Engrossments
Introduction		Posted on 03/12/2019
1st Engrossment		Posted on 04/09/2019
2nd Engrossment		Posted on 04/24/2019

Unofficial Engrossments
1st Unofficial Engrossment		Posted on 05/02/2019

Division Engrossments
1st Division Engrossment		Posted on 04/04/2019

ARTICLE 1

GENERAL EDUCATION

Section 1.

Minnesota Statutes 2018, section 16A.152, subdivision 1b, is amended to read:

Subd. 1b.

Budget reserve level.

(a) The commissioner of management and budget shall
calculate the budget reserve level by multiplying the current biennium's general fund
nondedicated revenues and the most recent budget reserve percentage under subdivision 8.

(b) If, on the basis of a November forecast of general fund revenues and expenditures,
the commissioner of management and budget determines that there will be a positive
unrestricted general fund balance at the close of the biennium and that the provisions of
subdivision 2, paragraph (a), deleted text beginclauses (1), (2), (3), and (4),deleted text end are satisfied, the commissioner
shall transfer to the budget reserve account in the general fund the amount necessary to
increase the budget reserve to the budget reserve level determined under paragraph (a). The
amount of the transfer authorized in this paragraph shall not exceed 33 percent of the positive
unrestricted general fund balance determined in the forecast.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 2.

Minnesota Statutes 2018, section 16A.152, subdivision 2, is amended to read:

Subd. 2.

Additional revenues; priority.

(a) If on the basis of a forecast of general fund
revenues and expenditures, the commissioner of management and budget determines that
there will be a positive unrestricted budgetary general fund balance at the close of the
biennium, the commissioner of management and budget must allocate money to the following
accounts and purposes in priority order:

(1) the cash flow account established in subdivision 1 until that account reaches
$350,000,000;

(2) the budget reserve account established in subdivision 1a until that account reaches
$1,596,522,000;

(3) the amount necessary to increase the aid payment schedule for school district aids
and credits payments in section 127A.45 to not more than 90 percent rounded to the nearest
tenth of a percent without exceeding the amount available and with any remaining funds
deposited in the budget reserve;

(4) the amount necessary to restore all or a portion of the net aid reductions under section
127A.441 and to reduce the property tax revenue recognition shift under section 123B.75,
subdivision 5, by the same amount; deleted text beginand
deleted text end

(5) deleted text beginthe clean water fund established in section 114D.50 until $22,000,000 has been
transferred into the fund.deleted text endnew text begin the amount necessary to increase the special education aid payment
percentage under section 127A.45, subdivision 13, paragraph (b), to not more than 100
percent; and
new text end

new text begin (6) the permanent school fund compensation aid until $50,000,000 has been transferred
to the commissioner of education for payment of school aids under section 41.
new text end

(b) The amounts necessary to meet the requirements of this section are appropriated
from the general fund within two weeks after the forecast is released or, in the case of
transfers under paragraph (a), clauses (3) deleted text beginanddeleted text endnew text begin,new text end (4), new text beginand (5), new text endas necessary to meet the
appropriations schedules otherwise established in statute.

(c) The commissioner of management and budget shall certify the total dollar amount
of the reductions under paragraph (a), clauses (3) deleted text beginanddeleted text endnew text begin,new text end (4), new text beginand (5), new text endto the commissioner of
education. The commissioner of education shall increase the aid payment percentage deleted text beginanddeleted text endnew text begin,new text end
reduce the property tax shift percentagenew text begin, and increase the special education aid payment
percentagenew text end by these amounts and apply those reductions to the current fiscal year and
thereafter.

deleted text begin (d) Paragraph (a), clause (5), expires after the entire amount of the transfer has been
made.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 3.

Minnesota Statutes 2018, section 120A.20, subdivision 2, is amended to read:

Subd. 2.

Education, residence, and transportation of homeless.

(a) Notwithstanding
subdivision 1, a district must not deny free admission to a homeless pupil solely because
the district cannot determine that the pupil is a resident of the district.

(b) The school district of residence for a homeless pupil shall be the school district in
which the parent or legal guardian resides, unless: (1) parental rights have been terminated
by court order; (2) the parent or guardian is not living within the state; or (3) the parent or
guardian having legal custody of the child is an inmate of a Minnesota correctional facility
or is a resident of a halfway house under the supervision of the commissioner of corrections.
If any of clauses (1) to (3) apply, the school district of residence shall be the school district
in which the pupil resided when the qualifying event occurred. If no other district of residence
can be established, the school district of residence shall be the school district in which the
pupil currently resides. If there is a dispute between school districts regarding residency,
the district of residence is the district designated by the commissioner of education.

(c) new text beginExcept as provided in paragraph (d), new text endthe serving district is responsible for transporting
a homeless pupil to and from the pupil's district of residence. The district may transport
from a permanent home in another district but only through the end of the academic school
year. When a pupil is enrolled in a charter school, the district or school that provides
transportation for other pupils enrolled in the charter school is responsible for providing
transportation. When a homeless deleted text beginstudentdeleted text endnew text begin pupilnew text end with or without an individualized education
program attends a public school other than an independent or special school district or
charter school, the district of residence is responsible for transportation.

new text begin (d) For a homeless pupil with an individualized education plan enrolled in a program
authorized by an intermediate school district, special education cooperative, service
cooperative, or education district, the serving district at the time of the pupil's enrollment
in the program remains responsible for transporting that pupil for the remainder of the school
year, unless the initial serving district and the current serving district mutually agree that
the current serving district is responsible for transporting the homeless pupil.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 4.

new text begin [120A.21] ENROLLMENT OF A STUDENT IN FOSTER CARE.
new text end

new text begin A student placed in foster care must remain enrolled in the student's prior school unless
it is determined that remaining enrolled in the prior school is not in the student's best interests.
The best interests of the student must not be influenced by the preferences of the prior or
current enrolling school and the best interests of the student must not be influenced by the
educational costs associated with the placement of the foster student. If the student does
not remain enrolled in the prior school, the student must be enrolled in a new school within
seven school days.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 5.

Minnesota Statutes 2018, section 120A.35, is amended to read:

120A.35 ABSENCE FROM SCHOOL FOR RELIGIOUS OBSERVANCE.

Reasonable efforts must be made by a school district to accommodate any pupil who
wishes to be excused from a curricular activity for a religious observance.new text begin A school board
must provide annual notice to parents of the school district's policy relating to a pupil's
absence from school for a religious observance. A school board may satisfy the notice
requirement by including the notice in a student handbook containing school policies or by
posting the notice on the district website.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 6.

Minnesota Statutes 2018, section 120A.40, is amended to read:

120A.40 SCHOOL CALENDAR.

(a) Except for learning programs during summer, flexible learning year programs
authorized under sections 124D.12 to 124D.127, and learning year programs under section
124D.128, a district must not commence an elementary or secondary school year before
Labor Day, except as provided under paragraph (b). Days devoted to teachers' workshops
may be held before Labor Day. Districts that enter into cooperative agreements are
encouraged to adopt similar school calendars.

(b) A district may begin the school year on any day before Labor Day:

(1) to accommodate a construction or remodeling project of $400,000 or more affecting
a district school facility;

(2) if the district has an agreement under section 123A.30, 123A.32, or 123A.35 with a
district that qualifies under clause (1); or

(3) if the district agrees to the same schedule with a school district in an adjoining state.

new text begin (c) A school board may consider the community's religious observances when adopting
an annual school calendar.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 7.

Minnesota Statutes 2018, section 123A.64, is amended to read:

123A.64 DUTY TO MAINTAIN ELEMENTARY AND SECONDARY SCHOOLS.

Each district must maintain classified elementary and secondary schools, deleted text begingrades 1deleted text endnew text begin
kindergartennew text end throughnew text begin gradenew text end 12, unless the district is exempt according to section 123A.61
or 123A.62, has made an agreement with another district or districts as provided in sections
123A.30, 123A.32, or sections 123A.35 to 123A.43, or 123A.17, subdivision 7, has received
a grant under sections 123A.441 to 123A.445, or has formed a cooperative under section
123A.482. A district that has an agreement according to sections 123A.35 to 123A.43 or
123A.32 must operate a school with the number of grades required by those sections. A
district that has an agreement according to section 123A.30 or 123A.17, subdivision 7, or
has received a grant under sections 123A.441 to 123A.445 must operate a school for the
grades not included in the agreement, but not fewer than three grades.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2020-2021 school year and later.
new text end

Sec. 8.

Minnesota Statutes 2018, section 123B.02, subdivision 14, is amended to read:

Subd. 14.

Employees; contracts for services.

new text begin(a) new text endThe board may employ and discharge
necessary employees and may contract for other services.

new text begin (b) The board must, before making an offer of employment to a person, request a copy
of the person's personnel file from the previous employing district or charter school.
new text end

Sec. 9.

Minnesota Statutes 2018, section 123B.143, subdivision 1, is amended to read:

Subdivision 1.

Contract; duties.

new text begin(a) new text endAll districts maintaining a classified secondary
school must employ a superintendent who deleted text beginshall bedeleted text endnew text begin must serve asnew text end an ex officio nonvoting
member of the school board. The authority for selection and employment of a superintendent
must be vested in the board in all cases.

new text begin (b)new text end An individual employed by a board as a superintendent deleted text beginshalldeleted text endnew text begin mustnew text end have an initial
employment contract for a period of time no longer than three years from the date of
employment. Any subsequent employment contract must not exceed a period of three years.
A board, at its discretion, may or may not renew an employment contract. A board must
not, by action or inaction, extend the duration of an existing employment contract. Beginning
365 days prior to the expiration date of an existing employment contract, a board may
negotiate and enter into a subsequent employment contract to take effect upon the expiration
of the existing contract. A subsequent contract must be contingent upon the employee
completing the terms of an existing contract. If a contract between a board and a
superintendent is terminated prior to the date specified in the contract, the board may not
enter into another superintendent contract with that same individual that has a term that
extends beyond the date specified in the terminated contract.

new text begin (c)new text end A board may terminate a superintendent during the term of an employment contract
for any of the grounds specified in section 122A.40, subdivision 9 or 13. A superintendent
deleted text begin shalldeleted text endnew text begin mustnew text end not rely upon an employment contract with a board to assert any other continuing
contract rights in the position of superintendent under section 122A.40. Notwithstanding
the provisions of sections 122A.40, subdivision 10 or 11, 123A.32, 123A.75, or any other
law to the contrary, no individual deleted text beginshall havedeleted text endnew text begin hasnew text end a right to employment as a superintendent
based on order of employment in any district.

new text begin (d)new text end If two or more districts enter into an agreement for the purchase or sharing of the
services of a superintendent, the contracting districts have the absolute right to select one
of the individuals employed to serve as superintendent in one of the contracting districts
and no individual has a right to employment as the superintendent to provide all or part of
the services based on order of employment in a contracting district.

new text begin (e)new text end The superintendent of a district deleted text beginshalldeleted text endnew text begin mustnew text end perform the following:

(1) visit and supervise the schools in the district, report and make recommendations
about their condition when advisable or on request by the board;

(2) recommend to the board employment and dismissal of teachers;

(3) annually evaluate each school principal assigned responsibility for supervising a
school building within the district, consistent with section 123B.147, subdivision 3, paragraph
(b);

(4) superintend school grading practices and examinations for promotions;

(5) make reports required by the commissioner; and

(6) perform other duties prescribed by the board.

Sec. 10.

Minnesota Statutes 2018, section 123B.41, subdivision 2, is amended to read:

Subd. 2.

Textbook.

(a) "Textbook" means any book or book substitute, including
electronic books as well as other printed materials delivered electronically, which a pupil
uses as a text or text substitute in a particular class or program in the school regularly
attended and a copy of which is expected to be available for the individual use of each pupil
in this class or program. Textbook includes an online book with an annual subscription cost.new text begin
Textbook includes a teacher's edition, teacher's guide, or other materials that accompany a
textbook that a pupil uses when the teacher's edition, teacher's guide, or other teacher
materials are packaged physically or electronically with textbooks for student use.
new text end

(b) For purposes of calculating the annual nonpublic pupil aid entitlement for textbooks,
the term shall be limited to books, workbooks, or manuals, whether bound or in loose-leaf
form, as well as electronic books and other printed materials delivered electronically,
intended for use as a principal source of study material for a given class or a group of
students.

(c) For purposes of sections 123B.40 to 123B.48, the terms "textbook" and "software
or other educational technology" include only such secular, neutral, and nonideological
materials as are available, used by, or of benefit to Minnesota public school pupils.

new text begin EFFECTIVE DATE. new text end

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

Sec. 11.

Minnesota Statutes 2018, section 123B.41, subdivision 5, is amended to read:

Subd. 5.

Individualized instructional or cooperative learning materials.

new text begin(a)
new text end "Individualized instructional or cooperative learning materials" means educational materials
which:

deleted text begin (a)deleted text endnew text begin (1)new text end are designed primarily for individual pupil use or use by pupils in a cooperative
learning group in a particular class or program in the school the pupil regularly attendsnew text begin,
including teacher materials that accompany materials that a pupil usesnew text end;

deleted text begin (b)deleted text endnew text begin (2)new text end are secular, neutral, nonideological and not capable of diversion for religious
use; and

deleted text begin (c)deleted text endnew text begin (3)new text end are available, used by, or of benefit to Minnesota public school pupils.

new text begin (b) new text endSubject to the requirements in deleted text beginclauses (a), (b), and (c)deleted text endnew text begin paragraph (a)new text end, "individualized
instructional or cooperative learning materials" include, but are not limited to, the following
if they do not fall within the definition of "textbook" in subdivision 2: published materials;
periodicals; documents; pamphlets; photographs; reproductions; pictorial or graphic works;
prerecorded video programs; prerecorded tapes, cassettes and other sound recordings;
manipulative materials; desk charts; games; study prints and pictures; desk maps; models;
learning kits; blocks or cubes; flash cards; individualized multimedia systems; prepared
instructional computer software programs; choral and band sheet music; electronic books
and other printed materials delivered electronically; and CD-Rom.

new text begin (c) new text end"Individualized instructional or cooperative learning materials" do not include
instructional equipment, instructional hardware, or ordinary daily consumable classroom
supplies.

new text begin EFFECTIVE DATE. new text end

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

Sec. 12.

Minnesota Statutes 2018, section 123B.42, subdivision 3, is amended to read:

Subd. 3.

Cost; limitation.

(a) The cost per pupil of the textbooks, individualized
instructional or cooperative learning materials, software or other educational technology,
and standardized tests provided for in this section for each school year must not exceed the
statewide average expenditure per pupil, adjusted pursuant to deleted text beginclausedeleted text endnew text begin paragraphnew text end (b), by the
Minnesota public elementary and secondary schools for textbooks, individualized
instructional materials and standardized tests as computed and established by the department
by February 1 of the preceding school year from the most recent public school year data
then available.

(b) The cost computed in deleted text beginclausedeleted text endnew text begin paragraphnew text end (a) shall be increased by an inflation
adjustment equal to the percent of increase in the formula allowance, pursuant to section
126C.10, subdivision 2, from the second preceding school year to the current school year.
deleted text begin Notwithstanding the amount of the formula allowance for fiscal years 2015 and 2016 in
section 126C.10, subdivision 2, the commissioner shall use the amount of the formula
allowance for the current year minus $414 in determining the inflation adjustment for fiscal
years 2015 and 2016.
deleted text end

(c) The commissioner shall allot to the districts or intermediary service areas the total
cost for each school year of providing or loaning the textbooks, individualized instructional
or cooperative learning materials, software or other educational technology, and standardized
tests for the pupils in each nonpublic school. The allotment shall not exceed the product of
the statewide average expenditure per pupil, according to deleted text beginclausedeleted text endnew text begin paragraphnew text end (a), adjusted
pursuant to deleted text beginclausedeleted text endnew text begin paragraphnew text end (b), multiplied by the number of nonpublic school pupils who
make requests pursuant to this section and who are enrolled as of September 15 of the current
school year.

new text begin EFFECTIVE DATE. new text end

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

Sec. 13.

Minnesota Statutes 2018, section 123B.49, subdivision 4, is amended to read:

Subd. 4.

Board control of extracurricular activities.

(a) The board deleted text beginmaydeleted text endnew text begin mustnew text end take
charge of and control all extracurricular activities of the teachers and children of the public
schools in the district. Extracurricular activities means all direct and personal services for
pupils for their enjoyment that are managed and operated under the guidance of an adult or
staff member. The board shall allow all resident pupils receiving instruction in a home
school as defined in section 123B.36, subdivision 1, paragraph (a), to be eligible to fully
participate in extracurricular activities on the same basis as public school students.

(b) Extracurricular activities have all of the following characteristics:

(1) they are not offered for school credit nor required for graduation;

(2) they are generally conducted outside school hours, or if partly during school hours,
at times agreed by the participants, and approved by school authorities;

(3) the content of the activities is determined primarily by the pupil participants under
the guidance of a staff member or other adult.

deleted text begin (c) If the board does not take charge of and control extracurricular activities, these
activities shall be self-sustaining with all expenses, except direct salary costs and indirect
costs of the use of school facilities, met by dues, admissions, or other student fund-raising
events. The general fund must reflect only those salaries directly related to and readily
identified with the activity and paid by public funds. Other revenues and expenditures for
extra curricular activities must be recorded according to the Manual for Activity Fund
Accounting. Extracurricular activities not under board control must have an annual financial
audit and must also be audited annually for compliance with this section.
deleted text end

deleted text begin (d) If the board takes charge of and controls extracurricular activities,deleted text endnew text begin (c)new text end Any or all
costs of these activities may be provided from school revenues and all revenues and
expenditures for these activities shall be recorded in the same manner as other revenues and
expenditures of the district.

deleted text begin (e) If the board takes charge of and controls extracurricular activities,deleted text endnew text begin (d)new text end The teachers
or pupils in the district must not participate in such activity, nor shall the school name or
any allied name be used in connection therewith, except by consent and direction of the
board.

new text begin (e) A school district must reserve revenue raised for extracurricular activities and spend
the revenue only for extracurricular activities.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2020 and later.
new text end

Sec. 14.

Minnesota Statutes 2018, section 123B.92, subdivision 1, is amended to read:

Subdivision 1.

Definitions.

For purposes of this section and section 125A.76, the terms
defined in this subdivision have the meanings given to them.

(a) "Actual expenditure per pupil transported in the regular and excess transportation
categories" means the quotient obtained by dividing:

(1) the sum of:

(i) all expenditures for transportation in the regular category, as defined in paragraph
(b), clause (1), and the excess category, as defined in paragraph (b), clause (2), plus

(ii) an amount equal to one year's depreciation on the district's school bus fleet and
mobile units computed on a straight line basis at the rate of 15 percent per year for districts
operating a program under section 124D.128 for grades 1 to 12 for all students in the district
and 12-1/2 percent per year for other districts of the cost of the fleet, plus

(iii) an amount equal to one year's depreciation on the district's type III vehicles, as
defined in section 169.011, subdivision 71, which must be used a majority of the time for
pupil transportation purposes, computed on a straight line basis at the rate of 20 percent per
year of the cost of the type three school buses by:

(2) the number of pupils eligible for transportation in the regular category, as defined
in paragraph (b), clause (1), and the excess category, as defined in paragraph (b), clause
(2).

(b) "Transportation category" means a category of transportation service provided to
pupils as follows:

(1) Regular transportation is:

(i) transportation to and from school during the regular school year for resident elementary
pupils residing one mile or more from the public or nonpublic school they attend, and
resident secondary pupils residing two miles or more from the public or nonpublic school
they attend, excluding desegregation transportation and noon kindergarten transportation;
but with respect to transportation of pupils to and from nonpublic schools, only to the extent
permitted by sections 123B.84 to 123B.87;

(ii) transportation of resident pupils to and from language immersion programs;

(iii) transportation of a pupil who is a custodial parent and that pupil's child between the
pupil's home and the child care provider and between the provider and the school, if the
home and provider are within the attendance area of the school;

(iv) transportation to and from or board and lodging in another district, of resident pupils
of a district without a secondary school; deleted text beginand
deleted text end

(v) transportation to and from school during the regular school year required under
subdivision 3 for nonresident elementary pupils when the distance from the attendance area
border to the public school is one mile or more, and for nonresident secondary pupils when
the distance from the attendance area border to the public school is two miles or more,
excluding desegregation transportation and noon kindergarten transportationdeleted text begin.deleted text endnew text begin; and
new text end

new text begin (vi) transportation of pregnant or parenting pupils to and from a program that was
established on or before January 1, 2018, or that is in operation on or after July 1, 2021,
that provides:
new text end

new text begin (A) academic instruction;
new text end

new text begin (B) at least four hours per week of parenting instruction; and
new text end

new text begin (C) high-quality child care on site during the education day with the capacity to serve
all children of enrolled pupils.
new text end

For the purposes of this paragraph, a district may designate a licensed day care facility,
school day care facility, respite care facility, the residence of a relative, or the residence of
a person or other location chosen by the pupil's parent or guardian, or an after-school program
for children operated by a political subdivision of the state, as the home of a pupil for part
or all of the day, if requested by the pupil's parent or guardian, and if that facility, residence,
or program is within the attendance area of the school the pupil attends.

(2) Excess transportation is:

(i) transportation to and from school during the regular school year for resident secondary
pupils residing at least one mile but less than two miles from the public or nonpublic school
they attend, and transportation to and from school for resident pupils residing less than one
mile from school who are transported because of full-service school zones, extraordinary
traffic, drug, or crime hazards; and

(ii) transportation to and from school during the regular school year required under
subdivision 3 for nonresident secondary pupils when the distance from the attendance area
border to the school is at least one mile but less than two miles from the public school they
attend, and for nonresident pupils when the distance from the attendance area border to the
school is less than one mile from the school and who are transported because of full-service
school zones, extraordinary traffic, drug, or crime hazards.

(3) Desegregation transportation is transportation within and outside of the district during
the regular school year of pupils to and from schools located outside their normal attendance
areas under a plan for desegregation mandated by the commissioner or under court order.

(4) "Transportation services for pupils with disabilities" is:

(i) transportation of pupils with disabilities who cannot be transported on a regular school
bus between home or a respite care facility and school;

(ii) necessary transportation of pupils with disabilities from home or from school to
other buildings, including centers such as developmental achievement centers, hospitals,
and treatment centers where special instruction or services required by sections 125A.03 to
125A.24, 125A.26 to 125A.48, and 125A.65 are provided, within or outside the district
where services are provided;

(iii) necessary transportation for resident pupils with disabilities required by sections
125A.12, and 125A.26 to 125A.48;

(iv) board and lodging for pupils with disabilities in a district maintaining special classes;

(v) transportation from one educational facility to another within the district for resident
pupils enrolled on a shared-time basis in educational programs, and necessary transportation
required by sections 125A.18, and 125A.26 to 125A.48, for resident pupils with disabilities
who are provided special instruction and services on a shared-time basis or if resident pupils
are not transported, the costs of necessary travel between public and private schools or
neutral instructional sites by essential personnel employed by the district's program for
children with a disability;

(vi) transportation for resident pupils with disabilities to and from board and lodging
facilities when the pupil is boarded and lodged for educational purposes;

(vii) transportation of pupils for a curricular field trip activity on a school bus equipped
with a power lift when the power lift is required by a student's disability or section 504 plan;
and

(viii) services described in clauses (i) to (vii), when provided for pupils with disabilities
in conjunction with a summer instructional program that relates to the pupil's individualized
education program or in conjunction with a learning year program established under section
124D.128.

For purposes of computing special education initial aid under section 125A.76, the cost
of providing transportation for children with disabilities includes (A) the additional cost of
transporting a student in a shelter care facility as defined in section 260C.007, subdivision
30, a homeless student in another district to the school of origin, or a formerly homeless
student from a permanent home in another district to the school of origin but only through
the end of the academic year; and (B) depreciation on district-owned school buses purchased
after July 1, 2005, and used primarily for transportation of pupils with disabilities, calculated
according to paragraph (a), clauses (ii) and (iii). Depreciation costs included in the disabled
transportation category must be excluded in calculating the actual expenditure per pupil
transported in the regular and excess transportation categories according to paragraph (a).
For purposes of subitem (A), a school district may transport a child who does not have a
school of origin to the same school attended by that child's sibling, if the siblings are homeless
or in a shelter care facility.

(5) "Nonpublic nonregular transportation" is:

(i) transportation from one educational facility to another within the district for resident
pupils enrolled on a shared-time basis in educational programs, excluding transportation
for nonpublic pupils with disabilities under clause (4);

(ii) transportation within district boundaries between a nonpublic school and a public
school or a neutral site for nonpublic school pupils who are provided pupil support services
pursuant to section 123B.44; and

(iii) late transportation home from school or between schools within a district for
nonpublic school pupils involved in after-school activities.

(c) "Mobile unit" means a vehicle or trailer designed to provide facilities for educational
programs and services, including diagnostic testing, guidance and counseling services, and
health services. A mobile unit located off nonpublic school premises is a neutral site as
defined in section 123B.41, subdivision 13.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 15.

Minnesota Statutes 2018, section 124D.4531, is amended to read:

124D.4531 CAREER AND TECHNICAL REVENUE.

Subdivision 1.

Career and technical revenue.

(a) A district with a career and technical
program approved under this section for the fiscal year in which the levy is certified is
eligible for career and technical revenue equal to deleted text begin35deleted text endnew text begin 50new text end percent of approved expenditures
in the fiscal year in which the levy is certified for the following:

(1) salaries paid to essential, licensed personnel providing direct instructional services
to students in that fiscal year, including extended contracts, for services rendered in the
district's approved career and technical education programs, excluding salaries reimbursed
by another school district under clause (2);

(2) amounts paid to another Minnesota school district for salaries of essential, licensed
personnel providing direct instructional services to students in that fiscal year for services
rendered in the district's approved career and technical education programs;

(3) contracted services provided by a public or private agency other than a Minnesota
school district or cooperative center under chapter 123A or 136D;

(4) necessary travel between instructional sites by licensed career and technical education
personnel;

(5) necessary travel by licensed career and technical education personnel for vocational
student organization activities held within the state for instructional purposes;

(6) curriculum development activities that are part of a five-year plan for improvement
based on program assessment;

(7) necessary travel by licensed career and technical education personnel for noncollegiate
credit-bearing professional development; and

(8) specialized vocational instructional supplies.

(b) The district must recognize the full amount of this levy as revenue for the fiscal year
in which it is certified.

deleted text begin (c) The amount of the revenue calculated under this subdivision may not exceed
$17,850,000 for taxes payable in 2012, $15,520,000 for taxes payable in 2013, and
$20,657,000 for taxes payable in 2014.
deleted text end

deleted text begin (d) If the estimated revenue exceeds the amount in paragraph (c), the commissioner must
reduce the percentage in paragraph (a) until the estimated revenue no longer exceeds the
limit in paragraph (c).
deleted text end

Subd. 1a.

Career and technical levy.

deleted text begin (a) For fiscal year 2014 only, a district may levy
an amount not more than the product of its career and technical revenue times the lesser of
one or the ratio of its adjusted net tax capacity per adjusted pupil unit in the fiscal year in
which the levy is certified to the career and technical revenue equalizing factor. The career
and technical revenue equalizing factor for fiscal year 2014 equals $7,612.
deleted text end

deleted text begin (b) For fiscal year 2015 and later,deleted text end A district may levy an amount not more than the
product of its career and technical revenue times the lesser of one or the ratio of its adjusted
net tax capacity per adjusted pupil unit in the fiscal year in which the levy is certified to the
career and technical revenue equalizing factor. The career and technical revenue equalizing
factor deleted text beginfor fiscal year 2015 and laterdeleted text end equals deleted text begin$7,612deleted text endnew text begin $13,575new text end.

Subd. 1b.

Career and technical aid.

deleted text beginFor fiscal year 2014 and later,deleted text end A district's career
and technical aid equals its career and technical revenue less its career and technical levy.
If the district levy is less than the permitted levy, the district's career and technical aid shall
be reduced proportionately.

Subd. 2.

Allocation from cooperative centers and intermediate districts.

For purposes
of this section, a cooperative center or an intermediate district must allocate its approved
expenditures for career and technical education programs among participating districts.

Subd. 3.

Revenue guarantee.

Notwithstanding subdivision 1, paragraph (a), the career
and technical education revenue for a district is not less than the lesser of:

(1) the district's career and technical education revenue for the previous fiscal year; or

(2) 100 percent of the approved expenditures for career and technical programs included
in subdivision 1, paragraph (a), for the fiscal year in which the levy is certified.

deleted text begin Subd. 3a. deleted text end

deleted text begin Revenue adjustments. deleted text end

deleted text begin Notwithstanding subdivisions 1, 1a, and 3, for taxes
payable in 2012 to 2014 only, the department must calculate the career and technical revenue
for each district according to Minnesota Statutes 2010, section 124D.4531, and adjust the
revenue for each district proportionately to meet the statewide revenue target under
subdivision 1, paragraph (c). For purposes of calculating the revenue guarantee under
subdivision 3, the career and technical education revenue for the previous fiscal year is the
revenue according to Minnesota Statutes 2010, section 124D.4531, before adjustments to
meet the statewide revenue target.
deleted text end

Subd. 4.

District reports.

Each district or cooperative center must report data to the
department for all career and technical education programs as required by the department
to implement the career and technical revenue formula.

Subd. 5.

Allocation from districts participating in agreements for secondary
education or interdistrict cooperation.

For purposes of this section, a district with a career
and technical program approved under this section that participates in an agreement under
section 123A.30 or 123A.32 must allocate its revenue authority under this section among
participating districts.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2021 and later.
new text end

Sec. 16.

Minnesota Statutes 2018, section 124D.65, subdivision 5, is amended to read:

Subd. 5.

School district deleted text beginELdeleted text endnew text begin English learner programnew text end revenue.

(a) A district's English
learner programs revenue equals the product of (1) deleted text begin$704deleted text endnew text begin $740new text end times (2) the greater of 20
or the adjusted average daily membership of eligible English learners enrolled in the district
during the current fiscal year.

(b) 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 in fiscal year 2020 and later.
new text end

Sec. 17.

Minnesota Statutes 2018, section 124E.12, is amended by adding a subdivision
to read:

new text begin Subd. 7. new text end

new text begin Prospective employees. new text end

new text begin A charter school must, before making an offer of
employment to a person, request a copy of the person's personnel file from the previous
employing district or charter school.
new text end

Sec. 18.

Minnesota Statutes 2018, section 124E.20, subdivision 1, is amended to read:

Subdivision 1.

Revenue calculation.

(a) General education revenue must be paid to a
charter school as though it were a district. The general education revenue for each adjusted
pupil unit is the state average general education revenue per pupil unit, plus the referendum
equalization aid allowancenew text begin and first tier local optional aid allowancenew text end in the pupil's district
of residence, minus an amount equal to the product of the formula allowance according to
section 126C.10, subdivision 2, times .0466, calculated without declining enrollment revenue,
local optional revenue, basic skills revenue, extended time revenue, pension adjustment
revenue, transition revenue, and transportation sparsity revenue, plus declining enrollment
revenue, basic skills revenue, pension adjustment revenue, and transition revenue as though
the school were a school district.

(b) For a charter school operating an extended day, extended week, or summer program,
the general education revenue in paragraph (a) is increased by an amount equal to 25 percent
of the statewide average extended time revenue per adjusted pupil unit.

(c) Notwithstanding paragraph (a), the general education revenue for an eligible special
education charter school as defined in section 124E.21, subdivision 2, equals the sum of
the amount determined under paragraph (a) and the school's unreimbursed cost as defined
in section 124E.21, subdivision 2, for educating students not eligible for special education
services.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2021 and later.
new text end

Sec. 19.

Minnesota Statutes 2018, section 126C.10, subdivision 2, is amended to read:

Subd. 2.

Basic revenue.

The basic revenue for each district equals the formula allowance
times the adjusted pupil units for the school year. deleted text beginThe formula allowance for fiscal year
2017 is $6,067. The formula allowance for fiscal year 2018 is $6,188.deleted text end The formula allowance
for fiscal year 2019 deleted text beginand laterdeleted text end is $6,312.new text begin The formula allowance for fiscal year 2020 is $6,501.
The formula allowance for fiscal year 2021 and later is $6,631.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2020 and later.
new text end

Sec. 20.

Minnesota Statutes 2018, 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), for fiscal years 2015, 2016, and 2017 only, a pupil
enrolled at the Crosswinds school shall not generate declining enrollment revenue for the
district or charter school in which the pupil was last counted in average daily membership.

(c) Notwithstanding paragraph (a), for fiscal years 2017, 2018, and 2019 only,
prekindergarten pupil units under section 126C.05, subdivision 1, paragraph deleted text begin(d)deleted text endnew text begin (c)new text end, must
be excluded from the calculation of declining enrollment revenue.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2020 and later.
new text end

Sec. 21.

Minnesota Statutes 2018, section 126C.10, subdivision 2e, is amended to read:

Subd. 2e.

Local optional revenue.

(a) new text beginFor fiscal year 2020, new text endlocal optional revenue for
a school district equals $424 times the adjusted pupil units of the district for that school
year.new text begin For fiscal year 2021 and later, local optional revenue for a school district equals the
sum of the district's first tier local optional revenue and second tier local optional revenue.
A district's first tier local optional revenue equals $300 times the adjusted pupil units of the
district for that school year. A district's second tier local optional revenue equals $424 times
the adjusted pupil units of the district for that school year.
new text end

(b) new text beginFor fiscal year 2020, new text enda district's local optional levy equals its local optional revenue
times the lesser of one or the ratio of its referendum market value per resident pupil unit to
$510,000.new text begin 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. 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.
A district's second tier local optional levy equals the district's second tier local optional
revenue times the lesser of one or the ratio of the district's referendum market value per
resident pupil unit to $510,000.new text end The local optional deleted text beginrevenuedeleted text end levy must be spread on referendum
market value. A district may levy less than the permitted amount.

(c) A district's local optional aid equals its local optional revenue deleted text beginlessdeleted text endnew text begin minusnew text end its local
optional levydeleted text begin, times the ratio of the actual amount levied to the permitted levydeleted text end.new text begin 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 end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2021 and later.
new text end

Sec. 22.

Minnesota Statutes 2018, section 126C.10, subdivision 3, is amended to read:

Subd. 3.

Compensatory education revenue.

(a) The compensatory education revenue
for each building in the district equals the formula allowance minus $839 times the
compensation revenue pupil units computed according to section 126C.05, subdivision 3.
A district's compensatory revenue equals the sum of its compensatory revenue for each
building in the district and the amounts designated under Laws 2015, First Special Session
chapter 3, article 2, section 70, subdivision 8, for fiscal year 2017. Revenue shall be paid
to the district and must be allocated according to section 126C.15, subdivision 2.

(b) When the district contracting with an alternative program under section 124D.69
changes prior to the start of a school year, the compensatory revenue generated by pupils
attending the program shall be paid to the district contracting with the alternative program
for the current school year, and shall not be paid to the district contracting with the alternative
program for the prior school year.

(c) When the fiscal agent district for an area learning center changes prior to the start of
a school year, the compensatory revenue shall be paid to the fiscal agent district for the
current school year, and shall not be paid to the fiscal agent district for the prior school year.

deleted text begin (d) Of the amount of revenue under this subdivision, 1.7 percent for fiscal year 2018,
3.5 percent for fiscal year 2019, and for fiscal year 2020 and later, 3.5 percent plus the
percentage change in the formula allowance from fiscal year 2019, must be used for extended
time activities under subdivision 2a, paragraph (c).
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2020 and later.
new text end

Sec. 23.

Minnesota Statutes 2018, section 126C.10, subdivision 13a, is amended to read:

Subd. 13a.

Operating capital levy.

To obtain operating capital revenue, a district may
levy an amount not more than the product of its operating capital revenue for the fiscal year
times the lesser of one or the ratio of its adjusted net tax capacity per adjusted pupil unit to
the operating capital equalizing factor. The operating capital equalizing factor equals deleted text begin$15,740
for fiscal year 2017, $20,548 for fiscal year 2018, $24,241 for fiscal year 2019, and $22,912deleted text endnew text begin
$23,902new text end for fiscal year 2020new text begin, $23,885 for fiscal year 2021, $23,895 for fiscal year 2022,
and $23,974 for fiscal year 2023new text end and later.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2020 and later.
new text end

Sec. 24.

Minnesota Statutes 2018, section 126C.10, subdivision 18a, is amended to read:

Subd. 18a.

Pupil transportation adjustment.

(a) An independent, common, or special
school district's transportation sparsity revenue under subdivision 18 is increased by the
greater of zero or 18.2 percent of the difference between:

(1) the lesser of the district's total cost for regular and excess pupil transportation under
section 123B.92, subdivision 1, paragraph (b), including depreciation, for the previous fiscal
year or 105 percent of the district's total cost for the second previous fiscal year; and

(2) the sum of:

(i) 4.66 percent of the district's basic revenue for the previous fiscal year;

(ii) transportation sparsity revenue under subdivision 18 for the previous fiscal year;
deleted text begin and
deleted text end

(iii) the district's charter school transportation adjustment for the previous fiscal yeardeleted text begin.deleted text endnew text begin;
and
new text end

new text begin (iv) the district's reimbursement for transportation provided under section 123B.92,
subdivision 1, paragraph (b), clause (1), item (vi).
new text end

(b) A charter school's pupil transportation adjustment equals the school district per pupil
adjustment under paragraph (a).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 25.

Minnesota Statutes 2018, section 126C.10, subdivision 24, is amended to read:

Subd. 24.

Equity revenue.

(a) A school district qualifies for equity revenue if:

(1) the school district's adjusted pupil unit amount of basic revenue, transition revenue,
new text begin first tier local optional revenue, new text endand referendum revenue is less than the value of the school
district at or immediately above the 95th percentile of school districts in its equity region
for those revenue categories; and

(2) the school district's administrative offices are not located in a city of the first class
on July 1, 1999.

(b) Equity revenue deleted text beginfor a qualifying district that receives referendum revenue under
section 126C.17, subdivision 4,deleted text end equals the product of (1) the district's adjusted pupil units
for that year; times (2) the sum of (i) $14, plus (ii) $80, times the school district's equity
index computed under subdivision 27.

deleted text begin (c) Equity revenue for a qualifying district that does not receive referendum revenue
under section 126C.17, subdivision 4, equals the product of the district's adjusted pupil units
for that year times $14.
deleted text end

deleted text begin (d)deleted text endnew text begin (c)new text end A school district's equity revenue is increased by the greater of zero or an amount
equal to the district's adjusted pupil units times the difference between ten percent of the
statewide average amount of referendum revenuenew text begin and first tier local optional revenuenew text end per
adjusted pupil unit for that year andnew text begin the sum ofnew text end the district's referendum revenuenew text begin and first
tier local optional revenuenew text end per adjusted pupil unit. A school district's revenue under this
paragraph must not exceed $100,000 for that year.

deleted text begin (e)deleted text endnew text begin (d)new text end A school district's equity revenue for a school district located in the metro equity
region equals the amount computed in paragraphs (b)deleted text begin,deleted text endnew text begin andnew text end (c)deleted text begin, and (d)deleted text end multiplied by 1.25.

deleted text begin (f) For fiscal years 2017, 2018, and 2019 for a school district not included in paragraph
(e), a district's equity revenue equals the amount computed in paragraphs (b), (c), and (d)
multiplied by 1.16.deleted text endnew text begin (e)new text end For fiscal year 2020 and later for a school district not included in
paragraph deleted text begin(e)deleted text endnew text begin (d)new text end, a district's equity revenue equals the amount computed in paragraphs (b)deleted text begin,deleted text endnew text begin
andnew text end (c)deleted text begin, and (d)deleted text end multiplied by 1.25.

deleted text begin (g)deleted text endnew text begin (f)new text end A school district's additional equity revenue equals $50 times its adjusted pupil
units.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2021 and later.
new text end

Sec. 26.

Minnesota Statutes 2018, section 126C.126, is amended to read:

126C.126 USE OF GENERAL EDUCATION REVENUE FOR deleted text beginALL-DAYdeleted text end
KINDERGARTEN AND PREKINDERGARTEN.

A school district may spend general education revenue on extended time kindergarten
and prekindergarten programs. At the school board's discretion, the district may use revenue
generated by the deleted text beginall-daydeleted text end kindergarten pupil count under section 126C.05, subdivision 1,
paragraph (d), to meet the needs of three- and four-year-olds in the district. deleted text beginA school district
may not use these funds on programs for three- and four-year-old children while maintaining
a fee-based all-day kindergarten program.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2020-2021 school year and later.
new text end

Sec. 27.

Minnesota Statutes 2018, section 126C.17, subdivision 1, is amended to read:

Subdivision 1.

Referendum allowance.

(a) A district's initial referendum allowancenew text begin for
fiscal year 2021 and laternew text end equals the result of the following calculations:

deleted text begin (1) multiply the referendum allowance the district would have received for fiscal year
2015 under Minnesota Statutes 2012, section 126C.17, subdivision 1, based on elections
held before July 1, 2013, by the resident marginal cost pupil units the district would have
counted for fiscal year 2015 under Minnesota Statutes 2012, section 126C.05;
deleted text end

deleted text begin (2) add to the result of clause (1) the adjustment the district would have received under
Minnesota Statutes 2012, section 127A.47, subdivision 7, paragraphs (a), (b), and (c), based
on elections held before July 1, 2013;
deleted text end

deleted text begin (3) divide the result of clause (2) by the district's adjusted pupil units for fiscal year
2015;
deleted text end

deleted text begin (4) add to the result of clause (3) any additional referendum allowance per adjusted pupil
unit authorized by elections held between July 1, 2013, and December 31, 2013;
deleted text end

deleted text begin (5) add to the result in clause (4) any additional referendum allowance resulting from
inflation adjustments approved by the voters prior to January 1, 2014;
deleted text end

deleted text begin (6) subtract from the result of clause (5), the sum of a district's actual local optional levy
and local optional aid under section 126C.10, subdivision 2e, divided by the adjusted pupil
units of the district for that school year; and
deleted text end

new text begin (1) subtract $424 from the district's allowance under Minnesota Statutes 2018, section
126C.17, subdivision 1, paragraph (a), clause (5);
new text end

new text begin (2) if the result of clause (1) is less than zero, set the allowance to zero;
new text end

new text begin (3) add to the result in clause (2) any new referendum allowance authorized between
July 1, 2013, and December 31, 2013, under Minnesota Statutes 2013, section 126C.17,
subdivision 9a;
new text end

new text begin (4) add to the result in clause (3) any additional referendum allowance per adjusted pupil
unit authorized between January 1, 2014, and June 30, 2019;
new text end

new text begin (5) subtract from the result in clause (4) any allowances expiring in fiscal year 2016,
2017, 2018, 2019, or 2020;
new text end

new text begin (6) subtract $300 from the result in clause (5); and
new text end

(7) if the result of clause (6) is less than zero, set the allowance to zero.

(b) A district's referendum allowance equals the sum of the district's initial referendum
allowance, plus any new referendum allowance authorized deleted text beginbetween July 1, 2013, and
December 31, 2013, under subdivision 9a, plus any additional referendum allowance per
adjusted pupil unit authorized after December 31, 2013deleted text endnew text begin after July 1, 2019new text end, minus any
allowances expiring in fiscal year deleted text begin2016deleted text endnew text begin 2021new text end or later,new text begin plus any inflation adjustments for
fiscal year 2021 and later approved by the voters prior to July 1, 2019,new text end provided that the
allowance may not be less than zero. deleted text beginFor a district with more than one referendum allowance
for fiscal year 2015 under Minnesota Statutes 2012, section 126C.17, the allowance calculated
under paragraph (a), clause (3), must be divided into components such that the same
percentage of the district's allowance expires at the same time as the old allowances would
have expired under Minnesota Statutes 2012, section 126C.17.deleted text end For a district with more than
one allowance for fiscal year 2015 that expires in the same year, the reduction under
paragraph (a), deleted text beginclausedeleted text endnew text begin clauses (1) andnew text end (6), deleted text beginto offset local optional revenuedeleted text end shall be made first
from any allowances that do not have an inflation adjustment approved by the voters.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2021 and later.
new text end

Sec. 28.

Minnesota Statutes 2018, section 126C.17, subdivision 2, is amended to read:

Subd. 2.

Referendum allowance limit.

(a) Notwithstanding subdivision 1, for fiscal
year deleted text begin2015deleted text endnew text begin 2021new text end and later, a district's referendum allowance must not exceed deleted text beginthe annual
inflationary increase as calculated under paragraph (b) timesdeleted text end the deleted text begingreatestdeleted text endnew text begin greaternew text end of:

(1) deleted text begin$1,845deleted text endnew text begin the product of the annual inflationary increase as calculated under paragraph
(b), and $2,079.50, minus $300new text end;

(2) new text beginthe product of the annual inflationary increase as calculated under paragraph (b),
and new text endthe sum of the referendum revenue the district would have received for fiscal year 2015
under Minnesota Statutes 2012, section 126C.17, subdivision 4, based on elections held
before July 1, 2013, and the adjustment the district would have received under Minnesota
Statutes 2012, section 127A.47, subdivision 7, paragraphs (a), (b), and (c), based on elections
held before July 1, 2013, divided by the district's adjusted pupil units for fiscal year 2015new text begin,
minus $300new text end;

(3) deleted text beginthe product of the referendum allowance limit the district would have received for
fiscal year 2015 under Minnesota Statutes 2012, section 126C.17, subdivision 2, and the
resident marginal cost pupil units the district would have received for fiscal year 2015 under
Minnesota Statutes 2012, section 126C.05, subdivision 6, plus the adjustment the district
deleted text enddeleted text begin would have received under Minnesota Statutes 2012, section 127A.47, subdivision 7,
paragraphs (a), (b), and (c), based on elections held before July 1, 2013, divided by the
district's adjusted pupil units for fiscal year 2015; minus $424deleted text endnew text begin for a newly reorganized
district created on July 1, 2020, the referendum revenue authority for each reorganizing
district in the year preceding reorganization divided by its adjusted pupil units for the year
preceding reorganization, minus $300new text end; or

(4) for a newly reorganized district created after July 1, deleted text begin2013deleted text endnew text begin 2021new text end, the referendum
revenue authority for each reorganizing district in the year preceding reorganization divided
by its adjusted pupil units for the year preceding reorganization.

(b) For purposes of this subdivision, for fiscal year deleted text begin2016deleted text endnew text begin 2022new text end and later, "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 deleted text beginStandardsdeleted text endnew text begin Statisticsnew text end, for the
current fiscal year to fiscal year deleted text begin2015. For fiscal year 2016 and later, for purposes of
paragraph (a), clause (3), the inflationary increase equals one-fourth of the percentage
increase in the formula allowance for that year compared with the formula allowance for
fiscal year 2015deleted text endnew text begin 2021new text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2021 and later.
new text end

Sec. 29.

Minnesota Statutes 2018, section 126C.17, subdivision 5, is amended to read:

Subd. 5.

Referendum equalization revenue.

(a) A district's referendum equalization
revenue equals the sum of the first tier referendum equalization revenue and the second tier
referendum equalization revenuedeleted text begin, and the third tier referendum equalization revenuedeleted text end.

(b) A district's first tier referendum equalization revenue equals the district's first tier
referendum equalization allowance times the district's adjusted pupil units for that year.

(c) A district's first tier referendum equalization allowance equals the lesser of the
district's referendum allowance under subdivision 1 or deleted text begin$300deleted text endnew text begin $460new text end.

(d) A district's second tier referendum equalization revenue equals the district's second
tier referendum equalization allowance times the district's adjusted pupil units for that year.

(e) A district's second tier referendum equalization allowance equals the lesser of the
district's referendum allowance under subdivision 1 or deleted text begin$760, minus the district's first tier
referendum equalization allowance.
deleted text end

deleted text begin (f) A district's third tier referendum equalization revenue equals the district's third tier
referendum equalization allowance times the district's adjusted pupil units for that year.
deleted text end

deleted text begin (g) A district's third tier referendum equalization allowance equals the lesser of the
district's referendum allowance under subdivision 1 ordeleted text end 25 percent of the formula allowance,
minus the sum of new text begin$300 and new text endthe district's first tier referendum equalization allowance deleted text beginand
second tier referendum equalization allowancedeleted text end.

deleted text begin (h)deleted text endnew text begin (f)new text end Notwithstanding paragraph deleted text begin(g)deleted text endnew text begin (e)new text end, the deleted text beginthirddeleted text endnew text begin secondnew text end tier referendum allowance
for a district qualifying for secondary sparsity revenue under section 126C.10, subdivision
7, or elementary sparsity revenue under section 126C.10, subdivision 8, equals the district's
referendum allowance under subdivision 1 minus the deleted text beginsum of thedeleted text end district's first tier referendum
equalization allowance deleted text beginand second tier referendum equalization allowancedeleted text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2021 and later.
new text end

Sec. 30.

Minnesota Statutes 2018, section 126C.17, subdivision 6, is amended to read:

Subd. 6.

Referendum equalization levy.

(a) A district's referendum equalization levy
equals the sum of the first tier referendum equalization levydeleted text begin,deleted text endnew text begin andnew text end the second tier referendum
equalization levydeleted text begin, and the third tier referendum equalization levydeleted text end.

(b) A district's first tier referendum equalization levy equals the district's first tier
referendum equalization revenue times the lesser of one or the ratio of the district's
referendum market value per resident pupil unit to deleted text begin$880,000deleted text endnew text begin $650,000new text end.

(c) A district's second tier referendum equalization levy equals the district's second tier
referendum equalization revenue times the lesser of one or the ratio of the district's
referendum market value per resident pupil unit to deleted text begin$510,000deleted text endnew text begin $290,000new text end.

deleted text begin (d) A district's third tier referendum equalization levy equals the district's third tier
referendum equalization revenue times the lesser of one or the ratio of the district's
referendum market value per resident pupil unit to $290,000.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2021 and later.
new text end

Sec. 31.

Minnesota Statutes 2018, section 126C.17, subdivision 7, is amended to read:

Subd. 7.

Referendum equalization aid.

(a) A district's referendum equalization aid
equals the difference between its referendum equalization revenue and levy.

(b) If a district's actual levy for first, second, or third tier referendum equalization revenue
is less than its maximum levy limit for that tier, aid shall be proportionately reduced.

(c) Notwithstanding paragraph (a), the referendum equalization aid for a districtdeleted text begin, where
the referendum equalization aid under paragraph (a) exceeds 90 percent of the referendum
revenue,deleted text end must not exceednew text begin: (1)new text end 25 percent of the formula allowancenew text begin minus $300;new text end times new text begin(2)
new text end the district's adjusted pupil units. A district's referendum levy is increased by the amount
of any reduction in referendum aid under this paragraph.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2021 and later.
new text end

Sec. 32.

Minnesota Statutes 2018, section 126C.17, subdivision 7a, is amended to read:

Subd. 7a.

Referendum tax base replacement aid.

For each school district that had a
referendum allowance for fiscal year 2002 exceeding $415, for each separately authorized
referendum levy, the commissioner of revenue, in consultation with the commissioner of
education, shall certify the amount of the referendum levy in taxes payable year 2001
attributable to the portion of the referendum allowance exceeding $415 levied against
property classified as class 2, noncommercial 4c(1), or 4c(4), under section 273.13, excluding
the portion of the tax paid by the portion of class 2a property consisting of the house, garage,
and surrounding one acre of land. The resulting amount must be used to reduce the district's
referendum levynew text begin or first tier local optional levynew text end amount otherwise determined, and must be
paid to the district each year that the referendum new text beginor first tier local optional new text endauthority remains
in effect, is renewed, or new referendum authority is approved. The aid payable under this
subdivision must be subtracted from the district's referendum equalization aid under
subdivision 7. The referendum equalization aidnew text begin and the first tier local optional aidnew text end after the
subtraction must not be less than zero.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2021 and later.
new text end

Sec. 33.

Minnesota Statutes 2018, section 126C.17, subdivision 9, is amended to read:

Subd. 9.

Referendum revenue.

(a) The revenue authorized by section 126C.10,
subdivision 1, may be increased in the amount approved by the voters of the district at a
referendum called for the purpose. The referendum may be called by the board. The
referendum must be conducted one or two calendar years before the increased levy authority,
if approved, first becomes payable. Only one election to approve an increase may be held
in a calendar year. Unless the referendum is conducted by mail under subdivision 11,
paragraph (a), the referendum must be held on the first Tuesday after the first Monday in
November. The ballot must state the maximum amount of the increased revenue per adjusted
pupil unit. The ballot may state a schedule, determined by the board, of increased revenue
per adjusted pupil unit that differs from year to year over the number of years for which the
increased revenue is authorized or may state that the amount shall increase annually by the
rate of inflation. For this purpose, the rate of inflation shall be the annual inflationary increase
calculated under subdivision 2, paragraph (b). The ballot may state that existing referendum
levy authority is expiring. In this case, the ballot may also compare the proposed levy
authority to the existing expiring levy authority, and express the proposed increase as the
amount, if any, over the expiring referendum levy authority. The ballot must designate the
specific number of years, not to exceed ten, for which the referendum authorization appliesnew text begin,
and may state that the referendum may be renewed by school board resolution subject to a
reverse referendumnew text end. The ballot, including a ballot on the question to revoke or reduce the
increased revenue amount under paragraph (c), must abbreviate the term "per adjusted pupil
unit" as "per pupil." The notice required under section 275.60 may be modified to read, in
cases of renewing existing levies at the same amount per pupil as in the previous year:

"BY VOTING "YES" ON THIS BALLOT QUESTION, YOU ARE VOTING TO
EXTEND AN EXISTING PROPERTY TAX REFERENDUM THAT IS SCHEDULED
TO EXPIRE."

The ballot may contain a textual portion with the information required in this subdivision
and a question stating substantially the following:

"Shall the increase in the revenue proposed by (petition to) the board of ......., School
District No. .., be approved?"

If approved, an amount equal to the approved revenue per adjusted pupil unit times the
adjusted pupil units for the school year beginning in the year after the levy is certified shall
be authorized for certification for the number of years approved, if applicable, or until
revoked or reduced by the voters of the district at a subsequent referendum.

(b) The board must deliver by mail at least 15 days but no more than 30 days before the
day of the referendum new text beginor the day of the meeting required under subdivision 9b, paragraph
(a), clause (4),new text end to each taxpayer a notice of the referendum and the proposed revenue increase.
The board need not mail more than one notice to any taxpayer. For the purpose of giving
mailed notice under this subdivision, owners must be those shown to be owners on the
records of the county auditor or, in any county where tax statements are mailed by the county
treasurer, on the records of the county treasurer. Every property owner whose name does
not appear on the records of the county auditor or the county treasurer is deemed to have
waived this mailed notice unless the owner has requested in writing that the county auditor
or county treasurer, as the case may be, include the name on the records for this purpose.
The notice must project the anticipated amount of tax increase in annual dollars for typical
residential homesteads, agricultural homesteads, apartments, and commercial-industrial
property within the school district.

The notice for a referendum may state that an existing referendum levy is expiring and
project the anticipated amount of increase over the existing referendum levy in the first
year, if any, in annual dollars for typical residential homesteads, agricultural homesteads,
apartments, and commercial-industrial property within the district.

The notice must include the following statement: "Passage of this referendum will result
in an increase in your property taxes." However, in cases of renewing existing levies, new text beginwhether
by board action or by an election,new text end the notice may include the following statement: "Passage
of this referendum extends an existing operating referendum at the same amount per pupil
as in the previous year."

(c) A referendum on the question of revoking or reducing the increased revenue amount
authorized pursuant to paragraph (a) may be called by the board. A referendum to revoke
or reduce the revenue amount must state the amount per adjusted pupil unit by which the
authority is to be reduced. Revenue authority approved by the voters of the district pursuant
to paragraph (a) must be available to the school district at least once before it is subject to
a referendum on its revocation or reduction for subsequent years. Only one revocation or
reduction referendum may be held to revoke or reduce referendum revenue for any specific
year and for years thereafter.

(d) The approval of 50 percent plus one of those voting on the question is required to
pass a referendum authorized by this subdivision.

(e) At least 15 days before the day of the referendum, the district must submit a copy of
the notice required under paragraph (b) to the commissioner and to the county auditor of
each county in which the district is located. Within 15 days after the results of the referendum
have been certified by the board, or in the case of a recount, the certification of the results
of the recount by the canvassing board, the district must notify the commissioner of the
results of the referendum.

Sec. 34.

Minnesota Statutes 2018, 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 approved by the voters
after July 1, 2019, by board action if:
new text end

new text begin (1) the ballot for the expiring referendum included a statement that the referendum may
be renewed by school board resolution subject to a reverse referendum;
new text end

new text begin (2) 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 (3) the term of the renewed referendum is no longer than the initial term approved by
the voters; and
new text end

new text begin (4) 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 and becomes effective
60 days after its adoption.
new text end

new text begin (c) A referendum expires at the end of 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

Sec. 35.

Minnesota Statutes 2018, section 126C.17, is amended by adding a subdivision
to read:

new text begin Subd. 14. new text end

new text begin Reverse referendum. new text end

new text begin (a) For purposes of this subdivision, "board-renewed
referendum authority" means referendum authority renewed by the school board.
new text end

new text begin (b) A referendum on the question of revoking board-renewed referendum authority under
subdivision 9b shall be called by the board upon written petition of qualified voters of the
district. A referendum to revoke a district's board-renewed referendum authority must state
the authority to be revoked in total and per pupil unit. A revocation referendum may be held
to revoke board-renewed referendum authority for the subsequent fiscal year and for years
thereafter.
new text end

new text begin (c) A petition authorized by this subdivision is effective if:
new text end

new text begin (1) signed by more than 25 percent of the registered voters of the district on the day the
petition is filed with the board; and
new text end

new text begin (2) filed with the board by June 1 of that year.
new text end

new text begin A referendum invoked by petition must be held on the date required in subdivision 9.
new text end

new text begin (d) The approval of more than 50 percent of those voting on the question is required to
revoke board-renewed referendum authority.
new text end

Sec. 36.

new text begin [127A.20] EVIDENCE-BASED EDUCATION GRANTS.
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 create a
process to describe, measure, and report on the effectiveness of any prekindergarten through
grade 12 grant programs funded in whole or in part through funds appropriated by the
legislature to the commissioner of education for grants to organizations. The evidence-based
evaluation required by this section applies to all grants awarded by the commissioner of
education on or after July 1, 2019.
new text end

new text begin Subd. 2. new text end

new text begin Goals. new text end

new text begin Each applicant for a grant awarded by the commissioner of education
must include in the grant application a statement of the goals of the grant. To the extent
practicable, the goals must be aligned to the state's world's best workforce and the federally
required Every Student Succeeds Act accountability systems.
new text end

new text begin Subd. 3. new text end

new text begin Strategies and data. new text end

new text begin Each applicant must include in the grant application a
description of the strategies that will be used to meet the goals specified in the application.
The applicant must also include a plan to collect data to measure the effectiveness of the
strategies outlined in the grant application.
new text end

new text begin Subd. 4. new text end

new text begin Reporting. new text end

new text begin Within 180 days of the end of the grant period, each grant recipient
must compile a report that describes the data that was collected and evaluate the effectiveness
of the strategies. The evidence-based report may identify or propose alternative strategies
based on the results of the data. The report must be submitted to the commissioner of
education and to the chairs and ranking minority members of the legislative committees
with jurisdiction over prekindergarten through grade 12 education. The report must be filed
with the Legislative Reference Library according to section 3.195.
new text end

new text begin Subd. 5. new text end

new text begin Grant defined. new text end

new text begin For purposes of this section, a grant means money appropriated
from the state general fund to the commissioner of education for distribution to the grant
recipients.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 37.

Minnesota Statutes 2018, section 127A.45, subdivision 13, is amended to read:

Subd. 13.

Aid payment percentage.

new text begin(a) new text endExcept as provided in subdivisions 11, 12, 12a,
and 14, each fiscal year, all education aids and credits in this chapter and chapters 120A,
120B, 121A, 122A, 123A, 123B, 124D, 124E, 125A, 125B, 126C, 134, and section 273.1392,
shall be paid at the current year aid payment percentage of the estimated entitlement during
the fiscal year of the entitlement.

new text begin (b)new text end For the purposes of this subdivision, a district's estimated entitlement for special
education aid under section 125A.76 deleted text beginfor fiscal year 2014 and laterdeleted text end equals 97.4 percent of
the district's entitlement for the current fiscal year.

new text begin (c)new text end The final adjustment payment, according to subdivision 9, must be the amount of
the actual entitlement, after adjustment for actual data, minus the payments made during
the fiscal year of the entitlement.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 38.

Minnesota Statutes 2018, section 127A.49, subdivision 2, is amended to read:

Subd. 2.

Abatements.

Whenever by virtue of chapter 278, sections 270C.86, 375.192,
or otherwise, the net tax capacity or referendum market value of any district for any taxable
year is changed after the taxes for that year have been spread by the county auditor and the
local tax rate as determined by the county auditor based upon the original net tax capacity
is applied upon the changed net tax capacities, the county auditor deleted text beginshalldeleted text endnew text begin mustnew text end, prior to February
1 of each year, certify to the commissioner of education the amount of any resulting net
revenue loss that accrued to the district during the preceding year. Each year, the
commissioner deleted text beginshalldeleted text endnew text begin mustnew text end pay an abatement adjustment to the district in an amount calculated
according to the provisions of this subdivision. This amount deleted text beginshalldeleted text endnew text begin mustnew text end be deducted from
the amount of the levy authorized by section 126C.46. The amount of the abatement
adjustment must be the product of:

(1) the net revenue loss as certified by the county auditor, times

(2) the ratio of:

(i) the sum of the amounts of the district's certified levy in the third preceding year
according to the following:

(A) section deleted text begin123B.57deleted text endnew text begin 123B.595new text end, if the district received deleted text beginhealth and safetydeleted text endnew text begin long-term
facilities maintenancenew text end aid according to that section for the second preceding year;

(B) section 124D.20, if the district received aid for community education programs
according to that section for the second preceding year;

(C) section 124D.135, subdivision 3, if the district received early childhood family
education aid according to section 124D.135 for the second preceding year;

(D) section 126C.17, subdivision 6, if the district received referendum equalization aid
according to that section for the second preceding year;

(E) section 126C.10, subdivision 13a, if the district received operating capital aid
according to section 126C.10, subdivision 13b, in the second preceding year;

(F) section 126C.10, subdivision 29, if the district received equity aid according to
section 126C.10, subdivision 30, in the second preceding year;

(G) section 126C.10, subdivision 32, if the district received transition aid according to
section 126C.10, subdivision 33, in the second preceding year;

(H) section 123B.53, subdivision 5, if the district received debt service equalization aid
according to section 123B.53, subdivision 6, in the second preceding year;

(I) section 123B.535, subdivision 4, if the district received natural disaster debt service
equalization aid according to section 123B.535, subdivision 5, in the second preceding year;

(J) section 124D.22, subdivision 3, if the district received school-age care aid according
to section 124D.22, subdivision 4, in the second preceding year;

(K) section deleted text begin123B.591, subdivision 3deleted text endnew text begin 126C.10, subdivision 2e, paragraph (b)new text end, if the district
received deleted text begindeferred maintenancedeleted text endnew text begin local optionalnew text end aid according to section deleted text begin123B.591, subdivision
4deleted text endnew text begin 126C.10, subdivision 2e, paragraph (c)new text end, in the second preceding year; and

(L) section 122A.415, subdivision 5, if the district received alternative teacher
compensation equalization aid according to section 122A.415, subdivision 6, paragraph (a),
in the second preceding year; to

(ii) the total amount of the district's certified levy in the third preceding December, plus
or minus auditor's adjustments.

Sec. 39.

Minnesota Statutes 2018, section 257.0725, is amended to read:

257.0725 ANNUAL REPORT.

The commissioner of human services shall publish an annual report on child maltreatment
and on children in out-of-home placement. The commissioner shall confer with counties,
child welfare organizations, child advocacy organizations, the courts, and other groups on
how to improve the content and utility of the department's annual report. In regard to child
maltreatment, the report shall include the number and kinds of maltreatment reports received
and any other data that the commissioner determines is appropriate to include in a report
on child maltreatment. In regard to children in out-of-home placement, the report shall
include, by county and statewide, information on legal status, living arrangement, age, sex,
race, accumulated length of time in placement, reason for most recent placement, race of
family with whom placed,new text begin school enrollments within seven days of placement pursuant to
section 120A.21,new text end and other information deemed appropriate on all children in out-of-home
placement. Out-of-home placement includes placement in any facility by an authorized
child-placing agency.

Sec. 40. new text beginPUPIL TRANSPORTATION WORKING GROUP.
new text end

new text begin Subdivision 1. new text end

new text begin Duties. new text end

new text begin (a) A working group on pupil transportation is created to review
pupil transportation and transportation efficiencies in Minnesota, to consult with stakeholders,
and to submit a written report to the legislature recommending policy and formula changes.
The pupil transportation working group must examine and consider:
new text end

new text begin (1) how school districts, charter schools, intermediate school districts, special education
cooperatives, education districts, and service cooperatives deliver pupil transportation
services and the costs associated with each model;
new text end

new text begin (2) relevant state laws and rules;
new text end

new text begin (3) trends in pupil transportation services;
new text end

new text begin (4) strategies or programs that would be effective in funding necessary pupil
transportation services; and
new text end

new text begin (5) the effect of the elimination of categorical funding for pupil transportation services.
new text end

new text begin (b) In making its recommendations, the pupil transportation working group must consider
a ten-year strategic plan informed by the policy findings in paragraph (a) to help make pupil
transportation funding more fair.
new text end

new text begin Subd. 2. new text end

new text begin Members. new text end

new text begin (a) By June 1, 2019, the executive director of each of the following
organizations must appoint one representative of that organization to serve as a member of
the working group:
new text end

new text begin (1) Minnesota School Boards Association;
new text end

new text begin (2) Minnesota Association of Charter Schools;
new text end

new text begin (3) Education Minnesota;
new text end

new text begin (4) Minnesota Rural Education Association;
new text end

new text begin (5) Association of Metropolitan School Districts;
new text end

new text begin (6) Minnesota Association for Pupil Transportation;
new text end

new text begin (7) Minnesota School Bus Operators Association;
new text end

new text begin (8) Minnesota Association of School Administrators;
new text end

new text begin (9) Minnesota Association of School Business Officials;
new text end

new text begin (10) Schools for Equity in Education;
new text end

new text begin (11) Service Employees International Union Local 284;
new text end

new text begin (12) Minnesota Association of Secondary School Principals;
new text end

new text begin (13) Minnesota Administrators of Special Education; and
new text end

new text begin (14) Minnesota Transportation Alliance.
new text end

new text begin (b) The commissioner of education must solicit applications for membership in the
working group. By June 25, 2019, the commissioner must designate from the applicants
the following to serve as members of the working group:
new text end

new text begin (1) a representative from an intermediate school district;
new text end

new text begin (2) a representative from a special education cooperative, education district, or service
cooperative;
new text end

new text begin (3) a representative from a school district in a city of the first class;
new text end

new text begin (4) a representative from a school district in a first tier suburb;
new text end

new text begin (5) a representative from a rural school district; and
new text end

new text begin (6) a representative from a statewide nonprofit advocacy organization serving students
with disabilities and their parents.
new text end

new text begin Subd. 3. new text end

new text begin Meetings. new text end

new text begin The commissioner of education, or the commissioner's designee,
must convene the first meeting of the working group no later than July 15, 2019. The working
group must select a chair or cochairs from among its members at the first meeting. The
working group must meet periodically. Meetings of the working group are subject to
Minnesota Statutes, chapter 13D.
new text end

new text begin Subd. 4. new text end

new text begin Compensation. new text end

new text begin Working group members are not eligible to receive expenses
or per diem payments for serving on the working group.
new text end

new text begin Subd. 5. new text end

new text begin Administrative support. new text end

new text begin The commissioner of education must provide technical
and administrative assistance to the working group upon request.
new text end

new text begin Subd. 6. new text end

new text begin Report. new text end

new text begin (a) By January 15, 2020, the working group must submit a report
providing its findings and recommendations to the chairs and ranking minority members
of the legislative committees with jurisdiction over kindergarten through grade 12 education.
new text end

new text begin (b) At its 2020 annual session, the legislature is encouraged to convene a legislative
study group to review the recommendations and ten-year strategic plan to develop its own
recommendations for legislative changes, as necessary.
new text end

new text begin Subd. 7. new text end

new text begin Expiration. new text end

new text begin The working group expires upon submission of the report required
in subdivision 6.
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. 41. new text beginPERMANENT SCHOOL FUND COMPENSATION AID.
new text end

new text begin Subdivision 1. new text end

new text begin Transfer. new text end

new text begin The commissioner must pay permanent school fund
compensation aid to school districts with the money transferred from the state budget surplus
under Minnesota Statutes, section 16A.152, subdivision 2, paragraph (a), clause (6).
new text end

new text begin Subd. 2. new text end

new text begin Student and school safety aid. new text end

new text begin (a) Concurrent with the September and March
apportionments from the school endowment fund to each school district and charter school
under Minnesota Statutes, section 127A.33, the commissioner must distribute student and
school safety aid equal to a total of $57.08 times each district's adjusted average daily
membership for fiscal year 2019. This amount may be apportioned over one or more years.
new text end

new text begin (b) The state aid received under this section may be used for student and staff safety
activities consistent with Minnesota Statutes, section 126C.44, or for any other school-related
purpose as deemed appropriate by the board.
new text end

Sec. 42. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin General education aid. new text end

new text begin For general education aid under Minnesota Statutes,
section 126C.13, subdivision 4:
new text end

	new text begin $ new text end	new text begin 7,446,529,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 7,660,500,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $700,383,000 for 2019 and $6,746,146,000 for 2020.
new text end

new text begin The 2021 appropriation includes $749,571,000 for 2020 and $6,910,929,000 for 2021.
new text end

new text begin Subd. 3. new text end

new text begin Enrollment options transportation. new text end

new text begin For transportation of pupils attending
postsecondary institutions under Minnesota Statutes, section 124D.09, or for transportation
of pupils attending nonresident districts under Minnesota Statutes, section 124D.03:
new text end

	new text begin $ new text end	new text begin 24,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 26,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin Subd. 4. new text end

new text begin Abatement aid. new text end

new text begin For abatement aid under Minnesota Statutes, section 127A.49:
new text end

	new text begin $ new text end	new text begin 2,897,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 2,971,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $274,000 for 2019 and $2,623,000 for 2020.
new text end

new text begin The 2021 appropriation includes $291,000 for 2020 and $2,680,000 for 2021.
new text end

new text begin Subd. 5. new text end

new text begin Consolidation transition aid. new text end

new text begin For districts consolidating under Minnesota
Statutes, section 123A.485:
new text end

	new text begin $ new text end	new text begin 0 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 270,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $0 for 2019 and $0 for 2020.
new text end

new text begin The 2021 appropriation includes $0 for 2020 and $270,000 for 2021.
new text end

new text begin Subd. 6. new text end

new text begin Nonpublic pupil education aid. new text end

new text begin For nonpublic pupil education aid under
Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:
new text end

	new text begin $ new text end	new text begin 18,135,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 18,728,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $1,806,000 for 2019 and $16,509,000 for 2020.
new text end

new text begin The 2021 appropriation includes $1,834,000 for 2020 and $16,894,000 for 2021.
new text end

new text begin Subd. 7. new text end

new text begin Nonpublic pupil transportation. new text end

new text begin For nonpublic pupil transportation aid under
Minnesota Statutes, section 123B.92, subdivision 9:
new text end

	new text begin $ new text end	new text begin 19,649,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 19,920,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $1,961,000 for 2019 and $17,688,000 for 2020.
new text end

new text begin The 2021 appropriation includes $1,965,000 for 2020 and $17,955,000 for 2021.
new text end

new text begin Subd. 8. new text end

new text begin One-room schoolhouse. new text end

new text begin For a grant to Independent School District No. 690,
Warroad, to operate the Angle Inlet School:
new text end

	new text begin $ new text end	new text begin 65,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 65,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin Subd. 9. new text end

new text begin Career and technical aid. new text end

new text begin For career and technical aid under Minnesota
Statutes, section 124D.4531, subdivision 1b:
new text end

	new text begin $ new text end	new text begin 3,751,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 15,471,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $422,000 for 2019 and $3,329,000 for 2020.
new text end

new text begin The 2021 appropriation includes $369,000 for 2020 and $15,102,000 for 2021.
new text end

new text begin Subd. 10. new text end

new text begin Pregnant and parenting pupil transportation reimbursement. new text end

new text begin (a) To
reimburse districts for transporting pregnant or parenting pupils under Minnesota Statutes,
section 123B.92, subdivision 1, paragraph (b), clause (1), item (vi):
new text end

	new text begin $ new text end	new text begin 56,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 56,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin (b) To receive reimbursement, districts must apply using the form and manner of
application prescribed by the commissioner. If the appropriation is insufficient, the
commissioner must prorate the amount paid to districts seeking reimbursement.
new text end

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

Sec. 43. new text beginREPEALER.
new text end

new text begin Minnesota Statutes 2018, sections 126C.17, subdivision 9a; and 127A.14, new text end new text begin are repealed.
new text end

new text begin EFFECTIVE DATE. new text end

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

ARTICLE 2

EDUCATION EXCELLENCE

Section 1.

Minnesota Statutes 2018, section 5A.03, subdivision 2, is amended to read:

Subd. 2.

Placing Minnesota students in travel abroad programs.

(a) A school district
or charter school with enrolled students who participate in a foreign exchange or study or
other travel abroad program new text beginor whose enrolled students participate in a foreign exchange
or study or other travel abroad program new text endunder a written agreement between the district or
charter school and the program provider must use a form developed by the Department of
Education to annually report to the department by November 1 the following data from the
previous school year:

(1) the number of Minnesota student deaths that occurred while Minnesota students were
participating in the foreign exchange or study or other travel abroad program and that resulted
from Minnesota students participating in the program;

(2) the number of Minnesota students hospitalized due to accidents and the illnesses that
occurred while Minnesota students were participating in the foreign exchange or study or
other travel abroad program and that resulted from Minnesota students participating in the
program; and

(3) the name and type of the foreign exchange or study or other travel abroad program
and the city or region where the reported death, hospitalization due to accident, or the illness
occurred.

(b) School districts and charter schools must ask but must not require enrolled eligible
students and the parents or guardians of other enrolled students who complete a foreign
exchange or study or other travel abroad program to disclose the information under paragraph
(a).

(c) When reporting the data under paragraph (a), a school district or charter school may
supplement the data with a brief explanatory statement. The Department of Education
annually must aggregate and publish the reported data on the department website in a format
that facilitates public access to the aggregated data and include links to both the United
States Department of State's Consular Information Program that informs the public of
conditions abroad that may affect students' safety and security and the publicly available
reports on sexual assaults and other criminal acts affecting students participating in a foreign
exchange or study or other travel abroad program.

(d) School districts and charter schools with enrolled students who participate in foreign
exchange or study or other travel abroad programs under a written agreement between the
district or charter school and the program provider are encouraged to adopt policies
supporting the programs and to include program standards in their policies to ensure students'
health and safety.

(e) To be eligible under this subdivision to provide a foreign exchange or study or other
travel abroad program to Minnesota students enrolled in a school district or charter school,
a program provider annually must register with the secretary of state and provide the
following information on a form developed by the secretary of state: the name, address, and
telephone number of the program provider, its chief executive officer, and the person within
the provider's organization who is primarily responsible for supervising programs within
the state; the program provider's unified business identification number, if any; whether the
program provider is exempt from federal income tax; a list of the program provider's
placements in foreign countries for the previous school year including the number of
Minnesota students placed, where Minnesota students were placed, and the length of their
placement; the terms and limits of the medical and accident insurance available to cover
participating students and the process for filing a claim; and the signatures of the program
provider's chief executive officer and the person primarily responsible for supervising
Minnesota students' placements in foreign countries. If the secretary of state determines the
registration is complete, the secretary of state shall file the registration and the program
provider is registered. Registration with the secretary of state must not be considered or
represented as an endorsement of the program provider by the secretary of state. The secretary
of state annually must publish on its website aggregated data under paragraph (c) received
from the Department of Education.

(f) Program providers, annually by August 1, must provide the data required under
paragraph (a), clauses (1) to (3), to the districts and charter schools with enrolled students
participating in the provider's program.

(g) The Department of Education must publish the information it has under paragraph
(c), but it is not responsible for any errors or omissions in the information provided to it by
a school district or charter school. A school district or charter school is not responsible for
omissions in the information provided to it by students and programs.

Sec. 2.

Minnesota Statutes 2018, section 120A.22, subdivision 5, is amended to read:

Subd. 5.

Ages and terms.

(a) Every child between deleted text beginsevendeleted text endnew text begin sixnew text end and 17 years of age must
receive instruction unless the child has graduated. Every child under the age of deleted text beginsevendeleted text endnew text begin sixnew text end
who is enrolled in deleted text begina half-daydeleted text end kindergartendeleted text begin, or a full-day kindergarten program on alternate
days, or other kindergarten programs shalldeleted text endnew text begin mustnew text end receive instructionnew text begin for the hours established
for that programnew text end. Except as provided in subdivision 6, a parent may withdraw a child under
the age of deleted text beginsevendeleted text endnew text begin sixnew text end from enrollment at any time.

(b) A school district by annual board action may require children subject to this
subdivision to receive instruction in summer school. A district that acts to require children
to receive instruction in summer school deleted text beginshalldeleted text endnew text begin mustnew text end establish at the time of its action the
criteria for determining which children must receive instruction.

(c) A pupil 16 years of age or older who meets the criteria of section 124D.68, subdivision
2, and under clause (5) of that subdivision has been excluded or expelled from school or
under clause (11) of that subdivision has been chronically truant may be referred to an area
learning center. Such referral may be made only after consulting the principal, area learning
center director, student, and parent or guardian and only if, in the school administrator's
professional judgment, the referral is in the best educational interest of the pupil. Nothing
in this paragraph limits a pupil's eligibility to apply to enroll in other eligible programs
under section 124D.68.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2020-2021 school year and later.
new text end

Sec. 3.

Minnesota Statutes 2018, section 120A.22, subdivision 6, is amended to read:

Subd. 6.

Children under deleted text beginsevendeleted text endnew text begin age sixnew text end.

(a) Once a pupil under the age of deleted text beginsevendeleted text endnew text begin sixnew text end is
enrolled in kindergarten or a higher grade in a public school, the pupil is subject to the
compulsory attendance provisions of this chapter and section 120A.34, unless the board of
the district in which the pupil is enrolled has a policy that exempts children under deleted text beginsevendeleted text endnew text begin sixnew text end
from this subdivision.

(b) In a district in which children under deleted text beginsevendeleted text endnew text begin the age of sixnew text end are subject to compulsory
attendance under this subdivision, paragraphs (c) to (e) apply.

(c) A parent or guardian may withdraw the pupil from enrollment in the school for good
cause by notifying the district. Good cause includes, but is not limited to, enrollment of the
pupil in another school, as defined in subdivision 4, or the immaturity of the child.

(d) When the pupil enrolls, the enrolling official must provide the parent or guardian
who enrolls the pupil with a written explanation of the provisions of this subdivision.

(e) A pupil under the age of deleted text beginsevendeleted text endnew text begin sixnew text end who is withdrawn from enrollment in the public
school under paragraph (c) is no longer subject to the compulsory attendance provisions of
this chapter.

(f) In a district that had adopted a policy to exempt children under deleted text beginsevendeleted text endnew text begin the age of sixnew text end
from this subdivision, the district's chief attendance officer must keep the truancy enforcement
authorities supplied with a copy of the board's current policy certified by the clerk of the
board.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2020-2021 school year and later.
new text end

Sec. 4.

Minnesota Statutes 2018, section 120A.22, subdivision 11, is amended to read:

Subd. 11.

Assessment of performance.

(a) Each year the performance of every child
ages deleted text beginsevendeleted text endnew text begin sixnew text end through 16 and every child ages 16 through 17 for which an initial report
was filed pursuant to section 120A.24, subdivision 1, after the child is 16 and who is not
enrolled in a public school must be assessed using a nationally norm-referenced standardized
achievement examination. The superintendent of the district in which the child receives
instruction and the person in charge of the child's instruction must agree about the specific
examination to be used and the administration and location of the examination.

(b) To the extent the examination in paragraph (a) does not provide assessment in all of
the subject areas in subdivision 9, the parent must assess the child's performance in the
applicable subject area. This requirement applies only to a parent who provides instruction
and does not meet the requirements of subdivision 10, clause (1), (2), or (3).

(c) If the results of the assessments in paragraphs (a) and (b) indicate that the child's
performance on the total battery score is at or below the 30th percentile or one grade level
below the performance level for children of the same age, the parent must obtain additional
evaluation of the child's abilities and performance for the purpose of determining whether
the child has learning problems.

(d) A child receiving instruction from a nonpublic school, person, or institution that is
accredited by an accrediting agency, recognized according to section 123B.445, or recognized
by the commissioner, is exempt from the requirements of this subdivision.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2020-2021 school year and later.
new text end

Sec. 5.

Minnesota Statutes 2018, section 120A.24, subdivision 1, is amended to read:

Subdivision 1.

Reports to superintendent.

(a) The person or nonpublic school in charge
of providing instruction to a child must submit to the superintendent of the district in which
the child resides the name, birth date, and address of the child; the annual tests intended to
be used under section 120A.22, subdivision 11, if required; the name of each instructor;
and evidence of compliance with one of the requirements specified in section 120A.22,
subdivision 10:

(1) by October 1 of the first school year the child receives instruction after reaching the
age of deleted text beginsevendeleted text endnew text begin sixnew text end;

(2) within 15 days of when a parent withdraws a child from public school after age deleted text beginsevendeleted text endnew text begin
sixnew text end to provide instruction in a nonpublic school that is not accredited by a state-recognized
accredited agency;

(3) within 15 days of moving out of a district; and

(4) by October 1 after a new resident district is established.

(b) The person or nonpublic school in charge of providing instruction to a child between
the ages of deleted text beginsevendeleted text endnew text begin sixnew text end and 16 and every child ages 16 through 17 for which an initial report
was filed pursuant to this subdivision after the child is 16 must submit, by October 1 of each
school year, a letter of intent to continue to provide instruction under this section for all
students under the person's or school's supervision and any changes to the information
required in paragraph (a) for each student.

(c) The superintendent may collect the required information under this section through
an electronic or web-based format, but must not require electronic submission of information
under this section from the person in charge of reporting under this subdivision.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2020-2021 school year and later.
new text end

Sec. 6.

Minnesota Statutes 2018, section 120B.11, subdivision 2, is amended to read:

Subd. 2.

Adopting plans and budgets.

new text begin(a)new text end A school board, at a public meeting, deleted text beginshalldeleted text endnew text begin
mustnew text end adopt a comprehensive, long-term strategic plan to support and improve teaching and
learning that is aligned with creating the world's best workforce and includes:

(1) clearly defined district and school site goals and benchmarks for instruction and
student achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);

(2) a process to assess and evaluate each student's progress toward meeting state and
local academic standards, assess and identify students to participate in gifted and talented
programs and accelerate their instruction, and adopt early-admission procedures consistent
with section 120B.15, and identifying the strengths and weaknesses of instruction in pursuit
of student and school success and curriculum affecting students' progress and growth toward
career and college readiness and leading to the world's best workforce;

(3) a system to periodically review and evaluate the effectiveness of all instruction and
curriculum, taking into account strategies and best practices, student outcomes, school
principal evaluations under section 123B.147, subdivision 3, students' access to effective
teachers who are members of populations underrepresented among the licensed teachers in
the district or school and who reflect the diversity of enrolled students under section 120B.35,
subdivision 3, paragraph (b), clause (2), and teacher evaluations under section 122A.40,
subdivision 8, or 122A.41, subdivision 5;

(4) strategies for improving instruction, curriculum, and student achievement, includingnew text begin:
(i)new text end the English and, where practicable, the native language development and the academic
achievement of English learnersnew text begin and (ii) for all learners, access to culturally relevant or
ethnic studies curriculum using culturally responsive methodologiesnew text end;

(5) a process to examine the equitable distribution of teachers and strategies to ensure
new text begin children from new text endlow-income deleted text beginand minority childrendeleted text endnew text begin families, families of color, and American
Indian familiesnew text end are not taught at higher rates than other children by inexperienced, ineffective,
or out-of-field teachers;

(6) education effectiveness practices that integrate high-quality instructiondeleted text begin,deleted text endnew text begin;new text end rigorous
curriculumdeleted text begin,deleted text endnew text begin;new text end technologydeleted text begin,deleted text endnew text begin; inclusive and respectful learning and work environments for all
students, families, and employees;new text end and a collaborative professional culture that deleted text begindevelops
and supportsdeleted text endnew text begin retains qualified, racially, and ethnically diverse staff effective at working
with diverse students while developing and supportingnew text end teacher quality, performance, and
effectiveness; and

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

new text begin (b) A school board must submit to the commissioner the plan adopted under paragraph
(a). The commissioner must review each plan.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 7.

Minnesota Statutes 2018, section 120B.11, subdivision 3, is amended to read:

Subd. 3.

District advisory committee.

new text begin(a) new text endEach school board deleted text beginshalldeleted text endnew text begin mustnew text end establish an
advisory committee to ensure active community participation in all phases of planning and
improving the instruction and curriculum affecting state and district academic standards,
consistent with subdivision 2. A district advisory committee, to the extent possible, deleted text beginshalldeleted text endnew text begin
mustnew text end reflect the diversity of the district and its school sites, include teachers, parents, support
staff, students, and other community residents, and provide translation to the extent
appropriate and practicable. The district advisory committee deleted text beginshalldeleted text endnew text begin mustnew text end pursue community
support to accelerate the academic and native literacy and achievement of English learners
with varied needs, from young children to adults, consistent with section 124D.59,
subdivisions 2 and 2a. The district may establish site teams as subcommittees of the district
advisory committee under subdivision 4.

new text begin (b)new text end The district advisory committee deleted text beginshalldeleted text endnew text begin mustnew text end recommend to the school boardnew text begin:
new text end

new text begin (1)new text end rigorous academic standardsdeleted text begin,deleted text endnew text begin;
new text end

new text begin (2)new text end student achievement goals and measures consistent with subdivision 1a and sections
120B.022, subdivisions 1a and 1b, and 120B.35deleted text begin,deleted text endnew text begin;
new text end

new text begin (3)new text end district assessmentsdeleted text begin,deleted text endnew text begin;
new text end

new text begin (4)new text end means to improve students' equitable access to effective and more diverse teachersdeleted text begin,deleted text endnew text begin;
new text end

new text begin (5) strategies to ensure the curriculum and learning and work environments are inclusive
and respectful toward all racial and ethnic groups;new text end and

new text begin (6)new text end program evaluations.

new text begin (c)new text end School sites may expand upon district evaluations of instruction, curriculum,
assessments, or programs. Whenever possible, parents and other community residents deleted text beginshalldeleted text endnew text begin
mustnew text end comprise at least two-thirds of advisory committee members.

Sec. 8.

Minnesota Statutes 2018, section 120B.12, subdivision 2, is amended to read:

Subd. 2.

Identification; report.

(a) Each school district deleted text beginshalldeleted text endnew text begin mustnew text end identify before the
end of kindergarten, grade 1, and grade 2 new text beginall new text endstudents who are not reading at grade level
deleted text begin before the end of the current school year and shalldeleted text endnew text begin. Students identified as not reading at
grade level by the end of kindergarten, grade 1, and grade 2 must be screened for
characteristics of dyslexia.
new text end

new text begin (b)new text end deleted text beginidentifydeleted text end Students in grade 3 or higher who demonstrate a reading difficulty to a
classroom teachernew text begin must be screened for characteristics of dyslexia, unless a different reason
for the reading difficulty has been identifiednew text end.

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

new text begin (d)new text end The district also must annually report to the commissioner by July 1 a summary of
the district's efforts to screen and identify students with:

(1) dyslexia, using screening tools such as those recommended by the department's
dyslexia specialist; or

(2) convergence insufficiency disorder.

deleted text begin (b)deleted text endnew text begin (e)new text end A student identified under this subdivision must be provided with alternate
instruction under section 125A.56, subdivision 1.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2020.
new text end

Sec. 9.

Minnesota Statutes 2018, section 120B.30, subdivision 1, is amended to read:

Subdivision 1.

Statewide testing.

(a) The commissioner, with advice from experts with
appropriate technical qualifications and experience and stakeholders, consistent with
subdivision 1a, shall include in the comprehensive assessment system, for each grade level
to be tested, state-constructed tests developed as computer-adaptive reading and mathematics
assessments for students that are aligned with the state's required academic standards under
section 120B.021, include multiple choice questions, and are administered annually to all
students in grades 3 through 8. new text beginQuestions on state-constructed tests must be developed by
licensed Minnesota teachers.new text end State-developed high school tests aligned with the state's
required academic standards under section 120B.021 and administered to all high school
students in a subject other than writing must include multiple choice questions. The
commissioner shall establish one or more months during which schools shall administer
the tests to students each school year.

(1) Students enrolled in grade 8 through the 2009-2010 school year are eligible to be
assessed under (i) the graduation-required assessment for diploma in reading, mathematics,
or writing under Minnesota Statutes 2012, section 120B.30, subdivision 1, paragraphs (c),
clauses (1) and (2), and (d), (ii) the WorkKeys job skills assessment, (iii) the Compass
college placement test, (iv) the ACT assessment for college admission, (v) a nationally
recognized armed services vocational aptitude test.

(2) Students enrolled in grade 8 in the 2010-2011 or 2011-2012 school year are eligible
to be assessed under (i) the graduation-required assessment for diploma in reading,
mathematics, or writing under Minnesota Statutes 2012, section 120B.30, subdivision 1,
paragraph (c), clauses (1) and (2), (ii) the WorkKeys job skills assessment, (iii) the Compass
college placement test, (iv) the ACT assessment for college admission, (v) a nationally
recognized armed services vocational aptitude test.

(3) For students under clause (1) or (2), a school district may substitute a score from an
alternative, equivalent assessment to satisfy the requirements of this paragraph.

(b) The state assessment system must be aligned to the most recent revision of academic
standards as described in section 120B.023 in the following manner:

(1) mathematics;

(i) grades 3 through 8 beginning in the 2010-2011 school year; and

(ii) high school level beginning in the 2013-2014 school year;

(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
school year; and

(3) language arts and reading; grades 3 through 8 and high school level beginning in the
2012-2013 school year.

(c) For students enrolled in grade 8 in the 2012-2013 school year and later, students'
state graduation requirements, based on a longitudinal, systematic approach to student
education and career planning, assessment, instructional support, and evaluation, include
the following:

(1) achievement and career and college readiness in mathematics, reading, and writing,
consistent with paragraph (k) and to the extent available, to monitor students' continuous
development of and growth in requisite knowledge and skills; analyze students' progress
and performance levels, identifying students' academic strengths and diagnosing areas where
students require curriculum or instructional adjustments, targeted interventions, or
remediation; and, based on analysis of students' progress and performance data, determine
students' learning and instructional needs and the instructional tools and best practices that
support academic rigor for the student; and

(2) consistent with this paragraph and section 120B.125, age-appropriate exploration
and planning activities and career assessments to encourage students to identify personally
relevant career interests and aptitudes and help students and their families develop a regularly
reexamined transition plan for postsecondary education or employment without need for
postsecondary remediation.

Based on appropriate state guidelines, students with an individualized education program
may satisfy state graduation requirements by achieving an individual score on the
state-identified alternative assessments.

(d) Expectations of schools, districts, and the state for career or college readiness under
this subdivision must be comparable in rigor, clarity of purpose, and rates of student
completion.

A student under paragraph (c), clause (1), must receive targeted, relevant, academically
rigorous, and resourced instruction, which may include a targeted instruction and intervention
plan focused on improving the student's knowledge and skills in core subjects so that the
student has a reasonable chance to succeed in a career or college without need for
postsecondary remediation. Consistent with sections 120B.13, 124D.09, 124D.091, 124D.49,
and related sections, an enrolling school or district must actively encourage a student in
grade 11 or 12 who is identified as academically ready for a career or college to participate
in courses and programs awarding college credit to high school students. Students are not
required to achieve a specified score or level of proficiency on an assessment under this
subdivision to graduate from high school.

(e) Though not a high school graduation requirement, students are encouraged to
participate in a nationally recognized college entrance exam. To the extent state funding
for college entrance exam fees is available, a district must pay the cost, one time, for an
interested student in grade 11 or 12 who is eligible for a free or reduced-price meal, to take
a nationally recognized college entrance exam before graduating. A student must be able
to take the exam under this paragraph at the student's high school during the school day and
at any one of the multiple exam administrations available to students in the district. A district
may administer the ACT or SAT or both the ACT and SAT to comply with this paragraph.
If the district administers only one of these two tests and a free or reduced-price meal eligible
student opts not to take that test and chooses instead to take the other of the two tests, the
student may take the other test at a different time or location and remains eligible for the
examination fee reimbursement. Notwithstanding sections 123B.34 to 123B.39, a school
district may require a student that is not eligible for a free or reduced-price meal to pay the
cost of taking a nationally recognized college entrance exam. The district must waive the
cost for a student unable to pay.

(f) The commissioner and the chancellor of the Minnesota State Colleges and Universities
must collaborate in aligning instruction and assessments for adult basic education students
and English learners to provide the students with diagnostic information about any targeted
interventions, accommodations, modifications, and supports they need so that assessments
and other performance measures are accessible to them and they may seek postsecondary
education or employment without need for postsecondary remediation. When administering
formative or summative assessments used to measure the academic progress, including the
oral academic development, of English learners and inform their instruction, schools must
ensure that the assessments are accessible to the students and students have the modifications
and supports they need to sufficiently understand the assessments.

(g) Districts and schools, on an annual basis, must use career exploration elements to
help students, beginning no later than grade 9, and their families explore and plan for
postsecondary education or careers based on the students' interests, aptitudes, and aspirations.
Districts and schools must use timely regional labor market information and partnerships,
among other resources, to help students and their families successfully develop, pursue,
review, and revise an individualized plan for postsecondary education or a career. This
process must help increase students' engagement in and connection to school, improve
students' knowledge and skills, and deepen students' understanding of career pathways as
a sequence of academic and career courses that lead to an industry-recognized credential,
an associate's degree, or a bachelor's degree and are available to all students, whatever their
interests and career goals.

(h) A student who demonstrates attainment of required state academic standards, which
include career and college readiness benchmarks, on high school assessments under
subdivision 1a is academically ready for a career or college and is encouraged to participate
in courses awarding college credit to high school students. Such courses and programs may
include sequential courses of study within broad career areas and technical skill assessments
that extend beyond course grades.

(i) As appropriate, students through grade 12 must continue to participate in targeted
instruction, intervention, or remediation and be encouraged to participate in courses awarding
college credit to high school students.

(j) In developing, supporting, and improving students' academic readiness for a career
or college, schools, districts, and the state must have a continuum of empirically derived,
clearly defined benchmarks focused on students' attainment of knowledge and skills so that
students, their parents, and teachers know how well students must perform to have a
reasonable chance to succeed in a career or college without need for postsecondary
remediation. The commissioner, in consultation with local school officials and educators,
and Minnesota's public postsecondary institutions must ensure that the foundational
knowledge and skills for students' successful performance in postsecondary employment
or education and an articulated series of possible targeted interventions are clearly identified
and satisfy Minnesota's postsecondary admissions requirements.

(k) For students in grade 8 in the 2012-2013 school year and later, a school, district, or
charter school must record on the high school transcript a student's progress toward career
and college readiness, and for other students as soon as practicable.

(l) The school board granting students their diplomas may formally decide to include a
notation of high achievement on the high school diplomas of those graduating seniors who,
according to established school board criteria, demonstrate exemplary academic achievement
during high school.

(m) The 3rd through 8th grade computer-adaptive assessment results and high school
test results shall be available to districts for diagnostic purposes affecting student learning
and district instruction and curriculum, and for establishing educational accountability. deleted text beginThe
commissioner must establish empirically derived benchmarks on adaptive assessments in
grades 3 through 8.deleted text end The commissioner, in consultation with the chancellor of the Minnesota
State Colleges and Universities, must establish empirically derived benchmarks on the high
school tests that reveal a trajectory toward career and college readiness consistent with
section 136F.302, subdivision 1a. The commissioner must disseminate to the public the
deleted text begin computer-adaptive assessments anddeleted text end high school test results upon receiving those results.

(n) The grades 3 through 8 computer-adaptive assessments and high school tests must
be aligned with state academic standards. The commissioner shall determine the testing
process and the order of administration. The statewide results shall be aggregated at the site
and district level, consistent with subdivision 1a.

(o) The commissioner shall include the following components in the statewide public
reporting system:

(1) uniform statewide computer-adaptive assessments of all students in grades 3 through
8 and testing at the high school levels that provides appropriate, technically sound
accommodations or alternate assessments;

(2) educational indicators that can be aggregated and compared across school districts
and across time on a statewide basis, including average daily attendance, high school
graduation rates, and high school drop-out rates by age and grade level;

(3) state results on the American College Test; and

(4) state results from participation in the National Assessment of Educational Progress
so that the state can benchmark its performance against the nation and other states, and,
where possible, against other countries, and contribute to the national effort to monitor
achievement.

(p) For purposes of statewide accountability, "career and college ready" means a high
school graduate has the knowledge, skills, and competencies to successfully pursue a career
pathway, including postsecondary credit leading to a degree, diploma, certificate, or
industry-recognized credential and employment. Students who are career and college ready
are able to successfully complete credit-bearing coursework at a two- or four-year college
or university or other credit-bearing postsecondary program without need for remediation.

(q) For purposes of statewide accountability, "cultural competence," "cultural
competency," or "culturally competent" means the ability of families and educators to
interact effectively with people of different cultures, native languages, and socioeconomic
backgrounds.

new text begin (r) For purposes of statewide accountability, an understanding of "civic life" means
student learning experiences that include public engagement activities such as:
new text end

new text begin (1) volunteering as an election judge;
new text end

new text begin (2) serving as a poll watcher;
new text end

new text begin (3) contacting public officials on a matter of public interest;
new text end

new text begin (4) writing a letter to the editor;
new text end

new text begin (5) registering to vote or participating in a nonpartisan voter registration drive; or
new text end

new text begin (6) other public interest activities authorized by the school board, including but not
limited to:
new text end

new text begin (i) volunteering on a matter of political interest;
new text end

new text begin (ii) participating in a nonprofit organization; or
new text end

new text begin (iii) participating in a charity event.
new text end

Sec. 10.

Minnesota Statutes 2018, section 120B.30, subdivision 1a, is amended to read:

Subd. 1a.

Statewide and local assessments; results.

deleted text begin (a) For purposes of this section,
the following definitions have the meanings given them.
deleted text end

deleted text begin (1) "Computer-adaptive assessments" means fully adaptive assessments.
deleted text end

deleted text begin (2) "Fully adaptive assessments" include test items that are on-grade level and items that
may be above or below a student's grade level.
deleted text end

deleted text begin (3) "On-grade level" test items contain subject area content that is aligned to state
academic standards for the grade level of the student taking the assessment.
deleted text end

deleted text begin (4) "Above-grade level" test items contain subject area content that is above the grade
level of the student taking the assessment and is considered aligned with state academic
standards to the extent it is aligned with content represented in state academic standards
above the grade level of the student taking the assessment. Notwithstanding the student's
grade level, administering above-grade level test items to a student does not violate the
requirement that state assessments must be aligned with state standards.
deleted text end

deleted text begin (5) "Below-grade level" test items contain subject area content that is below the grade
level of the student taking the test and is considered aligned with state academic standards
to the extent it is aligned with content represented in state academic standards below the
student's current grade level. Notwithstanding the student's grade level, administering
below-grade level test items to a student does not violate the requirement that state
assessments must be aligned with state standards.
deleted text end

deleted text begin (b)deleted text endnew text begin (a)new text end The commissioner must use fully adaptive mathematics and reading assessments
for grades 3 through 8.

deleted text begin (c)deleted text endnew text begin (b)new text end For purposes of conforming with existing federal educational accountability
requirements, the commissioner must develop and implement computer-adaptive reading
and mathematics assessments for grades 3 through 8, state-developed high school reading
and mathematics tests aligned with state academic standards, a high school writing test
aligned with state standards when it becomes available, and science assessments under
clause (2) that districts and sites must use to monitor student growth toward achieving those
standards. The commissioner must not develop statewide assessments for academic standards
in social studies, health and physical education, and the arts. The commissioner must require:

(1) annual computer-adaptive reading and mathematics assessments in grades 3 through
8, and high school reading, writing, and mathematics tests; and

(2) annual science assessments in one grade in the grades 3 through 5 span, the grades
6 through 8 span, and a life sciences assessment in the grades 9 through 12 span, and the
commissioner must not require students to achieve a passing score on high school science
assessments as a condition of receiving a high school diploma.

deleted text begin (d)deleted text endnew text begin (c)new text end The commissioner must ensure that for annual computer-adaptive assessments:

(1) individual student performance data and achievement reports are available within
three school days of when students take an assessment except in a year when an assessment
reflects new performance standards;

(2) growth information is available for each student from the student's first assessment
to each proximate assessment using a constant measurement scale;

(3) parents, teachers, and school administrators are able to use elementary and middle
school student performance data to project students' secondary and postsecondary
achievement; and

(4) useful diagnostic information about areas of students' academic strengths and
weaknesses is available to teachers and school administrators for improving student
instruction and indicating the specific skills and concepts that should be introduced and
developed for students at given performance levels, organized by strands within subject
areas, and aligned to state academic standards.

deleted text begin (e)deleted text endnew text begin (d)new text end The commissioner must ensure that all state tests administered to elementary and
secondary students measure students' academic knowledge and skills and not students'
values, attitudes, and beliefs.

deleted text begin (f)deleted text endnew text begin (e)new text end Reporting of state assessment results must:

(1) provide timely, useful, and understandable information on the performance of
individual students, schools, school districts, and the state;

(2) include a growth indicator of student achievement; and

(3) determine whether students have met the state's academic standards.

deleted text begin (g)deleted text endnew text begin (f)new text end Consistent with applicable federal law, the commissioner must include appropriate,
technically sound accommodations or alternative assessments for the very few students with
disabilities for whom statewide assessments are inappropriate and for English learners.

deleted text begin (h)deleted text endnew text begin (g)new text end A school, school district, and charter school must administer statewide assessments
under this section, as the assessments become available, to evaluate student progress toward
career and college readiness in the context of the state's academic standards. A school,
school district, or charter school may use a student's performance on a statewide assessment
as one of multiple criteria to determine grade promotion or retention. A school, school
district, or charter school may use a high school student's performance on a statewide
assessment as a percentage of the student's final grade in a course, or place a student's
assessment score on the student's transcript.

Sec. 11.

Minnesota Statutes 2018, section 120B.35, subdivision 3, is amended to read:

Subd. 3.

State growth target; other state measures.

(a)(1) The state's educational
assessment system measuring individual students' educational growth is based on indicators
of achievement growth that show an individual student's prior achievement. Indicators of
achievement and prior achievement must be based on highly reliable statewide or districtwide
assessments.

(2) For purposes of paragraphs (b), (c), and (d), the commissioner must analyze and
report separate categories of information using the student categories identified under the
federal Elementary and Secondary Education Act, as most recently reauthorized, and, in
addition to "other" for each race and ethnicity, and the Karen community, seven of the most
populous Asian and Pacific Islander groups, three of the most populous Native groups,
seven of the most populous Hispanic/Latino groups, and five of the most populous Black
and African Heritage groups as determined by the total Minnesota population based on the
most recent American Community Survey; English learners under section 124D.59; home
language; free or reduced-price lunch; and all students enrolled in a Minnesota public school
who are currently or were previously in foster care, except that such disaggregation and
cross tabulation is not required if the number of students in a category is insufficient to yield
statistically reliable information or the results would reveal personally identifiable information
about an individual student.

(b) The commissioner, in consultation with a stakeholder group that includes assessment
and evaluation directors, district staff, experts in culturally responsive teaching, and
researchers, must implement a new text begingrowth new text endmodel deleted text beginthat uses a value-added growth indicator anddeleted text end
new text begin that compares the difference in students' achievement scores over time, and new text endincludes criteria
for identifying schools and school districts that demonstrate deleted text beginmedium and high growth under
section 120B.299, subdivisions 8 and 9, and may recommend other value-added measures
under section 120B.299, subdivision 3deleted text endnew text begin academic progressnew text end. The model may be used to advance
educators' professional development and replicate programs that succeed in meeting students'
diverse learning needs. Data on individual teachers generated under the model are personnel
data under section 13.43. The model must allow users to:

(1) report student growth consistent with this paragraph; and

(2) for all student categories, report and compare aggregated and disaggregated state
student growth and, under section 120B.11, subdivision 2, clause (2), student learning and
outcome data using the student categories identified under the federal Elementary and
Secondary Education Act, as most recently reauthorized, and other student categories under
paragraph (a), clause (2).

The commissioner must report measures of student growth and, under section 120B.11,
subdivision 2, clause (2), student learning and outcome data, consistent with this paragraph,
including the English language development, academic progress, and oral academic
development of English learners and their native language development if the native language
is used as a language of instruction, and include data on all pupils enrolled in a Minnesota
public school course or program who are currently or were previously counted as an English
learner under section 124D.59.

(c) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2011, must report two core measures indicating
the extent to which current high school graduates are being prepared for postsecondary
academic and career opportunities:

(1) a preparation measure indicating the number and percentage of high school graduates
in the most recent school year who completed course work important to preparing them for
postsecondary academic and career opportunities, consistent with the core academic subjects
required for admission to Minnesota's public colleges and universities as determined by the
Office of Higher Education under chapter 136A; and

(2) a rigorous coursework measure indicating the number and percentage of high school
graduates in the most recent school year who successfully completed one or more
college-level advanced placement, international baccalaureate, postsecondary enrollment
options including concurrent enrollment, other rigorous courses of study under section
120B.021, subdivision 1a, or industry certification courses or programs.

When reporting the core measures under clauses (1) and (2), the commissioner must also
analyze and report separate categories of information using the student categories identified
under the federal Elementary and Secondary Education Act, as most recently reauthorized,
and other student categories under paragraph (a), clause (2).

(d) When reporting student performance under section 120B.36, subdivision 1, the
commissioner annually, beginning July 1, 2014, must report summary data on school safety
and students' engagement and connection at school, consistent with the student categories
identified under paragraph (a), clause (2). The summary data under this paragraph are
separate from and must not be used for any purpose related to measuring or evaluating the
performance of classroom teachers. The commissioner, in consultation with qualified experts
on student engagement and connection and classroom teachers, must identify highly reliable
variables that generate summary data under this paragraph. The summary data may be used
at school, district, and state levels only. Any data on individuals received, collected, or
created that are used to generate the summary data under this paragraph are nonpublic data
under section 13.02, subdivision 9.

(e) For purposes of statewide educational accountability, the commissioner must identify
and report measures that demonstrate the success of learning year program providers under
sections 123A.05 and 124D.68, among other such providers, in improving students'
graduation outcomes. The commissioner, beginning July 1, 2015, must annually report
summary data on:

(1) the four- and six-year graduation rates of students under this paragraph;

(2) the percent of students under this paragraph whose progress and performance levels
are meeting career and college readiness benchmarks under section 120B.30, subdivision
1; and

(3) the success that learning year program providers experience in:

(i) identifying at-risk and off-track student populations by grade;

(ii) providing successful prevention and intervention strategies for at-risk students;

(iii) providing successful recuperative and recovery or reenrollment strategies for off-track
students; and

(iv) improving the graduation outcomes of at-risk and off-track students.

The commissioner may include in the annual report summary data on other education
providers serving a majority of students eligible to participate in a learning year program.

(f) The commissioner, in consultation with recognized experts with knowledge and
experience in assessing the language proficiency and academic performance of all English
learners enrolled in a Minnesota public school course or program who are currently or were
previously counted as an English learner under section 124D.59, must identify and report
appropriate and effective measures to improve current categories of language difficulty and
assessments, and monitor and report data on students' English proficiency levels, program
placement, and academic language development, including oral academic language.

(g) When reporting four- and six-year graduation rates, the commissioner or school
district must disaggregate the data by student categories according to paragraph (a), clause
(2).

(h) A school district must inform parents and guardians that volunteering information
on student categories not required by the most recent reauthorization of the Elementary and
Secondary Education Act is optional and will not violate the privacy of students or their
families, parents, or guardians. The notice must state the purpose for collecting the student
data.

Sec. 12.

Minnesota Statutes 2018, section 120B.36, subdivision 1, is amended to read:

Subdivision 1.

School performance reports and public reporting.

(a) The commissioner
shall report student academic performance data under section 120B.35, subdivisions 2 and
3; deleted text beginthe percentages of students showing low, medium, and high growth under section 120B.35,
subdivision 3, paragraph (b)deleted text endnew text begin academic progress consistent with federal expectationsnew text end; school
safety and student engagement and connection under section 120B.35, subdivision 3,
paragraph (d); rigorous coursework under section 120B.35, subdivision 3, paragraph (c);
the percentage of students under section 120B.35, subdivision 3, paragraph (b), clause (2),
whose progress and performance levels are meeting career and college readiness benchmarks
under sections 120B.30, subdivision 1, and 120B.35, subdivision 3, paragraph (e);
longitudinal data on the progress of eligible districts in reducing disparities in students'
academic achievement and realizing racial and economic integration under section 124D.861;
the acquisition of English, and where practicable, native language academic literacy,
including oral academic language, and the academic progress of all English learners enrolled
in a Minnesota public school course or program who are currently or were previously counted
as English learners under section 124D.59; two separate student-to-teacher ratios that clearly
indicate the definition of teacher consistent with sections 122A.06 and 122A.15 for purposes
of determining these ratios; staff characteristics excluding salaries; student enrollment
demographics; foster care status, including all students enrolled in a Minnesota public school
course or program who are currently or were previously in foster care, student homelessness,
and district mobility; and extracurricular activities.

(b) The school performance report for a school site and a school district must include
school performance reporting information and calculate proficiency rates as required by the
most recently reauthorized Elementary and Secondary Education Act.

(c) The commissioner shall develop, annually update, and post on the department website
school performance reports consistent with paragraph (a) and section 120B.11.

(d) The commissioner must make available performance reports by the beginning of
each school year.

(e) A school or district may appeal its results in a form and manner determined by the
commissioner and consistent with federal law. The commissioner's decision to uphold or
deny an appeal is final.

(f) School performance data are nonpublic data under section 13.02, subdivision 9, until
the commissioner publicly releases the data. The commissioner shall annually post school
performance reports to the department's public website no later than September 1, except
that in years when the reports reflect new performance standards, the commissioner shall
post the school performance reports no later than October 1.

Sec. 13.

Minnesota Statutes 2018, section 121A.41, is amended by adding a subdivision
to read:

new text begin Subd. 12. new text end

new text begin Nonexclusionary disciplinary policies and practices; alternatives to pupil
removal and dismissal. new text end

new text begin "Nonexclusionary disciplinary policies and practices" means
policies and practices that are alternatives to removing a pupil from class or dismissing a
pupil from school, including evidence-based positive behavioral interventions and supports,
social and emotional services, school-linked mental health services, counseling services,
social work services, referrals for special education or 504 evaluations, academic screening
for Title I services or reading interventions, and alternative education services.
Nonexclusionary disciplinary policies and practices require school officials to intervene in,
redirect, and support a pupil's behavior before removing a pupil from class or beginning
dismissal proceedings. Nonexclusionary disciplinary policies and practices include but are
not limited to the policies and practices under sections 120B.12; 121A.031, subdivision 4,
paragraph (a), clause (1); 121A.575, clauses (1) and (2); 121A.61, subdivision 3, paragraph
(q); and 122A.627, clause (3).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 14.

Minnesota Statutes 2018, section 121A.41, is amended by adding a subdivision
to read:

new text begin Subd. 13. new text end

new text begin Pupil withdrawal agreements. new text end

new text begin "Pupil withdrawal agreements" means a verbal
or written agreement between a school or district administrator and a pupil's parent or
guardian to withdraw a student from the school district to avoid expulsion or exclusion
dismissal proceedings. The duration of the withdrawal agreement may be no longer than
12 months.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 15.

Minnesota Statutes 2018, section 121A.45, subdivision 1, is amended to read:

Subdivision 1.

Provision of alternative programs.

No school shall dismiss any pupil
without attempting to deleted text beginprovide alternative educational servicesdeleted text endnew text begin use nonexclusionary
disciplinary policies and practicesnew text end before new text begina new text enddismissal deleted text beginproceedingsdeleted text endnew text begin proceeding or a pupil
withdrawal agreementnew text end, except where it appears that the pupil will create an immediate and
substantial danger to self or to surrounding persons or property.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 16.

Minnesota Statutes 2018, section 121A.46, is amended by adding a subdivision
to read:

new text begin Subd. 5. new text end

new text begin Suspensions exceeding five consecutive school days. new text end

new text begin A school administrator
must ensure that when a pupil is suspended for more than five consecutive school days,
alternative education services are provided.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 17.

Minnesota Statutes 2018, section 121A.46, is amended by adding a subdivision
to read:

new text begin Subd. 6. new text end

new text begin Minimum education services. new text end

new text begin School officials must give a suspended pupil
a reasonable opportunity to complete all school work assigned during the pupil's suspension
and to receive full credit for satisfactorily completing the assignments. The school principal
or other person having administrative control of the school building or program is encouraged
to designate a district or school employee as a liaison to work with the pupil's teachers to
allow the suspended pupil to (1) receive timely course materials and other information, and
(2) complete daily and weekly assignments and receive teachers' feedback. Nothing in this
subdivision limits the teacher's authority to assign alternative work for the completion of
assignments during a suspension.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 18.

Minnesota Statutes 2018, section 121A.47, subdivision 2, is amended to read:

Subd. 2.

Written notice.

Written notice of intent to take action deleted text beginshalldeleted text endnew text begin mustnew text end:

deleted text begin (a)deleted text endnew text begin (1)new text end be served upon the pupil and the pupil's parent or guardian personally or by mail;

deleted text begin (b)deleted text endnew text begin (2)new text end contain a complete statement of the facts, a list of the witnesses and a description
of their testimony;

deleted text begin (c)deleted text endnew text begin (3)new text end state the date, time, and place of the hearing;

deleted text begin (d)deleted text endnew text begin (4)new text end be accompanied by a copy of sections 121A.40 to 121A.56;

deleted text begin (e)deleted text endnew text begin (5)new text end describe deleted text beginalternative educational servicesdeleted text endnew text begin the nonexclusionary disciplinary policies
and practicesnew text end accorded the pupil in an attempt to avoid the expulsion proceedings; and

deleted text begin (f)deleted text endnew text begin (6)new text end inform the pupil and parent or guardian of the right to:

deleted text begin (1)deleted text endnew text begin (i)new text end have a representative of the pupil's own choosing, including legal counsel, at the
hearing. The district deleted text beginshalldeleted text endnew text begin mustnew text end advise the pupil's parent or guardian that free or low-cost
legal assistance may be available and that a legal assistance resource list is available from
the Department of Educationnew text begin and is posted on its websitenew text end;

deleted text begin (2)deleted text endnew text begin (ii)new text end examine the pupil's records before the hearing;

deleted text begin (3)deleted text endnew text begin (iii)new text end present evidence; and

deleted text begin (4)deleted text endnew text begin (iv)new text end confront and cross-examine witnesses.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 19.

Minnesota Statutes 2018, section 121A.47, subdivision 14, is amended to read:

Subd. 14.

Admission or readmission plan.

(a) A school administrator deleted text beginshalldeleted text endnew text begin mustnew text end prepare
and enforce an admission or readmission plan for any pupil who is excluded or expelled
from school. The plan deleted text beginmay includedeleted text endnew text begin must addressnew text end measures to improve the pupil's behaviordeleted text begin,
includingdeleted text endnew text begin and may includenew text end completing a character education program, consistent with section
120B.232, subdivision 1, deleted text beginanddeleted text endnew text begin social and emotional learning, counseling, social work services,
mental health services, referrals for special education or 504 evaluation, and evidence-based
academic interventions. The plan mustnew text end require parental involvement in the admission or
readmission process, and may indicate the consequences to the pupil of not improving the
pupil's behavior.

(b) The definition of suspension under section 121A.41, subdivision 10, does not apply
to a student's dismissal from school for one school day or less, except as provided under
federal law for a student with a disability. Each suspension action may include a readmission
plan. A readmission plan must provide, where appropriate, alternative education services,
which must not be used to extend the student's current suspension period. Consistent with
section 125A.091, subdivision 5, a readmission plan must not obligate a parent or guardian
to provide psychotropic drugs to their student as a condition of readmission. School officials
must not use the refusal of a parent or guardian to consent to the administration of
psychotropic drugs to their student or to consent to a psychiatric evaluation, screening or
examination of the student as a ground, by itself, to prohibit the student from attending class
or participating in a school-related activity, or as a basis of a charge of child abuse, child
neglect or medical or educational neglect.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 20.

Minnesota Statutes 2018, section 121A.53, subdivision 1, is amended to read:

Subdivision 1.

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

new text beginConsistent with subdivision 2, new text endthe school board must report through the department
electronic reporting system each exclusion or expulsion deleted text beginanddeleted text endnew text begin,new text end each physical assault of a
district employee by a deleted text beginstudentdeleted text endnew text begin pupil, and each pupil withdrawal agreementnew text end within 30 days
of the effective date of the dismissal actionnew text begin, pupil withdrawal,new text end or assault to the commissioner
of education. This report must include a statement of deleted text beginalternative educational servicesdeleted text endnew text begin
nonexclusionary disciplinary policies and practicesnew text end, or other sanction, intervention, or
resolution in response to the assault given the pupil and the reason for, the effective date,
and the duration of the exclusion or expulsion or other sanction, intervention, or resolution.
The report must also include the deleted text beginstudent'sdeleted text endnew text begin pupil'snew text end age, grade, gender, race, and special
education status.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 21.

Minnesota Statutes 2018, section 121A.55, is amended to read:

121A.55 POLICIES TO BE ESTABLISHED.

(a) The commissioner of education shall promulgate guidelines to assist each school
board. Each school board deleted text beginshalldeleted text endnew text begin mustnew text end establish uniform criteria for dismissal and adopt written
policies and rules to effectuate the purposes of sections 121A.40 to 121A.56. The policies
deleted text begin shalldeleted text endnew text begin must include nonexclusionary disciplinary policies and practices consistent with section
121A.41, subdivision 12, andnew text end emphasize preventing dismissals through early detection of
problems deleted text beginand shalldeleted text endnew text begin. The policies mustnew text end be designed to address students' inappropriate behavior
from recurring.

new text begin (b) new text endThe policies shall recognize the continuing responsibility of the school for the
education of the pupil during the dismissal period. The new text beginschool is responsible for ensuring
that the new text endalternative educational servicesdeleted text begin, ifdeleted text endnew text begin provided tonew text end the pupil deleted text beginwishes to take advantage
of them, must bedeleted text endnew text begin arenew text end adequate to allow the pupil to make progress deleted text begintowardsdeleted text endnew text begin towardnew text end meeting
the graduation standards adopted under section 120B.02 deleted text beginanddeleted text endnew text begin,new text end help prepare the pupil for
readmissionnew text begin, and are consistent with section 121A.46, subdivision 6new text end.

new text begin (c) For expulsion and exclusion dismissals, as well as pupil withdrawal agreements as
defined in section 121A.41, subdivision 13:
new text end

new text begin (1) the school district's continuing responsibility includes reviewing the pupil's school
work and grades on a quarterly basis to ensure the pupil is on track for readmission with
the pupil's peers. School districts must communicate on a regular basis with the pupil's
parent or guardian to ensure the pupil is completing the work assigned through the alternative
educational services;
new text end

new text begin (2) if school-linked mental health services are provided in the district under section
245.4889, pupils continue to be eligible for those services until they are enrolled in a new
district; and
new text end

new text begin (3) the school district must provide to the pupil's parent or guardian a list of mental
health and counseling services that offer free or sliding fee services. The list must also be
posted on the district's website.
new text end

deleted text begin (b)deleted text endnew text begin (d)new text end An area learning center under section 123A.05 may not prohibit an expelled or
excluded pupil from enrolling solely because a district expelled or excluded the pupil. The
board of the area learning center may use the provisions of the Pupil Fair Dismissal Act to
exclude a pupil or to require an admission plan.

deleted text begin (c)deleted text endnew text begin (e)new text end Each school district shall develop a policy and report it to the commissioner on
the appropriate use of peace officers and crisis teams to remove students who have an
individualized education program from school grounds.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 22.

new text begin [121A.80] STUDENT JOURNALISM; STUDENT EXPRESSION.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) For purposes of this section, the terms defined in this
subdivision have the meanings given them.
new text end

new text begin (b) "School-sponsored media" means material that is:
new text end

new text begin (1) prepared, wholly or substantially written, published, broadcast, or otherwise
disseminated by a student journalist enrolled in a school district or charter school;
new text end

new text begin (2) distributed or generally made available to students in the school; and
new text end

new text begin (3) prepared by a student journalist under the supervision of a student media adviser.
new text end

new text begin School-sponsored media does not include material prepared solely for distribution or
transmission in the classroom in which the material is produced.
new text end

new text begin (c) "School official" means a school principal under section 123B.147 or other person
having administrative control or supervision of a school.
new text end

new text begin (d) "Student journalist" means a school district or charter school student in grades 6
through 12 who gathers, compiles, writes, edits, photographs, records, or otherwise prepares
information for dissemination in school-sponsored media.
new text end

new text begin (e) "Student media adviser" means a qualified teacher, as defined in section 122A.16,
that a school district or charter school employs, appoints, or designates to supervise student
journalists or provide instruction relating to school-sponsored media.
new text end

new text begin Subd. 2. new text end

new text begin Student journalists; protected conduct. new text end

new text begin (a) Except as provided in subdivision
3, a student journalist has the right to exercise freedom of speech and freedom of the press
in school-sponsored media regardless of whether the school-sponsored media receives
financial support from the school or district, uses school equipment or facilities in its
production, or is produced as part of a class or course in which the student journalist is
enrolled. Freedom of speech includes freedom to express political viewpoints. Consistent
with subdivision 3, a student journalist has the right to determine the news, opinion, feature,
and advertising content of school-sponsored media. A school district or charter school must
not discipline a student journalist for exercising rights or freedoms under this paragraph or
the First Amendment of the United States Constitution.
new text end

new text begin (b) A school district or charter school must not retaliate or take adverse employment
action against a student media adviser for supporting a student journalist exercising rights
or freedoms under paragraph (a) or the First Amendment of the United States Constitution.
new text end

new text begin (c) Notwithstanding the rights or freedoms of this subdivision or the First Amendment
of the United States Constitution, nothing in this section inhibits a student media adviser
from teaching professional standards of English and journalism to student journalists.
new text end

new text begin Subd. 3. new text end

new text begin Unprotected expression. new text end

new text begin (a) This section does not authorize or protect student
expression that: (1) is defamatory; (2) is profane, harassing, threatening, or intimidating;
(3) constitutes an unwarranted invasion of privacy; (4) violates federal or state law; (5)
causes a material and substantial disruption of school activities; or (6) is directed to inciting
or producing imminent lawless action on school premises or the violation of lawful school
policies or rules, including a policy adopted in accordance with section 121A.03 or 121A.031.
new text end

new text begin (b) A school or district must not authorize any prior restraint of school-sponsored media
except under paragraph (a).
new text end

new text begin Subd. 4. new text end

new text begin Student journalist policy. new text end

new text begin School districts and charter schools must adopt and
post a student journalist policy consistent with this section.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2019-2020 school year and later.
new text end

Sec. 23.

Minnesota Statutes 2018, section 124D.02, subdivision 1, is amended to read:

Subdivision 1.

Kindergarten instruction.

new text begin(a) new text endThe board deleted text beginmay establish and maintain
one or more kindergartens for the instruction of children and after July 1, 1974, shalldeleted text endnew text begin mustnew text end
provide kindergarten instruction deleted text beginfordeleted text endnew text begin free of charge tonew text end all eligible childrendeleted text begin, eitherdeleted text end in the
district deleted text beginor in another districtdeleted text end. deleted text beginAll children to be eligible for kindergarten must bedeleted text endnew text begin A child is
eligible for kindergarten if the child isnew text end at least five years of age on September 1 of the
calendar year in which the school year commencesdeleted text begin. In addition all children selecteddeleted text endnew text begin, or is
admittednew text end under an early admissions policy established by the school board deleted text beginmay be admitteddeleted text end.

new text begin (b)new text end If established, a board-adopted early admissions policy must describe the process
and procedures for comprehensive evaluation in cognitive, social, and emotional
developmental domains to help determine the child's ability to meet kindergarten grade
expectations and progress to first grade in the subsequent year. The comprehensive evaluation
must use valid and reliable instrumentation, be aligned with state kindergarten expectations,
and include a parent report and teacher observations of the child's knowledge, skills, and
abilities. The early admissions policy must be made available to parents in an accessible
format and is subject to review by the commissioner of education. The evaluation is subject
to section 127A.41.

new text begin (c)new text end Nothing in this section shall prohibit a school district from establishing Head Start,
prekindergarten, or nursery school classes for children below kindergarten age. Any school
board with evidence that providing kindergarten will cause an extraordinary hardship on
the school district may apply to the commissioner of education for an exception.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2020-2021 school year and later.
new text end

Sec. 24.

Minnesota Statutes 2018, section 124D.09, subdivision 3, is amended to read:

Subd. 3.

Definitions.

For purposes of this section, the following terms have the meanings
given to them.

(a) "Eligible institution" means a Minnesota public postsecondary institution, a private,
nonprofit two-year trade and technical school granting associate degrees, an opportunities
industrialization center accredited by deleted text beginthe North Central Association of Colleges and Schoolsdeleted text endnew text begin
a United States Department of Education recognized accrediting agencynew text end, or a private,
residential, two-year or four-year, liberal arts, degree-granting college or university located
in Minnesota.

(b) "Course" means a course or program.

(c) "Concurrent enrollment" means nonsectarian courses in which an eligible pupil under
subdivision 5 or 5b enrolls to earn both secondary and postsecondary credits, are taught by
a secondary teacher or a postsecondary faculty member, and are offered at a high school
for which the district is eligible to receive concurrent enrollment program aid under section
124D.091.

new text begin EFFECTIVE DATE. new text end

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

Sec. 25.

Minnesota Statutes 2018, section 124D.09, subdivision 7, is amended to read:

Subd. 7.

Dissemination of information; notification of intent to enroll.

By new text beginthe earlier
of (1) three weeks prior to the date by which a student must register for district courses for
the following school year, or (2) new text endMarch 1 of each year, a district must provide up-to-date
information on the district's website and in materials that are distributed to parents and
students about the program, including information about enrollment requirements and the
ability to earn postsecondary credit to all pupils in grades 8, 9, 10, and 11. To assist the
district in planning, a pupil deleted text beginshalldeleted text endnew text begin mustnew text end inform the district by May 30 of each year of the
pupil's intent to enroll in postsecondary courses during the following school year. A pupil
is bound by notifying or not notifying the district by May 30.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 26.

Minnesota Statutes 2018, section 124D.09, subdivision 9, is amended to read:

Subd. 9.

Enrollment priority.

(a) A postsecondary institution deleted text beginshalldeleted text endnew text begin mustnew text end give priority
to its postsecondary students when enrolling deleted text begin10th, 11th, and 12th gradedeleted text end pupilsnew text begin in grades 10,
11, and 12new text end in its courses. A postsecondary institution may provide information about its
programs to a secondary school or to a pupil or parent and it may advertise or otherwise
recruit or solicit a secondary pupil to enroll in its programs on educational and programmatic
grounds only except, notwithstanding other law to the contrary, and for the 2014-2015
through 2019-2020 school years only, an eligible postsecondary institution may advertise
or otherwise recruit or solicit a secondary pupil residing in a school district with 700 students
or more in grades 10, 11, and 12, to enroll in its programs on educational, programmatic,
or financial grounds.

(b) An institution must not enroll secondary pupils, for postsecondary enrollment options
purposes, in remedial, developmental, or other courses that are not college level except
when a student eligible to participate and enrolled in the graduation incentives program
under section 124D.68 enrolls full time in a middle or early college program. A middle or
early college program must be specifically designed to allow the student to earn dual high
school and college credit with a well-defined pathway to allow the student to earn a
postsecondary degree or credential. In this case, the student deleted text beginshalldeleted text endnew text begin mustnew text end receive developmental
college credit and not college credit for completing remedial or developmental courses.

(c) Once a pupil has been enrolled in any postsecondary course under this section, the
pupil deleted text beginshalldeleted text endnew text begin mustnew text end not be displaced by another student.

(d) If a postsecondary institution enrolls a secondary school pupil in a course under this
section, the postsecondary institution also must enroll in the same course an otherwise
enrolled and qualified postsecondary student who qualifies as a veteran under section
197.447, and demonstrates to the postsecondary institution's satisfaction that the institution's
established enrollment timelines were not practicable for that student.

new text begin (e) A postsecondary institution must allow secondary pupils to enroll in online courses
under this section consistent with the institution's policy regarding postsecondary pupil
enrollment in online courses.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 27.

Minnesota Statutes 2018, section 124D.091, is amended to read:

124D.091 CONCURRENT ENROLLMENT PROGRAM AID.

Subdivision 1.

Accreditation.

To establish a uniform standard by which concurrent
enrollment courses and professional development activities may be measured, postsecondary
institutions must adopt and implement the National Alliance of Concurrent Enrollment
Partnership's program standards and required evidence for accreditation by the 2020-2021
school year and later.

Subd. 2.

Eligibility.

A district that offers a concurrent enrollment course according to
an agreement under section 124D.09, subdivision 10, is eligible to receive aid for the costs
of providing postsecondary courses at the high school. deleted text beginBeginning in fiscal year 2011, districtsdeleted text endnew text begin
A district isnew text end only deleted text beginaredeleted text end eligible for aid if the college or university concurrent enrollment courses
offered by the district are accredited by the National Alliance of Concurrent Enrollment
Partnership, in the process of being accredited, or are shown by clear evidence to be of
comparable standard to accredited courses, or are technical courses within a recognized
career and technical education program of study approved by the commissioner of education
and the chancellor of the Minnesota State Colleges and Universities.

Subd. 3.

Aid.

An eligible deleted text begindistrict shall receivedeleted text endnew text begin district's concurrent enrollment aid equalsnew text end
$150 deleted text beginper pupildeleted text endnew text begin times the number of pupilsnew text end enrolled in a concurrent enrollment coursenew text begin during
that school yearnew text end. deleted text beginThe moneydeleted text endnew text begin Concurrent enrollment aidnew text end must be used to defray the cost of
delivering deleted text beginthe coursedeleted text endnew text begin concurrent enrollment coursesnew text end at the high school. The commissioner
shall establish application procedures and deadlines for receipt of aid payments.

Sec. 28.

Minnesota Statutes 2018, section 124D.2211, is amended to read:

124D.2211 AFTER-SCHOOL COMMUNITY LEARNING PROGRAMS.

Subdivision 1.

Establishment.

A competitive statewide after-school community learning
grant program is established to provide grants to deleted text begincommunity or nonprofit organizations,
political subdivisions, for-profit or nonprofit child care centers, or school-based programs
that serve youth after school or during nonschool hoursdeleted text endnew text begin organizations that offer academic
and enrichment activities for elementary and secondary school students during nonschool
hours. Grants must be used to offer a broad array of enrichment activities that promote
positive after-school activities, including art, music, community engagement, literacy,
science, technology, engineering, math, health, and recreation programsnew text end. The commissioner
deleted text begin shalldeleted text endnew text begin mustnew text end develop criteria for after-school community learning programs.new text begin The commissioner
may award grants under this section to community or nonprofit organizations, political
subdivisions, public libraries, for-profit or nonprofit child care centers, or school-based
programs that serve youth after school or during nonschool hours.
new text end

Subd. 2.

deleted text beginProgram outcomesdeleted text endnew text begin Objectivesnew text end.

The deleted text beginexpected outcomesdeleted text endnew text begin objectivesnew text end of the
after-school community learning programs are to deleted text beginincreasedeleted text end:

(1) deleted text beginschool connectedness of participantsdeleted text endnew text begin increase access to protective factors that build
young people's capacity to become productive adults, such as through connections to a
caring adult in order to promote healthy behavior, attitudes, and relationshipsnew text end;

(2) deleted text beginacademic achievement of participating students in one or more core academic areasdeleted text endnew text begin
develop skills and behaviors necessary to succeed in postsecondary education or career
opportunitiesnew text end;new text begin and
new text end

(3) deleted text beginthe capacity of participants to become productive adults; anddeleted text endnew text begin encourage school
attendance and improve academic performance in accordance with the state's world's best
workforce goals under section 120B.11.
new text end

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

Subd. 3.

Grants.

new text begin(a) new text endAn applicant deleted text beginshalldeleted text endnew text begin mustnew text end submit an after-school community learning
program proposal to the commissioner. The submitted deleted text beginplandeleted text endnew text begin proposalnew text end must include:

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

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

(3) deleted text begininvolvement of local governments, including park and recreation boards or schools,
unless no government agency is appropriatedeleted text endnew text begin an explanation of how the proposal will support
the objectives identified in subdivision 2; and
new text end

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

deleted text begin Proposals will be reviewed and approved by the commissioner.
deleted 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 students eligible for free or reduced-price meals; 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 must award grants without giving preference to any particular
grade of students served by an applicant program.
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 programs'
effectiveness 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:
new text end

new text begin (1) aligning activities with the state's world's best workforce goals under section 120B.11;
and
new text end

new text begin (2) effective practices for after-school programs.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 29.

Minnesota Statutes 2018, section 124D.231, is amended to read:

124D.231 FULL-SERVICE COMMUNITY SCHOOLS.

Subdivision 1.

Definitions.

For the purposes of this section, the following terms have
the meanings given them.

(a) "Community organization" means a nonprofit organization that has been in existence
for three years or more and serves persons within the community surrounding the covered
school site on education and other issues.

(b) "Community school consortium" means a group of schools and community
organizations that propose to work together to plan and implement community school
programming.

(c) "Community school programming" means services, activities, and opportunities
described under subdivision 2, paragraph deleted text begin(g)deleted text endnew text begin (f)new text end.

new text begin (d) "Community-wide full-service community school leadership team" means a
district-level team that is responsible for guiding the vision, policy, resource alignment,
implementation, oversight, and goal setting for community school programs within the
district. This team must 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 endnew text begin (f)new text end "High-quality child care or early childhood education programming" means
educational programming for preschool-aged children that is grounded in research, consistent
with best practices in the field, and provided by licensed teachers.

deleted text begin (e)deleted text endnew text begin (g)new text end "School site" means a school site at which an applicant has proposed or has been
funded to provide community school programming.

deleted text begin (f)deleted text endnew text begin (h)new text end "Site coordinator" deleted text beginis an individualdeleted text end new text beginmeans a full-time staff member serving one
eligible school new text endwho is responsible for deleted text beginaligningdeleted text end new text beginthe identification, implementation, and
coordination of new text endprogramming deleted text beginwithdeleted text end new text beginto address new text endthe needs of the school community identified
in the baseline analysis.

Subd. 2.

Full-service community school program.

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

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

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

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

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

new text begin (2) $150,000 annually for each eligible school for up to three years of implementation
of a full-service community school plan, pursuant to paragraphs (f) and (g). new text endSchool sites
receiving funding under this section deleted text beginshalldeleted text endnew text begin mustnew text end 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 must 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 endThe commissioner deleted text beginshalldeleted text endnew text begin mustnew text end consider additional school factors when dispensing
funds including: schools with significant populations of students receiving free or
reduced-price lunches; significant homeless and highly mobile rates; deleted text beginanddeleted text end equity among
urban, suburban, and greater Minnesota schoolsnew text begin; and demonstrated success implementing
full-service community school programmingnew text end.

deleted text begin (e)deleted text end new text begin(d) new text endA school site must establish a new text beginfull-service community new text endschool leadership team
responsible for developing school-specific programming goals, assessing program needs,
and overseeing the process of implementing expanded programming deleted text beginat each covered sitedeleted text end.
The school leadership team deleted text beginshalldeleted text endnew text begin mustnew text end have deleted text beginbetweendeleted text end new text beginat least new text end12 deleted text beginto 15deleted text end members and deleted text beginshalldeleted text endnew text begin
mustnew text end meet the following requirements:

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

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

deleted text begin (f)deleted text end new text begin(e) new text endSchool sites must complete a baseline analysis prior to deleted text beginbeginning programming
as a full-service community schooldeleted text endnew text begin the creation of a full-service community school plannew text end.
The analysis deleted text beginshalldeleted text endnew text begin mustnew text end include:

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

(i) identification of challenges facing the school;

(ii) analysis of the student body, including:

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

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

(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 beginAmerican Indian students and new text endstudents 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 beginwraparound servicesdeleted text endnew text begin full-service
community school activitiesnew text end, including, but not limited to:

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

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

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

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

(2) a baseline analysis of community assets deleted text beginand a strategic plan for utilizing and aligning
identified assets. This analysis should include, but is not limited to,deleted text endnew text begin includingnew 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 beginwhodeleted text endnew text begin thatnew text end
may be able to provide support and resources; and

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

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

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

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

deleted text begin (g)deleted text end new text begin(f) new text endEach school site receiving funding under this section must deleted text beginestablishdeleted text end new text begindevelop a
full-service community school plan that utilizes and aligns district and community assets
and establishes services in new text endat 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 truant, suspended, or
expelled; and

(v) specialized instructional support services;

(3) parental involvement:

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

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

(iii) parenting education activities;

(4) mental and physical health:

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

(ii) juvenile crime prevention and rehabilitation programs;

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

(iv) developmentally appropriate physical education;

(v) nutrition services;

(vi) primary health and dental care; and

(vii) mental health counseling services;

(5) community involvement:

(i) service and service-learning opportunities;

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

(iii) homeless prevention services;

(6) positive discipline practices; and

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

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

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

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

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

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

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

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

(7) plan for school leadership team development.

Subd. 3.

Full-service community school review.

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

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

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

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

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

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

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

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

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

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

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

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

(12) assessment of community stakeholder satisfaction;

(13) assessment of institutional partner satisfaction;

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

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

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

(b) Reports submitted under this section deleted text beginshalldeleted text endnew text begin mustnew text end be evaluated by the commissioner
with respect to the following criteria:

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

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

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

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

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

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

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

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

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

new text begin Subd. 4. new text end

new text begin Community partners. new text end

new text begin A community partner, including a nonprofit organization
and a for profit organization, may partner with a full-service community school to provide
financial and in-kind support for the full-service community school activities under this
section. A community partner may pay for the costs of the full-service community school
initiative director and the site coordinator. Nothing in this subdivision affects the employment
relationship between a full service community school initiative director or site coordinator
and the school district.
new text end

Sec. 30.

Minnesota Statutes 2018, section 124D.34, subdivision 2, is amended to read:

Subd. 2.

Creation of foundation.

There is created the Minnesota Foundation for Student
Organizations. The purpose of the foundation is to promote deleted text beginvocationaldeleted text end new text begincareer and technical
new text end student organizations and applied leadership opportunities in Minnesota public and nonpublic
schools through public-private partnerships. The foundation is a nonprofit organization.
The board of directors of the foundation and activities of the foundation are under the
direction of the commissioner of education.

Sec. 31.

Minnesota Statutes 2018, section 124D.34, subdivision 3, is amended to read:

Subd. 3.

Board of directors.

The board of directors of the Minnesota Foundation for
Student Organizations consists of:

(1) seven members appointed by the board of directors of the deleted text beginschool-to-workdeleted text end new text begincareer and
technical new text endstudent organizations and chosen so that each represents one of the following
career areas: agriculture, family and consumer sciences, service occupations, health
occupations, marketing, business, and technical/industrial;

(2) seven members from business, industry, and labor appointed by the governor to
staggered terms and chosen so that each represents one of the following career areas:
agriculture, family and consumer sciences, service occupations, health occupations,
marketing, business, and technical/industrial;

(3) five students or alumni of deleted text beginschool-to-workdeleted text end new text begincareer and technical new text endstudent organizations
representing diverse career areas, three from secondary student organizations, and two from
postsecondary student organizations. The students or alumni shall be appointed by the
criteria and process agreed upon by the executive directors of the deleted text beginstudent-to-workdeleted text end new text begincareer
and technical new text endorganizations; and

(4) four members from education appointed by the governor to staggered terms and
chosen so that each represents one of the following groups: school district level
administrators, secondary school administrators, middle school administrators, and
postsecondary administrators.

Executive directors of deleted text beginvocationaldeleted text end new text begincareer and technical new text endeducation student organizations
are ex officio, nonvoting members of the board.

Sec. 32.

Minnesota Statutes 2018, section 124D.34, subdivision 4, is amended to read:

Subd. 4.

Foundation programs.

The foundation shall advance applied leadership and
intracurricular deleted text beginvocationaldeleted text end new text begincareer and technical new text endlearning experiences for students. These may
include, but are not limited to:

(1) recognition programs and awards for students demonstrating excellence in applied
leadership;

(2) summer programs for student leadership, career development, applied academics,
and mentorship programs with business and industry;

(3) recognition programs for teachers, administrators, and others who make outstanding
contributions to deleted text beginschool-to-workdeleted text end new text begincareer and technical new text endprograms;

(4) outreach programs to increase the involvement of urban and suburban students;

(5) organized challenges requiring cooperation and competition for secondary and
postsecondary students;

(6) assistance and training to community teams to increase career awareness and
empowerment of youth as community leaders; and

(7) assessment and activities in order to plan for and implement continuous improvement.

To the extent possible, the foundation shall make these programs available to students
in all parts of the state.

Sec. 33.

Minnesota Statutes 2018, section 124D.34, subdivision 5, is amended to read:

Subd. 5.

Powers and duties.

The foundation may:

(1) identify and plan common goals and priorities for the various deleted text beginschool-to-workdeleted text end new text begincareer
and technical new text endstudent organizations in Minnesota;

(2) publish brochures or booklets relating to the purposes of the foundation and collect
reasonable fees for the publications;

(3) seek and receive public and private money, grants, and in-kind services and goods
from nonstate sources for the purposes of the foundation, without complying with section
16A.013, subdivision 1;

(4) contract with consultants on behalf of the deleted text beginschool-to-workdeleted text end new text begincareer and technical new text endstudent
organizations;

(5) plan, implement, and expend money for awards and other forms of recognition for
deleted text begin school-to-workdeleted text end new text begincareer and technical new text endstudent programs; and

(6) identifying an appropriate name for the foundation.

Sec. 34.

Minnesota Statutes 2018, section 124D.34, subdivision 8, is amended to read:

Subd. 8.

Public funding.

The state shall identify and secure appropriate funding for the
basic staffing of the foundation and individual student deleted text beginschool-to-workdeleted text end new text begincareer and technical
new text end student organizations at the state level.

Sec. 35.

Minnesota Statutes 2018, section 124D.34, subdivision 12, is amended to read:

Subd. 12.

Student organizations.

Individual boards of deleted text beginvocationaldeleted text end new text begincareer and technical
new text end education student organizations shall continue their operations in accordance with section
124D.355 and applicable federal law.

Sec. 36.

Minnesota Statutes 2018, section 124D.59, subdivision 2a, is amended to read:

Subd. 2a.

English learner; interrupted formal education.

Consistent with subdivision
2, an English learner includes an English learner with an interrupted formal education whonew text begin
meets three of the following five requirementsnew text end:

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

(2) enters school in the United States after grade 6;

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

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

(5) may be preliterate in the English learner's native language.

Sec. 37.

Minnesota Statutes 2018, section 124D.68, subdivision 2, is amended to read:

Subd. 2.

Eligible pupils.

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

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

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

(3) is pregnant or is a parent;

(4) has been assessed as chemically dependent;

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

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

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

(8) has experienced mental health problems;

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

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

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

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

(b) deleted text beginFor fiscal years 2017 and 2018 only,deleted text end A pupil otherwise qualifying under paragraph
(a) who is at least 21 years of age and not yet 22 years of age, new text beginand new text endis an English learner with
an interrupted formal education according to section 124D.59, subdivision 2a, deleted text beginand was in
an early middle college program during the previous school yeardeleted text end is eligible to participate
in the graduation incentives program under section 124D.68 and in concurrent enrollment
courses offered under section 124D.09, subdivision 10, and is funded in the same manner
as other pupils under this section.

Sec. 38.

Minnesota Statutes 2018, section 124D.78, subdivision 2, is amended to read:

Subd. 2.

Resolution of concurrence.

Prior to March 1, the school board or American
Indian school must submit to the department a copy of a resolution adopted by the American
Indian education parent advisory committee. The copy must be signed by the chair of the
committee and must state whether the committee concurs with the educational programs
for American Indian students offered by the school board or American Indian school. If the
committee does not concur with the educational programs, the reasons for nonconcurrence
and recommendations shall be submitted new text begindirectly to the school board new text endwith the resolution.
By resolution, the board must respond in writing within 60 days, in cases of nonconcurrence,
to each recommendation made by the committee and state its reasons for not implementing
the recommendations.

Sec. 39.

Minnesota Statutes 2018, section 124D.83, subdivision 2, is amended to read:

Subd. 2.

Revenue amount.

An American Indian-controlled tribal contract or grant school
that is located on a reservation within the state and that complies with the requirements in
subdivision 1 is eligible to receive tribal contract or grant school aid. The amount of aid is
derived by:

(1) multiplying the formula allowance under section 126C.10, subdivision 2, less $170,
times the difference between (i) the resident pupil units as defined in section 126C.05,
subdivision 6, in average daily membership, excluding section 126C.05, subdivision 13,
and (ii) the number of pupils for the current school year, weighted according to section
126C.05, subdivision 1, receiving benefits under section 123B.42 or 123B.44 or for which
the school is receiving reimbursement under section 124D.69;

(2) adding to the result in clause (1) an amount equal to the product of the formula
allowance under section 126C.10, subdivision 2, less $300 times the tribal contract
compensation revenue pupil units;

(3) subtracting from the result in clause (2) the amount of money allotted to the school
by the federal government through Indian School Equalization Program of the Bureau of
Indian Affairs, according to Code of Federal Regulations, title 25, part 39, subparts A to E,
for the basic program as defined by section 39.11, paragraph (b), for the base rate as applied
to kindergarten through twelfth grade, excluding small school adjustments and additional
weighting, but not money allotted through subparts F to L for contingency funds, school
board training, student training, interim maintenance and minor repair, interim administration
cost, prekindergarten, and operation and maintenance, and the amount of money that is
received according to section 124D.69;

(4) dividing the result in clause (3) by the sum of the resident pupil units in average daily
membership, excluding section 126C.05, subdivision 13, plus the tribal contract compensation
revenue pupil units; and

(5) multiplying the sum of the resident pupil units, including section 126C.05, subdivision
13, in average daily membership plus the tribal contract compensation revenue pupil units
by the lesser of $3,230 for fiscal deleted text beginyears 2016 todeleted text end new text beginyear new text end2019 and deleted text begin$1,500deleted text end new text begin51.17 percent of the
formula allowance new text endfor fiscal year 2020 and later or the result in clause (4).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2020 and later.
new text end

Sec. 40.

Minnesota Statutes 2018, section 124D.862, subdivision 1, is amended to read:

Subdivision 1.

Initial achievement and integration revenue.

(a) An eligible district's
initial achievement and integration revenue equals the lesser of 100.3 percent of the district's
expenditures under the budget approved by the commissioner under section 124D.861,
subdivision 3, paragraph (c), excluding expenditures used to generate incentive revenue
under subdivision 2, or the sum of (1) $350 times the district's adjusted pupil units for that
year times the ratio of the district's enrollment of protected students for the previous school
year to total enrollment for the previous school year and (2) the greater of zero or 66 percent
of the difference between the district's integration revenue for fiscal year 2013 and the
district's integration revenue for fiscal year 2014 under clause (1).

(b) In each year, new text beginan amount equal to new text end0.3 percent of each district's initial achievement
and integration revenue new text beginfor the second prior fiscal year new text endis transferred to the department for
the oversight and accountability activities required under this section and section 124D.861.

Sec. 41.

Minnesota Statutes 2018, section 124D.862, subdivision 4, is amended to read:

Subd. 4.

Achievement and integration aid.

For fiscal year 2015 and later, a district's
achievement and integration aid equals new text beginthe sum of new text end70 percent of its achievement and
integration revenuenew text begin and its achievement and integration equalization aid under subdivision
5anew text end.

Sec. 42.

Minnesota Statutes 2018, section 124D.862, subdivision 5, is amended to read:

Subd. 5.

Achievement and integration levy.

new text begin(a) new text endA district's achievement and integration
levy new text beginrevenue new text endequals its achievement and integration revenue times 30 percent.

new text begin (b) A district's achievement and integration levy equals the product of (1) the achievement
and integration levy revenue, times (2) the lesser of one or the ratio of the district's adjusted
net tax capacity per adjusted pupil unit to 30 percent of the state average adjusted net tax
capacity per adjusted pupil unit.
new text end

new text begin (c)new text end For Special School District No. 1, Minneapolis; Independent School District No.
625, St. Paul; and Independent School District No. 709, Duluth, 100 percent of the levy
certified under this subdivision is shifted into the prior calendar year for purposes of sections
123B.75, subdivision 5, and 127A.441.

Sec. 43.

Minnesota Statutes 2018, section 124D.862, is amended by adding a subdivision
to read:

new text begin Subd. 5a. new text end

new text begin Achievement and integration equalization aid. new text end

new text begin A district's achievement and
integration equalization aid equals the district's achievement and integration levy revenue
minus the district's achievement and integration levy. If a district does not levy the entire
amount permitted, the achievement and integration equalization aid must be reduced in
proportion to the actual amount levied.
new text end

Sec. 44.

Minnesota Statutes 2018, section 124D.957, subdivision 1, is amended to read:

Subdivision 1.

Establishment and membership.

The Minnesota Youth Council
Committee is established within and under the auspices of the Minnesota Alliance With
Youth. The committee consists of four members from each congressional district in
Minnesota and four members selected at-large. Members must be selected through an
application and interview process conducted by the Minnesota Alliance With Youth. In
making its appointments, the Minnesota Alliance With Youth should strive to ensure gender
and ethnic diversity in the committee's membership. Members must be deleted text beginbetween the ages of
13 and 19deleted text endnew text begin in grades 8 through 12new text end and serve two-year terms, except that one-half of the initial
members must serve a one-year term. Members may serve a maximum of two terms.

Sec. 45.

Minnesota Statutes 2018, section 124D.957, is amended by adding a subdivision
to read:

new text begin Subd. 5. new text end

new text begin Funding. new text end

new text begin The Minnesota Alliance With Youth may receive annual state
appropriations to fund the operations for the Minnesota Youth Council.
new text end

Sec. 46.

Minnesota Statutes 2018, section 124D.98, is amended by adding a subdivision
to read:

new text begin Subd. 4. new text end

new text begin Medium and high growth. new text end

new text begin (a) The definitions in this subdivision apply to this
section.
new text end

new text begin (b) "Medium growth" is an assessment score within one-half standard deviation above
or below the average year-two assessment scores for students with similar year-one
assessment scores.
new text end

new text begin (c) "High growth" is an assessment score one-half standard deviation or more above the
average year-two assessment scores for students with similar year-one assessment scores.
new text end

Sec. 47.

Minnesota Statutes 2018, section 124E.11, is amended to read:

124E.11 ADMISSION REQUIREMENTS AND ENROLLMENT.

new text begin Subdivision 1. new text end

new text begin Limits on enrollment. new text end

deleted text begin(a)deleted text end A charter school, including its preschool or
prekindergarten program established under section 124E.06, subdivision 3, paragraph (b),
may limit admission to:

(1) pupils within an age group or grade level;

(2) pupils who are eligible to participate in the graduation incentives program under
section 124D.68; or

(3) residents of a specific geographic area in which the school is located when the
majority of students served by the school are members of underserved populations.

new text begin Subd. 2. new text end

new text begin Timely application; lottery; enrollment preference. new text end

deleted text begin(b)deleted text end A charter school,
including its preschool or prekindergarten program established under section 124E.06,
subdivision 3, paragraph (b), shall enroll an eligible pupil who submits a timely application,
unless the number of applications exceeds the capacity of a program, class, grade level, or
building. In this case, pupils must be accepted by lot. The charter school must develop and
publish, including on its website, a lottery policy and process that it must use when accepting
pupils by lot.

new text begin Subd. 3. new text end

new text begin Lottery exceptions. new text end

deleted text begin(c)deleted text endnew text begin (a)new text end A charter school shall give enrollment preference
to a sibling of an enrolled pupil and to a foster child of that pupil's parents and may give
preference for enrolling children of the school's staff before accepting other pupils by lot.

new text begin (b)new text end A charter school that is located in Duluth township in St. Louis County and admits
students in kindergarten through grade 6 must give enrollment preference to students residing
within a five-mile radius of the school and to the siblings of enrolled children.

new text begin (c)new text end A charter school may give enrollment preference to children currently enrolled in
the school's free preschool or prekindergarten program under section 124E.06, subdivision
3, paragraph (b), who are eligible to enroll in kindergarten in the next school year.

new text begin (d) A charter school that is located in Castle Rock Township in Dakota County must
give enrollment preference to students residing within a two-mile radius of the school and
to the siblings of enrolled children.
new text end

new text begin Subd. 4. new text end

new text begin Age of enrollment. new text end

deleted text begin(d)deleted text end A person shall not be admitted to a charter school (1)
as a kindergarten pupil, unless the pupil is at least five years of age on September 1 of the
calendar year in which the school year for which the pupil seeks admission commences; or
(2) as a first grade student, unless the pupil is at least six years of age on September 1 of
the calendar year in which the school year for which the pupil seeks admission commences
or has completed kindergarten; except that a charter school may establish and publish on
its website a policy for admission of selected pupils at an earlier age, consistent with the
enrollment process in deleted text beginparagraphs (b) and (c)deleted text endnew text begin subdivisions 2 and 3new text end.

new text begin Subd. 5. new text end

new text begin Admission limits not allowed. new text end

deleted text begin(e)deleted text end Except as permitted in deleted text beginparagraph (d)deleted text endnew text begin
subdivision 4new text end, a charter school, including its preschool or prekindergarten program established
under section 124E.06, subdivision 3, paragraph (b), may not limit admission to pupils on
the basis of intellectual ability, measures of achievement or aptitude, or athletic ability and
may not establish any criteria or requirements for admission that are inconsistent with this
section.

new text begin Subd. 6. new text end

new text begin Enrollment incentives prohibited. new text end

deleted text begin(f) Thedeleted text endnew text begin Anew text end charter school shall not distribute
any services or goods of value to students, parents, or guardians as an inducement, term, or
condition of enrolling a student in a charter school.

new text begin Subd. 7. new text end

new text begin Enrollment continues. new text end

deleted text begin(g)deleted text end Once a student is enrolled in deleted text beginthedeleted text endnew text begin a charternew text end school,
the student is considered enrolled in the school until the student formally withdraws or is
expelled under the Pupil Fair Dismissal Act in sections 121A.40 to 121A.56.

new text begin Subd. 8. new text end

new text begin Prekindergarten pupils. new text end

deleted text begin(h)deleted text end A charter school with at least 90 percent of enrolled
students who are eligible for special education services and have a primary disability of
deaf or hard-of-hearing may enroll prekindergarten pupils with a disability under section
126C.05, subdivision 1, paragraph (a), and must comply with the federal Individuals with
Disabilities Education Act under Code of Federal Regulations, title 34, section 300.324,
subsection (2), clause (iv).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for enrollment decisions made on or
after July 1, 2019.
new text end

Sec. 48.

Minnesota Statutes 2018, section 124E.13, subdivision 3, is amended to read:

Subd. 3.

Affiliated nonprofit building corporation.

(a) An affiliated nonprofit building
corporation may purchase, expand, or renovate an existing facility to serve as a school or
may construct a new school facility. new text beginAn affiliated nonprofit building corporation may only
serve one charter school. new text endA charter school may organize an affiliated nonprofit building
corporation if the charter school:

(1) has operated for at least six consecutive years;

(2) as of June 30, has a net positive unreserved general fund balance in the preceding
three fiscal years;

(3) has long-range strategic and financial plans that include enrollment projections for
at least five years;

(4) completes a feasibility study of facility options that outlines the benefits and costs
of each option; and

(5) has a plan that describes project parameters and budget.

(b) An affiliated nonprofit building corporation under this subdivision must:

(1) be incorporated under section 317A;

(2) comply with applicable Internal Revenue Service regulations, including regulations
for "supporting organizations" as defined by the Internal Revenue Service;

(3) post on the school website the name, mailing address, bylaws, minutes of board
meetings, and names of the current board of directors of the affiliated nonprofit building
corporation;

(4) submit to the commissioner a copy of its annual audit by December 31 of each year;
and

(5) comply with government data practices law under chapter 13.

(c) An affiliated nonprofit building corporation must not serve as the leasing agent for
property or facilities it does not own. A charter school that leases a facility from an affiliated
nonprofit building corporation that does not own the leased facility is ineligible to receive
charter school lease aid. The state is immune from liability resulting from a contract between
a charter school and an affiliated nonprofit building corporation.

(d) The board of directors of the charter school must ensure the affiliated nonprofit
building corporation complies with all applicable legal requirements. The charter school's
authorizer must oversee the efforts of the board of directors of the charter school to ensure
legal compliance of the affiliated building corporation. A school's board of directors that
fails to ensure the affiliated nonprofit building corporation's compliance violates its
responsibilities and an authorizer must consider that failure when evaluating the charter
school.

Sec. 49.

Laws 2016, chapter 189, article 25, section 61, is amended to read:

Sec. 61. CERTIFICATION INCENTIVE REVENUE.

Subdivision 1.

Qualifying certificates.

As soon as practicable, the commissioner of
education, in consultation with the Governor's Workforce Development Council established
under Minnesota Statutes, section 116L.665, and the P-20 education partnership operating
under Minnesota Statutes, section 127A.70, must establish the list of qualifying career and
technical certificates and post the names of those certificates on the Department of
Education's Web site. The certificates must be in fields where occupational opportunities
exist.

Subd. 2.

School district participation.

(a) A school board may adopt a policy authorizing
its students in grades 9 through 12, including its students enrolled in postsecondary enrollment
options courses under Minnesota Statutes, section 124D.09, the opportunity to complete a
qualifying certificate. The certificate may be completed as part of a regularly scheduled
course.

(b) A school district may register a student for any assessment necessary to complete a
qualifying certificate and pay any associated registration fees for its students.

Subd. 3.

Incentive funding.

(a) A school district's career and technical certification aid
equals $500 times the district's number of students enrolled during the current fiscal year
who have obtained one or more qualifying certificates during the current fiscal year.

(b) The statewide total certificate revenue must not exceed $1,000,000. The commissioner
must proportionately reduce the initial aid provided under this subdivision so that the
statewide aid cap is not exceeded.

Subd. 4.

Reports to the legislature.

(a) The commissioner of education must report to
the committees of the legislature with jurisdiction over kindergarten through grade 12
education and higher education by February 1, 2017, on the number and types of certificates
authorized for the 2016-2017 school year. The commissioner must also recommend whether
the pilot program should be continued.

(b) By February 1, deleted text begin2018deleted text endnew text begin 2021new text end, the commissioner of education must report to the
committees of the legislature with jurisdiction over kindergarten through grade 12 education
and higher education about the number and types of certificates earned by Minnesota's
students during the deleted text begin2016-2017deleted text endnew text begin priornew text end school year.

Sec. 50.

Laws 2016, chapter 189, article 25, section 62, subdivision 15, is amended to
read:

Subd. 15.

Certificate incentive funding.

new text begin(a) new text endFor the certificate incentive program:

1,000,000
140,000

.....

2017

new text begin (b) new text endThis is a onetime appropriation. This appropriation is available until June 30, 2019.new text begin
$860,000 of the initial fiscal year 2017 appropriation is canceled to the general fund on June
30, 2019.
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. 51. new text beginINNOVATION RESEARCH ZONES PILOT PROGRAM.
new text end

new text begin Subdivision 1. new text end

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

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

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

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

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

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

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

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

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

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

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

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

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

new text begin (d) The governing board for each innovation zone partner must approve an innovation
zone plan. An innovation zone plan submitted to the commissioner for approval must
describe:
new text end

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

new text begin (2) the role of each partner in the innovation zone;
new text end

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

new text begin (4) the innovation zone partnership's proposed exemptions from statutes and rules under
subdivision 2;
new text end

new text begin (5) how the proposed planning and implementation process includes teachers and other
educational staff from the affected school sites;
new text end

new text begin (6) expected outcomes and graduation standards;
new text end

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

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

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

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

new text begin (g) An innovation zone partnership may submit its plan at any time to the commissioner
in the form and manner specified by the commissioner. The commissioner must approve
or reject the plan after reviewing the recommendation of the Innovation Research Zone
Advisory Panel. An innovation zone partnership may resubmit a previously rejected plan
after modifying the plan to meet each individually identified objection.
new text end

new text begin Subd. 2. new text end

new text begin Exemptions from laws and rules. new text end

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

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

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

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

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

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

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

new text begin Subd. 3. new text end

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

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

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

new text begin Subd. 4. new text end

new text begin Commissioner approval. new text end

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

new text begin (b) The commissioner must publish a list of the exemptions granted to a district or charter
school on the Department of Education's website by July 1, 2020. The list must be updated
annually.
new text end

new text begin Subd. 5. new text end

new text begin Project evaluation; dissemination; report to legislature. new text end

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

Sec. 52. new text beginRURAL CAREER AND TECHNICAL EDUCATION CONSORTIUM
GRANTS.
new text end

new text begin Subdivision 1. new text end

new text begin Definition. new text end

new text begin "Rural career and technical education (CTE) consortium"
means a voluntary collaboration of a service cooperative and other regional public and
private partners, including school districts and higher education institutions, that work
together to provide career and technical education opportunities within the service
cooperative's multicounty service area.
new text end

new text begin Subd. 2. new text end

new text begin Establishment. new text end

new text begin (a) A rural CTE consortium shall:
new text end

new text begin (1) focus on the development of courses and programs that encourage collaboration
between two or more school districts;
new text end

new text begin (2) develop new career and technical programs that focus on industry sectors that fuel
the rural regional economy;
new text end

new text begin (3) facilitate the development of highly trained and knowledgeable students who are
equipped with technical and workplace skills needed by regional employers;
new text end

new text begin (4) improve access to career and technical education programs for students who attend
sparsely populated rural school districts by developing public and private partnerships with
business and industry leaders and by increasing coordination of high school and
postsecondary program options;
new text end

new text begin (5) increase family and student awareness of the availability and benefit of career and
technical education courses and training opportunities; and
new text end

new text begin (6) provide capital start-up costs for items including but not limited to a mobile welding
lab, medical equipment and lab, and industrial kitchen equipment.
new text end

new text begin (b) In addition to the requirements in paragraph (a), a rural CTE consortium may:
new text end

new text begin (1) address the teacher shortage in career and technical education through incentive
funding and training programs; and
new text end

new text begin (2) provide transportation reimbursement grants to provide equitable opportunities
throughout the region for students to participate in career and technical education.
new text end

new text begin Subd. 3. new text end

new text begin Rural career and technical education advisory committee. new text end

new text begin In order to be
eligible for a grant under this section, a service cooperative must establish a rural career
and technical education advisory committee to advise the cooperative on administering the
rural CTE consortium.
new text end

new text begin Subd. 4. new text end

new text begin Private funding. new text end

new text begin A rural CTE consortium may receive other sources of funds
to supplement state funding. All funds received shall be administered by a service cooperative
that is a member of the consortium.
new text end

new text begin Subd. 5. new text end

new text begin Reporting requirements. new text end

new text begin A rural CTE consortium must submit an annual
report on the progress of its activities to the commissioner of education and the legislative
committees with jurisdiction over secondary and postsecondary education. The annual report
must contain a financial report for the preceding fiscal year. The first report is due no later
than January 15, 2021.
new text end

new text begin Subd. 6. new text end

new text begin Grant recipients. new text end

new text begin For fiscal years 2020 and 2021, the commissioner shall award
a two-year grant to the consortium that is a collaboration of the Southwest/West Central
Service Cooperative (SWWC), Southwest Minnesota State University, Minnesota West
Community and Technical College, Ridgewater College, and other regional public and
private partners. For fiscal years 2020 and 2021, the commissioner shall award a two-year
grant to an applicant consortium that includes the South Central Service Cooperative or
Southeast Service Cooperative and a two-year grant to an applicant consortium that includes
the Northwest Service Cooperative or Northeast Service Cooperative.
new text end

Sec. 53. new text beginVOCATIONAL ENRICHMENT PROGRAM.
new text end

new text begin Subdivision 1. new text end

new text begin Vocational enrichment program. new text end

new text begin A school district or charter school
may establish a vocational enrichment program that operates outside of the regular school
day, including over weekends or the summer, to provide instruction in vocational courses
focused on construction trades and welding. The district must first offer the program to
enrolled secondary students but may broaden registration to others if space permits.
new text end

new text begin Subd. 2. new text end

new text begin Vocational enrichment grants. new text end

new text begin (a) A school district must apply for a vocational
enrichment grant in the form and manner specified by the commissioner. The maximum
amount of a vocational enrichment grant equals the product of:
new text end

new text begin (1) $5,117;
new text end

new text begin (2) 1.2;
new text end

new text begin (3) the number of students participating in the program; and
new text end

new text begin (4) the ratio of the actual hours of service provided to each student to 1,020.
new text end

new text begin (b) If applications for funding exceed the amount appropriated for the program, the
commissioner must prioritize grants to welding and construction trades programs.
new text end

new text begin Subd. 3. new text end

new text begin Reporting. new text end

new text begin By February 15 of each year following the receipt of a grant, a
school district must report on its website and to the commissioner of education on the courses
funded through the grant, the demographics of the participants in the program, and the
outcome for course participants.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2019.
new text end

Sec. 54. new text beginBRECKENRIDGE SCHOOL DISTRICT.
new text end

new text begin Notwithstanding Minnesota Statutes, section 124D.09, subdivision 3, Independent School
District No. 846, Breckenridge, may enter into an agreement under Minnesota Statutes,
section 124D.09, subdivision 10, with a higher education institution located outside of the
state of Minnesota but within four miles of the high school. The higher education institution
is an eligible institution only for the purposes of providing a postsecondary enrollment
options program under Minnesota Statutes, section 124D.09.
new text end

Sec. 55. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin Achievement and integration aid. new text end

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

	new text begin $ new text end	new text begin 80,589,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 83,436,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $7,059,000 for 2019 and $73,530,000 for 2020.
new text end

new text begin The 2021 appropriation includes $8,170,000 for 2020 and $75,266,000 for 2021.
new text end

new text begin Subd. 3. new text end

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

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

	new text begin $ new text end	new text begin 13,874,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 14,589,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin Subd. 4. new text end

new text begin Literacy incentive aid. new text end

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

	new text begin $ new text end	new text begin 45,304,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 45,442,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $4,582,000 for 2019 and $40,722,000 for 2020.
new text end

new text begin The 2021 appropriation includes $4,524,000 for 2020 and $40,918,000 for 2021.
new text end

new text begin Subd. 5. new text end

new text begin Tribal contract school aid. new text end

new text begin For tribal contract school aid under Minnesota
Statutes, section 124D.83:
new text end

	new text begin $ new text end	new text begin 3,321,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 3,819,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $299,000 for 2019 and $3,022,000 for 2020.
new text end

new text begin The 2021 appropriation includes $335,000 for 2020 and $3,484,000 for 2021.
new text end

new text begin Subd. 6. new text end

new text begin American Indian education aid. new text end

new text begin For American Indian education aid under
Minnesota Statutes, section 124D.81, subdivision 2a:
new text end

	new text begin $ new text end	new text begin 9,515,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 9,673,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $960,000 for 2019 and $8,555,000 for 2020.
new text end

new text begin The 2021 appropriation includes $950,000 for 2020 and $8,723,000 for 2021.
new text end

new text begin Subd. 7. new text end

new text begin Tribal Nations Education Committee. new text end

new text begin (a) For a grant to the Tribal Nations
Education Committee under Minnesota Statutes, section 124D.79:
new text end

	new text begin $ new text end	new text begin 150,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 150,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

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

new text begin Subd. 8. new text end

new text begin ServeMinnesota program. new text end

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

	new text begin $ new text end	new text begin 900,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 900,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin A grantee organization may provide health and child care coverage to the dependents
of each participant enrolled in a full-time ServeMinnesota program to the extent such
coverage is not otherwise available. Any balance in the first year does not cancel but is
available in the second year.
new text end

new text begin Subd. 9. new text end

new text begin Early childhood literacy programs. new text end

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

	new text begin $ new text end	new text begin 7,950,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 7,950,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

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

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

new text begin Subd. 10. new text end

new text begin Minnesota math corps program. new text end

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

	new text begin $ new text end	new text begin 1,000,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 1,000,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin (b) Any balance in the first year does not cancel but is available in the second year. The
base funding in fiscal year 2022 and later is $500,000.
new text end

new text begin Subd. 11. new text end

new text begin ServeMinnesota programs at tribal contract and grant schools. new text end

new text begin (a) For
grants to ServeMinnesota to enhance reading and math corps programming at American
Indian-controlled tribal contract and grant schools eligible for aid under Minnesota Statutes,
section 124D.83:
new text end

	new text begin $ new text end	new text begin 416,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 416,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

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

new text begin Subd. 12. new text end

new text begin Student organizations. new text end

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

	new text begin $ new text end	new text begin 768,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 768,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin (b) $46,000 each year is for student organizations serving health occupations (HOSA).
new text end

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

new text begin (d) $95,000 each year is for student organizations serving business occupations (BPA,
secondary and postsecondary).
new text end

new text begin (e) $193,000 each year is for student organizations serving agriculture occupations (FFA,
PAS).
new text end

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

new text begin (g) $109,000 each year is for student organizations serving marketing occupations (DECA
and DECA collegiate).
new text end

new text begin (h) $40,000 each year is for the Minnesota Foundation for Student Organizations.
new text end

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

new text begin Subd. 13. new text end

new text begin Museums and education centers. new text end

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

	new text begin $ new text end	new text begin 591,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 591,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin (b) $319,000 each year is for the Minnesota Children's Museum. Of the amount in this
paragraph, $50,000 each year is for the Minnesota Children's Museum, Rochester.
new text end

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

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

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

new text begin (f) $31,000 each year is for the Children's Discovery Museum in Grand Rapids.
new text end

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

new text begin (h) $50,000 each year is for The Works Museum.
new text end

new text begin (i) To the extent practicable, grant recipients must prioritize grant proceeds to expand
access to museum and education center programs for low-income families and other
underserved populations.
new text end

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

new text begin Subd. 14. new text end

new text begin Starbase MN. new text end

new text begin (a) For a grant to Starbase MN for a rigorous science,
technology, engineering, and math (STEM) program providing students in grades 4 through
6 with a multisensory learning experience and a hands-on curriculum in an aerospace
environment using state-of-the-art technology:
new text end

	new text begin $ new text end	new text begin 500,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 500,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

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

new text begin Subd. 15. new text end

new text begin Recovery program grants. new text end

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

	new text begin $ new text end	new text begin 750,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 750,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

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

new text begin Subd. 16. new text end

new text begin Minnesota Principals Academy. new text end

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

	new text begin $ new text end	new text begin 250,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 250,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

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

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

new text begin Subd. 17. new text end

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

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

	new text begin $ new text end	new text begin 85,450,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 91,064,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin The 2020 appropriation includes $8,021,000 for 2019 and $77,429,000 for 2020.
new text end

new text begin The 2021 appropriation includes $8,603,000 for 2020 and $82,461,000 for 2021.
new text end

new text begin Subd. 18. new text end

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

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

	new text begin $ new text end	new text begin 10,892,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 10,877,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

new text begin (b) Any balance in the first year does not cancel but is available in the second year. The
base for this appropriation in 2022 is $10,892,000.
new text end

new text begin Subd. 19. new text end

new text begin Certificate incentive funding. new text end

new text begin (a) For the certificate incentive program under
Laws 2016, chapter 189, article 25, section 61:
new text end

860,000

.....

2020

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

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

new text begin Subd. 20. new text end

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

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

	new text begin $ new text end	new text begin 4,500,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 4,500,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

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

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

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

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

new text begin Subd. 21. new text end

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

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

	new text begin $ new text end	new text begin 250,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 250,000 new text end	new text begin ..... new text end	new text begin 2021 new text end

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

new text begin Subd. 22. new text end

new text begin Rural career and technical education consortium. new text end

new text begin (a) For rural career and
technical education consortium grants:
new text end

	new text begin $ new text end	new text begin 3,000,000 new text end	new text begin ..... new text end	new text begin 2020 new text end
	new text begin $ new text end	new text begin 3,000,000 new text end	new text begin

HF 2400

Bill Text Versions

Current Version - 2nd Engrossment

ARTICLE 1

GENERAL EDUCATION

Section 1.

Subd. 1b.

Budget reserve level.

new text begin EFFECTIVE DATE. new text end

Sec. 2.

Subd. 2.

Additional revenues; priority.

new text begin EFFECTIVE DATE. new text end

Sec. 3.

Subd. 2.

Education, residence, and transportation of homeless.

new text begin EFFECTIVE DATE. new text end

Sec. 4.

new text begin [120A.21] ENROLLMENT OF A STUDENT IN FOSTER CARE. new text end

new text begin EFFECTIVE DATE. new text end

Sec. 5.

120A.35 ABSENCE FROM SCHOOL FOR RELIGIOUS OBSERVANCE.

new text begin EFFECTIVE DATE. new text end

Sec. 6.

120A.40 SCHOOL CALENDAR.

new text begin EFFECTIVE DATE. new text end

Sec. 7.

123A.64 DUTY TO MAINTAIN ELEMENTARY AND SECONDARY SCHOOLS.

new text begin EFFECTIVE DATE. new text end

Sec. 8.

Subd. 14.

Employees; contracts for services.

Sec. 9.

Subdivision 1.

Contract; duties.

Sec. 10.

Subd. 2.

Textbook.

new text begin EFFECTIVE DATE. new text end

Sec. 11.

Subd. 5.

Individualized instructional or cooperative learning materials.

new text begin EFFECTIVE DATE. new text end

Sec. 12.

Subd. 3.

Cost; limitation.

new text begin EFFECTIVE DATE. new text end

Sec. 13.

Subd. 4.

Board control of extracurricular activities.

new text begin EFFECTIVE DATE. new text end

Sec. 14.

Subdivision 1.

Definitions.

new text begin EFFECTIVE DATE. new text end

Sec. 15.

124D.4531 CAREER AND TECHNICAL REVENUE.

Subdivision 1.

Career and technical revenue.

Subd. 1a.

Career and technical levy.

Subd. 1b.

Career and technical aid.

Subd. 2.

Allocation from cooperative centers and intermediate districts.

Subd. 3.

Revenue guarantee.

deleted text begin Subd. 3a. deleted text end

deleted text begin Revenue adjustments. deleted text end

Subd. 4.

District reports.

Subd. 5.

Allocation from districts participating in agreements for secondary education or interdistrict cooperation.

new text begin EFFECTIVE DATE. new text end

Sec. 16.

Subd. 5.

School district deleted text beginELdeleted text endnew text begin English learner programnew text end revenue.

new text begin EFFECTIVE DATE. new text end

Sec. 17.

new text begin Subd. 7. new text end

new text begin [120A.21] ENROLLMENT OF A STUDENT IN FOSTER CARE.
new text end

Allocation from districts participating in agreements for secondary
education or interdistrict cooperation.

126C.126 USE OF GENERAL EDUCATION REVENUE FOR deleted text beginALL-DAYdeleted text end
KINDERGARTEN AND PREKINDERGARTEN.