;
(14) to pay principal and interest on state loans for energy conservation according to
section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust
Fund Act according to sections 298.292 to deleted text begin 298.298deleted text end new text begin 298.297new text end ;
(15) to purchase or lease interactive telecommunications equipment;
(16) by board resolution, to transfer money into the debt redemption fund to: (i) pay the
amounts needed to meet, when due, principal and interest payments on certain obligations
issued according to chapter 475; or (ii) pay principal and interest on debt service loans or
capital loans according to section 126C.70;
(17) to pay operating capital-related assessments of any entity formed under a cooperative
agreement between two or more districts;
(18) to purchase or lease computers and related hardware, software, and annual licensing
fees, copying machines, telecommunications equipment, and other noninstructional
equipment;
(19) to purchase or lease assistive technology or equipment for instructional programs;
(20) to purchase textbooks as defined in section 123B.41, subdivision 2;
(21) to purchase new and replacement library media resources or technology;
(22) to lease or purchase vehicles;
(23) to purchase or lease telecommunications equipment, computers, and related
equipment for integrated information management systems for:
(i) managing and reporting learner outcome information for all students under a
results-oriented graduation rule;
(ii) managing student assessment, services, and achievement information required for
students with individualized education programs; and
(iii) other classroom information management needs;
(24) to pay personnel costs directly related to the acquisition, operation, and maintenance
of telecommunications systems, computers, related equipment, and network and applications
software; deleted text begin and
deleted text end
(25) to pay the costs directly associated with closing a school facility, including moving
and storage costsnew text begin ; and
new text end
new text begin (26) to pay the costs of supplies and equipment necessary to provide access to menstrual
products at no charge to students in restrooms and as otherwise needed in school facilitiesnew text end .
Sec. 14.
Minnesota Statutes 2022, section 126C.12, is amended by adding a subdivision
to read:
new text begin Subd. 7. new text end
new text begin Reporting. new text end
new text begin
A school district must annually report the district's class size ratios
by each grade to the commissioner of education in the form and manner specified by the
commissioner. The department must annually submit a report beginning December 1, 2024,
to the chairs and ranking minority members of the legislative committees with jurisdiction
over kindergarten through grade 12 education detailing the statewide ratios by grade starting
with the 2023-2024 school year.
new text end
Sec. 15.
Minnesota Statutes 2022, section 126C.15, subdivision 2, is amended to read:
Subd. 2.
Building allocation.
(a) A district or cooperative must allocatenew text begin at least 80
percent ofnew text end its compensatory revenue to each school building in the district or cooperative
where the children who have generated the revenue are served unless the school district or
cooperative has received permission under Laws 2005, First Special Session chapter 5,
article 1, section 50, to allocate compensatory revenue according to student performance
measures developed by the school board.
(b) deleted text begin Notwithstanding paragraph (a),deleted text end A district or cooperative may allocate deleted text begin up to 50deleted text end new text begin no
more than 20new text end percent of the amount of compensatory revenue that the district receives to
school sites according to a plan adopted by the school board. The money reallocated under
this paragraph must be spent for the purposes listed in subdivision 1, but may be spent on
students in any grade, including students attending school readiness or other prekindergarten
programs.
(c) For the purposes of this section and section 126C.05, subdivision 3, "building" means
education site as defined in section 123B.04, subdivision 1.
(d) Notwithstanding section 123A.26, subdivision 1, compensatory revenue generated
by students served at a cooperative unit shall be paid to the cooperative unit.
(e) A district or cooperative with school building openings, school building closings,
changes in attendance area boundaries, or other changes in programs or student demographics
between the prior year and the current year may reallocate compensatory revenue among
sites to reflect these changes. A district or cooperative must report to the department any
adjustments it makes according to this paragraph and the department must use the adjusted
compensatory revenue allocations in preparing the report required under section 123B.76,
subdivision 3, paragraph (c).
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2024 and later.
new text end
Sec. 16.
Minnesota Statutes 2022, section 126C.17, is amended by adding a subdivision
to read:
new text begin Subd. 9b. new text end
new text begin Renewal by school board. new text end
new text begin
(a) Notwithstanding the election requirements of
subdivision 9, a school board may renew an expiring referendum once by board action if:
new text end
new text begin
(1) the per-pupil amount of the referendum is the same as the amount expiring, or for
an expiring referendum that was adjusted annually by the rate of inflation, the same as the
per-pupil amount of the expiring referendum, adjusted annually for inflation in the same
manner as if the expiring referendum had continued;
new text end
new text begin
(2) the term of the renewed referendum is no longer than the initial term approved by
the voters; and
new text end
new text begin
(3) the school board, having taken a recorded vote, has adopted a written resolution
authorizing the renewal after holding a meeting and allowing public testimony on the
proposed renewal.
new text end
new text begin
(b) The resolution must be adopted by the school board by June 15 of any calendar year
and becomes effective 60 days after its adoption.
new text end
new text begin
(c) A referendum expires in the last fiscal year in which the referendum generates revenue
for the school district. A school board may renew an expiring referendum under this
subdivision not more than two fiscal years before the referendum expires.
new text end
new text begin
(d) A district renewing an expiring referendum under this subdivision must submit a
copy of the adopted resolution to the commissioner and to the county auditor no later than
September 1 of the calendar year in which the levy is certified.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
Sec. 17.
Minnesota Statutes 2022, section 126C.43, subdivision 2, is amended to read:
Subd. 2.
Payment to unemployment insurance program trust fund by state and
political subdivisions.
(a) A district may levy the amount necessary (1) to pay the district's
obligations under section 268.052, subdivision 1, and (2) to pay for job placement services
offered to employees who may become eligible for benefits pursuant to section 268.085 for
the fiscal year the levy is certified.new text begin A district must not include in its levy authority under
this section the costs associated with school employees under section 268.085, subdivision
7, paragraph (b).
new text end
(b) Districts with a balance remaining in their reserve for reemployment as of June 30,
2003, may not expend the reserved funds for future reemployment expenditures. Each year
a levy reduction must be made to return these funds to taxpayers. The amount of the levy
reduction must be equal to the lesser of: (1) the remaining reserved balance for reemployment,
or (2) the amount of the district's current levy under paragraph (a).
Sec. 18.
Minnesota Statutes 2022, section 268.085, subdivision 7, is amended to read:
Subd. 7.
School employees; between terms denial.
(a) Wage credits from employment
with an educational institution or institutions may not be used for unemployment benefit
purposes for any week during the period between two successive academic years or terms
if:
(1) the applicant had employment for an educational institution or institutions in the
prior academic year or term; and
(2) there is a reasonable assurance that the applicant will have employment for an
educational institution or institutions in the following academic year or term.
deleted text begin This paragraph applies to a vacation period or holiday recess if the applicant was
employed immediately before the vacation period or holiday recess, and there is a reasonable
assurance that the applicant will be employed immediately following the vacation period
or holiday recess.deleted text end This paragraph deleted text begin alsodeleted text end applies to the period between two regular but not
successive terms if there is an agreement for that schedule between the applicant and the
educational institution.
This paragraph does not apply if the subsequent employment is substantially less
favorable than the employment of the prior academic year or term, or the employment prior
to the vacation period or holiday recess.
(b) Paragraph (a) does not apply to deleted text begin an applicant who, at the end of the prior academic
year or term, had an agreement for a definite period of employment between academic years
or terms in other than an instructional, research, or principal administrative capacity and
the educational institution or institutions failed to provide that employment.deleted text end new text begin any week during
the period between two successive academic years or terms if an applicant worked at a
public school district, charter school, the Minnesota State Academies for the Deaf and Blind,
or Perpich Center for Arts Education in a capacity other than instructional, research, or
principal administrative capacity.
new text end
(c) deleted text begin If unemployment benefits are denied to any applicant under paragraph (a) who was
employed in the prior academic year or term in other than an instructional, research, or
principal administrative capacity and who was not offered an opportunity to perform the
employment in the following academic year or term, the applicant is entitled to retroactive
unemployment benefits for each week during the period between academic years or terms
that the applicant filed a timely continued request for unemployment benefits, but
unemployment benefits were denied solely because of paragraph (a).deleted text end new text begin Paragraph (a) applies
to a vacation period or holiday recess if the applicant was employed immediately before
the vacation period or holiday recess, and there is a reasonable assurance that the applicant
will be employed immediately following the vacation period or holiday recess, including
applicants who worked in a capacity other than instructional, research, or principal
administrative capacity.
new text end
(d) This subdivision applies to employment with an educational service agency if the
applicant performed the services at an educational institution or institutions. "Educational
service agency" means a governmental entity established and operated for the purpose of
providing services to one or more educational institutions.
(e) This subdivision applies to employment with Minnesota, a political subdivision, or
a nonprofit organization, if the services are provided to or on behalf of an educational
institution or institutions.
(f) Paragraph (a) applies beginning the Sunday of the week that there is a reasonable
assurance of employment.
(g) Employment and a reasonable assurance with multiple education institutions must
be aggregated for purposes of application of this subdivision.
(h) If all of the applicant's employment with any educational institution or institutions
during the prior academic year or term consisted of on-call employment, and the applicant
has a reasonable assurance of any on-call employment with any educational institution or
institutions for the following academic year or term, it is not considered substantially less
favorable employment.
(i) A "reasonable assurance" may be written, oral, implied, or established by custom or
practice.
(j) An "educational institution" is a school, college, university, or other educational entity
operated by Minnesota, a political subdivision or instrumentality thereof, or a nonprofit
organization.
(k) An "instructional, research, or principal administrative capacity" does not include
an educational assistant.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective May 28, 2023.
new text end
Sec. 19.
Laws 2021, First Special Session chapter 13, article 1, section 9, is amended to
read:
Sec. 9. ENGLISH LEARNER CROSS SUBSIDY REDUCTION AID.
(a) Notwithstanding Minnesota Statutes, section 124D.65, English learner aid is increased
by $2,000,000 per year for fiscal years 2022deleted text begin ,deleted text end new text begin andnew text end 2023deleted text begin , 2024, and 2025deleted text end . The commissioner
must allocate the aid to each school district and charter school based on the school district's
or charter school's proportionate share of English learner and concentration revenue under
Minnesota Statutes, section 126C.10, subdivision 4, clauses (2) and (3), for the preceding
fiscal year.
(b) Revenue under this section must be used and reserved as basic skills revenue
according to Minnesota Statutes, section 126C.15.
Sec. 20.
Laws 2021, First Special Session chapter 13, article 1, section 9, the effective
date, is amended to read:
EFFECTIVE DATE.
This section is effective for revenue in fiscal year 2022 and
expires at the end of fiscal year deleted text begin 2025deleted text end new text begin 2023new text end .
Sec. 21. new text begin REPORT.
new text end
new text begin
By January 15 of each year, the Department of Education, in consultation with the
Department of Employment and Economic Development, must report to the legislative
committees with jurisdiction over education about the annual reimbursable costs and the
number of hourly school workers receiving unemployment insurance benefits during the
summer term. To the extent possible, the report must categorize eligible employees by major
job class. The report must be filed according to Minnesota Statutes, section 3.195.
new text end
Sec. 22. new text begin APPROPRIATIONS.
new text end
new text begin Subdivision 1. new text end
new text begin Department of Education. new text end
new text begin
The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
new text end
new text begin Subd. 2. new text end
new text begin General education aid. new text end
new text begin
(a) For general education aid under Minnesota Statutes,
section 126C.13, subdivision 4:
new text end
|
new text begin
$ new text end |
new text begin
8,102,554,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
8,476,351,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $707,254,000 for 2023 and $7,395,300,000 for
2024.
new text end
new text begin
(c) The 2025 appropriation includes $772,528,000 for 2024 and $7,703,819,000 for
2025.
new text end
new text begin Subd. 3. new text end
new text begin Abatement aid. new text end
new text begin
(a) For abatement aid under Minnesota Statutes, section
127A.49:
new text end
|
new text begin
$ new text end |
new text begin
2,339,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
2,665,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $126,000 for 2023 and $2,213,000 for 2024.
new text end
new text begin
(c) The 2025 appropriation includes $245,000 for 2024 and $2,420,000 for 2025.
new text end
new text begin Subd. 4. new text end
new text begin Career and technical aid. new text end
new text begin
(a) For career and technical aid under Minnesota
Statutes, section 124D.4531, subdivision 1b:
new text end
|
new text begin
$ new text end |
new text begin
1,512,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
761,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $183,000 for 2023 and $1,329,000 for 2024.
new text end
new text begin
(c) The 2025 appropriation includes $147,000 for 2024 and $614,000 for 2025.
new text end
new text begin Subd. 5. new text end
new text begin Consolidation transition aid. new text end
new text begin
(a) For districts consolidating under Minnesota
Statutes, section 123A.485:
new text end
|
new text begin
$ new text end |
new text begin
187,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
290,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $7,000 for 2023 and $180,000 for 2024.
new text end
new text begin
(c) The 2025 appropriation includes $20,000 for 2024 and $270,000 for 2025.
new text end
new text begin Subd. 6. new text end
new text begin Enrollment options transportation. new text end
new text begin
For transportation of pupils attending
postsecondary institutions under Minnesota Statutes, section 124D.09, or for transportation
of pupils attending nonresident districts under Minnesota Statutes, section 124D.03:
new text end
|
new text begin
$ new text end |
new text begin
18,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
19,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin Subd. 7. new text end
new text begin Nonpublic pupil education aid. new text end
new text begin
(a) For nonpublic pupil education aid under
Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:
new text end
|
new text begin
$ new text end |
new text begin
22,354,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
24,121,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $1,925,000 for 2023 and $20,429,000 for 2024.
new text end
new text begin
(c) The 2025 appropriation includes $2,269,000 for 2024 and $21,852,000 for 2025.
new text end
new text begin Subd. 8. new text end
new text begin Nonpublic pupil transportation. new text end
new text begin
(a) For nonpublic pupil transportation aid
under Minnesota Statutes, section 123B.92, subdivision 9:
new text end
|
new text begin
$ new text end |
new text begin
22,248,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
24,709,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $2,115,000 for 2023 and $20,133,000 for 2024.
new text end
new text begin
(c) The 2025 appropriation includes $2,236,000 for 2024 and $22,473,000 for 2025.
new text end
new text begin Subd. 9. new text end
new text begin One-room schoolhouse. new text end
new text begin
For a grant to Independent School District No. 690,
Warroad, to operate the Angle Inlet School:
new text end
|
new text begin
$ new text end |
new text begin
65,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
65,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin Subd. 10. new text end
new text begin Pregnant and parenting pupil transportation reimbursement. new text end
new text begin
(a) To
reimburse districts for transporting pregnant or parenting pupils under Minnesota Statutes,
section 123B.92, subdivision 1, paragraph (b), clause (1), item (vi):
new text end
|
new text begin
$ new text end |
new text begin
55,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
55,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) To receive reimbursement, districts must apply using the form and manner of
application prescribed by the commissioner. If the appropriation is insufficient, the
commissioner must prorate the amount paid to districts seeking reimbursement.
new text end
new text begin
(c) Any balance in the first year does not cancel but is available in the second year.
new text end
Sec. 23. new text begin REPEALER.
new text end
new text begin
(a)
new text end
new text begin
Laws 2023, chapter 18, section 4, subdivision 5,
new text end
new text begin
is repealed.
new text end
new text begin
(b)
new text end
new text begin
Minnesota Statutes 2022, section 268.085, subdivision 8,
new text end
new text begin
is repealed.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
Paragraph (b) is effective May 28, 2023.
new text end
ARTICLE 2
EDUCATION EXCELLENCE
Section 1.
new text begin
[121A.201] MTSS AND COLLABORATIVE MINNESOTA
PARTNERSHIPS TO ADVANCE STUDENT SUCCESS (COMPASS).
new text end
new text begin
Beginning July 1, 2023, all Minnesota school districts and charter schools must be offered
training and support in implementing MTSS through the Department of Education
COMPASS team and the Department of Education's regional partners, the Minnesota Service
Cooperatives. COMPASS is the state school improvement model providing a statewide
system through which all districts and schools may receive support in the areas of literacy,
math, social-emotional learning, and mental health within the MTSS framework. The MTSS
framework is the state's systemic, continuous school improvement framework for ensuring
positive social, emotional, behavioral, developmental, and academic outcomes for every
student. MTSS provides access to layered tiers of culturally and linguistically responsive,
evidence-based practices. The MTSS framework relies on the understanding and belief that
every student can learn and thrive, and it engages an anti-bias and socially just approach to
examining policies and practices and ensuring equitable distribution of resources and
opportunity. The MTSS systemic framework requires:
new text end
new text begin
(1) a district-wide infrastructure consisting of effective leaders, collective efficacy among
staff, positive school climate, linked teams, and professional learning that supports continuous
improvement;
new text end
new text begin
(2) authentic engagement with families and communities to develop reciprocal
relationships and build new opportunities for students together;
new text end
new text begin
(3) multilayered tiers of culturally and linguistically responsive instruction and support
that allows every student the support they need to reach meaningful and rigorous learning
standards. Tiers of support include core (Tier 1), supplemental (Tier 2), and intensive (Tier
3) instruction levels;
new text end
new text begin
(4) valid and reliable assessment tools and processes to assess student and system
performance and inform necessary changes; and
new text end
new text begin
(5) a data-based decision-making approach in which problems are precisely defined and
analyzed, solutions address root causes, and implementation is monitored to ensure success.
The data-based problem-solving component of the MTSS framework consists of three major
subcomponents: accessible and integrated data, decision-making process, and system
performance.
new text end
Sec. 2.
Minnesota Statutes 2022, section 124D.095, subdivision 7, is amended to read:
Subd. 7.
Department of Education.
(a) The department must review and approve or
disapprove online learning providers within 90 calendar days of receiving an online learning
provider's completed application. The commissioner, using research-based standards of
quality for online learning programs, must review all approved online learning providers
on a cyclical three-year basis. Approved online learning providers annually must submit
program data to, confirm statements of assurances for, and provide program updates including
a current course list to the commissioner.
(b) The online learning courses and programs must be rigorous, aligned with state
academic standards, and contribute to grade progression in a single subject. The online
learning provider, other than a digital learning provider offering digital learning to its enrolled
students only under subdivision 4, paragraph (d), must give the commissioner written
assurance that: (1) all courses meet state academic standards; and (2) the online learning
curriculum, instruction, and assessment, expectations for actual teacher-contact time or
other student-to-teacher communication, and academic support meet nationally recognized
professional standards and are described as such in an online learning course syllabus that
meets the commissioner's requirements. Once an online learning provider is approved under
this paragraph, all of its online learning course offerings are eligible for payment under this
section unless a course is successfully challenged by an enrolling district or the department
under paragraph (c).
(c) An enrolling district may challenge the validity of a course offered by an online
learning provider. The department must review such challenges based on the approval
procedures under paragraph (b). The department may initiate its own review of the validity
of an online learning course offered by an online learning provider.
(d) The department may collect a fee not to exceed $250 for approving online learning
providers or $50 per course for reviewing a challenge by an enrolling district.
(e) The department must develop, publish, and maintain a list of online learning providers
that it has reviewed and approved.
(f) The department may review a complaint about an online learning provider, or a
complaint about a provider based on the provider's response to notice of a violation. If the
department determines that an online learning provider violated a law or rule, the department
may:
(1) create a compliance plan for the provider; or
(2) withhold funds from the provider under sections 124D.095, 124E.25, and 127A.42.
The department must notify an online learning provider in writing about withholding funds
and provide detailed calculations.
new text begin
(g) An online learning program fee administration account is created in the special
revenue fund. Funds retained under paragraph (d) shall be deposited in the account. Money
in the account is appropriated to the commissioner for costs associated with administering
and monitoring online and digital learning programs.
new text end
Sec. 3.
Minnesota Statutes 2022, section 124D.231, is amended to read:
124D.231 FULL-SERVICE COMMUNITY SCHOOLS.
Subdivision 1.
Definitions.
For the purposes of this section, the following terms have
the meanings given them.
(a) "Community organization" means a nonprofit organization that has been in existence
for three years or more and serves persons within the community surrounding the covered
school site on education and other issues.
(b) "Community school consortium" means a group of schools and community
organizations that propose to work together to plan and implement community school
programming.
(c) "Community school programming" means services, activities, and opportunities
described under subdivision 2, paragraph deleted text begin (g)deleted text end new text begin (f)new text end .
new text begin
(d) "Community-wide full-service community school leadership team" means a
district-level team that is responsible for guiding the vision, policy, resource alignment,
implementation, oversight, and goal setting for community school programs within the
district. This team shall include representatives from the district, including teachers, school
leaders, students, and family members from the eligible schools; community members;
system-level partners that include representatives from government agencies, relevant
unions, and nonprofit and other community-based partners; and, if applicable, the full-service
community school initiative director.
new text end
new text begin
(e) "Full-service community school initiative director" means a director responsible for
coordinating districtwide administrative and leadership assistance to community school
sites and site coordinators, including serving as chairperson for the district's community-wide
full-service community school leadership team; site coordinator support; data gathering and
evaluation; administration of partnership and data agreements, contracts, and procurement;
and grant administration.
new text end
deleted text begin (d)deleted text end new text begin (f)new text end "High-quality child care or early childhood education programming" means
educational programming for preschool-aged children that is grounded in research, consistent
with best practices in the field, and provided by licensed teachers.
deleted text begin (e)deleted text end new text begin (g)new text end "School site" means a school site at which an applicant has proposed or has been
funded to provide community school programming.
deleted text begin (f)deleted text end new text begin (h)new text end "Site coordinator" deleted text begin is an individualdeleted text end new text begin means a full-time staff member serving one
eligible schoolnew text end who is responsible for deleted text begin aligningdeleted text end new text begin the identification, implementation, and
coordination ofnew text end programming deleted text begin withdeleted text end new text begin to addressnew text end the needs of the school community identified
in the baseline analysis.
Subd. 2.
Full-service community school program.
(a) The commissioner shall provide
funding to new text begin districts and charter schools with new text end eligible school sites to plan, implement, and
improve full-service community schools. Eligible school sites must meet one of the following
criteria:
(1) the school is on a development plan for continuous improvement under section
120B.35, subdivision 2; or
(2) the school is in a district that has an achievement and integration plan approved by
the commissioner of education under sections 124D.861 and 124D.862.
(b) deleted text begin An eligible school site may receive up to $150,000 annually.deleted text end new text begin Districts and charter
schools may receive up to:
new text end
new text begin
(1) $100,000 for each eligible school available for up to one year to fund planning
activities, including convening a full-service community school leadership team, facilitating
family and community stakeholder engagement, conducting a baseline analysis, and creating
a full-service community school plan. At the end of this period, the school must submit a
full-service community school plan pursuant to paragraphs (d) and (e); and
new text end
new text begin (2) $200,000 annually for each eligible school for up to three years of implementation
of a full-service community school plan, pursuant to paragraphs (f) and (g). new text end School sites
receiving funding under this section shall hire or contract with a partner agency to hire a
site coordinator to coordinate services at each covered school site.new text begin Districts or charter schools
receiving funding under this section for three or more schools shall provide or contract with
a partner agency to provide a full-service community school initiative director.
new text end
deleted text begin
(c) Of grants awarded, implementation funding of up to $20,000 must be available for
up to one year for planning for school sites. At the end of this period, the school must submit
a full-service community school plan, pursuant to paragraph (g). If the site decides not to
use planning funds, the plan must be submitted with the application.
deleted text end
deleted text begin (d)deleted text end new text begin (c)new text end The commissioner shall consider additional school factors when dispensing funds
including: schools with significant populations of students receiving free or reduced-price
lunches; significant homeless and highly mobile rates; deleted text begin anddeleted text end equity among urban, suburban,
and greater Minnesota schoolsnew text begin ; and demonstrated success implementing full-service
community school programmingnew text end .
deleted text begin (e)deleted text end new text begin (d)new text end A school site must establish a new text begin full-service community new text end school leadership team
responsible for developing school-specific programming goals, assessing program needs,
and overseeing the process of implementing expanded programming deleted text begin at each covered sitedeleted text end .
The school leadership team shall have deleted text begin betweendeleted text end new text begin at leastnew text end 12 deleted text begin to 15deleted text end members and shall meet
the following requirements:
(1) at least 30 percent of the members are parentsnew text begin , guardians, or studentsnew text end and 30 percent
of the members are teachers at the school site and must include the school principal and
representatives from partner agencies; and
(2) the new text begin full-service community new text end school leadership team must be responsible for overseeing
the baseline analyses under paragraph deleted text begin (f)deleted text end new text begin (e) and the creation of a full-service community
school plan under paragraphs (f) and (g)new text end . A new text begin full-service community new text end school leadership team
must new text begin meet at least quarterly and new text end have ongoing responsibility for monitoring the development
and implementation of full-service community school operations and programming at the
school site and shall issue recommendations to schools on a regular basis and summarized
in an annual report. These reports shall also be made available to the public at the school
site and on school and district websites.
deleted text begin (f)deleted text end new text begin (e)new text end School sites must complete a baseline analysis prior to deleted text begin beginning programming
asdeleted text end new text begin the creation ofnew text end a full-service community schoolnew text begin plannew text end . The analysis shall include:
(1) a baseline analysis of needs at the school site, led by the school leadership team,
deleted text begin which shall includedeleted text end new text begin includingnew text end the following elements:
(i) identification of challenges facing the school;
(ii) analysis of the student body, including:
(A) number and percentage of students with disabilities and needs of these students;
(B) number and percentage of students who are English learners and the needs of these
students;
(C) number of students who are homeless or highly mobile; deleted text begin and
deleted text end
(D) number and percentage of students receiving free or reduced-price lunch and the
needs of these students;new text begin and
new text end
new text begin
(E) number and percentage of students by race and ethnicity;
new text end
(iii) analysis of enrollment and retention rates for students with disabilities, English
learners, homeless and highly mobile students, and students receiving free or reduced-price
lunch;
(iv) analysis of suspension and expulsion data, including the justification for such
disciplinary actions and the degree to which particular populations, includingdeleted text begin ,deleted text end but not limited
todeleted text begin ,deleted text end new text begin American Indian students andnew text end students of color, students with disabilities, students who
are English learners, and students receiving free or reduced-price lunch are represented
among students subject to such actions;
(v) analysis of school achievement data disaggregated by major demographic categories,
includingdeleted text begin ,deleted text end but not limited todeleted text begin ,deleted text end race, ethnicity, English learner status, disability status, and
free or reduced-price lunch status;
(vi) analysis of current parent engagement strategies and their success; and
(vii) evaluation of the need for and availability of deleted text begin wraparound servicesdeleted text end new text begin full-service
community school activitiesnew text end , including, but not limited to:
deleted text begin
(A) mechanisms for meeting students' social, emotional, and physical health needs,
which may include coordination of existing services as well as the development of new
services based on student needs; and
deleted text end
deleted text begin
(B) strategies to create a safe and secure school environment and improve school climate
and discipline, such as implementing a system of positive behavioral supports, and taking
additional steps to eliminate bullying;
deleted text end
new text begin
(A) integrated student supports that address out-of-school barriers to learning through
partnerships with social and health service agencies and providers, and may include medical,
dental, vision care, and mental health services or counselors to assist with housing,
transportation, nutrition, immigration, or criminal justice issues;
new text end
new text begin
(B) expanded and enriched learning time and opportunities, including before-school,
after-school, weekend, and summer programs that provide additional academic instruction,
individualized academic support, enrichment activities, and learning opportunities that
emphasize real-world learning and community problem solving and may include art, music,
drama, creative writing, hands-on experience with engineering or science, tutoring and
homework help, or recreational programs that enhance and are consistent with the school's
curriculum;
new text end
new text begin
(C) active family and community engagement that brings students' families and the
community into the school as partners in education and makes the school a neighborhood
hub, providing adults with educational opportunities that may include adult English as a
second language classes, computer skills, art, or other programs that bring community
members into the school for meetings or events; and
new text end
new text begin
(D) collaborative leadership and practices that build a culture of professional learning,
collective trust, and shared responsibility and include a school-based full-service community
school leadership team, a full-service community school site coordinator, a full-service
community school initiative director, a community-wide leadership team, other leadership
or governance teams, teacher learning communities, or other staff to manage the joint work
of school and community organizations;
new text end
(2) a baseline analysis of community assets deleted text begin and a strategic plan for utilizing and aligning
identified assets. This analysis should include, but is not limited to, adeleted text end new text begin , includingnew text end
documentation of individuals in the community, faith-based organizations, community and
neighborhood associations, colleges, hospitals, libraries, businesses, and social service
agencies deleted text begin whodeleted text end new text begin thatnew text end may be able to provide support and resources; and
(3) a baseline analysis of needs in the community surrounding the school, led by the
school leadership team, includingdeleted text begin , but not limited todeleted text end :
(i) the need for high-quality, full-day child care and early childhood education programs;
(ii) the need for physical and mental health care services for children and adults; and
(iii) the need for job training and other adult education programming.
deleted text begin (g)deleted text end new text begin (f)new text end Each school site receiving funding under this section must deleted text begin establishdeleted text end new text begin develop a
full-service community school plan that utilizes and aligns district and community assets
and establishes services innew text end at least two of the following types of programming:
(1) early childhood:
(i) early childhood education; and
(ii) child care services;
(2) academic:
(i) academic support and enrichment activities, including expanded learning time;
(ii) summer or after-school enrichment and learning experiences;
(iii) job training, internship opportunities, and career counseling services;
(iv) programs that provide assistance to students who have been new text begin chronically absent,
new text end truant, suspended, or expelled; and
(v) specialized instructional support services;
(3) parental involvement:
(i) programs that promote parental involvement and family literacy;
(ii) parent leadership development activitiesnew text begin that empower and strengthen families and
communities, provide volunteer opportunities, or promote inclusion in school-based
leadership teamsnew text end ; and
(iii) parenting education activities;
(4) mental and physical health:
(i) mentoring and other youth development programs, including peer mentoring and
conflict mediation;
(ii) juvenile crime prevention and rehabilitation programs;
(iii) home visitation services by teachers and other professionals;
(iv) developmentally appropriate physical education;
(v) nutrition services;
(vi) primary health and dental care; and
(vii) mental health counseling services;
(5) community involvement:
(i) service and service-learning opportunities;
(ii) adult education, including instruction in English as a second language; and
(iii) homeless prevention services;
(6) positive discipline practices; and
(7) other programming designed to meet school and community needs identified in the
baseline analysis and reflected in the full-service community school plan.
deleted text begin (h)deleted text end new text begin (g)new text end The new text begin full-service community new text end school leadership team at each school site must
develop a full-service community school plan detailing the steps the school leadership team
will take, including:
(1) timely establishment and consistent operation of the school leadership team;
(2) maintenance of attendance records in all programming components;
(3) maintenance of measurable data showing annual participation and the impact of
programming on the participating children and adults;
(4) documentation of meaningful and sustained collaboration between the school and
community stakeholders, including local governmental units, civic engagement organizations,
businesses, and social service providers;
(5) establishment and maintenance of partnerships with institutions, such as universities,
hospitals, museums, or not-for-profit community organizations to further the development
and implementation of community school programming;
(6) ensuring compliance with the district nondiscrimination policy; and
(7) plan for school leadership team development.
Subd. 3.
Full-service community school review.
(a) deleted text begin Every three years,deleted text end A full-service
community school site must submit to the commissioner, and make available at the school
site and online, a report describing efforts to integrate community school programming at
each covered school site and the effect of the transition to a full-service community school
on participating children and adults. This report shall include, but is not limited to, the
following:
(1) an assessment of the effectiveness of the school site in development or implementing
the community school plan;
(2) problems encountered in the design and execution of the community school plan,
including identification of any federal, state, or local statute or regulation impeding program
implementation;
(3) the operation of the school leadership team and its contribution to successful execution
of the community school plan;
(4) recommendations for improving delivery of community school programming to
students and families;
(5) the number and percentage of students receiving community school programming
who had not previously been served;
(6) the number and percentage of nonstudent community members receiving community
school programming who had not previously been served;
(7) improvement in retention among students who receive community school
programming;
(8) improvement in academic achievement among students who receive community
school programming;
(9) changes in student's readiness to enter school, active involvement in learning and in
their community, physical, social and emotional health, and student's relationship with the
school and community environment;
(10) an accounting of anticipated local budget savings, if any, resulting from the
implementation of the program;
(11) improvements to the frequency or depth of families' involvement with their children's
education;
(12) assessment of community stakeholder satisfaction;
(13) assessment of institutional partner satisfaction;
(14) the ability, or anticipated ability, of the school site and partners to continue to
provide services in the absence of future funding under this section;
(15) increases in access to services for students and their families; andnew text begin .
new text end
(16) the degree of increased collaboration among participating agencies and private
partners.
(b) Reports submitted under this section shall be evaluated by the commissioner with
respect to the following criteria:
(1) the effectiveness of the school or the community school consortium in implementing
the full-service community school plan, including the degree to which the school site
navigated difficulties encountered in the design and operation of the full-service community
school plan, including identification of any federal, state, or local statute or regulation
impeding program implementation;
(2) the extent to which the project has produced lessons about ways to improve delivery
of community school programming to students;
(3) the degree to which there has been an increase in the number or percentage of students
and nonstudents receiving community school programming;
(4) the degree to which there has been an improvement in retention of students and
improvement in academic achievement among students receiving community school
programming;
(5) local budget savings, if any, resulting from the implementation of the program;
(6) the degree of community stakeholder and institutional partner engagement;
(7) the ability, or anticipated ability, of the school site and partners to continue to provide
services in the absence of future funding under this section;
(8) increases in access to services for students and their families; and
(9) the degree of increased collaboration among participating agencies and private
partners.
Sec. 4.
new text begin
[124D.475] CREDIT FOR EMPLOYMENT WITH HEALTH CARE
PROVIDERS.
new text end
new text begin
Consistent with the career and technical pathways program, a student in grade 11 or 12
who is employed by an institutional long-term care or licensed assisted living facility, a
home and community-based services and supports provider, a hospital or health system
clinic, or a child care center may earn up to two elective credits each year toward graduation
under section 120B.024, subdivision 1, paragraph (a), clause (7), at the discretion of the
enrolling school district or charter school. A student may earn one elective credit for every
350 hours worked, including hours worked during the summer. A student who is employed
by an eligible employer must submit an application, in the form or manner required by the
school district or charter school, for elective credit to the school district or charter school
in order to receive elective credit. The school district or charter school must verify the hours
worked with the employer before awarding elective credit.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for the 2023-2024 school year and later.
new text end
Sec. 5.
Minnesota Statutes 2022, section 124D.74, subdivision 3, is amended to read:
Subd. 3.
Enrollment of other children; shared time enrollment.
To the extent deleted text begin it is
economically feasibledeleted text end new text begin that the unique educational and culturally related academic needs of
American Indian people are met and American Indian student accountability factors are the
same or higher than their non-American Indian peersnew text end , a district or participating school may
make provision for the voluntary enrollment of non-American Indian children in the
instructional components of an American Indian education program in order that they may
acquire an understanding of the cultural heritage of the American Indian children for whom
that particular program is designed. However, in determining eligibility to participate in a
program, priority must be given to American Indian children. American Indian children
deleted text begin and other childrendeleted text end enrolled in an existing nonpublic school system may be enrolled on a
shared time basis in American Indian education programs.
Sec. 6.
Minnesota Statutes 2022, section 124D.81, is amended to read:
124D.81 AMERICAN INDIAN EDUCATION AID.
Subdivision 1.
Procedures.
A school district, charter school,new text begin cooperative unit as defined
in section 123A.24, subdivision 2,new text end or American Indian-controlled Tribal contract or grant
school enrolling at least 20 American Indian students on October 1 of the previous school
year deleted text begin and operating an American Indian education program according to section 124D.74deleted text end is
eligible fornew text begin Americannew text end Indian education aid if it meets the requirements of this section.
Programs may provide for contracts for the provision of program components by nonsectarian
nonpublic, community, Tribal, charter, or alternative schools. The commissioner shall
prescribe the form and manner of application for aids, and no aid shall be made for a program
not complying with the requirements of sections 124D.71 to 124D.82.
Subd. 2.
Plans.
To deleted text begin qualify fordeleted text end new text begin receivenew text end aid, an eligible district, charter school,new text begin cooperative
unit as defined in section 123A.24, subdivision 2,new text end or Tribal contract school must develop
and submit a plan for approval by the Indian education director that shall:
(a) Identify the measures to be used to meet the requirements of sections 124D.71 to
124D.82;
(b) Identify the activities, methods and programs to meet the identified educational needs
of the children to be enrolled in the program;
(c) Describe how district goals and objectives as well as the objectives of sections
124D.71 to 124D.82 are to be achieved;
(d) Demonstrate that required and elective courses as structured do not have a
discriminatory effect within the meaning of section 124D.74, subdivision 5;
(e) Describe how each school program will be organized, staffed, coordinated, and
monitored; and
(f) Project expenditures for programs under sections 124D.71 to 124D.82.
Subd. 2a.
American Indian education aid.
(a) The American Indian education aid for
an eligible districtnew text begin , cooperative unit,new text end or Tribal contract school equals the greater of (1) the
sum of deleted text begin $20,000deleted text end new text begin $40,000new text end plus the product of deleted text begin $358deleted text end new text begin $500new text end times the difference between the
number of American Indian students enrolled on October 1 of the previous school year and
20; or (2) if the district or school received a grant under this section for fiscal year 2015,
the amount of the grant for fiscal year 2015.
(b) Notwithstanding paragraph (a), the American Indian education aid must not exceed
the districtnew text begin , cooperative unit,new text end or Tribal contract school's actual expenditure according to the
approved plan under subdivision 2new text begin , except as provided in subdivision 2bnew text end .
new text begin Subd. 2b. new text end
new text begin Carry forward of funds. new text end
new text begin
Notwithstanding section 16A.28, if a school district
or Tribal contract school does not expend the full amount of its aid described in its plan and
received under this section in the designated fiscal year, the school district or Tribal contract
school may carry forward the remaining funds to the following fiscal year and is not subject
to an aid reduction only if:
new text end
new text begin
(1) the district is otherwise adhering to the plan developed under subdivision 2;
new text end
new text begin
(2) the American Indian education parent advisory committee for that school has approved
the carry forward; and
new text end
new text begin
(3) the school district reports the reason for the carry forward and describes the district's
intended actions to ensure the funds are expended in the following fiscal year. The district
must report this information to the Department of Education in the form and manner and
according to the timelines specified by the commissioner.
new text end
Subd. 3.
Additional requirements.
Each districtnew text begin or cooperative unitnew text end receiving aid under
this section must each year conduct a count of American Indian children in the schools of
the district; test for achievement; identify the extent of other educational needs of the children
to be enrolled in the American Indian education program; and classify the American Indian
children by grade, level of educational attainment, age and achievement. Participating
schools must maintain records concerning the needs and achievements of American Indian
children served.
Subd. 4.
Nondiscrimination; testing.
In accordance with recognized professional
standards, all testing and evaluation materials and procedures utilized for the identification,
testing, assessment, and classification of American Indian children must be selected and
administered so as not to be racially or culturally discriminatory and must be valid for the
purpose of identifying, testing, assessing, and classifying American Indian children.
Subd. 5.
Records.
Participating schools deleted text begin anddeleted text end new text begin ,new text end districtsnew text begin , and cooperative unitsnew text end must keep
records and afford access to them as the commissioner finds necessary to ensure that
American Indian education programs are implemented in conformity with sections 124D.71
to 124D.82. Each school districtnew text begin , cooperative unit,new text end or participating school must keep accurate,
detailed, and separate revenue and expenditure accounts for deleted text begin pilotdeleted text end American Indian education
programs funded under this section.
Subd. 6.
Money from other sources.
A districtnew text begin , cooperative unit,new text end or participating school
providing American Indian education programs shall be eligible to receive moneys for these
programs from other government agencies and from private sources when the moneys are
available.
Subd. 7.
Exceptions.
Nothing in sections 124D.71 to 124D.82 shall be construed as
prohibiting a districtnew text begin , cooperative unit,new text end or school from implementing an American Indian
education program which is not in compliance with sections 124D.71 to 124D.82 if the
proposal and plan for that program is not funded pursuant to this section.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment for
aid for fiscal year 2024 and later.
new text end
Sec. 7. new text begin INNOVATIVE INCUBATOR SERVICE-LEARNING GRANTS.
new text end
new text begin Subdivision 1. new text end
new text begin Definitions. new text end
new text begin
(a) For the purposes of this section, the following terms have
the meanings given.
new text end
new text begin
(b) "Eligible school" means a school district or school site operated by a school district,
charter school, or Tribal contract or grant school eligible for state aid under Minnesota
Statutes, section 124D.83, or cooperative unit under Minnesota Statutes, section 123A.24,
subdivision 2.
new text end
new text begin
(c) "Eligible service-learning partnership" means a partnership that includes an eligible
school and at least one community-based organization, community education program, state
or federal agency, or political subdivision. An eligible service-learning partnership may
include other individuals or entities, such as a postsecondary faculty member or institution,
parent, other community member, local business or business organization, or local media
representative. A school district member in an eligible service-learning partnership may
participate in the partnership through a community education program established under
Minnesota Statutes, section 124D.19.
new text end
new text begin Subd. 2. new text end
new text begin Establishment; eligibility criteria; application requirements. new text end
new text begin
(a) A technical
assistance and grant program is established to initiate or expand and strengthen innovative
service-learning opportunities for students in kindergarten through grade 12; increase student
engagement and academic achievement; help close the academic achievement gap and the
community, college, and career opportunity gaps; and create a positive school climate and
safer schools and communities.
new text end
new text begin
(b) At least one teacher, administrator, or program staff member and at least one
service-learning specialist, service-learning coordinator, curriculum specialist, or other
qualified employee employed by an eligible school and designated to develop and share
expertise in implementing service-learning best practices must work with students to form
a student-adult partnership. Before developing and submitting a grant application to the
department, a participating student must work with at least one adult who is part of the
initial partnership to identify a need or opportunity to pursue through a service-learning
partnership and invite at least one partner to collaborate in developing and submitting a
grant application. The fiscal agent for the grant to an eligible service-learning partnership
is an eligible school that is a member of the partnership or has a program that is a member
of the partnership.
new text end
new text begin
(c) An eligible service-learning partnership receiving an innovation service-learning
grant must:
new text end
new text begin
(1) include at least two or more enrolled students; two or more school employees of an
eligible school in accordance with paragraph (b); and an eligible community-based
organization, community education program, state or federal agency, or political subdivision;
and
new text end
new text begin
(2) assist students to:
new text end
new text begin
(i) actively participate in service-learning experiences that meet identified student and
community needs or opportunities;
new text end
new text begin
(ii) operate collaboratively with service-learning partnership members;
new text end
new text begin
(iii) align service-learning experiences with at least one state or local academic standard,
which may include a local career and technical education standard;
new text end
new text begin
(iv) apply students' knowledge and skills in their community and help solve community
problems or address community opportunities;
new text end
new text begin
(v) foster students' civic engagement; and
new text end
new text begin
(vi) explore or pursue career pathways and support career and college readiness.
new text end
new text begin
(d) An eligible service-learning partnership interested in receiving a grant must apply
to the commissioner of education in the form and manner determined by the commissioner.
The partnership must work with an eligible school. Consistent with this subdivision, the
application must describe the eligible service-learning partnership plan to:
new text end
new text begin
(1) incorporate student-designed and student-led service-learning into the school
curriculum or specific courses or across subject areas;
new text end
new text begin
(2) provide students with instruction and experiences using service-learning best practices
during the regular school day with an option to supplement their service-learning experiences
outside of the school day;
new text end
new text begin
(3) align service-learning experiences with at least one state or local academic standard,
which may include a local career or technical education standard, and at least one goal of
the world's best workforce in accordance with Minnesota Statutes, section 120B.11, or the
state plan submitted and approved under the most recent reauthorization of the Elementary
and Secondary Education Act;
new text end
new text begin
(4) make implementing service-learning best practices an educational priority;
new text end
new text begin
(5) provide student-designed, student-led service-learning experiences that help meet
community needs or develop or advance community opportunities; and
new text end
new text begin
(6) identify at least one eligible school teacher, administrator, or program staff member
and at least one service-learning specialist, service-learning coordinator, curriculum specialist,
or other qualified eligible school employee designated to develop and share expertise in
implementing service-learning best practices to work with students to form a student-adult
partnership that includes at least one community-based organization, community education
program, state or federal agency, or political subdivision.
new text end
new text begin Subd. 3. new text end
new text begin Innovation grants. new text end
new text begin
The commissioner of education must award up to 32 grants
of up to $50,000 each to allow eligible partnerships to provide student-designed, student-led
service-learning opportunities consistent with this section. Grant awards must be equitably
distributed throughout Minnesota by congressional district. The commissioner may designate
start-up or leader grant categories with differentiated maximum grant dollar amounts up to
$50,000. A grantee designated as a leader grantee may be required to meet additional leader
grant requirements as established by the commissioner in the grant application criteria
developed by the commissioner. In order to receive a grant, a partnership must provide a
50 percent match in funds or in-kind contributions unless the commissioner waives the
match requirement for an applicant serving a high number of students whose families meet
federal poverty guidelines. A partnership grantee must allocate the grant amount according
to its grant application. The partnership must convey 50 percent of the actual grant amount
to at least one community-based organization, community education program, state or
federal agency, or political subdivision to help implement or defray the direct costs of
carrying out the service-learning strategies and activities described in the partnership's grant
application.
new text end
new text begin Subd. 4. new text end
new text begin Report. new text end
new text begin
A grantee must report to the commissioner on the educational and
developmental outcomes of participating students and the eligible school's progress toward
meeting at least one goal of the world's best workforce goals in accordance with Minnesota
Statutes, section 120B.11, or the state plan submitted and approved under the most recent
reauthorization of the Elementary and Secondary Education Act. A grantee must report on
the community outcomes achieved through student service-learning experiences and the
corresponding student service activities. The commissioner must submit a report on
participating student and community outcomes under this section to the legislative committees
with jurisdiction over kindergarten through grade 12 education by February 15, 2025.
new text end
Sec. 8. new text begin PILOT PROGRAM TO IMPROVE EDUCATIONAL OUTCOMES AND
ACCOUNTABILITY.
new text end
new text begin Subdivision 1. new text end
new text begin Establishment. new text end
new text begin
The Department of Education must establish a pilot
program beginning in the 2023-2024 school year to redesign performance frameworks for
high schools to improve educational outcomes for students of color. The pilot program must
engage students, families, and community leaders in redesigning performance frameworks.
The performance frameworks must support schools in continuous improvement efforts and
use data to measure performance of students beyond tests scores, graduation rates, and the
world's best workforce goals.
new text end
new text begin Subd. 2. new text end
new text begin Performance measures. new text end
new text begin
For each school in the pilot program, the equity-focused
framework must:
new text end
new text begin
(1) measure total enrollment, including the percentage of enrolled students disaggregated
by characteristics of race and ethnicity, gender, age, economic disadvantage, disability,
homelessness, home language, number of schools attended, foster-system involvement, or
other categories required by the department;
new text end
new text begin
(2) describe basic needs support provided by the school to students, family members,
and community members;
new text end
new text begin
(3) measure the number of students who receive support of the following types of
social-emotional and mental health support: (i) individual meetings with licensed mental
health professionals; (ii) peer support groups; (iii) referrals to community resources; and
(iv) other social-emotional and mental health services provided by the school;
new text end
new text begin
(4) describe flexible, personalized, and innovative instruction provided by the school;
new text end
new text begin
(5) describe culturally and real-life relevant curriculum provided by the school, including
students learning about the experiences of People of Color through a contextually accurate
history of Minnesota's Indigenous people;
new text end
new text begin
(6) measure the number and percentage of students provided opportunities for student
identity development, including cultural identity;
new text end
new text begin
(7) measure the number and percentage of students provided opportunities for student
career exploration and preparation;
new text end
new text begin
(8) measure the number and percentage of students participating in at least one
extracurricular activity;
new text end
new text begin
(9) measure the number of restorative-justice interventions and the number of referrals,
suspensions, and expulsions per school;
new text end
new text begin
(10) describe family engagement practices by the school;
new text end
new text begin
(11) describe community engagement practices by the school; and
new text end
new text begin
(12) describe teacher and staff training about antiracism, anti-bias, or equity, and the
average weekly time provided for teacher and staff collaboration.
new text end
new text begin Subd. 3. new text end
new text begin Reports. new text end
new text begin
(a) By July 1, 2024, the commissioner of education must submit a
report to the chairs and ranking minority members of the legislative committees with
jurisdiction over kindergarten through grade 12 education detailing the effectiveness of the
first year of the pilot program and recommendations for improvement in future years.
new text end
new text begin
(b) By July 1, 2025, the commissioner of education must submit a report to the chairs
and ranking minority members of the legislative committees with jurisdiction over
kindergarten through grade 12 education detailing the effectiveness of the pilot program
after two years, including details on school implementation and performance measures on
each of the criteria listed under subdivision 2.
new text end
Sec. 9. new text begin APPROPRIATIONS.
new text end
new text begin Subdivision 1. new text end
new text begin Department of Education. new text end
new text begin
The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
new text end
new text begin Subd. 2. new text end
new text begin Achievement and integration aid. new text end
new text begin
(a) For achievement and integration aid
under Minnesota Statutes, section 124D.862:
new text end
|
new text begin
$ new text end |
new text begin
83,330,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
84,232,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $8,172,000 for 2023 and $75,158,000 for 2024.
new text end
new text begin
(c) The 2025 appropriation includes $8,350,000 for 2024 and $75,882,000 for 2025.
new text end
new text begin Subd. 3. new text end
new text begin Alliance of Chicanos, Hispanics, and Latin Americans. new text end
new text begin
(a) For a grant to
the Alliance of Chicanos, Hispanics, and Latin Americans (ACHLA) for the Juntos Club
to support English language learners, low-income students, migrant students, and Latinx
students with improving English and math proficiency:
new text end
|
new text begin
$ new text end |
new text begin
300,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
200,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The base for fiscal year 2026 and later is $0.
new text end
new text begin Subd. 4. new text end
new text begin American Indian education aid. new text end
new text begin
(a) For American Indian education aid under
Minnesota Statutes, section 124D.81, subdivision 2a:
new text end
|
new text begin
$ new text end |
new text begin
17,949,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
19,266,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $1,159,000 for 2023 and $16,790,000 for 2024.
new text end
new text begin
(c) The 2025 appropriation includes $1,865,000 for 2024 and $17,401,000 for 2025.
new text end
new text begin Subd. 5. new text end
new text begin BARR Center. new text end
new text begin
(a) For grants to the Building Assets, Reducing Risks (BARR)
Center, to deliver an evidence-based, research-validated program to schools:
new text end
|
new text begin
$ new text end |
new text begin
5,000,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
new text begin
(b) Consistent with Minnesota Statutes, section 127A.20, the BARR Center must apply
for the grants in the form and manner specified by the commissioner of education. The
BARR Center must deliver an evidence-based, research-validated program that provides
school coaching support, professional development, and curriculum and resources over a
three-year period to each qualifying school site.
new text end
new text begin
(c) The BARR Center must select at least 18 schools to participate in the program. The
schools must be geographically balanced among urban, suburban, and rural schools, and
serve high concentrations of students in poverty or high concentrations of underrepresented
students, including students who are from Black, Indigenous, and People of Color
communities.
new text end
new text begin
(d) The grants to the BARR Center must be directed toward:
new text end
new text begin
(1) improving student social and emotional skills and engagement in school;
new text end
new text begin
(2) increasing opportunity and academic achievement for students of color and those
experiencing poverty;
new text end
new text begin
(3) improving teacher satisfaction and effectiveness; and
new text end
new text begin
(4) increasing the number of students who earn a high school diploma.
new text end
new text begin
(e) This is a onetime appropriation and is available until June 30, 2026.
new text end
new text begin Subd. 6. new text end
new text begin Charter school building lease aid. new text end
new text begin
(a) For building lease aid under Minnesota
Statutes, section 124E.22:
new text end
|
new text begin
$ new text end |
new text begin
94,320,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
98,166,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $9,047,000 for 2023 and $85,273,000 for 2024.
new text end
new text begin
(c) The 2025 appropriation includes $9,474,000 for 2024 and $88,692,000 for 2025.
new text end
new text begin Subd. 7. new text end
new text begin College entrance examination reimbursement. new text end
new text begin
(a) To reimburse districts for
the costs of college entrance examination fees for students who are eligible for free or
reduced-price meals who take the ACT or SAT test under Minnesota Statutes, section
120B.30, subdivision 1, paragraph (e):
new text end
|
new text begin
$ new text end |
new text begin
1,011,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
1,011,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 8. new text end
new text begin COMPASS and MTSS. new text end
new text begin
(a) To support the development and implementation
of the MTSS framework and the Collaborative Minnesota Partnerships to Advance Student
Success (COMPASS) school improvement model:
new text end
|
new text begin
$ new text end |
new text begin
5,075,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
5,076,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Of this amount, $2,951,000 in fiscal year 2024 and $2,952,000 in fiscal year 2025
are to support implementation of MTSS and COMPASS. Funds must be used to support
increased capacity at the Department of Education and the Minnesota Service Cooperatives
for implementation supports.
new text end
new text begin
(c) Of this amount, $2,124,000 each year is reserved for grants to school districts, charter
schools, and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision
2, for implementation of MTSS, including: hiring local MTSS coordinators; deferring costs
for personnel to participate in cohort activities and professional learning; and piloting a
Department of Education One Plan, the consolidation of multiple reporting structures to
streamline various applications, reports, and submissions by school districts and charter
schools. Up to five percent of this amount is available for program and grant administration.
new text end
new text begin
(d) The base for fiscal year 2026 and later is $14,968,000.
new text end
new text begin
(e) Up to five percent of the funds identified for grants is available for grant administration
costs.
new text end
new text begin
(f) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 9. new text end
new text begin Concurrent enrollment aid. new text end
new text begin
(a) For concurrent enrollment aid under Minnesota
Statutes, section 124D.091:
new text end
|
new text begin
$ new text end |
new text begin
4,000,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
4,000,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) If the appropriation is insufficient, the commissioner must proportionately reduce
the aid payment to each school district.
new text end
new text begin
(c) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 10. new text end
new text begin Early childhood literacy programs. new text end
new text begin
(a) For early childhood literacy programs
under Minnesota Statutes, section 119A.50, subdivision 3:
new text end
|
new text begin
$ new text end |
new text begin
7,950,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
7,950,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Up to $7,950,000 each year is for leveraging federal and private funding to support
AmeriCorps members serving in the Minnesota reading corps program established by
ServeMinnesota, including costs associated with training and teaching early literacy skills
to children ages three through grade 3 and evaluating the impact of the program under
Minnesota Statutes, sections 124D.38, subdivision 2, and 124D.42, subdivision 6.
new text end
new text begin
(c) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 11. new text end
new text begin Emergency medical training. new text end
new text begin
(a) For grants to offer high school students
courses in emergency medical services:
new text end
|
new text begin
$ new text end |
new text begin
1,000,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
1,000,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) A school district, charter school, or cooperative unit under Minnesota Statutes, section
123A.24, subdivision 2, may apply for a grant under this section to offer enrolled students
emergency medical services courses approved by the Minnesota Emergency Medical Services
Regulatory Board to prepare students to take the emergency medical technician certification
test, including an emergency medical services course that is a prerequisite to an emergency
medical technician course.
new text end
new text begin
(c) A grant recipient may use grant funds to partner with a district, charter school,
cooperative unit, postsecondary institution, political subdivision, or entity with expertise in
emergency medical services, including health systems, hospitals, ambulance services, and
health care providers to offer an emergency medical services course.
new text end
new text begin
(d) Eligible uses of grant funds include teacher salaries, transportation, equipment costs,
emergency medical technician certification test fees, and student background checks.
new text end
new text begin
(e) To the extent practicable, the commissioner must award half of the grant funds to
applicants outside of the seven-county metropolitan area, and 30 percent of the grant funds
to applicants with high concentrations of students of color.
new text end
new text begin
(f) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin
(g) The base for fiscal year 2026 is $0.
new text end
new text begin Subd. 12. new text end
new text begin Examination fees; teacher training and support programs. new text end
new text begin
(a) For students'
advanced placement and international baccalaureate examination fees under Minnesota
Statutes, section 120B.13, subdivision 3, and the training and related costs for teachers and
other interested educators under Minnesota Statutes, section 120B.13, subdivision 1:
new text end
|
new text begin
$ new text end |
new text begin
4,500,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
4,500,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The advanced placement program shall receive 75 percent of the appropriation each
year and the international baccalaureate program shall receive 25 percent of the appropriation
each year. The department, in consultation with representatives of the advanced placement
and international baccalaureate programs selected by the Advanced Placement Advisory
Council and International Baccalaureate Minnesota, respectively, shall determine the amounts
of the expenditures each year for examination fees and training and support programs for
each program.
new text end
new text begin
(c) Notwithstanding Minnesota Statutes, section 120B.13, subdivision 1, at least $500,000
each year is for teachers to attend subject matter summer training programs and follow-up
support workshops approved by the advanced placement or international baccalaureate
programs. The amount of the subsidy for each teacher attending an advanced placement or
international baccalaureate summer training program or workshop shall be the same. The
commissioner shall determine the payment process and the amount of the subsidy.
new text end
new text begin
(d) The commissioner shall pay all examination fees for all students of low-income
families under Minnesota Statutes, section 120B.13, subdivision 3, and to the extent of
available appropriations, shall also pay examination fees for students sitting for an advanced
placement examination, international baccalaureate examination, or both.
new text end
new text begin
(e) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 13. new text end
new text begin Full-service community schools. new text end
new text begin
(a) For grants to school districts and charter
schools to plan or expand the full-service community schools programs under Minnesota
Statutes, section 124D.231:
new text end
|
new text begin
$ new text end |
new text begin
14,500,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Up to five percent of this appropriation is available for grant administration costs.
new text end
new text begin
(c) This is a onetime appropriation and is available through June 30, 2027.
new text end
new text begin Subd. 14. new text end
new text begin Girls Taking Action grant. new text end
new text begin
(a) For a grant to the Girls Taking Action program
to enable Girls Taking Action to continue to provide and expand metropolitan-area school
and community-based programs that encourage and support low-income girls of color:
new text end
|
new text begin
$ new text end |
new text begin
1,500,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
new text begin
(b) Of the appropriated funds, $1,000,000 must be used to sustain 16 current Girls Taking
Action program sites, and to expand to an additional four sites in inner-ring suburban
communities with growing ethnic diversity among students.
new text end
new text begin
(c) Of the appropriated funds, $500,000 must be used to sustain three community-based
Girls Taking Action programs for Asian, East African, and Latina girls in Hennepin, Ramsey,
and Dakota Counties, and to expand an additional two community-based programs in these
counties to reach Native American and African American girls.
new text end
new text begin
(d) Girls Taking Action programs supported by these funds must include programs
focused on:
new text end
new text begin
(1) increasing academic performance, high school graduation rates, and enrollment in
postsecondary education for girls faced with social, demographic, racial, and economic
barriers and challenges;
new text end
new text begin
(2) increasing mentoring opportunities, literacy, career development, positive community
engagement, and the number of qualified female employees of color in the workforce
pipeline, particularly in science, technology, engineering, and mathematics fields;
new text end
new text begin
(3) providing coaching, mentoring, health and wellness counseling, resources to girls
whose experience with sexual assault has negatively impacted their academics and behavior,
and culturally sensitive therapy resources and counseling services to sexual assault victims;
and
new text end
new text begin
(4) increasing financial literacy and knowledge of options for financing college or
postsecondary education.
new text end
new text begin
(e) This is a onetime appropriation. Any balance in the first year does not cancel but is
available in the second year.
new text end
new text begin Subd. 15. new text end
new text begin
Grants to increase science, technology, engineering, and math course
offerings.
new text end
new text begin
(a) For grants to schools to encourage low-income and other underserved students
to participate in advanced placement and international baccalaureate programs according
to Minnesota Statutes, section 120B.132:
new text end
|
new text begin
$ new text end |
new text begin
250,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
250,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) To the extent practicable, the commissioner must distribute grant funds equitably
among geographic areas in the state, including schools located in greater Minnesota and in
the seven-county metropolitan area.
new text end
new text begin
(c) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 16. new text end
new text begin Innovation service learning grants. new text end
new text begin
(a) For innovative service-learning grants
under Minnesota Statutes, section 124D.501:
new text end
|
new text begin
$ new text end |
new text begin
1,000,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin
(c) The base for fiscal year 2026 and later is $0.
new text end
new text begin Subd. 17. new text end
new text begin Interdistrict desegregation or integration transportation grants. new text end
new text begin
For
interdistrict desegregation or integration transportation grants under Minnesota Statutes,
section 124D.87:
new text end
|
new text begin
$ new text end |
new text begin
14,992,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
16,609,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin Subd. 18. new text end
new text begin Junior Achievement North. new text end
new text begin
(a) For a grant to Junior Achievement North to
expand access to its financial literacy programming for elementary and secondary students:
new text end
|
new text begin
$ new text end |
new text begin
500,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
500,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The grant awarded under this section must be consistent with the procedures for
evidence-based education grants under Minnesota Statutes, section 127A.20.
new text end
new text begin
(c) Junior Achievement North must use the grant proceeds to expand the number of
students who participate in Junior Achievement North's financial literacy programs, career
readiness programs, and entrepreneurship programs with a focus on expanding opportunities
for underserved students. To the extent practicable, programming must be provided in an
equitable manner to students in greater Minnesota.
new text end
new text begin
(d) In addition to other reporting requirements, and subject to Minnesota Statutes, section
3.195, by February 1 of each year Junior Achievement North receives an appropriation,
Junior Achievement North must report to the chairs and ranking minority members of the
legislative committees with jurisdiction over education on activities funded by this
appropriation. The report must include but is not limited to: information about the operations
of Junior Achievement North, including its most recent audit; a description of the financial
literacy, career readiness, and entrepreneurship programs offered during the year;
participation and demographic information about the students and schools served by the
program; and a description of partnerships with other financial literacy organizations.
new text end
new text begin
(e) The base for fiscal year 2026 and later is $0.
new text end
new text begin Subd. 19. new text end
new text begin Literacy incentive aid. new text end
new text begin
(a) For literacy incentive aid under Minnesota Statutes,
section 124D.98:
new text end
|
new text begin
$ new text end |
new text begin
42,234,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
42,502,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $4,606,000 for 2023 and $37,628,000 for 2024.
new text end
new text begin
(c) The 2025 appropriation includes $4,180,000 for 2024 and $38,322,000 for 2025.
new text end
new text begin Subd. 20. new text end
new text begin Minnesota Center for the Book programming. new text end
new text begin
(a) For grants to the entity
designated by the Library of Congress as the Minnesota Center for the Book to provide
statewide programming related to the Minnesota Book Awards and for additional
programming throughout the state related to the Center for the Book designation:
new text end
|
new text begin
$ new text end |
new text begin
150,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
150,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The base for fiscal year 2026 and later is $0.
new text end
new text begin Subd. 21. new text end
new text begin Minnesota Council on Economic Education. new text end
new text begin
(a) For a grant to the Minnesota
Council on Economic Education:
new text end
|
new text begin
$ new text end |
new text begin
200,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
200,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The grant must be used to:
new text end
new text begin
(1) provide professional development to kindergarten through grade 12 teachers
implementing state graduation standards in learning areas related to economic education;
and
new text end
new text begin
(2) support the direct-to-student ancillary economic and personal finance programs that
teachers supervise and coach.
new text end
new text begin
(c) By February 15 of each year following the receipt of a grant, the Minnesota Council
on Economic Education must report to the commissioner of education the number and type
of in-person and online teacher professional development opportunities provided by the
Minnesota Council on Economic Education or its affiliated state centers. The report must
include a description of the content, length, and location of the programs; the number of
preservice and licensed teachers receiving professional development through each of these
opportunities; and summaries of evaluations of teacher professional opportunities.
new text end
new text begin
(d) The Department of Education must pay the full amount of the grant to the Minnesota
Council on Economic Education by August 15 of each fiscal year for which the grant is
appropriated. The Minnesota Council on Economic Education must submit its fiscal reporting
in the form and manner specified by the commissioner. The commissioner may request
additional information as necessary.
new text end
new text begin
(e) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin
(f) The base for fiscal year 2026 and later is $0.
new text end
new text begin Subd. 22. new text end
new text begin Minnesota Independence College and Community. new text end
new text begin
(a) For transfer to the
Office of Higher Education for grants to Minnesota Independence College and Community
for tuition reduction and institutional support:
new text end
|
new text begin
$ new text end |
new text begin
625,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
625,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin
(c) By January 15 of each year, Minnesota Independence College and Community must
submit a report detailing expenditures, activities, and outcomes to the commissioner and
the chairs and ranking minority members of the legislative committees with primary
jurisdiction over kindergarten through grade 12 education.
new text end
new text begin Subd. 23. new text end
new text begin Minnesota math corps program. new text end
new text begin
(a) For the Minnesota math corps program
under Minnesota Statutes, section 124D.42, subdivision 9:
new text end
|
new text begin
$ new text end |
new text begin
1,000,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
1,000,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin
(c) The base for fiscal year 2026 and later is $500,000.
new text end
new text begin Subd. 24. new text end
new text begin Minnesota Principals Academy. new text end
new text begin
(a) For grants to the University of Minnesota
College of Education and Human Development for the operation of the Minnesota Principals
Academy:
new text end
|
new text begin
$ new text end |
new text begin
200,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
200,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Of these amounts, $50,000 must be used to pay the costs of attendance for principals
and school leaders from schools identified for intervention under the state's accountability
system as implemented to comply with the federal Every Student Succeeds Act. To the
extent funds are available, the Department of Education is encouraged to use up to $200,000
of federal Title II funds to support additional participation in the Principals Academy by
principals and school leaders from schools identified for intervention under the state's
accountability system as implemented to comply with the federal Every Student Succeeds
Act.
new text end
new text begin
(c) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 25. new text end
new text begin Museums and education centers. new text end
new text begin
(a) For grants to museums and education
centers:
new text end
|
new text begin
$ new text end |
new text begin
1,241,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
1,241,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) $500,000 each year is for the Minnesota Children's Museum.
new text end
new text begin
(c) $50,000 each year is for the Children's Museum of Rochester.
new text end
new text begin
(d) $41,000 each year is for the Minnesota Academy of Science.
new text end
new text begin
(e) $50,000 each year is for the Headwaters Science Center.
new text end
new text begin
(f) $100,000 each year is for The Bakken Museum, Minneapolis.
new text end
new text begin
(g) $50,000 each year is for The Works, Bloomington.
new text end
new text begin
(h) $50,000 each year is for the WonderTrek Children's Museum, Brainerd-Baxter.
new text end
new text begin
(i) $50,000 each year is for the Duluth Children's Museum, Duluth.
new text end
new text begin
(j) $50,000 each year is for the Otter Cove Children's Museum, Fergus Falls.
new text end
new text begin
(k) $50,000 each year is for the Children's Discovery Museum, Grand Rapids.
new text end
new text begin
(l) $50,000 each year is for the Wheel and Cog Children's Museum, Hutchinson.
new text end
new text begin
(m) $50,000 each year is for the Children's Museum of Southern Minnesota, Mankato.
new text end
new text begin
(n) $50,000 each year is for the Great River Children's Museum, St. Cloud.
new text end
new text begin
(o) $50,000 each year is for the Village Children's Museum, Willmar.
new text end
new text begin
(p) $50,000 each year is for the Children's Discovery Museum, Breckenridge.
new text end
new text begin
(q) A recipient of a grant under this subdivision must use the funds to encourage and
increase access for historically underserved communities.
new text end
new text begin
(r) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin
(s) The base for fiscal year 2026 and later is $1,741,000. Of this amount, $741,000 is
for the museums and amounts indicated in paragraphs (b) to (f), and $1,000,000 is for the
museums in paragraphs (g) to (q) in the amount of $100,000 per museum.
new text end
new text begin Subd. 26. new text end
new text begin Native language revitalization grants to schools. new text end
new text begin
(a) For grants to school
districts and charter schools to offer language instruction in Dakota and Anishinaabe
languages or another language indigenous to the United States or Canada:
new text end
|
new text begin
$ new text end |
new text begin
7,500,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
7,500,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Grant amounts are to be determined based upon the number of schools within a
district implementing language courses. Eligible expenses include costs for teachers, program
supplies, and curricular resources.
new text end
new text begin
(c) Up to five percent of the grant amount is available for grant administration and
monitoring.
new text end
new text begin
(d) Up to $300,000 each year is for administrative and programmatic capacity at the
Department of Education.
new text end
new text begin
(e) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 27. new text end
new text begin Online music instruction grant. new text end
new text begin
(a) For a grant to MacPhail Center for Music
for the online music instruction program:
new text end
|
new text begin
$ new text end |
new text begin
300,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The MacPhail Center for Music must use the grant funds received under this
subdivision to:
new text end
new text begin
(1) partner with schools and early childhood centers to provide online music instruction
to students and children for the purpose of increasing student self-confidence, providing
students with a sense of community, and reducing individual stress. In applying for the
grant, MacPhail Center for Music must commit to providing at least a 30 percent match of
the funds allocated. MacPhail Center for Music must also include in the application the
measurable outcomes the applicant intends to accomplish with the grant funds;
new text end
new text begin
(2) partner with schools or early childhood centers that are designated Title I schools or
centers or are located in rural Minnesota, and may use the funds in consultation with the
music or early childhood educators in each school or early childhood center to provide
individual or small group music instruction, sectional ensembles or other group music
activities, music workshops, or early childhood music activities. At least half of the online
music programs must be in partnership with schools or early childhood centers located in
rural Minnesota. MacPhail Center for Music may use the funds awarded to supplement or
enhance an existing online music program within a school or early childhood center that
meets the criteria described in this clause; and
new text end
new text begin
(3) contract with a third-party entity to evaluate the success of the online music program.
The evaluation must include interviews with the music educators and students at the schools
and early childhood centers where an online music program was established. The results of
the evaluation must be submitted to the commissioner of education and to the chairs and
ranking minority members of the legislative committees with jurisdiction over education
policy and finance by December 15, 2026.
new text end
new text begin
(c) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin
(d) The base for fiscal year 2026 is $0.
new text end
new text begin Subd. 28. new text end
new text begin P-TECH schools. new text end
new text begin
(a) For P-TECH support grants under Minnesota Statutes,
section 124D.093, subdivision 5:
new text end
|
new text begin
$ new text end |
new text begin
791,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
791,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The amounts in this subdivision are for grants, including to a public-private
partnership that includes Independent School District No. 535, Rochester.
new text end
new text begin
(c) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 29. new text end
new text begin Pilot program to improve educational outcomes and accountability. new text end
new text begin
(a)
For a grant to Pillsbury United Communities to collaborate with the Department of Education
to implement the pilot program to improve educational outcomes and accountability under
article 1, section 8.
new text end
|
new text begin
$ new text end |
new text begin
150,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
150,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Up to $30,000 of the appropriation amount in each fiscal year may be retained to
monitor and administer the program.
new text end
new text begin
(c) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin
(d) The base for fiscal year 2026 and later is $0.
new text end
new text begin Subd. 30. new text end
new text begin Recovery program grants. new text end
new text begin
(a) For recovery program grants under Minnesota
Statutes, section 124D.695:
new text end
|
new text begin
$ new text end |
new text begin
750,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
750,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 31. new text end
new text begin Rural career and technical education consortium. new text end
new text begin
(a) For rural career and
technical education consortium grants:
new text end
|
new text begin
$ new text end |
new text begin
3,000,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
3,000,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 32. new text end
new text begin ServeMinnesota program. new text end
new text begin
(a) For funding ServeMinnesota programs under
Minnesota Statutes, sections 124D.37 to 124D.45:
new text end
|
new text begin
$ new text end |
new text begin
900,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
900,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) A grantee organization may provide health and child care coverage to the dependents
of each participant enrolled in a full-time ServeMinnesota program to the extent such
coverage is not otherwise available.
new text end
new text begin
(c) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 33. new text end
new text begin Starbase MN. new text end
new text begin
(a) For a grant to Starbase MN for a rigorous science,
technology, engineering, and math program providing students in grades 4 through 6 with
a multisensory learning experience and a hands-on curriculum in an aerospace environment
using state-of-the-art technology:
new text end
|
new text begin
$ new text end |
new text begin
500,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
500,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 34. new text end
new text begin Statewide testing and reporting system. new text end
new text begin
(a) For the statewide testing and
reporting system under Minnesota Statutes, section 120B.30:
new text end
|
new text begin
$ new text end |
new text begin
10,892,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
10,892,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin Subd. 35. new text end
new text begin Student organizations. new text end
new text begin
(a) For student organizations:
new text end
|
new text begin
$ new text end |
new text begin
868,000 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
868,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) $53,000 each year is for student organizations serving health occupations (HOSA).
new text end
new text begin
(c) $100,000 each year is for student organizations serving trade and industry occupations
(Skills USA, secondary and postsecondary).
new text end
new text begin
(d) $104,000 each year is for student organizations serving business occupations (BPA,
secondary and postsecondary).
new text end
new text begin
(e) $234,000 each year is for student organizations serving agriculture occupations (FFA,
PAS).
new text end
new text begin
(f) $185,000 each year is for student organizations serving family and consumer science
occupations (FCCLA). Notwithstanding Minnesota Rules, part 3505.1000, subparts 28 and
31, the student organizations serving FCCLA shall continue to serve students in grade 9
and below.
new text end
new text begin
(g) $138,000 each year is for student organizations serving marketing occupations (DECA
and DECA collegiate).
new text end
new text begin
(h) $54,000 each year is for the Minnesota Foundation for Student Organizations.
new text end
new text begin
(i) Any balance in the first year does not cancel but is available in the second year.
new text end
new text begin
(j) The base for fiscal year 2026 and later is $768,000. Of this amount:
new text end
new text begin
(1) $46,000 each year is for student organizations serving health occupations (HOSA);
new text end
new text begin
(2) $100,000 each year is for student organizations serving trade and industry occupations
(Skills USA, secondary and postsecondary);
new text end
new text begin
(3) $95,000 each year is for student organizations serving business occupations (BPA,
secondary and postsecondary);
new text end
new text begin
(4) $193,000 each year is for student organizations serving agriculture occupations (FFA,
PAS);
new text end
new text begin
(5) $185,000 each year is for student organizations serving family and consumer science
occupations (FCCLA). Notwithstanding Minnesota Rules, part 3505.1000, subparts 28 and
31, the student organizations serving FCCLA shall continue to serve students in grade 9
and below;
new text end
new text begin
(6) $109,000 each year is for student organizations serving marketing occupations (DECA
and DECA collegiate); and
new text end
new text begin
(7) $40,000 each year is for the Minnesota Foundation for Student Organizations.
new text end
new text begin Subd. 36. new text end
new text begin Tribal contract school aid. new text end
new text begin
(a) For Tribal contract school aid under Minnesota
Statutes, section 124D.83:
new text end
|
new text begin
$ new text end |
new text begin
2,585,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
2,961,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The 2024 appropriation includes $255,000 for 2023 and $2,330,000 for 2024.
new text end
new text begin
(c) The 2025 appropriation includes $258,000 for 2024 and $2,703,000 for 2025.
new text end
new text begin Subd. 37. new text end
new text begin Walkabouts program. new text end
new text begin
(a) For a grant to the regional centers of excellence
to provide an evidence-based, standards-aligned, kinesthetic learning platform using physical
activity to teach math, English, language arts, and literacy standards for prekindergarten
through grade 5 to improve academic performance and social-emotional learning:
new text end
|
new text begin
$ new text end |
new text begin
250,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
250,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) The regional centers of excellence must provide the ActivEd Walkabouts program
at no cost to schools. A school must apply for participation in the program in the form and
manner determined by the regional centers of excellence. To the extent practicable, the
regional centers of excellence must select schools that are identified for support under the
state accountability system and that are geographically distributed equitably throughout the
state.
new text end
new text begin
(c) The base for fiscal year 2026 and later is $0.
new text end
ARTICLE 3
READ ACT
Section 1.
Minnesota Statutes 2022, section 120B.11, subdivision 1, is amended to read:
Subdivision 1.
Definitions.
For the purposes of this section and section 120B.10, the
following terms have the meanings given them.
(a) "Instruction" means methods of providing learning experiences that enable a student
to meet state and district academic standards and graduation requirements including applied
and experiential learning.
(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.
(c) "World's best workforce" means striving to: meet school readiness goals; deleted text begin have all
third grade students achieve grade-level literacy;deleted text end close the academic achievement gap among
all racial and ethnic groups of students and between students living in poverty and students
not living in poverty; have all students attain career and college readiness before graduating
from high school; and have all students graduate from high school.
(d) "Experiential learning" means learning for students that includes career exploration
through a specific class or course or through work-based experiences such as job shadowing,
mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative
work experience, youth apprenticeship, or employment.
Sec. 2.
Minnesota Statutes 2022, section 120B.11, subdivision 2, is amended to read:
Subd. 2.
Adopting plans and budgets.
new text begin (a)new text end A school board, at a public meeting, shall
adopt a comprehensive, long-term strategic plan to support and improve teaching and
learning that is aligned with creating the world's best workforce and includes:
(1) clearly defined district and school site goals and benchmarks for instruction and
student achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);
(2) a process to assess and evaluate each student's progress toward meeting state and
local academic standards, assess and identify students to participate in gifted and talented
programs and accelerate their instruction, and adopt early-admission procedures consistent
with section 120B.15, and identifying the strengths and weaknesses of instruction in pursuit
of student and school success and curriculum affecting students' progress and growth toward
career and college readiness and leading to the world's best workforce;
(3) a system to periodically review and evaluate the effectiveness of all instruction and
curriculum, taking into account strategies and best practices, student outcomes, school
principal evaluations under section 123B.147, subdivision 3, students' access to effective
teachers who are members of populations underrepresented among the licensed teachers in
the district or school and who reflect the diversity of enrolled students under section 120B.35,
subdivision 3, paragraph (b), clause (2), and teacher evaluations under section 122A.40,
subdivision 8, or 122A.41, subdivision 5;
(4) strategies for improving instruction, curriculum, and student achievement, including
the English and, where practicable, the native language development and the academic
achievement of English learners;
(5) a process to examine the equitable distribution of teachers and strategies to ensure
low-income and minority children are not taught at higher rates than other children by
inexperienced, ineffective, or out-of-field teachers;
(6) education effectiveness practices that integrate high-quality instruction, rigorous
curriculum, technology, and a collaborative professional culture that develops and supports
teacher quality, performance, and effectiveness; and
(7) an annual budget for continuing to implement the district plan.
new text begin
(b) A school district is not required to include information regarding literacy in a plan
or report required under this section, except with regard to the academic achievement of
English learners.
new text end
Sec. 3.
new text begin
[120B.1119] TITLE; THE READ ACT.
new text end
new text begin
Sections 120B.12 to 120B.124 may be cited as the "Reading to Ensure Academic
Development Act" or the "Read Act."
new text end
Sec. 4.
Minnesota Statutes 2022, section 120B.12, is amended to read:
120B.12 deleted text begin READING PROFICIENTLY NO LATER THAN THE END OF GRADE
3deleted text end new text begin READ ACT GOAL AND INTERVENTIONSnew text end .
Subdivision 1.
Literacy goal.
new text begin (a) new text end The legislature seeks to have every child reading at
or above grade level deleted text begin no later than the end of grade 3,deleted text end new text begin every year, beginning in kindergarten,new text end
including deleted text begin Englishdeleted text end new text begin multilingualnew text end learnersdeleted text begin , and that teachers provide comprehensive,
scientifically baseddeleted text end new text begin and students receiving special education services. School leaders and
educators must provide evidence-based new text end reading instruction deleted text begin consistent with section 122A.06,
subdivision 4deleted text end new text begin through a focus on student mastery of the foundational reading skills of
phonemic awareness, phonics, and fluency, as well as the development of oral language,
vocabulary, and reading comprehension skills. Students must receive evidence-based
instruction that is proven to effectively teach children to read, consistent with sections
120B.12 to 120B.124new text end .
new text begin
(b) To meet this goal, each school district must provide teachers and instructional support
staff with responsibility for teaching reading with training on evidence-based reading
instruction that is approved by the Department of Education and CAREI. By 2025, a district
must provide the training to intervention teachers working with students in kindergarten
through grade 12, special education teachers, curriculum directors, instructional support
staff who provide reading instruction, and any staff who selects literacy instructional materials
for a district. By 2027, a district must provide the training to all classroom teachers of
students in a prekindergarten program, and in kindergarten through grade 3. The
commissioner may grant a district an extension to the deadlines in this paragraph.
new text end
new text begin
(c) Districts are strongly encouraged to adopt a MTSS framework. The framework should
include a process for monitoring student progress, evaluating program fidelity, and analyzing
student outcomes and needs in order to design and implement ongoing evidenced-based
instruction and interventions.
new text end
Subd. 2.
Identification; report.
(a) deleted text begin Each school district must identify before the end ofdeleted text end new text begin
Twice per year, each school district must screen every student enrolled innew text end kindergarten,
grade 1, deleted text begin anddeleted text end grade 2 deleted text begin all students who are not reading at grade leveldeleted text end new text begin , and grade 3 using a
screening tool approved by the Department of Educationnew text end . Students identified as not reading
at grade level by the end of kindergarten, grade 1, deleted text begin anddeleted text end grade 2new text begin , and grade 3, including
multilingual learners and students receiving special education services,new text end must be new text begin universally
new text end screeneddeleted text begin , in a locally determined mannerdeleted text end new text begin for mastery of foundational reading skills, including
phonemic awareness, phonics, decoding, fluency, oral languagenew text end , new text begin and new text end for characteristics of
dyslexianew text begin as measured by a screening tool approved by the Department of Educationnew text end .new text begin The
screening for characteristics of dyslexia may be integrated with universal screening for
mastery of foundational skills and oral language. A district must submit data on student
performance in kindergarten, grade 1, grade 2, and grade 3 on foundational reading skills,
including phonemic awareness, phonics, decoding, fluency, and oral language to the
Department of Education in the annual local literacy plan.
new text end
(b) Students in deleted text begin grade 3 or higher who demonstrate a reading difficulty to a classroom
teacherdeleted text end new text begin grades 4 and above, including multilingual learners and students receiving special
education services, who do not demonstrate mastery of foundational reading skills, including
phonemic awareness, phonics, decoding, fluency, and oral language,new text end must be screeneddeleted text begin , in
a locally determined manner,deleted text end new text begin using a screening tool approved by the Department of Educationnew text end
for characteristics of dyslexia, unless a different reason for the reading difficulty has been
identifiednew text begin , and must continue to receive evidence-based instruction, interventions, and
progress monitoring until the student achieves grade-level proficiencynew text end .
(c) Reading deleted text begin assessmentsdeleted text end new text begin screenersnew text end in English, and in the predominant languages of
district students where practicable, must identify and evaluate students' areas of academic
need related to literacy. The district also must monitor the progress and provide reading
instruction appropriate to the specific needs of deleted text begin Englishdeleted text end new text begin multilingualnew text end learners. The district
must use a locally adopted, developmentally appropriate, and culturally responsive deleted text begin assessmentdeleted text end new text begin
screenernew text end and annually report summary deleted text begin assessmentdeleted text end new text begin screenernew text end results to the commissioner by
July 1.
(d) The district also must deleted text begin annually report to the commissioner by July 1deleted text end new text begin include in its
literacy plan under subdivision 4a,new text end a summary of the district's efforts to screen deleted text begin anddeleted text end new text begin ,new text end identifynew text begin ,
and provide interventions tonew text end students who demonstrate characteristics of dyslexia deleted text begin usingdeleted text end new text begin as
measured by anew text end screening deleted text begin tools such as those recommended by the department's dyslexia
specialistdeleted text end new text begin tool approved by the Department of Education. Districts are strongly encouraged
to use the MTSS frameworknew text end . With respect to students screened or identified under paragraph
(a), the report must include:
(1) a summary of the district's efforts to screen for dyslexia;
(2) the number of students new text begin universally new text end screened for that reporting year; deleted text begin and
deleted text end
(3) the number of students demonstrating characteristics of dyslexia for that yeardeleted text begin .deleted text end new text begin ; and
new text end
deleted text begin (e) A studentdeleted text end new text begin (4) an explanation of how studentsnew text end identified under this subdivision deleted text begin must
bedeleted text end new text begin arenew text end provided with alternate instruction new text begin and interventions new text end under section 125A.56,
subdivision 1.
Subd. 2a.
Parent notification and involvement.
Schools, at least annually, must give
the parent of each student who is not reading at or above grade level timely information
about:
(1) the student's reading proficiency as measured by a locally adopted deleted text begin assessmentdeleted text end new text begin screener
approved by the Department of Educationnew text end ;
(2) reading-related services currently being provided to the student and the student's
progress; and
(3) strategies for parents to use at home in helping their student succeed in becoming
grade-level proficient in reading in English and in their native language.
A district may not use this section to deny a student's right to a special education
evaluation.
Subd. 3.
Intervention.
(a) For each student identified under subdivision 2, the district
shall provide reading intervention to accelerate student growth and reach the goal of reading
at or above grade level by the end of the current grade and school year. new text begin A district is
encouraged to provide reading intervention through a MTSS framework. new text end If a student does
not read at or above grade level by the end of deleted text begin grade 3deleted text end new text begin the current school yearnew text end , the district
must continue to provide reading intervention until the student reads at grade level. District
intervention methods shall encourage family engagement and, where possible, collaboration
with appropriate school and community programsdeleted text begin . Intervention methodsdeleted text end new text begin that specialize in
evidence-based instructional practices and measure mastery of foundational reading skills,
including phonemic awareness, phonics, decoding, fluency, and oral language. Interventionnew text end
may include, but deleted text begin aredeleted text end new text begin isnew text end not limited to, requiring new text begin student new text end attendance in summer school,
intensified reading instruction that may require that the student be removed from the regular
classroom for part of the school day, extended-day programs, or programs that strengthen
students' cultural connections.
(b) A deleted text begin schooldeleted text end district deleted text begin or charter schooldeleted text end 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 grade 3new text begin or a screener identified by the Department
of Education under section 120B.123new text end . The district or charter school must determine the
format of the personal learning plan in collaboration with the student's educators and other
appropriate professionals. The school must develop the learning plan in consultation with
the student's parent or guardian. The personal learning plan must new text begin include targeted instruction
and ongoing progress monitoring of the student's progress, and new text end address knowledge gaps
and skill deficiencies through strategies such as specific exercises and practices during and
outside of the regular school day, new text begin group interventions, new text end periodic assessmentsnew text begin or screenersnew text end ,
and reasonable timelines. The personal learning plan may include grade retention, if it is in
the student's best interestnew text begin ; a student may not be retained solely due to delays in literacy or
not demonstrating grade-level proficiencynew text end . A school must maintain and regularly update
and modify the personal learning plan until the student reads at grade level. This paragraph
does not apply to a student under an individualized education program.
Subd. 4.
Staff development.
new text begin
(a) A district must provide training that is evidence-based
to teachers and instructional staff in accordance with subdivision 1, paragraph (b). The
training must include teaching in the areas of phonemic awareness, phonics, vocabulary
development, reading fluency, reading comprehension, and culturally and linguistically
responsive pedagogy.
new text end
new text begin (b) new text end 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 languagedeleted text end new text begin explicit, systematic, evidence-basednew text end instruction new text begin on foundational reading
skills new text end in the five reading areas of phonemic awareness, phonics, fluency, vocabulary, and
comprehension as defined in section deleted text begin 122A.06, subdivision 4,deleted text end new text begin 120B.121 new text end and other
literacy-related areas including writing until the student achieves grade-level reading new text begin and
writing new text end proficiency;
(2) elementary teachers have sufficient training to provide deleted text begin comprehensive, scientifically
based readingdeleted text end new text begin school students with evidence-based readingnew text end and oral language instruction
that meets students' developmental, linguistic, and literacy needs using the intervention
methods or programs selected by the district for the identified students;
(3) licensed teachers employed by the district have regular opportunities to improve
reading and writing instruction;
(4) licensed teachers recognize students' diverse needs in cross-cultural settings and are
able to serve the oral language and linguistic needs of students who are deleted text begin Englishdeleted text end new text begin multilingualnew text end
learners by maximizing strengths in their native languages in order to cultivate students'
English language development, including oral academic language development, and build
academic literacy; and
(5) licensed teachers are well trained in culturally responsive pedagogy that enables
students to master content, develop skills to access content, and build relationships.
new text begin
(c) A district must provide staff in early childhood programs sufficient training to provide
children in early childhood programs with explicit, systematic instruction in phonological
and phonemic awareness; oral language, including listening comprehension; vocabulary;
and letter-sound correspondence.
new text end
Subd. 4a.
Local literacy plan.
(a) Consistent with this section, a school district must
adopt a local literacy plan to have every child deleted text begin reading at or above grade level no later than
the end ofdeleted text end new text begin in kindergarten through new text end grade 3, including deleted text begin English learnersdeleted text end new text begin multilingual learners
and students receiving special education services, demonstrate mastery of foundational
literacy skills and read proficiently, at or above grade level, at every grade. The plan must
be updated by August 1 each yearnew text end . The plan must be consistent with deleted text begin section 122A.06,
subdivision 4deleted text end new text begin the Read Actnew text end , and include the following:
(1) a process to assess students' level of reading proficiency and deleted text begin data to support the
effectiveness of an assessment used to screen and identify a student's level of reading
proficiencydeleted text end new text begin the screeners used, by school site and grade level, under section 120B.123new text end ;
(2) a process to notify and involve parents;
(3) a description of how schools in the district will determine the deleted text begin properdeleted text end new text begin targetednew text end reading
new text begin instruction that is evidence-based and includes an new text end 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 for students who are not reading at or above
grade level and progress monitoring to provide information on the effectiveness of the
intervention; deleted text begin and
deleted text end
(5) identification of staff development needs, including a program to meet those needsdeleted text begin .deleted text end new text begin ;
new text end
new text begin
(6) the literacy curriculum used by school site and grade level;
new text end
new text begin
(7) a statement of whether the district has adopted a MTSS framework; and
new text end
new text begin
(8) student data using the measures of foundational literacy skills and mastery identified
by the Department of Education and CAREI.
new text end
(b) The district must post its literacy plan on the official school district websitenew text begin and
submit it to the commissioner of education using the template developed by the commissioner
of education once it is availablenew text end .
new text begin
(c) By March 1, 2024, the commissioner of education must develop a streamlined template
for local literacy plans that meets the requirements of this subdivision and requires all
reading instruction and teacher training in reading instruction to be evidence-based. The
template must require a district to report information using the student categories required
in the commissioner's report under paragraph (d). The template must focus district resources
on improving students' foundational reading skills while reducing paperwork requirements
for teachers.
new text end
new text begin
(d) By December 1, 2025, the commissioner of education must submit a report to the
legislative committees with jurisdiction over prekindergarten through grade 12 education
summarizing the local literacy plans submitted to the commissioner. The summary must
include the following information:
new text end
new text begin
(1) the number of teachers and other staff that have completed training approved by the
Department of Education;
new text end
new text begin
(2) by school site and grade, the screeners used at the beginning and end of the school
year and the reading curriculum used; and
new text end
new text begin
(3) by school site and grade, using the measurements of foundational literacy skills and
mastery identified by the department and CAREI, both aggregated data and disaggregated
data using the student categories under section 120B.35, subdivision 3, paragraph (a), clause
(2).
new text end
Subd. 5.
deleted text begin Commissionerdeleted text end new text begin Approved screenersnew text end .
The commissioner deleted text begin shalldeleted text end new text begin mustnew text end recommend
to districts multiple deleted text begin assessmentdeleted text end new text begin screeningnew text end tools to assist districts and teachers with identifying
students under subdivision 2new text begin and to assess students' reading proficiency. The commissioner
must identify screeners that may be used for both purposesnew text end . The commissioner deleted text begin shalldeleted text end new text begin mustnew text end
also make available examples of nationally recognized and deleted text begin research-baseddeleted text end new text begin evidence-basednew text end
instructional methods or programs to districts to provide deleted text begin comprehensive, scientifically baseddeleted text end new text begin
evidence-basednew text end reading instruction and intervention under this section.
Sec. 5.
new text begin
[120B.121] READ ACT DEFINITIONS.
new text end
new text begin Subdivision 1. new text end
new text begin Read Act. new text end
new text begin
For purposes of sections 120B.12 to 120B.124, the following
terms have the meanings given.
new text end
new text begin Subd. 2. new text end
new text begin CAREI. new text end
new text begin
"CAREI" means the Center for Applied Research and Educational
Improvement at the University of Minnesota.
new text end
new text begin Subd. 3. new text end
new text begin District. new text end
new text begin
"District" means a school district, charter school, or cooperative unit
as defined in section 123A.24, subdivision 2.
new text end
new text begin Subd. 4. new text end
new text begin Evidence-based. new text end
new text begin
"Evidence-based" means the instruction or item described is
based on reliable, trustworthy, and valid evidence and has demonstrated a record of success
in increasing students' reading competency in the areas of phonemic awareness, phonics,
vocabulary development, reading fluency, and reading comprehension. Evidence-based
literacy instruction is explicit, systematic, evidence-based reading instruction that includes
the acquisition of language, phonological and phonemic awareness, phonics and decoding,
spelling, fluency, vocabulary, oral language, and comprehension that can be differentiated
to meet the needs of individual students. Evidence-based instruction does not include the
three-cueing system, as defined in subdivision 17.
new text end
new text begin Subd. 5. new text end
new text begin Fluency. new text end
new text begin
"Fluency" means the ability of students to read text accurately,
automatically, and with proper expression.
new text end
new text begin Subd. 6. new text end
new text begin Foundational reading skills. new text end
new text begin
"Foundational reading skills" includes
phonological and phonemic awareness, phonics and decoding, and fluency. Foundational
reading skills appropriate to each grade level must be mastered in kindergarten, grade 1,
grade 2, and grade 3. Struggling readers in grades 4 and above who do not demonstrate
mastery of grade-level foundational reading skills must continue to receive explicit,
systematic instruction to reach mastery.
new text end
new text begin Subd. 7. new text end
new text begin Literacy specialist. new text end
new text begin
"Literacy specialist" means a person licensed by the
Professional Educator Licensing and Standards Board as a teacher of reading, a special
education teacher, or a kindergarten through grade 6 teacher, who has completed professional
development approved by the Department of Education in structured literacy.
new text end
new text begin Subd. 8. new text end
new text begin Literacy lead. new text end
new text begin
"Literacy lead" means a literacy specialist with expertise in
working with educators as adult learners. A district literacy lead must support the district's
implementation of the Read Act; provide school-based coaching; support the implementation
of structured literacy, interventions, curriculum delivery, and teacher training; assist with
the development of personal learning plans; and train paraprofessionals and other support
staff to support classroom literacy instruction. A literacy lead may be employed by one
district, jointly by two or more districts, or may provide services to districts through a
partnership with the Regional Centers of Excellence or another district.
new text end
new text begin Subd. 9. new text end
new text begin MTSS. new text end
new text begin
"Multitiered system of support" or "MTSS" means a systemic, continuous
improvement framework for ensuring positive social, emotional, behavioral, developmental,
and academic outcomes for every student. The MTSS framework provides access to layered
tiers of culturally and linguistically responsive, evidence-based practices and relies on the
understanding and belief that every student can learn and thrive. Through a MTSS at the
core (Tier 1), supplemental (Tier 2), and intensive (Tier 3) levels, educators provide high
quality, evidence-based instruction and intervention that is matched to a student's needs;
progress is monitored to inform instruction and set goals and data is used for educational
decision making.
new text end
new text begin Subd. 10. new text end
new text begin Oral language. new text end
new text begin
"Oral language," also called "spoken language," includes
speaking and listening, and consists of five components, including phonology, morphology,
syntax, semantics, and pragmatics.
new text end
new text begin Subd. 11. new text end
new text begin Phonemic awareness. new text end
new text begin
"Phonemic awareness" means the ability to notice,
think about, and manipulate individual sounds in spoken syllables and words.
new text end
new text begin Subd. 12. new text end
new text begin Phonics instruction. new text end
new text begin
"Phonics instruction" means the explicit, systematic,
and direct instruction of the relationships between letters and the sounds they represent and
the application of this knowledge in reading and spelling.
new text end
new text begin Subd. 13. new text end
new text begin Progress monitoring. new text end
new text begin
"Progress monitoring" means using data collected to
inform whether interventions are working. Progress monitoring involves ongoing monitoring
of progress that quantifies rates of improvement and informs instructional practice and the
development of individualized programs using state-approved screening that is reliable and
valid for the intended purpose.
new text end
new text begin Subd. 14. new text end
new text begin Reading comprehension. new text end
new text begin
"Reading comprehension" means a function of
word recognition skills, which includes phonemic awareness and language comprehension
skills.
new text end
new text begin Subd. 15. new text end
new text begin Structured literacy. new text end
new text begin
"Structured literacy" means an approach to reading
instruction in which teachers carefully structure important literacy skills, concepts, and the
sequence of instruction to facilitate children's literacy learning and progress. Structured
literacy is characterized by the provision of systematic, explicit, sequential, and diagnostic
instruction in phonemic awareness, phonics, fluency, vocabulary and oral language
development, and reading comprehension.
new text end
new text begin Subd. 16. new text end
new text begin Three-cueing system. new text end
new text begin
"Three-cueing system," also known as "meaning
structure visual (MSV)," means a method that teaches students to use meaning, structure
and syntax, and visual cues when attempting to read an unknown word.
new text end
new text begin Subd. 17. new text end
new text begin Vocabulary development. new text end
new text begin
"Vocabulary development" means the process of
acquiring new words. A robust vocabulary improves all areas of communication: listening,
speaking, reading, and writing. Vocabulary growth is directly related to school achievement
and is a strong predictor for reading success.
new text end
Sec. 6.
Minnesota Statutes 2022, section 120B.122, subdivision 1, is amended to read:
Subdivision 1.
Purpose.
The department must employ a dyslexia specialist to provide
technical assistance for dyslexia and related disorders and to serve as the primary source of
information and support for schools in addressing the needs of students with dyslexia and
related disorders. The dyslexia specialist shall also act to increase professional awareness
and instructional competencies to meet the educational needs of students with dyslexia or
identified with risk characteristics associated with dyslexia and shall develop implementation
guidance and make recommendations to the commissioner consistent with deleted text begin section 122A.06,
subdivision 4deleted text end new text begin sections 120B.12 to 120B.124new text end , to be used to assist general education teachers
and special education teachers to recognize educational needs and to improve literacy
outcomes for students with dyslexia or identified with risk characteristics associated with
dyslexia, including recommendations related to increasing the availability of online and
asynchronous professional development programs and materials.
Sec. 7.
new text begin
[120B.123] READ ACT IMPLEMENTATION.
new text end
new text begin Subdivision 1. new text end
new text begin Screeners. new text end
new text begin
A district must administer a reading screener to students in
kindergarten through grade 3 within the first six weeks of the school year, and again within
the last six weeks of the school year. The screener must be one of the screening tools
identified by the Department of Education.
new text end
new text begin Subd. 2. new text end
new text begin Progress monitoring. new text end
new text begin
For a student not reading at grade level, a district is
strongly encouraged to develop an intervention plan that meets the requirements of section
120B.12, subdivision 3. A district may use screening tools to monitor students' progress.
new text end
new text begin Subd. 3. new text end
new text begin Curriculum. new text end
new text begin
A district must use evidence-based curriculum at each grade level
that is designed around teaching the foundational reading skills of phonemic awareness,
phonics, vocabulary development, reading fluency, and reading comprehension.
new text end
new text begin Subd. 4. new text end
new text begin MTSS Framework. new text end
new text begin
A district is encouraged to use a data-based decision-making
process within the MTSS framework to determine the evidence-based core reading instruction
and Tier 2 or Tier 3 intervention required to meet a student's identified needs.
new text end
new text begin Subd. 5. new text end
new text begin Professional development. new text end
new text begin
(a) A district must provide training that is
evidence-based to all reading intervention teachers and literacy specialists by July 1, 2025;
and by June 15, 2027, to other teachers in the district, prioritizing elementary school
classroom teachers, teachers who work with students with disabilities, English learners, and
students who qualify for the graduation incentives program under section 124D.68. The
commissioner of education may grant a district an extension to the deadlines in this
paragraph.
new text end
new text begin
(b) The training must prepare teachers to provide:
new text end
new text begin
(1) elementary school students with explicit, systematic instruction in the five reading
areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension as defined
in section 120B.121 and other literacy-related areas, including writing and oral language,
until the student achieves grade-level reading and writing proficiency; and
new text end
new text begin
(2) children in early childhood programs with explicit, systematic instruction in
phonological and phonemic awareness; oral language, including listening comprehension;
vocabulary; and letter-sound correspondence.
new text end
new text begin
(c) The training must include teaching in the areas of phonemic awareness, phonics,
vocabulary development, reading fluency, reading comprehension, and culturally and
linguistically responsive pedagogy.
new text end
new text begin Subd. 6. new text end
new text begin Literacy lead. new text end
new text begin
(a) By August 30, 2025, a district must employ or contract with
a literacy lead, or be actively supporting a designated literacy specialist through the process
of becoming a literacy lead. A board may satisfy the requirements of this subdivision by
contracting with another school board or cooperative unit under section 123A.24 for the
services of a literacy lead by August 30, 2025. A district may use Read Act funding to pay
for training, substitute teachers to allow teachers time to attend trainings, and incentives for
teachers that complete the training.
new text end
new text begin
(b) A district literacy lead must collaborate with district administrators and staff to
support the district's implementation of requirements under the Read Act.
new text end
new text begin Subd. 7. new text end
new text begin Department of Education. new text end
new text begin
(a) By July 1, 2023, the department must make
available to districts a list of approved evidence-based screeners in accordance with section
120B.12. A district must use an approved screener to assess students' mastery of foundational
reading skills in accordance with section 120B.12.
new text end
new text begin
(b) The Department of Education must partner with CAREI as required under section
120B.124 to approve literacy curricula. A district is not required to use an approved
curriculum, unless the curriculum was purchased with state grant funds that require a
curriculum to be selected from a list of approved curricula.
new text end
new text begin
(c) The Department of Education must partner with CAREI as required under section
120B.124 to approve professional development programs, subject to final determination by
the department. After the implementation partnership under section 120B.124 ends, the
department must continue to regularly provide districts with information about professional
development opportunities available throughout the state on reading instruction that is
evidence-based.
new text end
new text begin
(d) The department must identify training required for a literacy specialist position under
this section.
new text end
new text begin
(e) The department must employ a literacy specialist to provide support to districts
implementing the Read Act and coordinate duties assigned to the department under the
Read Act. The literacy specialist must work on state efforts to improve literacy tracking
and implementation.
new text end
new text begin
(f) The department must develop a template for a local literacy plan in accordance with
section 120B.12, subdivision 4a.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
Sec. 8.
new text begin
[120B.124] READ ACT IMPLEMENTATION PARTNERSHIP.
new text end
new text begin Subdivision 1. new text end
new text begin Resources. new text end
new text begin
The Department of Education must partner with CAREI for
two years beginning June 1, 2023, until August 30, 2025, to support implementation of the
Read Act. The department and CAREI must jointly:
new text end
new text begin
(1) identify at least five literacy curricula and supporting materials that are evidence-based
or focused on structured literacy by July 15, 2023, and post a list of the curricula on the
department website. The list must include curricula that use culturally and linguistically
responsive materials that reflect diverse populations;
new text end
new text begin
(2) identify at least three professional development programs that focus on the five pillars
of literacy and the components of structured literacy by July 15, 2023, and post a list of the
programs on the department website. The programs may include a program offered by
CAREI;
new text end
new text begin
(3) identify evidence-based literacy intervention materials for students in kindergarten
through grade 12;
new text end
new text begin
(4) develop an evidence-based literacy lead training program that trains literacy specialists
throughout Minnesota to support schools' efforts in screening, measuring growth, monitoring
progress, and implementing interventions in accordance with subdivision 1;
new text end
new text begin
(5) identify measures of foundational literacy skills and mastery that a district must
report on a local literacy plan;
new text end
new text begin
(6) provide guidance to districts about best practices in literacy instruction, and practices
that are not evidence-based;
new text end
new text begin
(7) develop MTSS model plans that districts may adopt to support efforts to screen,
identify, intervene, and monitor the progress of students not reading at grade level; and
new text end
new text begin
(8) ensure that teacher professional development options and MTSS framework trainings
are geographically equitable by supporting trainings through the regional service
cooperatives.
new text end
new text begin Subd. 2. new text end
new text begin Reconsideration. new text end
new text begin
The department and CAREI must provide districts an
opportunity to request that the department and CAREI add to the list of curricula or
professional development programs a specific curriculum or professional development
program. The department must publish the request for reconsideration procedure on the
department website. A request for reconsideration must demonstrate that the curriculum or
professional development program meets the requirements of the Read Act, is
evidence-based, and has structured literacy components; or that the screener accurately
measures literacy growth, monitors progress, and accurately assesses effective reading,
including phonemic awareness, phonics, fluency, vocabulary, and comprehension. The
department and CAREI must review the request for reconsideration, consult with the Read
Act Implementation Advisory Council regarding the request, and approve or deny the request
within 60 days.
new text end
new text begin Subd. 3. new text end
new text begin Support. new text end
new text begin
The department and CAREI must support district efforts to implement
the Read Act by:
new text end
new text begin
(1) issuing guidance for teachers on implementing curriculum that is evidence-based,
or focused on structured literacy;
new text end
new text begin
(2) providing teachers accessible options for evidence-based professional development
focused on structured literacy;
new text end
new text begin
(3) providing districts with guidance on adapting MTSS; and
new text end
new text begin
(4) providing districts with literacy implementation guidance and support.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
Sec. 9.
Minnesota Statutes 2022, section 122A.092, subdivision 5, is amended to read:
Subd. 5.
Reading strategies.
(a) A teacher preparation provider approved by the
Professional Educator Licensing and Standards Board to prepare persons for classroom
teacher licensure must include in its teacher preparation programs deleted text begin research-baseddeleted text end new text begin
evidence-basednew text end best practices in reading, consistent with deleted text begin section 122A.06, subdivision 4deleted text end new text begin
sections 120B.12 to 120B.124new text end , that enable the licensure candidate to teach reading in the
candidate's content areas. Teacher candidates must be instructed in using students' native
languages as a resource in creating effective differentiated instructional strategies for English
learners developing literacy skills. A teacher preparation provider also must prepare early
childhood and elementary teacher candidates for Tier 3 and Tier 4 teaching licenses under
sections 122A.183 and 122A.184, respectively, for the portion of the examination under
section 122A.185, subdivision 1, paragraph (c), covering assessment of reading instruction.
(b) Board-approved teacher preparation programs for teachers of elementary education
must require instruction in applying comprehensive, scientifically based or evidence-based,
and structured reading instruction programs that:
(1) teach students to read using foundational knowledge, practices, and strategies
consistent with deleted text begin section 122A.06, subdivision 4deleted text end new text begin sections 120B.12 to 120B.124new text end , so that all
students achieve continuous progress in reading; and
(2) teach specialized instruction in reading strategies, interventions, and remediations
that enable students of all ages and proficiency levels to become proficient readers.
(c) Board-approved teacher preparation programs for teachers of elementary education,
early childhood education, special education, and reading intervention must include
instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation
programs may consult with the Department of Education, including the dyslexia specialist
under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia
must be modeled on practice standards of the International Dyslexia Association, and must
address:
(1) the nature and symptoms of dyslexia;
(2) resources available for students who show characteristics of dyslexia;
(3) evidence-based instructional strategies for students who show characteristics of
dyslexia, including the structured literacy approach; and
(4) outcomes of intervention and lack of intervention for students who show
characteristics of dyslexia.
(d) Nothing in this section limits the authority of a school district to select a school's
reading program or curriculum.
Sec. 10.
Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:
Subdivision 1.
Tests.
(a) The Professional Educator Licensing and Standards Board
must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
examination of skills in reading, writing, and mathematics before being granted a Tier 4
teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier
3 license to provide direct instruction to pupils in elementary, secondary, or special education
programs if candidates meet the other requirements in section 122A.181, 122A.182, or
122A.183, respectively.
(b) The board must adopt rules requiring candidates for Tier 3 and Tier 4 licenses to
pass an examination of general pedagogical knowledge and examinations of licensure field
specific content. The content examination requirement does not apply if no relevant content
exam exists.
(c) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
pass test items assessing the candidates' knowledge, skill, and ability in deleted text begin comprehensive,
scientifically based readingdeleted text end new text begin evidence-based literacynew text end instruction under deleted text begin section 122A.06,
subdivision 4deleted text end new text begin sections 120B.12 to 120B.124new text end , knowledge and understanding of the foundations
of reading development, development of reading comprehension and reading assessment
and instruction, and the ability to integrate that knowledge and understanding into instruction
strategies under deleted text begin section 122A.06, subdivision 4deleted text end new text begin sections 120B.12 to 120B.124new text end .
(d) The requirement to pass a board-adopted reading, writing, and mathematics skills
examination does not apply to nonnative English speakers, as verified by qualified Minnesota
school district personnel or Minnesota higher education faculty, who, after meeting the
content and pedagogy requirements under this subdivision, apply for a teaching license to
provide direct instruction in their native language or world language instruction under section
120B.022, subdivision 1.
Sec. 11.
Minnesota Statutes 2022, section 122A.187, subdivision 5, is amended to read:
Subd. 5.
Reading preparation.
The Professional Educator Licensing and Standards
Board must adopt rules that require all licensed teachers who are renewing a Tier 3 or Tier
4 teaching license under sections 122A.183 and 122A.184, respectively, to include in the
renewal requirements further reading preparation, consistent with deleted text begin section 122A.06,
subdivision 4deleted text end new text begin sections 120B.12 to 120B.124new text end . The rules do not take effect until they are
approved by law. Teachers who do not provide direct instruction including, at least,
counselors, school psychologists, school nurses, school social workers, audiovisual directors
and coordinators, and recreation personnel are exempt from this section.
Sec. 12.
Minnesota Statutes 2022, section 124D.42, subdivision 8, is amended to read:
Subd. 8.
Minnesota reading corps program.
(a) A Minnesota reading corps program
is established to provide ServeMinnesota AmeriCorps members with a data-based
problem-solving model of literacy instruction to use in helping to train local Head Start
program providers, other prekindergarten program providers, and staff in schools with
students in kindergarten through grade 3 to evaluate and teach early literacy skills, including
deleted text begin comprehensive, scientifically based readingdeleted text end new text begin evidence-based literacynew text end instruction under deleted text begin section
122A.06, subdivision 4deleted text end new text begin sections 120B.12 to 120B.124new text end , to children age 3 to grade 3.
(b) Literacy programs under this subdivision must comply with the provisions governing
literacy program goals and data use under section 119A.50, subdivision 3, paragraph (b).
(c) The commission must submit a biennial report to the committees of the legislature
with jurisdiction over kindergarten through grade 12 education that records and evaluates
program data to determine the efficacy of the programs under this subdivision.
Sec. 13.
Minnesota Statutes 2022, section 124D.98, is amended by adding a subdivision
to read:
new text begin Subd. 5. new text end
new text begin Literacy incentive aid uses. new text end
new text begin
A school district must use its literacy incentive
aid to support evidence-based reading instruction. The following are eligible uses of literacy
incentive aid:
new text end
new text begin
(1) training for kindergarten through grade 3 teachers, early childhood educators, special
education teachers, reading intervention teachers working with students in kindergarten
through grade 12, curriculum directors, and instructional support staff that provide reading
instruction, on using evidence-based screening and progress monitoring tools;
new text end
new text begin
(2) evidence-based training using a training program approved by the Department of
Education;
new text end
new text begin
(3) employing or contracting with a literacy lead, as defined in section 120B.121;
new text end
new text begin
(4) materials, training, and ongoing coaching to ensure reading interventions under
section 125A.56, subdivision 1, are evidence-based; and
new text end
new text begin
(5) evidence-based, structured literacy curriculum and supporting materials.
new text end
Sec. 14. new text begin APPROPRIATIONS.
new text end
new text begin Subdivision 1. new text end
new text begin Department of Education. new text end
new text begin
The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
new text end
new text begin Subd. 2. new text end
new text begin CAREI. new text end
new text begin
(a) To contract with the Center for Applied Research and Educational
Improvement at the University of Minnesota for the Read Act implementation partnership
under section 120B.124:
new text end
|
new text begin
$ new text end |
new text begin
4,200,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
4,200,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) This appropriation is available until June 30, 2026.
new text end
new text begin
(c) The base for fiscal year 2026 and later is $0.
new text end
new text begin Subd. 3. new text end
new text begin Department literacy specialist. new text end
new text begin
For a full-time literacy specialist at the
Department of Education:
new text end
|
new text begin
$ new text end |
new text begin
250,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
250,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin Subd. 4. new text end
new text begin Read Act professional development. new text end
new text begin
(a) For evidence-based training on
structured literacy for teachers working in school districts, charter schools, and cooperatives:
new text end
|
new text begin
$ new text end |
new text begin
32,543,000 new text end |
new text begin
..... new text end |
new text begin
2024 new text end |
|
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
new text begin
(b) Of this amount, $18,000,000 is to fund the development of regional literacy networks.
The regional literacy networks must focus on the implementation of comprehensive literacy
reform efforts based on structured literacy. Each Minnesota service cooperative must add
a literacy director position and establish a team of trained literacy coaches to facilitate
evidence-based training opportunities and ongoing supports to school districts and charter
schools in each of their regions.
new text end
new text begin
(c) Of this amount, $9,200,000 is for one or more contracts to develop statewide training
based in structured literacy to be offered free to school districts and charter schools and
facilitated by the regional literacy networks and Minnesota Service Cooperatives.
new text end
new text begin
(d) Of this amount, $1,000,000 is for grants to school districts, charter schools, or
cooperatives to pay for substitute teachers to allow classroom teachers time to attend training,
and incentives for teachers that complete training.
new text end
new text begin
(e) Of this amount, $125,000 is for administration.
new text end
new text begin
(f) If funds remain unspent on July 1, 2026, the commissioner must expand eligibility
for approved training to include principals and other district, charter school, or cooperative
administrators.
new text end
new text begin
(g) The commissioner must report to the legislative committees with jurisdiction over
kindergarten through grade 12 education the number of teachers from each district who
received approved training using funds under this subdivision, and the amounts awarded to
districts, charter schools, or cooperatives under paragraph (d).
new text end
new text begin
(h) This appropriation is available until June 30, 2028.
new text end
new text begin
(i) The base for fiscal year 2026 is $7,200,000 for the regional literacy networks and
staff at the Department of Education to support ongoing support for school districts, charter
schools, and cooperatives to implement evidence-based literacy instruction.
new text end
Sec. 15. 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 4
TEACHERS
Section 1.
new text begin
[120B.113] CLOSING EDUCATIONAL OPPORTUNITY GAPS GRANTS.
new text end
new text begin Subdivision 1. new text end
new text begin Grant program established. new text end
new text begin
The commissioner of education must
establish a grant program to support implementation of world's best workforce strategies
under section 120B.11, subdivision 2, clauses (4) and (6), and collaborative efforts that
address opportunity gaps resulting from curricular, environmental, and structural inequities
in schools experienced by students, families, and staff who are of color or who are American
Indian.
new text end
new text begin Subd. 2. new text end
new text begin Definitions. new text end
new text begin
(a) For purposes of this section, the following terms have the
meanings given.
new text end
new text begin
(b) "Antiracist" means actively working to identify and eliminate racism in all forms so
that power and resources are redistributed and shared equitably among racial groups.
new text end
new text begin
(c) "Curricular" means curriculum resources used and content taught as well as access
to levels of coursework or types of learning opportunities.
new text end
new text begin
(d) "Environmental" means relating to the climate and culture of a school.
new text end
new text begin
(e) "Equitable" means fairness by providing curriculum, instruction, support, and other
resources for learning based on the needs of individual students and groups of students to
succeed at school rather than treating all students the same despite the students having
different needs.
new text end
new text begin
(f) "Institutional racism" means policies and practices within and across institutions that
produce outcomes that chronically favor white people and disadvantage those who are
Black, Indigenous, and People of Color.
new text end
new text begin
(g) "Opportunity gap" means the inequitable distribution of resources that impacts
inequitable opportunities that contribute to or perpetuate learning gaps for certain groups
of students.
new text end
new text begin
(h) "Structural" means relating to the organization and systems of a school that have
been created to manage a school.
new text end
new text begin Subd. 3. new text end
new text begin Applications and grant awards. new text end
new text begin
The commissioner must determine application
procedures and deadlines, select districts and charter schools to participate in the grant
program, and determine the award amount and payment process of the grants. To the extent
that there are sufficient applications, the commissioner must award an approximately equal
number of grants between districts in greater Minnesota and those in the Twin Cities
metropolitan area. If there are an insufficient number of applications received for either
geographic area, then the commissioner may award grants to meet the requests for funds
wherever a district is located.
new text end
new text begin Subd. 4. new text end
new text begin Description. new text end
new text begin
The grant program must provide funding that supports collaborative
efforts that close opportunity gaps by:
new text end
new text begin
(1) ensuring school environments and curriculum validate, affirm, embrace, and integrate
cultural and community strengths of students, families, and employees from all racial and
ethnic backgrounds; and
new text end
new text begin
(2) addressing institutional racism with equitable school policies, structures, practices,
and curricular offerings, consistent with the requirements for long-term plans under section
124D.861, subdivision 2, paragraph (c).
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 by a date
and in a form and manner determined by the commissioner on efforts planned and
implemented that engaged students, families, educators, and community members of diverse
racial and ethnic backgrounds in making improvements to school climate and curriculum.
The report must assess the impact of those efforts as perceived by racially and ethnically
diverse stakeholders, and must identify any areas needed for further continuous improvement.
The commissioner must publish a report for the public summarizing the activities of grant
recipients and what was done to promote sharing of effective practices among grant recipients
and potential grant applicants.
new text end
Sec. 2.
Minnesota Statutes 2022, section 122A.183, subdivision 1, is amended to read:
Subdivision 1.
Requirements.
(a) The Professional Educator Licensing and Standards
Board must issue a Tier 3 license to a candidate who provides information sufficient to
demonstrate all of the following:
(1) the candidate meets the educational or professional requirements in paragraphs (b)
and (c);
(2) the candidate has obtained a passing score on the required licensure exams under
section 122A.185; and
(3) the candidate has completed the coursework required under subdivision 2.
(b) A candidate for a Tier 3 license must have a bachelor's degree to teach a class or
course outside a career and technical education or career pathways course of study.
(c) A candidate for a Tier 3 license must have one of the following credentials in a
relevant content area to teach a class or course in a career and technical education or career
pathways course of study:
(1) an associate's degree;
(2) a professional certification; or
(3) five years of relevant work experience.
In consultation with the governor's Workforce Development Board established under section
116L.665, the board must establish a list of qualifying certifications, and may add additional
professional certifications in consultation with school administrators, teachers, and other
stakeholders.
new text begin
(d) The board must issue a Tier 3 license to a candidate who provides information
sufficient to demonstrate the following, regardless of whether the candidate meets other
requirements in this section:
new text end
new text begin
(1) the candidate has completed a teacher preparation program from a culturally specific
Minority Serving Institution in the United States, such as Historically Black Colleges and
Universities, Tribal Colleges and Universities, or Hispanic-Serving Institutions, including
those in Puerto Rico; or
new text end
new text begin
(2) the candidate has completed a university teacher preparation program in another
country and has taught at least two years.
new text end
new text begin
The candidate must have completed student teaching comparable to the student teaching
expectations in Minnesota.
new text end
Sec. 3.
Minnesota Statutes 2022, section 122A.184, subdivision 1, is amended to read:
Subdivision 1.
Requirements.
The Professional Educator Licensing and Standards
Board must issue a Tier 4 license to a candidate who provides information sufficient to
demonstrate all of the following:
(1) the candidate meets all requirements for a Tier 3 license under section 122A.183,
and has completed a teacher preparation program under section 122A.183, subdivision 2,
clause (1) or (2);
(2) the candidate has at least three years of teaching experience in Minnesotanew text begin or another
statenew text end ;
(3) the candidate has obtained a passing score on all required licensure exams under
section 122A.185; and
(4) the candidate's most recent summative teacher evaluation did not result in placing
or otherwise keeping the teacher in an improvement process pursuant to section 122A.40,
subdivision 8, or 122A.41, subdivision 5.
Sec. 4.
Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:
Subdivision 1.
Tests.
deleted text begin
(a) The Professional Educator Licensing and Standards Board
must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
examination of skills in reading, writing, and mathematics before being granted a Tier 4
teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier
3 license to provide direct instruction to pupils in elementary, secondary, or special education
programs if candidates meet the other requirements in section 122A.181, 122A.182, or
122A.183, respectively.
deleted text end
deleted text begin (b)deleted text end new text begin (a)new text end The board must adopt new text begin and revise new text end rules requiring deleted text begin candidatesdeleted text end new text begin applicantsnew text end for Tier 3
and Tier 4 licenses to pass an examination of general pedagogical knowledge and
examinations of licensure field specific contentdeleted text begin .deleted text end new text begin if the applicant has not completed a
board-approved preparation program assuring that candidates from the program recommended
for licensure meet content and pedagogy licensure standards in Minnesota. Candidates who
have satisfactorily completed board-approved programs in Minnesota with required
coursework and clinical field experiences that include learning opportunities and assessments
aligned to content and pedagogy licensure standards are not additionally required to pass
content and pedagogy exams for Tier 3 licensure. Applicants who have satisfactorily
completed a preparation program in another state and passed licensure examinations in that
state are not additionally required to pass similar examinations required in Minnesota.new text end The
content examination requirement does not apply if no relevant content exam exists.
deleted text begin (c)deleted text end new text begin (b)new text end Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
pass test items deleted text begin assessingdeleted text end new text begin under this paragraph if the candidates did not complete a
board-approved preparation program in Minnesota. The test items must assessnew text end 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 begin
(d) The requirement to pass a board-adopted reading, writing, and mathematics skills
examination does not apply to nonnative English speakers, as verified by qualified Minnesota
school district personnel or Minnesota higher education faculty, who, after meeting the
content and pedagogy requirements under this subdivision, apply for a teaching license to
provide direct instruction in their native language or world language instruction under section
120B.022, subdivision 1.
deleted text end
new text begin
(c) All testing centers in the state must provide monthly opportunities for untimed content
and pedagogy examinations. These opportunities must be advertised on the test registration
website. The board must require the exam vendor to provide other equitable opportunities
to pass exams, including: (1) waiving testing fees for test takers who qualify for federal
grants; (2) providing free, multiple, full-length practice tests for each exam and free,
comprehensive study guides on the test registration website; (3) making content and pedagogy
exams available in languages other than English for teachers seeking licensure to teach in
language immersion programs; and (4) providing free, detailed exam results analysis by
test objective to assist candidates who do not pass an exam in identifying areas for
improvement. Any candidate who has not passed a required exam after two attempts must
be allowed to retake the exam, including new versions of the exam, without being charged
an additional fee.
new text end
Sec. 5.
Minnesota Statutes 2022, section 122A.40, subdivision 3, is amended to read:
Subd. 3.
Hiring, dismissing.
new text begin (a) new text end School boards must hire or dismiss teachers at duly
called meetings. Where a husband and wife, brother and sister, or two brothers or sisters,
constitute a quorum, no contract employing a teacher shall be made or authorized except
upon the unanimous vote of the full board. A teacher related by blood or marriage, within
the fourth degree, computed by the civil law, to a board member shall not be employed
except by a unanimous vote of the full board. The initial employment of the teacher in the
district must be by written contract, signed by the teacher and by the chair and clerk. All
subsequent employment of the teacher in the district must be by written contract, signed by
the teacher and by the chair and clerk, except where there is a master agreement covering
the employment of the teacher. Contracts for teaching or supervision of teaching can be
made only with qualified teachers. A teacher shall not be required to reside within the
employing district as a condition to teaching employment or continued teaching employment.
new text begin
(b) A school district must annually report to the Professional Educator Licensing and
Standards Board: (1) all new teacher hires and terminations, including layoffs, by race and
ethnicity; and (2) the reasons for all teacher resignations and requested leaves of absence.
The report must not include data that would personally identify individuals.
new text end
Sec. 6.
Minnesota Statutes 2022, section 122A.40, subdivision 5, is amended to read:
Subd. 5.
Probationary period.
(a) The first three consecutive years of a teacher's first
teaching experience in Minnesota in a single district is deemed to be a probationary period
of employment, and, the probationary period in each district in which the teacher is thereafter
employed shall be one year. The school board must adopt a plan for written evaluation of
teachers during the probationary period that is consistent with subdivision 8. Evaluation
must occur at least three times periodically throughout each school year for a teacher
performing services during that school year; the first evaluation must occur within the first
90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops,
and other staff development opportunities and days on which a teacher is absent from school
must not be included in determining the number of school days on which a teacher performs
services. Except as otherwise provided in paragraph (b), during the probationary period any
annual contract with any teacher may or may not be renewed as the school board shall see
fit. However, the board must give any such teacher whose contract it declines to renew for
the following school year written notice to that effect before July 1. If the teacher requests
reasons for any nonrenewal of a teaching contract, the board must give the teacher its reason
in writing, including a statement that appropriate supervision was furnished describing the
nature and the extent of such supervision furnished the teacher during the employment by
the board, within ten days after receiving such request. The school board may, after a hearing
held upon due notice, discharge a teacher during the probationary period for cause, effective
immediately, under section 122A.44.
(b) A board must discharge a probationary teacher, effective immediately, upon receipt
of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's license has
been revoked due to a conviction for child abuse or sexual abuse.
(c) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States Code,
title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
of paragraph (a).
(d) A probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.
(e) A probationary teacher must complete at least 120 days of teaching service each year
during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school do not count as days of teaching service under this paragraph.
new text begin
(f) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in a single school district or charter school in Minnesota or another state
must serve a probationary period no longer than one year in a Minnesota school district.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for collective bargaining agreements
effective July 1, 2023, and thereafter.
new text end
Sec. 7.
Minnesota Statutes 2022, section 122A.41, subdivision 2, is amended to read:
Subd. 2.
Probationary period; discharge or demotion.
(a) All teachers in the public
schools in cities of the first class during the first three years of consecutive employment
shall be deemed to be in a probationary period of employment during which period any
annual contract with any teacher may, or may not, be renewed as the school board, after
consulting with the peer review committee charged with evaluating the probationary teachers
under subdivision 3, shall see fit. The school site management team or the school board if
there is no school site management team, shall adopt a plan for a written evaluation of
teachers during the probationary period according to subdivisions 3 and 5. Evaluation by
the peer review committee charged with evaluating probationary teachers under subdivision
3 shall occur at least three times periodically throughout each school year for a teacher
performing services during that school year; the first evaluation must occur within the first
90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops,
and other staff development opportunities and days on which a teacher is absent from school
shall not be included in determining the number of school days on which a teacher performs
services. The school board may, during such probationary period, discharge or demote a
teacher for any of the causes as specified in this code. A written statement of the cause of
such discharge or demotion shall be given to the teacher by the school board at least 30
days before such removal or demotion shall become effective, and the teacher so notified
shall have no right of appeal therefrom.
(b) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States Code,
title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
of paragraph (a).
(c) A probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.
(d) A probationary teacher must complete at least 120 days of teaching service each year
during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school do not count as days of teaching service under this paragraph.
new text begin
(e) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in a single school district or charter school in Minnesota or another state
must serve a probationary period no longer than one year in a Minnesota school district.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for collective bargaining agreements
effective July 1, 2023, and thereafter.
new text end
Sec. 8.
Minnesota Statutes 2022, section 122A.41, is amended by adding a subdivision to
read:
new text begin Subd. 16. new text end
new text begin Reporting of hires and terminations. new text end
new text begin
A school district must annually report
to the Professional Educator Licensing and Standards Board: (1) all new teacher hires and
terminations, including layoffs, by race and ethnicity; and (2) the reasons for all teacher
resignations and requested leaves of absence. The report must not include data that would
personally identify individuals.
new text end
Sec. 9.
Minnesota Statutes 2022, section 122A.415, subdivision 4, is amended to read:
Subd. 4.
Basic alternative teacher compensation aid.
(a) The basic alternative teacher
compensation aid for a school with a plan approved under section 122A.414, subdivision
2b, equals 65 percent of the alternative teacher compensation revenue under subdivision 1.
The basic alternative teacher compensation aid for a charter school with a plan approved
under section 122A.414, subdivisions 2a and 2b, equals $260 times the number of pupils
enrolled in the school on October 1 of the previous year, or on October 1 of the current year
for a charter school in the first year of operation, times the ratio of the sum of the alternative
teacher compensation aid and alternative teacher compensation levy for all participating
school districts to the maximum alternative teacher compensation revenue for those districts
under subdivision 1.
(b) Notwithstanding paragraph (a) and subdivision 1, the state total basic alternative
teacher compensation aid entitlement must not exceed deleted text begin $75,840,000 for fiscal year 2016 anddeleted text end
$88,118,000 for fiscal year deleted text begin 2017deleted text end new text begin 2023; $88,466,000 for fiscal year 2024; $88,426,000 for
fiscal year 2025; $88,244,000 for fiscal year 2026; and $87,940,000 for fiscal year 2027new text end
and later. The commissioner must limit the amount of alternative teacher compensation aid
approved under this section so as not to exceed these limits by not approving new participants
or by prorating the aid among participating districts, intermediate school districts, school
sites, and charter schools. The commissioner may also reallocate a portion of the allowable
aid for the biennium from the second year to the first year to meet the needs of approved
participants.
(c) Basic alternative teacher compensation aid for an intermediate district or other
cooperative unit equals $3,000 times the number of licensed teachers employed by the
intermediate district or cooperative unit on October 1 of the previous school year.
Sec. 10.
Minnesota Statutes 2022, section 122A.59, is amended to read:
122A.59 COME TEACH IN MINNESOTA HIRING BONUSES.
Subdivision 1.
Purpose.
This section establishes a program to support districts and
schools recruiting and offering hiring bonuses for deleted text begin licenseddeleted text end teachers who are American
Indian or a person of color from another state or country in order to meet staffing needs in
shortage areas in deleted text begin economic development regions indeleted text end Minnesota.
Subd. 2.
Eligibility.
A district or school must verify that the hiring bonus is given to
deleted text begin teachers licensed indeleted text end new text begin persons fromnew text end another statenew text begin or countrynew text end who:
(1) new text begin immediately new text end qualify for a Tier deleted text begin 3 or Tier 4deleted text end new text begin 2 or highernew text end Minnesota license;
(2) have moved to deleted text begin the economic development region indeleted text end Minnesota deleted text begin where they were
hireddeleted text end ; and
(3) belong to a racial or ethnic group that is underrepresented among teachers compared
to students in the district or school under section 120B.35, subdivision 3, paragraph (b),
clause (2).
Subd. 3.
Bonus amount.
A district or school may offer a deleted text begin signingdeleted text end new text begin hiringnew text end and retention
bonus of a minimum of deleted text begin $2,500deleted text end new text begin $4,000new text end and a maximum of deleted text begin $5,000deleted text end new text begin $8,000new text end to a teacher who
meets the eligibility requirements. A teacher who meets the eligibility requirements and
meets a licensure shortage area in the economic development region of the state where the
school is located may be offered a deleted text begin signingdeleted text end new text begin hiringnew text end bonus of a minimum of deleted text begin $4,000deleted text end new text begin $5,000new text end
and a maximum of deleted text begin $8,000deleted text end new text begin $10,000new text end . A teacher must be paid half of the bonus when starting
employment and half after completing four years of service in the hiring district or school
if the teacher has demonstrated teaching effectiveness and is not on a professional
improvement plan under section 122A.40, subdivision 8, paragraph (b), clause (12) or (13),
or section 122A.41, subdivision 5, paragraph (b), clause (12) or (13), or is not being
considered for termination for a reason listed in section 122A.40, subdivision 9, including
a teacher hired by a school district located in a city of the first class. A teacher who does
not complete their first school year upon receiving a hiring bonus must repay the hiring
bonus.new text begin A teacher must have a Tier 3 or Tier 4 Minnesota teaching license to qualify for the
second half of the bonus. A district must prorate the second half of the bonus if the eligible
teacher is nonrenewed due to reasons not having to do with teaching effectiveness or
misconduct.
new text end
Subd. 4.
Administration.
new text begin (a) new text end The commissioner must establish a process for districts
or schools to seek reimbursement for hiring bonuses given to teachers in shortage areas
moving to and working in Minnesota schools experiencing specific shortages. The
commissioner must provide guidance for districts to seek repayment of a hiring bonus from
a teacher who does not complete the first year of employment. The department may conduct
a pilot program with a small number of teachers during the 2022-2023 biennium to establish
feasibility. The department must submit a report by December 1, 2022, to the chairs and
ranking minority members of the legislative committees with jurisdiction over kindergarten
through grade 12 education detailing the effectiveness of the program and recommendations
for improvement in future years.
new text begin
(b) The commissioner may award participating districts and schools additional funds to
administer the program, including out-of-state recruiting efforts and retention activities.
The commissioner may allow participating districts and schools to reserve up to five percent
of Come Teach in Minnesota funding to administer the program, including for out-of-state
recruiting efforts and retention activities.
new text end
Subd. 5.
Come Teach in Minnesota Hiring Bonus program account.
(a) An account
is established in the special revenue fund known as the "Come Teach in Minnesota Hiring
Bonus program account."
(b) Funds appropriated for the Come Teach in Minnesota Hiring Bonus program under
this section must be transferred to the Come Teach in Minnesota Hiring Bonus program
account in the special revenue fund.
(c) Money in the account is annually appropriated to the commissioner for hiring bonuses
under this section. Any returned funds are available to be regranted.
(d) Up to $35,000 annually is appropriated to the commissioner for costs associated with
developing and administering the program under this section.
new text begin EFFECTIVE DATE. new text end
new text begin
The amendment to subdivision 2 is effective retroactively from
July 1, 2022. The amendments to subdivisions 1, 3, and 4 are effective the day following
final enactment.
new text end
Sec. 11.
new text begin
[122A.631] SUPPORTING HERITAGE LANGUAGE AND CULTURE
TEACHERS.
new text end
new text begin Subdivision 1. new text end
new text begin Purpose. new text end
new text begin
The purpose of this section is to increase the number of heritage
language and culture teachers in Minnesota.
new text end
new text begin Subd. 2. new text end
new text begin Definitions. new text end
new text begin
"Heritage language and culture teachers" means teachers with a
connection to a community's language and culture who use this connection to support
students as they learn academic content or the language and culture of that particular
community.
new text end
new text begin Subd. 3. new text end
new text begin Eligibility. new text end
new text begin
Applicants for the heritage language and culture licensure pathway
program must:
new text end
new text begin
(1) hold a current license issued by the Professional Educator Licensing and Standards
Board or meet the criteria for licensure in 122A.181; and
new text end
new text begin
(2) seek initial, dual, or additional licensure in a heritage language.
new text end
new text begin Subd. 4. new text end
new text begin Heritage language and culture teacher licensure pathway program. new text end
new text begin
(a) The
Professional Educator Licensing and Standards Board shall develop a program to support
initial and additional licensure for heritage language and culture teachers. The program
must include:
new text end
new text begin
(1) a yearlong mentorship program;
new text end
new text begin
(2) monthly meetings where applicants receive guidance on completing the portfolio
process from a portfolio liaison, dedicated specifically to facilitating this program;
new text end
new text begin
(3) a stipend to cover substitute teachers when meetings take place during the school
day;
new text end
new text begin
(4) a waiver for all portfolio and licensure testing fees; and
new text end
new text begin
(5) a portfolio review committee created by the board.
new text end
new text begin
(b) For applicants seeking an initial license in a world language and culture, the applicant
must demonstrate meeting the standards of effective practice in Minnesota Rules, part
8710.2000 and content-specific pedagogical standards in Minnesota Rules, part 8710.4950,
through the portfolio process.
new text end
new text begin
(c) For applicants seeking a dual license, the applicant must demonstrate meeting the
standards of effective practice in Minnesota Rules, part 8710.2000, content-specific
pedagogical standards in Minnesota Rules, part 8710.4950, and all standards for the chosen
dual license through the portfolio process.
new text end
new text begin
(d) For applicants seeking an additional license in a world language and culture, the
applicant must demonstrate meeting the content-specific pedagogical standards in Minnesota
Rules, part 8710.4950.
new text end
new text begin Subd. 5. new text end
new text begin
Heritage language and culture educators seeking a world language
license.
new text end
new text begin
Heritage language and culture teachers seeking a world language and culture license
pursuant to Minnesota Rules, part 8710.4950, who demonstrate proficiency through one of
the following may use this proficiency to evidence meeting the required content-specific
world language and culture standards, which do not include content-specific pedagogical
standards, for licensure in their heritage language:
new text end
new text begin
(1) passing a board-adopted assessment;
new text end
new text begin
(2) holding a certificate to serve as a translator or interpreter; or
new text end
new text begin
(3) completing an undergraduate or postbaccalaureate degree from an accredited
university where the majority of coursework was taught via the non-English instructional
language.
new text end
Sec. 12.
Minnesota Statutes 2022, section 122A.635, is amended to read:
122A.635 COLLABORATIVE URBAN AND GREATER MINNESOTA
EDUCATORS OF COLOR GRANT PROGRAM.
Subdivision 1.
Establishment.
The Professional Educator Licensing and Standards
Board must award competitive grants to increase the number of teacher candidates new text begin who are
new text end of color or who are American Indian,new text begin complete teacher preparation programs,new text end and meet the
requirements for a Tier 3 license under section 122A.183. Eligibility for a grant under this
section is limited to public or private higher education institutions that offer a teacher
preparation program approved by the Professional Educator Licensing and Standards Board.
Subd. 2.
Competitive grants.
(a) The Professional Educator Licensing and Standards
Board must award competitive grants new text begin to a variety of higher education institution types new text end under
this sectionnew text begin . The board must require an applicant institution to submit a plan describing how
it would use grant funds to increase the number of teachers who are of color or who are
American Indian, and must award grantsnew text end based on the following criterianew text begin , listed in descending
order of prioritynew text end :
deleted text begin
(1) the number of teacher candidates being supported in the program who are of color
or who are American Indian;
deleted text end
deleted text begin (2)deleted text end new text begin (1)new text end program outcomes, including graduation or program completion ratesdeleted text begin ,deleted text end new text begin andnew text end
licensure new text begin recommendation new text end ratesdeleted text begin , and placement ratesdeleted text end new text begin for candidates who are of color or
who are American Indian compared to all candidates enrolled in a teacher preparation
program at the institutionnew text end and, for each outcome measure, the number of deleted text begin thosedeleted text end teacher
candidates new text begin who are new text end of color or who are American Indian; deleted text begin and
deleted text end
deleted text begin
(3) the percent of racially and ethnically diverse teacher candidates enrolled in the
institution compared to:
deleted text end
deleted text begin
(i) the total percent of students of color and American Indian students enrolled at the
institution, regardless of major; and
deleted text end
deleted text begin
(ii) the percent of underrepresented racially and ethnically diverse teachers in the
economic development region of the state where the institution is located and where a
shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
deleted text end
new text begin
(2) the extent to which an institution's plan is clear in describing how the institution
would use grant funds for implementing explicit research-based practices to provide
programmatic support to teacher candidates who are of color or who are American Indian.
Plans for grant funds may include:
new text end
new text begin
(i) recruiting more racially and ethnically diverse candidates for admission to teacher
preparation programs;
new text end
new text begin
(ii) providing differentiated advising, mentoring, or other supportive community-building
activities in addition to what the institution provides to all candidates enrolled in the
institution;
new text end
new text begin
(iii) providing academic tutoring or support to help teacher candidates pass required
assessments; and
new text end
new text begin
(iv) providing for program staffing expenses;
new text end
new text begin
(3) an institution's plan to provide direct financial assistance as scholarships or stipends
within the allowable dollar range determined by the board under subdivision 3, paragraph
(b), to teacher candidates who are of color or who are American Indian;
new text end
deleted text begin (b) The board must give priority in awarding grants under this section to institutions that
received grants under Laws 2017, First Special Session chapter 5, article 2, section 57,
subdivision 27, and have demonstrated continuing success at recruiting, retaining, graduating,
and inductingdeleted text end new text begin (4) whether the institution has previously received a competitive grant under
this section and has demonstrated positive outcomes from the use of grant funds for efforts
helpingnew text end teacher candidates new text begin who are new text end of color or who are American Indiandeleted text begin .deleted text end new text begin to enroll in and
successfully complete teacher preparation programs and be recommended for licensure;
new text end
new text begin (5) geographic diversity among the institutions. In order to expand the number of grant
recipients throughout the state, whenever there is at least a 20 percent increase in the base
appropriation for this grant program, the board must prioritize awarding grants to institutions
outside of the Twin Cities metropolitan area.new text end If the board awards a deleted text begin competitivedeleted text end grant based
on the criteria in paragraph (a) to a program that has not previously received funding, the
board must thereafter give priority to the program equivalent to other programs deleted text begin given priority
under this paragraph.deleted text end new text begin that have received grants and demonstrated positive outcomes; and
new text end
new text begin
(6) the percentage of racially and ethnically diverse teacher candidates enrolled in the
institution compared to:
new text end
new text begin
(i) the aggregate percentage of students of color and American Indian students enrolled
in the institution, regardless of major; and
new text end
new text begin
(ii) the percentage of underrepresented racially and ethnically diverse teachers in the
economic development region of the state where the institution is located and where a
shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
new text end
new text begin
(b) The board must not penalize an applicant institution in the grant review process for
using grant funds only to provide direct financial support to teacher candidates if that is the
institution's priority and the institution uses other resources to provide programmatic support
to candidates.
new text end
(c) The board must determine award amounts for new text begin development, new text end maintenance deleted text begin anddeleted text end new text begin , ornew text end
expansion of programs based new text begin only new text end onnew text begin the degree to which applicants meet the criteria in
this subdivision,new text end the number of candidatesnew text begin who are of color or who are American Indiannew text end
supported by an applicant program, deleted text begin sustaining support for those candidates,deleted text end and funds
available.
new text begin
(d) The board must determine grant awards in part by multiplying the number of teacher
candidates to be provided direct financial assistance by the average amount the institution
proposes per candidate that is within the allowable dollar range. After assessing an
institution's adherence to grant criteria and funds available, the board may grant an institution
a lower average amount per candidate and the institution may decide to award less per
candidate or provide financial assistance to fewer candidates within the allowable range.
Additionally, an institution may use up to 25 percent of the awarded grant funds to provide
programmatic support as described in paragraph (a), clause (3). If the board does not award
an applicant institution's full request, the board must allow the institution to modify how it
uses grant funds to maximize program outcomes consistent with the requirements of this
section.
new text end
Subd. 3.
Grant program administration.
new text begin (a) new text end The Professional Educator Licensing and
Standards Board may enter into an interagency agreement with the Office of Higher
Education. The agreement may include a transfer of funds to the Office of Higher Education
to help establish and administer the competitive grant process. The board must award grants
to institutions located in various economic development regions throughout the state, but
must not predetermine the number of institutions to be awarded grants under this section
or set a limit for the amount that any one institution may receive as part of the competitive
grant application process.
new text begin
(b) The board must establish a standard allowable dollar range for the amount of direct
financial assistance an applicant institution may provide to each candidate. To determine
the range, the board may collect de-identified data from institutions that received a grant
during the previous grant period and calculate the average scholarship amount awarded to
all candidates across all institutions using the most recent fiscal year data available. The
calculation may be used to determine a scholarship range that is no more than 25 percent
of this amount and no less than half the average of this amount. The purpose of direct
financial assistance is to assist candidates matriculating through completing licensure
programs if they demonstrate financial need after considering other grants and scholarships
provided.
new text end
new text begin (c)new text end All grants must be awarded by August 15 of the fiscal year in which the grants are
to be used deleted text begin except that, for initial competitive grants awarded for fiscal year 2020, grants
must be awarded by September 15deleted text end . An institution that receives a grant under this section
may use the grant funds over a two- to four-year period to new text begin sustain new text end supportnew text begin fornew text end teacher
candidatesnew text begin at any stage from recruitment and program admission to graduation and licensure
applicationnew text end .
Subd. 4.
Report.
(a) By deleted text begin Januarydeleted text end new text begin Augustnew text end 15 of each year, an institution awarded a grant
under this section must prepare for the deleted text begin legislature and thedeleted text end board a detailed report regarding
the expenditure of grant funds, including the amounts used to recruit, retain, and deleted text begin inductdeleted text end new text begin
supportnew text end teacher candidates of color or deleted text begin who aredeleted text end American Indiannew text begin teacher candidates to
complete programs and be recommended for licensurenew text end . The report must includenew text begin :
new text end
new text begin (1)new text end the total number of teacher candidates of colordeleted text begin , disaggregated by race or ethnic group,
whodeleted text end new text begin and American Indian teacher candidates who:
new text end
new text begin
(i) are enrolled in the institution;
new text end
new text begin
(ii) are supported by grant funds with direct financial assistance during the academic
reporting year;
new text end
new text begin
(iii) are supported with other programmatic supports;
new text end
new text begin (iv)new text end are recruited deleted text begin to the institution, aredeleted text end new text begin andnew text end newly admitted to deleted text begin thedeleted text end new text begin anew text end licensure programdeleted text begin ,
are enrolled in thedeleted text end new text begin ;
new text end
new text begin
(v) are enrolled in a licensure program;
new text end
new text begin (vi) have completed anew text end licensure programdeleted text begin , have completed student teaching, have
graduated, are licensed, and are newly employed as Minnesota teachers in their licensure
field. A grant recipient must reportdeleted text end new text begin ; and
new text end
new text begin
(vii) were recommended for licensure in the field for which they were prepared;
new text end
new text begin (2)new text end the total number of teacher candidates of color or deleted text begin who aredeleted text end American Indiannew text begin teacher
candidatesnew text end at each stage from deleted text begin recruitmentdeleted text end new text begin program admissionnew text end to deleted text begin licensed teachingdeleted text end new text begin licensure
recommendationnew text end as a percentage of deleted text begin totaldeleted text end new text begin allnew text end candidates seeking the same licensure at the
institutiondeleted text begin .deleted text end new text begin ; and
new text end
new text begin
(3) a brief narrative describing the successes and challenges of efforts proposed in the
grant application to support candidates with grant funds, and lessons learned for future
efforts.
new text end
(b) new text begin By November 1 of each year, new text end the board must post a report on its website summarizing
the activities and outcomes of grant recipients and results that promote sharing of effective
practices new text begin and lessons learned new text end among grant recipients.
Sec. 13.
Minnesota Statutes 2022, section 122A.70, is amended to read:
122A.70 TEACHER MENTORSHIP AND RETENTION OF EFFECTIVE
TEACHERS.
Subdivision 1.
Teacher mentoring, induction, and retention programs.
(a) School
districts must develop teacher mentoring programs for teachers new to the profession or
district, including teaching residents, teachers of color, teachers who are American Indian,
teachers in license shortage areas, teachers with special needs, or experienced teachers in
need of peer coaching.
(b) Teacher mentoring programs must be included in or aligned with districts' teacher
evaluation and peer review processes under sections 122A.40, subdivision 8, and 122A.41,
subdivision 5. A district may use staff development revenue under section 122A.61, special
grant programs established by the legislature, or another funding source to pay a stipend to
a mentor who may be a current or former teacher who has taught at least three years and is
not on an improvement plan. deleted text begin Other initiatives using such funds or funds available under
sections 124D.861 and 124D.862 may include:
deleted text end
deleted text begin
(1) additional stipends as incentives to mentors of color or who are American Indian;
deleted text end
deleted text begin
(2) financial supports for professional learning community affinity groups across schools
within and between districts for teachers from underrepresented racial and ethnic groups to
come together throughout the school year. For purposes of this section, "affinity groups"
are groups of educators who share a common racial or ethnic identity in society as persons
of color or who are American Indian;
deleted text end
deleted text begin
(3) programs for induction aligned with the district or school mentorship program during
the first three years of teaching, especially for teachers from underrepresented racial and
ethnic groups; or
deleted text end
deleted text begin
(4) grants supporting licensed and nonlicensed educator participation in professional
development, such as workshops and graduate courses, related to increasing student
achievement for students of color and American Indian students in order to close opportunity
and achievement gaps.
deleted text end
deleted text begin
(c) A school or district that receives a grant must negotiate additional retention strategies
or protection from unrequested leave of absences in the beginning years of employment for
teachers of color and teachers who are American Indian. Retention strategies may include
providing financial incentives for teachers of color and teachers who are American Indian
to work in the school or district for at least five years and placing American Indian educators
at sites with other American Indian educators and educators of color at sites with other
educators of color to reduce isolation and increase opportunity for collegial support.
deleted text end
Subd. 2.
Board grants.
The Professional Educator Licensing and Standards Board must
make grant application forms available to sites interested in developingnew text begin , sustaining,new text end or
expanding a mentorship program. A school districtdeleted text begin ; adeleted text end new text begin ornew text end group of school districtsdeleted text begin ; a coalition
of districts, teachers, and teacher education institutions; ordeleted text end new text begin ,new text end a new text begin school or new text end coalition of schools,
new text begin or a coalition of new text end teachersdeleted text begin , or nonlicensed educatorsdeleted text end may apply for a program grant. new text begin A higher
education institution or nonprofit organization may partner with a grant applicant but is not
eligible as a sole applicant for grant funds. new text end The Professional Educator Licensing and
Standards Board, in consultation with the teacher mentoring task force, must approve or
disapprove the applications. To the extent possible, the approved applications must reflect
effective mentoring, professional development, and retention components, and be
geographically distributed throughout the state. The Professional Educator Licensing and
Standards Board must encourage the selected sites to consider the use of its assessment
procedures.
new text begin Subd. 2a. new text end
new text begin Funded work. new text end
new text begin
(a) Grant funds may be used for the following:
new text end
new text begin
(1) additional stipends as incentives to mentors who are of color or who are American
Indian;
new text end
new text begin
(2) financial supports for professional learning community affinity groups across schools
within and between districts for educators from underrepresented racial and ethnic groups
to come together throughout the school year. For purposes of this section, "affinity groups"
means groups of licensed and nonlicensed educators who share a common racial or ethnic
identity in society as persons who are of color or who are American Indian;
new text end
new text begin
(3) programs for induction aligned with the district or school mentorship program during
the first three years of teaching, especially for teachers from underrepresented racial and
ethnic groups;
new text end
new text begin
(4) professional development focused on ways to close opportunity and achievement
gaps for students of color and American Indian students; or
new text end
new text begin
(5) for teachers of color and American Indian teachers, graduate courses toward a first
master's degree in a field related to their licensure or toward an additional license.
new text end
new text begin
(b) A charter school or district that receives a grant must negotiate additional retention
strategies or protection from unrequested leaves of absence in the beginning years of
employment for teachers who are of color or who are American Indian. Retention strategies
may include providing financial incentives for teachers of color and teachers who are
American Indian to work in the school or district for at least five years and placing American
Indian educators at sites with other American Indian educators and educators of color at
sites with other educators of color to reduce isolation and increase opportunity for collegial
support.
new text end
Subd. 3.
Criteria for selection.
new text begin (a) new text end At a minimum, applicants for grants under subdivision
2 must express commitment to:
(1) allow staff participation;
(2) assess skills of both beginning and mentor teachers;
(3) provide appropriate in-service to needs identified in the assessment;
(4) provide leadership to the effort;
(5) cooperate with higher education institutionsnew text begin or teacher educatorsnew text end ;
(6) provide facilities and other resources;
(7) share findings, materials, and techniques with other school districts; and
(8) retain teachers of color and teachers who are American Indian.
new text begin
(b) The Professional Educator Licensing and Standards Board must give priority to
applications to fund programs to induct, mentor, and retain Tier 2 or Tier 3 teachers who
are of color or who are American Indian, and Tier 2 or Tier 3 teachers in licensure shortage
areas within the applicant's economic development region.
new text end
Subd. 4.
Additional funding.
Grant applicants must seek additional funding and
assistance from sources such as school districts, postsecondary institutions, foundations,
and the private sector.
Subd. 5.
Program implementation.
new text begin A grant recipient may use grant funds on
implementing activities over a period of time up to 24 months. new text end New and expanding
mentorship sites that receive a board grant under subdivision 2 to design, develop, implement,
and evaluate their program must participate in activities that support program development
and implementation.
Subd. 6.
Report.
By deleted text begin Junedeleted text end new text begin Septembernew text end 30 of each year after receiving a grant, recipients
must submit a report to the Professional Educator Licensing and Standards Board on program
efforts that describes mentoring and induction activities and assesses the impact of these
programs on teacher effectiveness and retention.new text begin The board must publish a summary report
for the public and submit the report to the committees of the legislature with jurisdiction
over kindergarten through grade 12 education policy and finance in accordance with section
3.302 by November 30 of each year.
new text end
Sec. 14.
Minnesota Statutes 2022, section 122A.73, subdivision 2, is amended to read:
Subd. 2.
Grow Your Own district programs.
(a) A school districtnew text begin , charter school,
cooperative unit under section 123A.24, subdivision 2, or Head Start program under section
119A.50new text end may apply for a grant deleted text begin fordeleted text end new text begin to partner withnew text end a Professional Educator Licensing and
Standards Board-approved teacher preparation programnew text begin at the undergraduate or
postbaccalaureate level. Partnerships may also include associate's degree-granting institutions
to support students in early childhood or education programs that have transfer agreements
with board-approved preparation programs at colleges or universitiesnew text end . The grant recipient
must use at least 80 percent of grant funds to provide tuition scholarships or stipends to
enable school district employees or community members affiliated with a school district,
who are of color or American Indian and who seek a teaching license, to participate in the
teacher preparation program.
(b) A district using grant funds under this subdivision to provide financial support to
teacher candidates may require a commitment as determined by the district to teach in the
district for a reasonable amount of time that does not exceed five years.
new text begin
(c) The maximum grant award under this subdivision is $850,000. The commissioner
may consider the number of participants a grant recipient intends to support when determining
a grant amount.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2024.
new text end
Sec. 15.
Minnesota Statutes 2022, section 122A.73, subdivision 3, is amended to read:
Subd. 3.
Grants for programs serving secondary school students.
(a) deleted text begin In addition to
grants for developing and offering dual-credit postsecondary course options in schools for
"Introduction to Teaching" or "Introduction to Education" courses under section 124D.09,
subdivision 10,deleted text end A school district or charter school may apply for grants under this section
to offer other innovative programs that encourage secondary school students, especially
students of color and American Indian students, to pursue teaching. To be eligible for a
grant under this subdivision, deleted text begin a school district or charter schooldeleted text end new text begin an applicantnew text end must ensure
that the aggregate percentage of secondary school students of color and American Indian
students participating in the program is equal to or greater than the aggregate percentage of
students of color and American Indian students in the school district deleted text begin ordeleted text end new text begin ,new text end charter schoolnew text begin , or
cooperative unitnew text end .
(b) A grant recipient must use grant funds awarded under this subdivision for:
(1) supporting future teacher clubs or service-learning opportunities that provide middle
and high school students with experiential learning that supports the success of younger
students or peers and increases students' interest in pursuing a teaching career;
new text begin
(2) developing and offering postsecondary enrollment options for "Introduction to
Teaching" or "Introduction to Education" courses consistent with section 124D.09,
subdivision 10, that meet degree requirements for teacher licensure;
new text end
deleted text begin (2)deleted text end new text begin (3)new text end providing direct support, including wrap-around services, for students who are
of color or American Indian to enroll and be successful in postsecondary enrollment options
courses under section 124D.09 that would meet degree requirements for teacher licensure;
or
deleted text begin (3)deleted text end new text begin (4)new text end offering scholarships to graduating high school students who are of color or
American Indian to enroll in board-approved undergraduate teacher preparation programs
at a college or university in Minnesota.
new text begin
(c) The maximum grant award under this subdivision is $500,000. The commissioner
may consider the number of participants a grant recipient intends to support when determining
a grant amount.
new text end
Sec. 16.
Minnesota Statutes 2022, section 123B.147, subdivision 3, is amended to read:
Subd. 3.
Duties; evaluation.
(a) The principal shall provide administrative, supervisory,
and instructional leadership services, under the supervision of the superintendent of schools
of the district and according to the policies, rules, and regulations of the school board, for
the planning, management, operation, and evaluation of the education program of the building
or buildings to which the principal is assigned.
(b) To enhance a principal'snew text begin culturally responsivenew text end leadership skills and support and
improve teaching practices, school performance, and student achievement for diverse student
populations, including at-risk students, children with disabilities, English learners, and gifted
students, among others, a district must develop and implement a performance-based system
for annually evaluating school principals assigned to supervise a school building within the
district. The evaluation must be designed to improve teaching and learning by supporting
the principal in shaping the school's professional environment and developing teacher
quality, performance, and effectiveness. The annual evaluation must:
(1) support and improve a principal's instructional leadership, organizational management,
and professional development, and strengthen the principal's capacity in the areas of
instruction, supervision, evaluation, and teacher development;
new text begin
(2) support and improve a principal's culturally responsive leadership practices that
create inclusive and respectful teaching and learning environments for all students, families,
and employees;
new text end
deleted text begin (2)deleted text end new text begin (3)new text end include formative and summative evaluations based on multiple measures of
student progress toward career and college readiness;
deleted text begin (3)deleted text end new text begin (4)new text end be consistent with a principal's job description, a district's long-term plans and
goals, and the principal's own professional multiyear growth plans and goals, all of which
must support the principal's leadership behaviors and practices, rigorous curriculum, school
performance, and high-quality instruction;
deleted text begin (4)deleted text end new text begin (5)new text end include on-the-job observations and previous evaluations;
deleted text begin (5)deleted text end new text begin (6)new text end allow surveys to help identify a principal's effectiveness, leadership skills and
processes, and strengths and weaknesses in exercising leadership in pursuit of school success;
deleted text begin (6)deleted text end new text begin (7)new text end use longitudinal data on student academic growth as 35 percent of the evaluation
and incorporate district achievement goals and targets;
deleted text begin (7)deleted text end new text begin (8)new text end be linked to professional development that emphasizes improved teaching and
learning, curriculum and instruction, student learning, new text begin culturally responsive leadership
practices, new text end and a collaborative professional culture; and
deleted text begin (8)deleted text end new text begin (9)new text end for principals not meeting standards of professional practice or other criteria
under this subdivision, implement a plan to improve the principal's performance and specify
the procedure and consequence if the principal's performance is not improved.
The provisions of this paragraph are intended to provide districts with sufficient flexibility
to accommodate district needs and goals related to developing, supporting, and evaluating
principals.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2024.
new text end
Sec. 17.
new text begin
[124D.901] STUDENT SUPPORT PERSONNEL AID.
new text end
new text begin Subdivision 1. new text end
new text begin Definitions. new text end
new text begin
For the purposes of this section, the following terms have
the meanings given:
new text end
new text begin
(1) "new position" means a student support services personnel full-time or part-time
position not under contract by a school district, charter school, or cooperative unit at the
start of the 2022-2023 school year;
new text end
new text begin
(2) "part-time position" means a student support services personnel position less than
1.0 full-time equivalent at the start of the 2022-2023 school year;
new text end
new text begin
(3) "American Rescue Plan Act" means the federal American Rescue Plan Act of 2021,
Public Law 117-2, that awarded funds; and
new text end
new text begin
(4) "student support services personnel" means an individual licensed to serve as a school
counselor, school psychologist, school social worker, school nurse, or chemical dependency
counselor in Minnesota.
new text end
new text begin Subd. 2. new text end
new text begin Purpose. new text end
new text begin
The purpose of student support personnel aid is to:
new text end
new text begin
(1) address shortages of student support services personnel within Minnesota schools;
new text end
new text begin
(2) decrease caseloads for existing student support services personnel to ensure effective
services;
new text end
new text begin
(3) ensure that students receive effective student support services and integrated and
comprehensive services to improve prekindergarten through grade 12 academic, physical,
social, and emotional outcomes supporting career and college readiness and effective school
mental health services;
new text end
new text begin
(4) ensure that student support services personnel serve within the scope and practice
of their training and licensure;
new text end
new text begin
(5) fully integrate learning supports, instruction, assessment, data-based decision making,
and family and community engagement within a comprehensive approach that facilitates
interdisciplinary collaboration; and
new text end
new text begin
(6) improve student health, school safety, and school climate to support academic success
and career and college readiness.
new text end
new text begin Subd. 3. new text end
new text begin Student support personnel aid. new text end
new text begin
(a) The initial student support personnel aid
for fiscal year 2024 and fiscal year 2025 for a school district equals the greater of $24 times
the adjusted pupil units at the district for the current fiscal year or $25,000. The initial
student support personnel aid for fiscal year 2026 and later for a school district equals the
greater of $44 times the adjusted pupil units at the district for the current fiscal year or
$60,000. The initial student support personnel aid for fiscal year 2024 and fiscal year 2025
for a charter school equals $22 times the adjusted pupil units at the charter school for the
current fiscal year. The initial student support personnel aid for fiscal year 2026 and later
for a charter school equals $40 times the adjusted pupil units at the charter school for the
current fiscal year.
new text end
new text begin
(b) The cooperative student support personnel aid for fiscal year 2024 and fiscal year
2025 for a school district that is a member of an intermediate school district or other
cooperative unit that enrolls students equals $2 times the adjusted pupil units at the member
district for the current fiscal year. The cooperative student support personnel aid for fiscal
year 2026 and later for a school district that is a member of an intermediate school district
or other cooperative unit that enrolls students equals $4 times the adjusted pupil units at the
member district for the current fiscal year. If a district is a member of more than one
cooperative unit that enrolls students, the revenue must be allocated among the cooperative
units.
new text end
new text begin
(c) Notwithstanding paragraphs (a) and (b), the student support personnel aid must not
exceed the district's or cooperative unit's actual expenditure according to the approved plan
under subdivision 3.
new text end
new text begin Subd. 4. new text end
new text begin Allowed uses. new text end
new text begin
(a) Aid under this section must be used to hire new positions
for student support services personnel or increase a current position that is less than 1.0
full-time equivalent to a greater number of service hours or make permanent a position hired
using onetime resources awarded through the American Rescue Plan Act, or to maintain a
position that would otherwise be eliminated.
new text end
new text begin
(b) Cooperative student support personnel aid must be transferred to the intermediate
district or other cooperative unit of which the district is a member and used to hire new
positions for student support services personnel or increase a current position that is less
than 1.0 full-time equivalent to a greater number of service hours or make permanent a
position hired using onetime resources awarded through the federal American Rescue Plan
Act at the intermediate district or cooperative unit.
new text end
new text begin
(c) If a school district, charter school, or cooperative unit does not receive at least two
applications and is not able to hire a new full-time equivalent position with student support
personnel aid, the aid may be used for contracted services from individuals licensed to serve
as a school counselor, school psychologist, school social worker, school nurse, or chemical
dependency counselor in Minnesota.
new text end
new text begin Subd. 5. new text end
new text begin Report required. new text end
new text begin
By February 1 following any fiscal year in which student
support personnel aid was received, a school district, charter school, or cooperative unit
must submit a written report to the commissioner indicating how the new position affected
two or more of the following measures:
new text end
new text begin
(1) school climate;
new text end
new text begin
(2) student health;
new text end
new text begin
(3) attendance rates;
new text end
new text begin
(4) academic achievement;
new text end
new text begin
(5) career and college readiness; and
new text end
new text begin
(6) postsecondary completion rates.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2024 and later.
new text end
Sec. 18. new text begin APPROPRIATIONS; DEPARTMENT OF EDUCATION.
new text end
new text begin Subdivision 1. new text end
new text begin Department of Education. new text end
new text begin
The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal year
designated.
new text end
new text begin Subd. 2. new text end
new text begin Agricultural educator grants. new text end
new text begin
(a) For agricultural educator grants under Laws
2017, First Special Session chapter 5, article 2, section 51:
new text end
|
new text begin
$ new text end |
new text begin
250,000 new text end |
new text begin
..... |