SF 2905

as introduced - 93rd Legislature (2023 - 2024) Posted on 06/26/2023 10:42am

A bill for an act
relating to education finance; providing funding for prekindergarten through grade
12 education; modifying provisions for general education, education excellence,
teachers, special education, nutrition, early childhood, community education, and
state agencies; requiring reports; appropriating money; amending Minnesota
Statutes 2022, sections 120A.20, subdivision 1; 120B.12; 122A.06, subdivision
4; 122A.73, subdivisions 2, 3, 5; 124D.111, subdivisions 1a, 4; 124D.1158,
subdivisions 1, 3, 4; 124D.151, as amended; 124D.165, subdivisions 2, 3;
124D.2211; 124D.231; 124D.65, subdivision 5; 124D.98, by adding a subdivision;
125A.76, subdivision 2e; 126C.05, subdivisions 1, 3; 126C.10, subdivisions 2, 2d,
2e; 126C.17, by adding a subdivision; 245.4889, subdivision 1; proposing coding
for new law in Minnesota Statutes, chapters 122A; 124D; 125A; 127A.

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

ARTICLE 1

GENERAL EDUCATION

Section 1.

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 new text begin :
new text end

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

new text begin (2) a district's English learner cross subsidy aid.
new text end

new text begin (b) A district's English learner cross subsidy equals 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.

new text begin EFFECTIVE DATE. new text end

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

Sec. 2.

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

Subd. 2.

Basic revenue.

new text begin (a) new text end The basic revenue for each district equals the formula
allowance times the adjusted pupil units for the school year.

deleted text begin The formula allowance for fiscal year 2021 is $6,567. deleted text end new text begin (b) new text end The formula allowance for
fiscal year 2022 is $6,728. The formula allowance for fiscal year deleted text begin 2023 and later deleted text end new text begin 2024 new text end is
deleted text begin $6,863 deleted text end new text begin $7,425 new text end .

new text begin (c) For fiscal year 2025 and later, the formula allowance equals the formula allowance
for fiscal year 2024 times the inflationary increase for that year.
new text end

new text begin (d) For purposes of this subdivision, "inflationary increase" means one plus the percentage
change in the Consumer Price Index for urban consumers, as prepared by the United States
Bureau of Labor Statistics, from the current fiscal year to fiscal year 2024.
new text end

Sec. 3.

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

Subd. 2e.

Local optional revenue.

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

new text begin (b) The first tier local optional revenue allowance is $300 for fiscal years 2022, 2023,
and 2024. The first tier local optional revenue allowance for fiscal year 2025 and later equals
the product of $300 times the ratio of the formula allowance under subdivision 2 for the
current fiscal year to the formula allowance under subdivision 2 for fiscal year 2024.
new text end

new text begin (c) The second tier local optional revenue allowance is $424 for fiscal years 2022, 2023,
and 2024. The second tier local optional revenue allowance for fiscal year 2025 and later
equals the product of $424 times the ratio of the formula allowance under subdivision 2 for
the current fiscal year to the formula allowance under subdivision 2 for fiscal year 2024.
new text end

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

deleted text begin (c) deleted text end new text begin (e) new text end 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.

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 4.

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

new text begin Subd. 9b. new text end

new text begin Renewal by school board. new text end

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

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

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

new text begin (3) the school board has adopted a written resolution authorizing the renewal after holding
a meeting and allowing public testimony on the proposed renewal.
new text end

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

new text begin (c) A referendum expires in the last fiscal year in which the referendum generates revenue
for the school district. 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 July 1, 2023.
new text end

ARTICLE 2

EDUCATION EXCELLENCE

Section 1.

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

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

Subdivision 1.

Literacy goal.

The legislature seeks to have every child reading at or
above grade level new text begin beginning in kindergarten and new text end no later than the end of grade 3, including
English learners, and that teachers provide deleted text begin comprehensive, scientifically based deleted text end new text begin
evidence-based new text end reading instruction new text begin through a multitiered system of support and based in
the science of reading by 2027. Instruction must focus on student mastery of the foundational
reading skills of phonemic awareness, phonics, and fluency, as well as the development of
oral language and vocabulary and reading comprehension skills. Students must receive
evidenced-based instruction based in the science of reading that is proven to effectively
teach children to read new text end consistent with section 122A.06, subdivision 4.

Subd. 2.

Identification; report.

(a) Each school district must identify before the end of
kindergarten, grade 1, and grade 2 all students who are not deleted text begin reading at grade level deleted text end new text begin
demonstrating mastery of foundational reading skills, including phonemic awareness,
phonics, decoding, and fluency, using a screening tool approved by the Department of
Education new text end . Students identified as not deleted text begin reading at grade level deleted text end new text begin demonstrating mastery of
foundational reading skills new text end by the end of kindergarten, grade 1, and grade 2 must be screened,
deleted text begin in a locally determined manner deleted text end new text begin using a tool approved by the Department of Education new text end , for
characteristics of dyslexia new text begin and screening data must be submitted to the Department of
Education in the form and manner prescribed by the commissioner new text end .

(b) Students in grade 3 or higher who demonstrate a reading difficulty to a classroom
teacher must be screened, deleted text begin in a locally determined manner deleted text end new text begin using a tool approved by the
Department of Education new text end , for new text begin deficits in foundational reading skills and new text end characteristics of
dyslexia, unless a different reason for the reading difficulty has been identified.

(c) Reading assessments in English, and in the predominant languages of district students
where practicable, must identify and evaluate students' areas of academic need related to
literacy. The district also must monitor the progress and provide reading instruction
appropriate to the specific needs of English learners. The district must use deleted text begin a locally adopted, deleted text end new text begin
tools approved by the Department of Education that are new text end developmentally appropriate, and
culturally responsive deleted text begin assessment deleted text end new text begin assessments new text end and annually report summary assessment
results to the commissioner by July 1.

(d) The district also must annually report to the commissioner by new text begin December 15 and new text end July
1 a summary of the district's efforts to screen and identify students who demonstrate
characteristics of dyslexia using screening tools new text begin approved by the Department of Education new text end
such as those recommended by the department's dyslexia specialist. With respect to students
screened or identified under paragraph (a), the report must include:

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

(2) the number of students screened for that reporting year; and

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

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

Subd. 2a.

Parent notification and involvement.

Schools, deleted text begin at least annually deleted text end new text begin on a quarterly
basis new text end , 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 new text begin , including student performance on foundational
reading skills and whether the student has been identified as demonstrating characteristics
of dyslexia, new text end as measured by a deleted text begin locally adopted assessment deleted text end new text begin tool approved by the Department
of Education new text end ;

(2) reading-related services currently being provided new text begin within a multitiered system of
support framework new text end to the student new text begin , specific curricula being used, the training and licensure
of the teacher providing these services, how these services address identified skill deficits, new text end
and new text begin how new text end the student's progress new text begin will be monitored new text end ; 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. If a student does
not read at or above grade level by the end of deleted text begin grade 3 deleted text end new text begin the current school year new text end , the district
must continue to provide reading intervention until the student reads at grade level. District
intervention methods deleted text begin shall encourage deleted text end new text begin must include new text end family engagement and, where possible,
collaboration with appropriate school and community programs new text begin that specialize in
evidence-based instructional practices based in the science of reading and emphasis on
mastery of foundational reading skills, including phonemic awareness, phonics, decoding,
and fluency new text end . Intervention methods new text begin must be taught by a certified or licensed reading specialist
and new text end may include, but are not limited to, requiring 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 school district or charter school deleted text begin is strongly encouraged to deleted text end new text begin must new text end provide a personal
learning plan for a student who is unable to demonstrate grade-level proficiency, as measured
by deleted text begin the statewide reading assessment in grade 3 deleted text end new text begin state-approved progress monitoring tools in
kindergarten through grade 3 new text end . The district or charter school must determine the format of
the personal learning plan in collaboration with the student's educators and other appropriate
professionals. The school must develop the learning plan in consultation with the student's
parent or guardian. The personal learning plan must address knowledge gaps and skill
deficiencies through strategies such as specific exercises and practices during and outside
of the regular school day, periodic assessments, and reasonable timelines. deleted text begin The personal
learning plan may include grade retention, if it is in the student's best interest. deleted 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.

Each district shall use the data under subdivision 2 to
identify the staff development needs so that:

(1) elementary teachers new text begin and early childhood educators, where appropriate, new text end are able to
implement comprehensive, scientifically based reading and oral language instruction new text begin based
in the science of reading. Instruction provided by elementary teachers must include explicit,
systematic instruction new text end in the five reading areas of phonemic awareness, phonics, fluency,
vocabulary, and comprehension as defined in section 122A.06, subdivision 4, and other
literacy-related areas including writing until the student achieves grade-level reading
proficiency new text begin . Instruction provided by early childhood educators must include explicit,
systematic instruction in phonological and phonemic awareness, oral language, including
listening comprehension and vocabulary, and letter-sound correspondence new text end ;

(2) elementary teachers new text begin and early childhood educators, where appropriate, new text end have sufficient
training to provide comprehensive, scientifically based reading and oral language instruction
new text begin based in the science of reading new text end that meets students' developmental, linguistic, and literacy
needs new text begin , including foundational reading skills, new text end using the intervention methods or programs
selected by the district for the identified students;

(3) deleted text begin licensed teachers employed by the district have regular opportunities to improve
reading and writing instruction deleted text end new text begin by July 1, 2027, all public school kindergarten through grade
3 teachers and support staff employed by the school district must be offered training and
provided ongoing coaching in the science of reading using a training program approved by
the Department of Education and must be funded with literacy incentive aid received annually
by districts under section 124D.98 new text end ;

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

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

Subd. 4a.

Local literacy plan.

(a) Consistent with this section, a school district must
deleted text begin adopt deleted text end new text begin submit new text end a local literacy plan new text begin using the template provided by the Department of
Education, new text end to have every child new text begin in kindergarten through grade 3 developing early literacy
skills and new text end reading at or above grade level no later than the end of grade 3, including English
learners. The plan must be consistent with section 122A.06, subdivision 4, and include the
following:

(1) a process new text begin within a multitiered system of support framework new text end 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 proficiency deleted text end new text begin foundational reading skills that are
characteristic of dyslexia new text end ;

(2) a process to notify and deleted text begin involve deleted text end new text begin partner with new text end parents new text begin to promote developmentally
appropriate and culturally relevant language and literacy support at home new text end ;

(3) a description of new text begin the data-based decision-making process within the multitiered system
of support framework for new text end how schools in the district will determine the deleted text begin proper deleted text end new text begin appropriate new text end
reading new text begin instruction and new text end intervention deleted text begin strategy for a student deleted text end new text begin to meet the identified student's
needs new text end and the new text begin progress monitoring new text end process for intensifying or modifying the reading deleted text begin strategy deleted text end new text begin
instruction and intervention new text end in order to obtain measurable deleted text begin reading deleted text end progress;

(4) new text begin a process within a multitiered system of support framework to implement explicit,
systematic, new text end evidence-based intervention methods new text begin based in the science of reading new text end for students
who new text begin demonstrate foundational reading skills deficits or new text end are not reading at or above grade
level deleted text begin and progress monitoring to provide information on the effectiveness of the intervention deleted text end new text begin .
Intervention methods may not include the three-cueing system. Progress monitoring must
be completed to provide information on the effectiveness of the intervention new text end ; deleted text begin and
deleted text end

new text begin (5) a process to screen and identify students with characteristics of dyslexia as required
by section 120B.12; and
new text end

deleted text begin (5) deleted text end new text begin (6) new text end identification of staff development needs, including a deleted text begin program deleted text end new text begin plan new text end to meet those
needs.

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

Subd. 5.

Commissioner.

The commissioner shall deleted text begin recommend to districts multiple
assessment tools deleted text end new text begin provide a menu of state-approved assessment tools that are aligned to the
English language arts state academic standards and to early childhood indicators of progress new text end
to assist districts and teachers with identifying students under subdivision 2. The
commissioner shall also make available deleted text begin examples of nationally recognized and research-based
instructional methods or programs to districts to provide deleted text end new text begin opportunities for teachers to be
trained in the science of reading in order to ensure the instruction being provided is new text end
comprehensive, scientifically based reading instruction and intervention under this section.

Sec. 2.

Minnesota Statutes 2022, section 122A.06, subdivision 4, is amended to read:

Subd. 4.

Comprehensive, scientifically based reading instruction.

(a) "Comprehensive,
scientifically based reading instruction" includes a program or collection of instructional
practices that is based on valid, replicable evidence showing that when these programs or
practices are used, students can be expected to achieve, at a minimum, satisfactory reading
progress. The program or collection of practices must include, at a minimum, effective,
deleted text begin balanced deleted text end new text begin explicit, systematic new text end instruction new text begin based in the science of reading with instruction
new text end in all five areas of reading: phonemic awareness, phonics, fluency, vocabulary development,
and reading comprehension.

Comprehensive, scientifically based reading instruction deleted text begin also deleted text end new text begin occurs within a multitiered
system of support framework. A multitiered system of support new text end includes and integrates
instructional strategies for continuously assessing, evaluating, and communicating the
student's reading progress and needs in order to design and implement ongoing new text begin instruction
and new text end interventions new text begin based in the science of reading new text end so that students of all ages and proficiency
levels can read and comprehend text, write, and apply higher level thinking skills. new text begin Instruction
within a multitiered system of support framework includes core, supplemental, and intensive
reading instruction used at each grade level, including prekindergarten through third grade,
and must be designed around teaching the five foundational reading skills based in the
science of reading. new text end For English learners developing literacy skills, districts are encouraged
to use strategies that teach reading and writing in the students' native language and English
at the same time.

new text begin (b) For the purposes of this subdivision, the following terms have the meanings given:
new text end

deleted text begin (b) deleted text end new text begin (1) new text end "Fluency" deleted text begin is deleted text end new text begin means new text end the ability of students to read text with speed, accuracy, and
proper expression.

deleted text begin (c) deleted text end new text begin (2) new text end "Phonemic awareness" deleted text begin is deleted text end new text begin means new text end the ability of students to notice, think about, and
manipulate individual sounds in spoken syllables and words.

new text begin (3) "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

deleted text begin (d) deleted text end new text begin (4) new text end "Phonics" deleted text begin is deleted text end new text begin means new text end the understanding that there are systematic and predictable
relationships between written letters and spoken words. Phonics instruction is a way of
teaching reading that stresses learning how letters correspond to sounds and how to apply
this knowledge in reading and spelling.

deleted text begin (e) deleted text end new text begin (5) new text end "Reading comprehension" deleted text begin is deleted text end new text begin means new text end an active process that requires intentional
thinking during which meaning is constructed through interactions between text and reader.
Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and
implementing specific cognitive strategies to help beginning readers derive meaning through
intentional, problem-solving thinking processes.

deleted text begin (f) deleted text end new text begin (6) new text end "Vocabulary development" deleted text begin is deleted text end new text begin means new text end the process of teaching vocabulary both
directly and indirectly, with repetition and multiple exposures to vocabulary items. Learning
in rich contexts, incidental learning, and use of computer technology enhance the acquiring
of vocabulary.

new text begin (7) "Foundational reading skills" means phonological and phonemic awareness, phonics
or decoding, and fluency. Foundational reading skills appropriate to each grade level must
be mastered in kindergarten, grade 1, and grade 2. Struggling readers in grade 3 and higher
who demonstrate deficits in foundational reading skills may require explicit, systematic
instruction to reach mastery.
new text end

new text begin (8) A "multitiered system of support" means a systematic preventative approach that
addresses the academic, behavioral, and social-emotional needs of all students at the core
(universal), targeted (Tier I), and intensive (Tier II) levels. Through a multitiered system
of support a teacher must provide high quality, scientifically based or evidence-based
instruction and intervention that is matched to a student's needs; uses a method monitoring
progress frequently to inform decisions about instruction and goals; and applies data literacy
skills to educational decision making.
new text end

new text begin (c) Beginning in the 2023-2024 school year, a public school district or charter school
must transition away from a program of instruction for students in kindergarten through
grade 2 that is based in any practice or intervention program that uses:
new text end

new text begin (1) visual memory as the primary basis for teaching word recognition; or
new text end

new text begin (2) the three-cueing system model of reading based on meaning, structure and syntax,
and visual, which is also known as "MSV."
new text end

deleted text begin (g) deleted text end new text begin (d) new text end Nothing in this subdivision limits the authority of a school district to select a
school's reading program or curriculum.

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; 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 chairing 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 grants.
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 individual deleted text end new text begin means a full-time staff member serving one
eligible school new text end who is responsible for deleted text begin aligning deleted text end new text begin the identification, implementation, and
coordination of new text end programming deleted text begin with deleted text end new text begin to address new 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; deleted text begin or
deleted text end

(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 deleted text begin . deleted text end new text begin ; or
new text end

new text begin (3) the school is part of an intermediate district organized under section 136D.01.
new text end

(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) $150,000 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 and deleted text end equity among urban, suburban,
and greater Minnesota schools new text begin ; and demonstrated success implementing full-service
community school programming new 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 deleted text begin expanded programming at each covered site deleted text end new text begin
the full-service community school plan and evidence-based model new text end . The new text begin full-service
community new text end school leadership team shall have deleted text begin between deleted text end new text begin at least new text end 12 deleted text begin to 15 deleted text end members and shall
meet the following requirements:

(1) at least 30 percent of the members are parents new text begin , guardians, or students new text end and 30 percent
of the members are deleted text begin teachers deleted text end new text begin educators new text end 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 .

new text begin (3) 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 deleted text begin schools deleted text end new text begin school administration new text end on a regular basis and summarized
in an annual new text begin full-service community school review new text end report new text begin under subdivision 3, paragraph
(a) new text end . deleted text begin These reports shall also be made available to the public at the school site and on school
and district websites.
deleted text end

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
as deleted text end new text begin the creation of new text end a full-service community school new text begin plan new 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 include deleted text end new text begin including new 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, including, but not limited
to, new text begin American Indian students and new 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,
including, but not limited to, 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 services deleted text end new text begin full-service
community school activities new text end , including, but not limited to:

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

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

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

new text begin (B) 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, student, and community engagement that brings students' families
and the community into the school as partners in children's 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, deleted text end new text begin including new text end a documentation
of individuals in the community, faith-based organizations, community and neighborhood
associations, colleges, hospitals, libraries, businesses, and social service agencies deleted text begin who deleted text end new text begin that new text end
may be able to provide support and resources; and

(3) a baseline analysis of needs in the community surrounding the school deleted text begin , led by the
school leadership team, deleted text end including deleted text begin , but not limited to deleted 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 establish deleted text end new text begin develop a
full-service community school plan that utilizes and aligns district and community assets
and establishes services in new text end at least two of the following types of programming:

(1) early childhood:

(i) early childhood education; and

(ii) child care services;

(2) academic:

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

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

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

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

(v) specialized instructional support services;

new text begin (vi) social-emotional learning;
new text end

new text begin (vii) culturally sustaining instruction;
new text end

new text begin (viii) civic learning and leadership opportunities; and
new text end

new text begin (ix) community-based learning opportunities;
new text end

(3) deleted text begin parental involvement deleted text end new text begin engaging families new text end :

(i) programs that deleted text begin promote parental involvement and deleted text end new text begin link families to their child's learning
such as new text end family literacy;

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

(iii) parenting education activities;

new text begin (iv) designating space where families may meet with school staff and each other; and
new text end

new text begin (v) designating staff at the school site to meet with families and educators to build dual
capacities for family-school partnerships;
new text end

(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 deleted text begin covered deleted text end new text begin currently funded new text end 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:

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

new text begin (1) the effectiveness of the school or the community school consortium in implementing
the full-service community school plan, including the effectiveness of the community plan
to address needs identified during the needs assessment process, 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;
new text end

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

deleted text begin (2) deleted text end new text begin (3) new text end 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;

deleted text begin (3) deleted text end new text begin (4) new text end the operation of the school leadership team and its contribution to successful
execution of the community school plan;

deleted text begin (4) deleted text end new text begin (5) new text end recommendations for improving delivery of community school programming to
students and families;

deleted text begin (5) deleted text end new text begin (6) new text end the number and percentage of students receiving community school programming
who had not previously been served;

deleted text begin (6) deleted text end new text begin (7) new text end the number and percentage of nonstudent community members receiving
community school programming who had not previously been served;

deleted text begin (7) improvement in retention among students who receive community school
programming;
deleted text end

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

new text begin (9) improvement in student attendance; course completion, grades, or other interim
measures of academic achievement; and student discipline incidents;
new text end

deleted text begin (9) deleted text end new text begin (10) new text end 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;

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

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

deleted text begin (12) deleted text end new text begin (11) new text end assessment of new text begin family, new text end community deleted text begin stakeholder deleted text end new text begin member, community institution,
and, where appropriate, student new text end satisfaction new text begin over the duration of the grant new text end ;

deleted text begin (13) assessment of institutional partner satisfaction;
deleted text end

new text begin (12) a summary of how stakeholders were engaged in the planning and implementation
process;
new text end

new text begin (13) a summary of new or expanded community partnerships that formed as a result of
the grant;
new text end

(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; new text begin and
new text end

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

deleted text begin (16) the degree of increased collaboration among participating agencies and private
partners.
deleted text end

(b) Reports submitted under this section shall be evaluated by the commissioner with
respect to the deleted text begin following criteria: deleted text end new text begin clauses in paragraph (a).
new text end

deleted text begin (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;
deleted text end

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

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

deleted text begin (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;
deleted text end

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

deleted text begin (6) the degree of community stakeholder and institutional partner engagement;
deleted text end

deleted text begin (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;
deleted text end

deleted text begin (8) increases in access to services for students and their families; and
deleted text end

deleted text begin (9) the degree of increased collaboration among participating agencies and private
partners.
deleted text end

Sec. 4.

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; and
new text end

new text begin (2) "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 academic guidance and integrated and
comprehensive services to improve prekindergarten through grade 12 school outcomes and
career and college readiness;
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, and school management within a
comprehensive approach that facilitates interdisciplinary collaboration; and
new text end

new text begin (6) improve school safety and school climate to support academic success and career
and college readiness.
new text end

new text begin Subd. 3. new text end

new text begin Aid eligibility and application. new text end

new text begin A school district, charter school, intermediate
school district, or other cooperative unit is eligible to apply for student support personnel
aid under this section. The commissioner must prescribe the form and manner of the
application, which must include a plan describing how the aid will be used.
new text end

new text begin Subd. 4. new text end

new text begin Student support personnel aid. new text end

new text begin (a) The initial student support personnel aid
for a school district equals the greater of $22 times the number of pupils enrolled at the
district on October 1 of the previous fiscal year or $35,000. The initial student support
personnel aid for a charter school equals $22 times the number of pupils enrolled at the
charter school on October 1 of the previous fiscal year.
new text end

new text begin (b) The cooperative student support personnel aid for a school district that is a member
of an intermediate school district or other cooperative unit that enrolls students equals $6
times the number of pupils enrolled at the district on October 1 of the previous 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 or cooperative unit's actual expenditure according to the approved plan
under subdivision 3.
new text end

new text begin Subd. 5. new text end

new text begin Allowed uses; match requirements. new text end

new text begin (a) Aid under this section must be used
to hire new positions for student support services personnel.
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 at the intermediate district or cooperative
unit.
new text end

new text begin (c) If a school district, charter school, or cooperative unit is not able to hire a new full-time
equivalent position with student support personnel aid, the aid may be used for contracted
services from individuals licensed to serve as a school counselor, school psychologist, school
social worker, school nurse, or chemical dependency counselor in Minnesota.
new text end

new text begin Subd. 6. new text end

new text begin Report required. new text end

new text begin By February 1 following any fiscal year in which student
support personnel aid was received, a school district, charter school, or cooperative unit
must submit a written report to the commissioner indicating how the new position affected
two or more of the following measures:
new text end

new text begin (1) school climate;
new text end

new text begin (2) attendance rates;
new text end

new text begin (3) academic achievement;
new text end

new text begin (4) career and college readiness; and
new text end

new text begin (5) 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. 5.

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 Beginning July 1, 2023, literacy incentive aid
must be used to support comprehensive literacy reform efforts in public schools as follows:
new text end

new text begin (1) for public school prekindergarten through grade 3 teachers and support staff to be
trained in the science of reading using a training program approved by the Department of
Education no later than July 1, 2027, unless the commissioner of education grants an
extension;
new text end

new text begin (2) to hire a licensed reading and dyslexia specialist who is trained in the science of
reading as determined by the commissioner of education and oversees a school district's or
charter school's implementation of required components under section 120B.12 no later
than July 1, 2027, unless the commissioner of education grants an extension;
new text end

new text begin (3) for the most underperforming schools, defined as those at 25 percent or below
proficiency on grade 3 reading on the Minnesota Comprehensive Assessments, to hire
literacy coaches trained in the science of reading to support teachers and multitiered systems
of support implementation; and
new text end

new text begin (4) to provide materials, training, and ongoing coaching to ensure alternate instruction
under section 125A.56, subdivision 1, is based in the science of reading.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 6.

new text begin [125A.561] STATEWIDE SCHOOL-BASED MENTAL HEALTH
SCREENING.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose and applicability. new text end

new text begin The purpose of this section is to establish a
statewide system of school-based mental health screening for students and school assessment
of staff well-being as a support for student mental health and well-being.
new text end

new text begin Subd. 2. new text end

new text begin Definition of statewide school-based mental health screening. new text end

new text begin (a) For purposes
of this section, "school-based mental health screening" means an assessment of students to
determine whether they may be at risk for a mental health concern using a systematic tool
or process, including standardized student-report, parent-report, and teacher-report measures,
mental health surveillance data, and structured teacher nomination processes.
new text end

new text begin (b) For purposes of this section, school staff assessment of well-being means a system
and process for conducting school staff self-assessments of an array of school staff well-being
components, using surveys, interviews, focus groups, or other means.
new text end

new text begin Subd. 3. new text end

new text begin Consent and confidentiality. new text end

new text begin For purposes of this section, the consent and
confidentiality requirements of the Family Educational Rights and Privacy Act, United
States Code, title 20, section 1232g, the Health Insurance Portability and Accountability
Act, United States Code, title 42, section 1320d, and the Minnesota Government Data
Practices Act, chapter 13, shall apply.
new text end

new text begin Subd. 4. new text end

new text begin Eligibility for statewide school-based mental health screening aid. new text end

new text begin A school
district under chapter 123B, charter school under chapter 124E, or Tribal school under
section 124D.83, qualifies for additional state funding to conduct school-based mental health
screening for every student in kindergarten through grade 12 enrolled in that school district,
charter school, or Tribal contract school if the school district board under section 123B.09,
charter school board of directors under section 124E.07, with parent and community
participation under section 124D.78, approves establishment of a mental health screening
system.
new text end

new text begin Subd. 5. new text end

new text begin Uses of statewide school-based mental health screening aid. new text end

new text begin School districts,
charter schools, and Tribal schools may use funds under this section for:
new text end

new text begin (1) obtaining professional development for mental health screening of students and
school staff self-assessment of well-being;
new text end

new text begin (2) procuring needed resources, technology, and supplies for systematic mental health
screening of students and school staff self-assessment of well-being;
new text end

new text begin (3) funding school staff mental health professionals and practitioners and contracted
services to conduct student mental health screening, referral, and follow-up for students;
new text end

new text begin (4) funding administrative costs of conducting school staff well-being self-assessment;
new text end

new text begin (5) costs of billing public or private insurance for student mental health screening services
reimbursement; and
new text end

new text begin (6) other expenses in implementing systems for mental health screening of students and
school staff self-assessment of well-being.
new text end

new text begin Subd. 6. new text end

new text begin Statewide school-based mental health screening aid. new text end

new text begin For fiscal year 2024
and later, statewide school-based mental health screening aid equals $11 times the number
of kindergarten through grade 12 pupil units enrolled in the eligible school district, charter
school, or Tribal school on October 1 of the previous fiscal year.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 7.

new text begin [127A.21] COMPREHENSIVE SCHOOL MENTAL HEALTH SERVICES
LEADS.
new text end

new text begin Subdivision 1. new text end

new text begin Lead position established. new text end

new text begin The department must employ two leads to
serve as a source of information and support for schools in addressing the mental health
needs of students, teachers, and school staff, and developing comprehensive school mental
health systems in school districts and charter schools. One lead must work on addressing
the mental health needs of students and the other lead must work on addressing the mental
health needs of teachers and other school staff.
new text end

new text begin Subd. 2. new text end

new text begin Assistance to districts. new text end

new text begin (a) The leads must assist schools in assessing the quality
of their comprehensive school mental health systems and developing improvement plans
to implement evidence-based mental health resources, tools, and practices in school districts
and charter schools throughout Minnesota.
new text end

new text begin (b) The leads must establish a clearinghouse and provide information and resources for
school districts, charter schools, teachers, and families to support students', teachers', and
school staff's mental health needs.
new text end

new text begin (c) The leads must work with school districts and charter schools to improve mental
health infrastructure support by:
new text end

new text begin (1) developing guidance and sharing resources on improving the quality of comprehensive
school mental health systems;
new text end

new text begin (2) developing and sharing resources on evidence-based strategies, behavioral
interventions, and practices or techniques for addressing mental health needs, including
implementing a comprehensive approach to suicide prevention;
new text end

new text begin (3) facilitating coordination and cooperation to enable school districts and charter schools
to share strategies, challenges, and successes associated with supporting the mental health
needs of students, teachers, and staff;
new text end

new text begin (4) providing advice, upon request, to schools on implementing trauma-informed and
culturally responsive school-based programs that provide prevention or intervention services
to students, teachers, and staff;
new text end

new text begin (5) aligning resources among the different state agencies, including the Department of
Education, Department of Human Services, and Department of Health, to ensure school
mental health systems can efficiently access state resources; and
new text end

new text begin (6) maintaining a comprehensive list of resources on the Department of Education website
that schools may use to address students', teachers', and staff's mental health needs, including
grant opportunities; community-based prevention and intervention services; model policies;
written publications that schools may distribute to students, teachers, and staff; professional
development opportunities; best practices; and other resources for mental health education
under section 120B.21.
new text end

new text begin (d) The leads may report to the legislature as necessary regarding students', teachers',
and school staff's mental health needs; challenges in developing comprehensive school
mental health services; successful strategies and outcomes; and recommendations for
integrating mental health services and supports in schools.
new text end

new text begin Subd. 3. new text end

new text begin Coordination with other agencies. new text end

new text begin The comprehensive school mental health
services lead must consult with the Regional Centers of Excellence, the Department of
Health, the Department of Human Services, the Minnesota School Safety Center, and other
federal, state, and local agencies as necessary to identify or develop information, training,
and resources to help school districts and charter schools support students', teachers', and
school staff's mental health needs.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 8. 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 years
designated.
new text end

new text begin Subd. 2. new text end

new text begin Statewide school-based mental health screening. new text end

new text begin (a) For grants to school
districts for school-based mental health screening under Minnesota Statutes, section
125A.561:
new text end

	new text begin $ new text end	new text begin 9,983,000 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 9,983,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) Up to $150,000 each year may be retained for administration costs.
new text end

new text begin (c) If the appropriation is insufficient, the commissioner must proportionately reduce
the aid payment to each school district.
new text end

new text begin Subd. 3. new text end

new text begin BOLD literacy. new text end

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

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

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

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

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

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

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

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

new text begin Subd. 4. new text end

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

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

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

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

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

new text begin Subd. 5. new text end

new text begin Student support personnel aid. new text end

new text begin For aid to support schools in addressing
students' social, emotional, and physical health under Minnesota Statutes, section 124D.901:
new text end

	new text begin $ new text end	new text begin 19,405,000 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 19,405,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin Subd. 6. new text end

new text begin Student support personnel. new text end

new text begin (a) For developing a student support personnel
workforce pipeline focused on workforce development strategies to increase providers of
color and Indigenous providers, professional respecialization, recruitment, and retention;
to increase the number of student support personnel providing school-based services; and
to provide a school health services support position at the Department of Education:
new text end

	new text begin $ new text end	new text begin 2,550,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 2,550,000 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 and is available in the second year.
new text end

new text begin Subd. 7. new text end

new text begin School-linked behavioral health. new text end

new text begin (a) For transfer to the commissioner of
human services for expanding school-linked behavioral health grants under Minnesota
Statutes, section 245.4901.
new text end

	new text begin $ new text end	new text begin 6,000,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 6,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) Of the amount each year, $5,775,000 is for expanding school-linked behavioral health
grants.
new text end

new text begin (c) Of the amount in paragraph (b), $4,775,000 each year is to support kindergarten
through grade 12 students needing mental health supports.
new text end

new text begin (d) Of the amount in paragraph (b), $1,000,000 each year is to support school staff in
providing supports to students.
new text end

new text begin (e) Grant funds may be awarded to existing school-linked mental health providers through
amending current grant contracts.
new text end

new text begin Subd. 8. new text end

new text begin Comprehensive school mental health services leads. new text end

new text begin For the comprehensive
school mental health services lead under Minnesota Statutes, section 127A.21:
new text end

	new text begin $ new text end	new text begin ....... 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 ....... new text end	new text begin ..... new text end	new text begin 2025 new text end

ARTICLE 3

TEACHERS

Section 1.

Minnesota Statutes 2022, section 122A.73, subdivision 2, is amended to read:

Subd. 2.

Grow Your Own district programs.

(a) A school district may apply for a
grant for a Professional Educator Licensing and Standards Board-approved teacher
preparation program. The grant recipient must use at least 80 percent of grant funds to
provide tuition scholarships or stipends to enable school district employees or community
members affiliated with a school district, who are of color or American Indian and who
seek a teaching license, to participate in the teacher preparation program. new text begin Grant funds may
also be used to pay for teacher licensure exams and licensure fees.
new text end

(b) A district using grant funds under this subdivision to provide financial support to
teacher candidates may require a commitment as determined by the district to teach in the
district for a reasonable amount of time that does not exceed five years.

Sec. 2.

Minnesota Statutes 2022, section 122A.73, subdivision 3, is amended to read:

Subd. 3.

Grants for programs serving secondary school students.

(a) new text begin School districts
and charter schools may apply for grants to develop innovative expanded Grow Your Own
programs that encourage secondary school students to pursue teaching, including developing
and offering dual-credit postsecondary course options in schools for "Introduction to
Teaching" or "Introduction to Education" courses consistent with Minnesota Statutes, section
124D.09, subdivision 10. new text end In addition deleted text begin 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, a school district or charter
school 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 or charter
school.

(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) providing secondary courses, including but not limited to dual-credit and
postsecondary course options, that encourage secondary school students to pursue teaching
careers;
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.

Sec. 3.

Minnesota Statutes 2022, section 122A.73, subdivision 5, is amended to read:

Subd. 5.

Grow Your Own program account.

(a) An account is established in the special
revenue fund known as the "Grow Your Own program account."

(b) Funds appropriated for the Grow Your Own program under this section must be
transferred to the Grow Your Own program account in the special revenue fund.

(c) Money in the account is annually appropriated to the commissioner for the Grow
Your Own program under this section. Any returned funds are available to be regranted.
Grant recipients may apply to use grant money over a period of up to 60 months.

(d) Up to deleted text begin $100,000 deleted text end new text begin $300,000 new text end annually is appropriated to the commissioner for costs
associated with administering and monitoring the program under this section.

Sec. 4.

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

new text begin Subdivision 1. new text end

new text begin Establishment. new text end

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

new text begin Subd. 2. new text end

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

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

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

new text begin Subd. 3. new text end

new text begin Grant procedure. new text end

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

new text begin Subd. 4. new text end

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

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

new text begin (b) Funds appropriated for the Grow Your Own Early Childhood Educator program
under this section must be transferred to the Grow Your Own Early Childhood Educator
program account in the special revenue fund.
new text end

new text begin (c) Money in the account is annually appropriated to the commissioner for the Grow
Your Own Early Childhood Educator program under this section. Any returned funds are
available to be regranted. Grant recipients may apply to use grant money over a period of
up to 60 months
new text end

new text begin (d) Up to $300,000 annually is appropriated to the commissioner for costs associated
with administering and monitoring the program under this section.
new text end

new text begin Subd. 5. new text end

new text begin Report. new text end

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

Sec. 5.

new text begin [122A.732] GRANTS FOR GROW YOUR OWN PROGRAMS IN TEACHER
LICENSURE SHORTAGE AREAS.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment. new text end

new text begin The commissioner of education must award grants for
Grow Your Own programs established under this section in order to support a teaching
workforce in teacher licensure shortage areas.
new text end

new text begin Subd. 2. new text end

new text begin Grow Your Own Programs in teacher licensure shortage areas. new text end

new text begin (a) A school
district, charter school, intermediate district, or cooperative unit that employs licensed
teachers may apply for a grant for a teacher preparation program approved by the Professional
Educator Licensing and Standards Board. This board-approved program must support one
or more teacher licensure pathways in areas identified as licensure shortage areas by the
Professional Educator Licensing and Standards Board to increase the teaching workforce
in those areas. Professional Educator Licensing and Standards Board-approved teacher
preparation programs, including alternative pathway providers, that support one or more
teacher licensure pathways in areas identified as a licensure shortage area by the Professional
Educator Licensing Standards Board may also apply for a grant under this section.
new text end

new text begin (b) At least 80 percent of grant funds must be used to provide tuition scholarships or
stipends to enable school employees or community members affiliated with the school to
participate in a board-approved teacher preparation program. This includes currently licensed
teachers that seek to add an additional license or endorsement that would enable them to
fill teaching positions in licensure shortage areas. This does not include programs for school
support personnel such as counselors, nurses, and school psychologists.
new text end

new text begin Subd. 3. new text end

new text begin Grant procedure. new text end

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

new text begin Subd. 4. new text end

new text begin Grow Your Own licensure shortage area program account. new text end

new text begin (a) The Grow
Your Own licensure shortage area program account is established in the special revenue
fund.
new text end

new text begin (b) Funds appropriated for the Grow Your Own licensure shortage area program under
this section must be transferred to the Grow Your Own licensure shortage area program
account in the special revenue fund.
new text end

new text begin (c) Money in the account is annually appropriated to the commissioner for the Grow
Your Own licensure shortage area program under this section. Any returned funds are
available to be regranted. Grant recipients may apply to use grant money over a period of
up to 60 months.
new text end

new text begin (d) Up to $300,000 annually is appropriated to the commissioner for costs associated
with administering and monitoring the program under this section.
new text end

new text begin Subd. 5. new text end

new text begin Report. new text end

new text begin Grant recipients must annually report to the commissioner in the form
and manner determined by the commissioner on their activities under this section. The
commissioner must publish a public report that summarizes the activities and outcomes of
grant recipients and what was done to promote sharing of effective practices among grant
recipients and potential grant applicants.
new text end

Sec. 6. 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 Educator career pathway. new text end

new text begin (a) For grants to districts and charter schools to
encourage middle and high school students to become educators by creating new educator
career pathway program components in high schools and postsecondary institutions that
are primarily focused on but are not limited to disadvantaged and underrepresented
populations:
new text end

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

new text begin (b) Of the amount each year, $2,965,000 is to establish grants to districts and charter
schools to establish educator career pathway program cohorts of high school students. Grant
funds must be used for the following purposes:
new text end

new text begin (1) to develop mentorship and support programs in a cohort-based pathway toward
becoming a licensed teacher;
new text end

new text begin (2) to recruit and retain participants;
new text end

new text begin (3) to provide experiential learning opportunities including job shadowing, tutoring, and
paid work-based learning in the classroom; or
new text end

new text begin (4) for tuition, fees, and materials for prospective educators enrolled in the postsecondary
coursework required to become a licensed teacher in Minnesota. Grantees must create
partnerships with institutions of higher education.
new text end

new text begin (c) Of the amount each year, $765,000 is for districts and charter schools to establish
tuition incentives for high school teachers to obtain credentials for teaching concurrent
enrollment courses. Grant applications must be evaluated in part based on the need for
educators qualified to teach concurrent enrollment courses.
new text end

new text begin (d) Of the amount each year, $765,000 is to establish matching funds to school districts
and charter schools for the development of an educator internship pilot program. Grant
funds may be used to develop programming and compensate teachers, mentors, teacher
candidates, student teachers, and educator interns. Grantees must create partnerships with
institutions of higher education.
new text end

new text begin (e) Of the amount each year, $305,000 is to support data analysis to track research
outcomes and effective practices in supporting educators.
new text end

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

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

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

new text begin Subd. 3. new text end

new text begin Teacher retention bonuses. new text end

new text begin (a) For providing retention bonuses to teachers
who are new to the profession:
new text end

	new text begin $ new text end	new text begin 3,750,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 3,750,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The commissioner must establish a process to identify eligible teachers to receive
retention bonuses in this program.
new text end

new text begin (c) The commissioner must prioritize teachers of color and American Indian teachers,
teachers filling licensure shortage areas, and teachers from low-income backgrounds.
new text end

new text begin (d) The employer of the eligible teacher must offer the stipend and request reimbursement
from the department using a process established by the department.
new text end

new text begin (e) A retention bonus must be in addition to the local salary agreement.
new text end

new text begin (f) Reimbursements for eligible teachers must meet the following requirements:
new text end

new text begin (1) $1,000 awarded to first-year teachers who successfully complete their first year of
employment and are returning for a second year.
new text end

new text begin (2) $2,000 awarded to the same cohort of teachers who successfully complete their
second year of employment and are returning for a third year.
new text end

new text begin (3) $4,500 awarded to the same cohort of teachers who successfully complete their third
year of employment and are returning for a fourth year.
new text end

new text begin (g) The department may retain up to five percent of the appropriation amount to monitor
and administer the program.
new text end

new text begin Subd. 4. new text end

new text begin Grow Your Own. new text end

new text begin (a) For grants to develop, continue, or expand Grow Your
Own new teacher programs under Minnesota Statutes, section 122A.73:
new text end

	new text begin $ new text end	new text begin 18,615,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 18,615,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) This appropriation is subject to the requirements under Minnesota Statutes, section
122A.73, subdivision 5.
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 $20,890,000.
new text end

new text begin Subd. 5. new text end

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

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

	new text begin $ new text end	new text begin 3,860,000 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 3,860,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

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

new text begin Subd. 6. new text end

new text begin Grow Your Own licensure shortage area programs. new text end

new text begin (a) For grants to support
the Grow Your Own licensure shortage area program under Minnesota Statutes, section
122A.732:
new text end

	new text begin $ new text end	new text begin 3,860,000 new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin 3,860,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) This appropriation is subject to the requirements under section 122A.732, subdivision
4.
new text end

ARTICLE 4

SPECIAL EDUCATION

Section 1.

Minnesota Statutes 2022, section 125A.76, subdivision 2e, is amended to read:

Subd. 2e.

Cross subsidy reduction aid.

(a) A school district's annual cross subsidy
reduction aid equals the school district's initial special education cross subsidy for the
previous fiscal year times the cross subsidy aid factor for that fiscal year.

(b) The cross subsidy aid factor equals deleted text begin 2.6 percent for fiscal year 2020 and deleted text end 6.43 percent
for fiscal deleted text begin year deleted text end new text begin years new text end 2021 new text begin , 2022, and 2023, and 100 percent for fiscal year 2024 new text end and later.

new text begin EFFECTIVE DATE. new text end

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

ARTICLE 5

NUTRITION

Section 1.

Minnesota Statutes 2022, section 124D.111, subdivision 1a, is amended to read:

Subd. 1a.

School lunch aid amounts.

deleted text begin Each school year, the state must pay participants
in the national school lunch program the amount of 12.5 cents for each full paid and free
student lunch and 52.5 cents for each reduced-price lunch served to students.
deleted text end

new text begin (a) Any Minnesota school that participates in the United States Department of Agriculture
National School Lunch Program must provide, at no cost, a federally reimbursable lunch
to all enrolled students each school day. A participating school with an Identified Student
Percentage at or above the federal percentage determined for all meals to be reimbursed at
the free rate must participate in the Community Eligibility Provision.
new text end

new text begin (b) The department must provide to every Minnesota school providing meals to students
under paragraph (a) funding equal to the difference between the federal reimbursement and
the average cost of a school meal as annually defined by the United States Department of
Agriculture.
new text end

Sec. 2.

Minnesota Statutes 2022, section 124D.111, subdivision 4, is amended to read:

Subd. 4.

No fees.

A participant that receives school lunch aid under this section must
make lunch available without charge and must not deny a school lunch to deleted text begin all participating
students who qualify for free or reduced-price meals deleted text end new text begin any student new text end , whether or not that student
has an outstanding balance in the student's meals account attributable to a la carte purchases
or for any other reason.

Sec. 3.

Minnesota Statutes 2022, section 124D.1158, subdivision 1, is amended to read:

Subdivision 1.

Purpose.

The purpose of the school breakfast program is to provide
affordable morning nutrition to children so that they can effectively learn. new text begin Any Minnesota
school that participates in the United States Department of Agriculture School Breakfast
Program must provide, at no cost, a federally reimbursable breakfast to all enrolled students
each school day. new text end Public and nonpublic schools that participate in the federal school breakfast
program may receive state breakfast aid. Schools shall encourage all children to eat a
nutritious breakfast, either at home or at school, and shall work to eliminate barriers to
breakfast participation at school such as inadequate facilities and transportation.

Sec. 4.

Minnesota Statutes 2022, section 124D.1158, subdivision 3, is amended to read:

Subd. 3.

Program reimbursement.

deleted text begin Each school year, the state must reimburse each
participating school 30 cents for each reduced-price breakfast, 55 cents for each fully paid
breakfast served to students in grades 1 to 12, and $1.30 for each fully paid breakfast served
to a prekindergarten student enrolled in an approved voluntary prekindergarten program
under section 124D.151 or a kindergarten student. deleted text end new text begin The department must provide to all
Minnesota schools participating in the federal School Breakfast Program funding equal to
the difference between the federal reimbursement and the average cost of a school breakfast
as annually defined by the United States Department of Agriculture.
new text end

Sec. 5.

Minnesota Statutes 2022, section 124D.1158, subdivision 4, is amended to read:

Subd. 4.

No fees.

A school that receives school breakfast aid under this section must
make breakfast available without charge to all deleted text begin participating deleted text end students in grades 1 to 12 deleted text begin who
qualify for free or reduced-price meals deleted text end and to all prekindergarten students enrolled in an
approved voluntary prekindergarten program under section 124D.151 new text begin , early childhood
special education students participating in a program authorized under section 124D.151, new text end
and all kindergarten students.

Sec. 6. new text begin APPROPRIATION; SCHOOL BREAKFAST AND LUNCH.
new text end

new text begin Subdivision 1. new text end

new text begin School breakfast. new text end

new text begin For traditional school breakfast aid under Minnesota
Statutes, section 124D.1158:
new text end

	new text begin $ new text end	new text begin ....... 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 ....... new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin Subd. 2. new text end

new text begin School lunch. new text end

new text begin For school lunch aid under Minnesota Statutes, section 124D.111,
and Code of Federal Regulations, title 7, section 210.17:
new text end

	new text begin $ new text end	new text begin ....... 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 ....... new text end	new text begin ..... new text end	new text begin 2025 new text end

ARTICLE 6

EARLY CHILDHOOD EDUCATION

Section 1.

Minnesota Statutes 2022, section 120A.20, subdivision 1, is amended to read:

Subdivision 1.

Age limitations; pupils.

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

(b) A person shall not be admitted to a public school new text begin : new text end (1) new text begin as a public prekindergarten
pupil, unless the pupil is at least four years of age as of September 1 of the calendar year
in which the school year for which the pupil seeks admission commences; (2) new text end as a
kindergarten pupil, unless the pupil is at least five years of age on September 1 of the calendar
year in which the school year for which the pupil seeks admission commences; or deleted text begin (2) deleted text end new text begin (3) new text end
as a 1st grade student, unless the pupil is at least six years of age on September 1 of the
calendar year in which the school year for which the pupil seeks admission commences or
has completed kindergarten; except that any school board may establish a policy for
admission of selected pupils at an earlier age under section 124D.02.

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

Sec. 2.

Minnesota Statutes 2022, section 124D.151, as amended by Laws 2021, First
Special Session chapter 13, article 9, section 1, is amended to read:

124D.151 VOLUNTARY new text begin PUBLIC new text end PREKINDERGARTEN PROGRAM new text begin FOR
ELIGIBLE FOUR-YEAR-OLD CHILDREN new text end .

Subdivision 1.

Establishment; purpose.

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

Subd. 2.

Program requirements.

deleted text begin (a) deleted text end A voluntary new text begin public new text end prekindergarten program
provider must:

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

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

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

(4) provide instructional content and activities that are of sufficient length and intensity
to address learning needs including offering a program with at least deleted text begin 350 deleted text end new text begin 850 new text end hours of
instruction per school year for a prekindergarten student;

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

new text begin (6) employ a lead teacher for each voluntary public prekindergarten classroom who has
at least a bachelor's degree in early education or a related field no later than July 1, 2029.
Teachers employed by an eligible provider for at least three of the last five years immediately
preceding July 1, 2023, who meet the necessary content knowledge and teaching skills for
early childhood educators, as demonstrated through measures determined by the state, may
be employed as a lead teacher. "Lead teacher" means an individual with primary
responsibility for the instruction and care of eligible children in a classroom;
new text end

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

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

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

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

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

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

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

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

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

Subd. 3.

Mixed delivery deleted text begin of services deleted text end new text begin program plan new text end .

deleted text begin A district or charter school may
contract with a charter school, Head Start or child care centers, family child care programs
licensed under section 245A.03, or a community-based organization to provide eligible
children with developmentally appropriate services that meet the program requirements in
subdivision 2. Components of a mixed-delivery plan include strategies for recruitment,
contracting, and monitoring of fiscal compliance and program quality. deleted text end new text begin School districts and
charter schools that receive funding for voluntary public prekindergarten programs must
develop and submit a mixed delivery program plan to the Department of Education annually
by July 1, 2024, and every year thereafter, in a manner and format prescribed by the
commissioner. The plan must ensure alignment of all public prekindergarten program
providers within the school district boundary in meeting the program requirements in
subdivision 2 and must include:
new text end

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

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

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

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

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

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

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

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

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

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

new text begin Subd. 3a. new text end

new text begin Funding. new text end

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

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

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

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

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

Subd. 4.

Eligibility.

deleted text begin A deleted text end new text begin (a) An eligible new text end child new text begin means a child new text end who new text begin :
new text end

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

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

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

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

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

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

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

new text begin (vi) was identified as having a potential risk factor that may influence learning through
health and developmental screening under sections 121A.16 to 121A.19;
new text end

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

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

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

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

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

deleted text begin Subd. 5. deleted text end

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

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

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

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

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

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

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

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

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

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

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

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

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

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

deleted text begin Subd. 6. deleted text end

deleted text begin Participation limits. deleted text end

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

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

Subd. 7.

Financial accounting.

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 3.

Minnesota Statutes 2022, section 124D.165, subdivision 2, is amended to read:

Subd. 2.

Family eligibility.

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

(1) have an eligible child; and

(2) new text begin (i) new text end have income equal to or less than 185 percent of federal poverty level income in
the current calendar year deleted text begin , or deleted text end new text begin ;
new text end

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

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

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

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

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

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

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

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

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

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

Sec. 4.

Minnesota Statutes 2022, section 124D.165, subdivision 3, is amended to read:

Subd. 3.

Administration.

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

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

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

deleted text begin (2) deleted text end new text begin (3) new text end are in foster care deleted text begin or otherwise deleted text end new text begin ;
new text end

new text begin (4) have been referred as new text end in need of new text begin child new text end protection deleted text begin or deleted text end services; deleted text begin or
deleted text end

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

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

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

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

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

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

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

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

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

Sec. 5.

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 deleted text begin an approved deleted text end new text begin a new text end voluntary new text begin public new text end prekindergarten program under section 124D.151 deleted text begin is
counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more
than 0.6 pupil units deleted text end new text begin that meets the minimum hours required in section 120A.41 is counted
as a 1.0 pupil unit new text end .

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 6.

Minnesota Statutes 2022, section 126C.05, subdivision 3, is amended to read:

Subd. 3.

Compensation revenue pupil units.

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

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

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

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

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

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

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

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

(3) .60.

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 7.

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

Subd. 2d.

Declining enrollment revenue.

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 8.

Minnesota Statutes 2022, section 245.4889, subdivision 1, is amended to read:

Subdivision 1.

Establishment and authority.

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

(1) counties;

(2) Indian tribes;

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

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

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

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

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

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

(3) respite care services for children with emotional disturbances or severe emotional
disturbances who are at risk of out-of-home placement or already in out-of-home placement
in family foster settings as defined in chapter 245A and at risk of change in out-of-home
placement or placement in a residential facility or other higher level of care. Allowable
activities and expenses for respite care services are defined under subdivision 4. A child is
not required to have case management services to receive respite care services;

(4) children's mental health crisis services;

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

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

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

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

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

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

(11) mental health first aid training;

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

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

(14) early childhood mental health consultation;

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

(16) psychiatric consultation for primary care practitioners; and

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

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

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

Sec. 9. new text begin TRANSITION YEAR IN 2024.
new text end

new text begin (a) Fiscal year 2024 may serve as a transition year in order to give current voluntary
prekindergarten, school readiness plus, and early learning scholarships pathway II programs
a year to transition to the new voluntary public prekindergarten program for eligible
four-year-old children and to make the necessary adjustments to meet the additional program
requirements and facilitate relationships with all public prekindergarten program providers
within the school district boundaries.
new text end

new text begin (b) For fiscal year 2024 only, school districts operating a voluntary prekindergarten
program under Minnesota Statutes, section 124D.151, or school readiness plus program
under Laws 2017, First Special Session chapter 5, article 8, section 9, may apply to the
department of education to allow the program to continue to operate under the provisions
of Minnesota Statutes, sections 124D.151 and 126C.05, subdivision 1, as they existed prior
to the date of enactment of this act.
new text end

Sec. 10. 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 Early learning scholarships. new text end

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

	new text begin $ new text end	new text begin 122,065,000 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 122,065,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

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

new text begin (c) Notwithstanding Minnesota Statutes, section 124D.165, for fiscal year 2024 only,
the commissioner may allocate funds to Head Start and licensed center and family child
care providers as necessary to implement the voluntary public prekindergarten transition
year outlined in section 9, including allocating funds under Minnesota Statutes, section
124D.165, as they existed prior to the date of enactment of this act.
new text end

new text begin Subd. 3. new text end

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

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

	new text begin $ new text end	new text begin 96,920,000 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 ....... new text end	new text begin ..... new text end	new text begin 2025 new text end

ARTICLE 7

COMMUNITY EDUCATION

Section 1.

Minnesota Statutes 2022, section 124D.2211, is amended to read:

124D.2211 AFTER-SCHOOL COMMUNITY LEARNING PROGRAMS.

Subdivision 1.

Establishment.

A competitive statewide after-school community learning
grant program is established to provide grants to community or nonprofit organizations,
political subdivisions, deleted text begin for-profit or nonprofit child care centers, deleted text end or school-based programs
that serve youth after school or during nonschool hours. new text begin Grants must be used to offer a
broad array of academic enrichment activities that promote positive after-school activities,
including art, music, community engagement, literacy, science, technology, engineering,
math, health, and recreation programs. new text end The commissioner shall develop criteria for
after-school community learning programs new text begin that promote partnerships and active collaboration
with the schools that participating students attend. The commissioner may award grants
under this section to community or nonprofit organizations, American Indian organizations,
Tribal nations, political subdivisions, public libraries, or school-based programs that serve
youth after school or during nonschool hours new text end .

Subd. 2.

deleted text begin Program outcomes deleted text end new text begin Objectives new text end .

The deleted text begin expected outcomes deleted text end new text begin objectives new text end of the
after-school community learning programs are to deleted text begin increase deleted text end :

deleted text begin (1) school connectedness of participants;
deleted text end

deleted text begin (2) academic achievement of participating students in one or more core academic areas;
deleted text end

deleted text begin (3) the capacity of participants to become productive adults; and
deleted text end

deleted text begin (4) prevent truancy from school and prevent juvenile crime.
deleted text end

new text begin (1) increase access to comprehensive after-school and summer learning and enrichment
opportunities that meet the academic and social-emotional needs of historically underserved
students;
new text end

new text begin (2) promote engagement in learning and connections to school and community; and
new text end

new text begin (3) encourage school attendance and improve academic performance.
new text end

Subd. 3.

Grants.

new text begin (a) new text end An applicant deleted text begin shall deleted text end new text begin must new text end submit an after-school community learning
program proposal to the commissioner. The submitted deleted text begin plan deleted text end new text begin proposal new text end must include:

deleted text begin (1) collaboration with and leverage of existing community resources that have
demonstrated effectiveness;
deleted text end

deleted text begin (2) outreach to children and youth; and
deleted text end

deleted text begin (3) involvement of local governments, including park and recreation boards or schools,
unless no government agency is appropriate.
deleted text end

deleted text begin Proposals will be reviewed and approved by the commissioner.
deleted text end

new text begin (1) an assessment of the needs and available resources for the after-school community
learning program and a description of how the proposed program will address the needs
identified, including how students and families are engaged in the process;
new text end

new text begin (2) a description of the partnership between a school and another eligible entity;
new text end

new text begin (3) an explanation of how the proposal will support the objectives identified in subdivision
2, including the use of best practices;
new text end

new text begin (4) a plan to implement effective after-school practices and provide staff access to
professional development opportunities; and
new text end

new text begin (5) a description of the data the after-school community learning program will use to
evaluate the impact of the program.
new text end

new text begin (b) The commissioner must review proposals and award grants to programs that:
new text end

new text begin (1) primarily serve historically underserved students; and
new text end

new text begin (2) provide opportunities for academic enrichment and a broad array of additional services
and activities to meet program objectives.
new text end

new text begin (c) To the extent practicable, the commissioner must award grants equitably among the
geographic areas of Minnesota, including rural, suburban, and urban communities.
new text end

new text begin (d) The commissioner may award grants for two-year periods. A grant awarded to an
eligible applicant may not exceed $300,000.
new text end

new text begin Subd. 4. new text end

new text begin Technical assistance and continuous improvement. new text end

new text begin (a) The commissioner
must monitor and evaluate the performance of grant recipients to assess the effectiveness
of after-school community learning programs in meeting the objectives identified in
subdivision 2.
new text end

new text begin (b) The commissioner must provide technical assistance, capacity building, and
professional development to grant recipients, including guidance on effective practices for
after-school programs.
new text end

Sec. 2. new text begin APPROPRIATION.
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 After-school program grants. new text end

new text begin (a) For grants for after-school community
learning programs under Minnesota Statutes, section 124D.2211:
new text end

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

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

new text begin (c) Up to two percent of this appropriation must be used to contract with Ignite
Afterschool to expand a statewide system of continuous program improvement and
professional development for funded after-school program providers in accordance with
Minnesota Statutes, section 124D.2211, subdivision 4, paragraph (b).
new text end

new text begin (d) Up to five percent of this appropriation may be retained for administration, monitoring,
and providing technical assistance to grant recipients in accordance with Minnesota Statutes,
section 124D.2211, subdivision 4.
new text end

ARTICLE 8

STATE AGENCIES

Section 1. new text begin APPROPRIATION.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin (a) For the Department of Education:
new text end

	new text begin $ new text end	new text begin ....... 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 ....... new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) Of these amounts:
new text end

new text begin (1) $319,000 each year is for the Board of School Administrators;
new text end

new text begin (2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes,
section 120B.115;
new text end

new text begin (3) $250,000 each year is for the School Finance Division to enhance financial data
analysis;
new text end

new text begin (4) $720,000 each year is for implementing Minnesota's Learning for English Academic
Proficiency and Success Act under Laws 2014, chapter 272, article 1, as amended;
new text end

new text begin (5) $123,000 each year is for a dyslexia specialist;
new text end

new text begin (6) $480,000 each year is for the Department of Education's mainframe update;
new text end

new text begin (7) $2,674,000 in fiscal year 2024 and $2,784,000 in fiscal year 2025 are for the
administration and monitoring of voluntary public prekindergarten programs, including
data collection, analysis, and support for providers implementing the assessment required
under Minnesota Statutes, section 124D.151; and
new text end

new text begin (8) $788,000 in fiscal year 2024 and $668,000 in fiscal year 2025 is for costs associated
with implementing changes to the school lunch and school breakfast programs in article 6.
new text end

new text begin (c) None of the amounts appropriated under this subdivision may be used for Minnesota's
Washington, D.C., office.
new text end

new text begin (d) The expenditures of federal grants and aids as shown in the biennial budget document
and its supplements are approved and appropriated and must be spent as indicated.
new text end

new text begin (e) This appropriation includes funds for information technology project services and
support subject to the provisions of Minnesota Statutes, section 16E.21. Any ongoing
information technology costs will be incorporated into the service level agreement and will
be paid to the Office of MN.IT Services by the Department of Education under the rates
and mechanisms specified in that agreement.
new text end