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Capital IconMinnesota Legislature

HF 4300

4th Engrossment - 92nd Legislature (2021 - 2022) Posted on 05/04/2022 09:24pm

KEY: stricken = removed, old language.
underscored = added, new language.

Bill Text Versions

Engrossments
Introduction Posted on 03/14/2022
1st Engrossment Posted on 04/07/2022
2nd Engrossment Posted on 04/19/2022
3rd Engrossment Posted on 04/25/2022
4th Engrossment Posted on 04/28/2022
Unofficial Engrossments
1st Unofficial Engrossment Posted on 05/06/2022

Current Version - 4th Engrossment

Line numbers 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 1.21 1.22 1.23 1.24 1.25 1.26 1.27 1.28 1.29 1.30 1.31 1.32 1.33 1.34 1.35 1.36 1.37 1.38 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19
2.20 2.21
2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31 2.32 2.33 2.34 2.35 2.36 2.37 2.38 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10
3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28
3.29 3.30 3.31 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
4.10 4.11
4.12 4.13 4.14 4.15
4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26
4.27
4.28 4.29 4.30 4.31 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15
5.16
5.17 5.18 5.19 5.20 5.21 5.22 5.23 5.24 5.25 5.26 5.27 5.28 5.29 5.30 5.31 5.32
5.33
6.1 6.2 6.3 6.4 6.5 6.6 6.7
6.8
6.9 6.10 6.11 6.12 6.13 6.14 6.15 6.16 6.17 6.18 6.19 6.20 6.21 6.22 6.23 6.24 6.25 6.26 6.27 6.28 6.29 6.30 6.31
7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13 7.14 7.15 7.16 7.17 7.18 7.19 7.20 7.21 7.22 7.23 7.24 7.25 7.26 7.27 7.28 7.29 7.30 7.31 7.32 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11 8.12 8.13
8.14
8.15 8.16 8.17 8.18 8.19 8.20 8.21 8.22 8.23 8.24 8.25 8.26 8.27 8.28 8.29 8.30 8.31 8.32 8.33 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12 9.13 9.14 9.15 9.16 9.17 9.18 9.19 9.20 9.21 9.22 9.23 9.24 9.25 9.26 9.27 9.28 9.29 9.30 9.31 9.32 9.33 9.34 9.35 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14 10.15 10.16 10.17 10.18 10.19 10.20 10.21 10.22 10.23 10.24 10.25 10.26 10.27 10.28 10.29 10.30 10.31 10.32 11.1 11.2 11.3 11.4 11.5 11.6
11.7
11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 11.16 11.17 11.18 11.19 11.20 11.21 11.22 11.23 11.24 11.25 11.26 11.27 11.28 11.29 11.30 11.31 11.32 11.33 12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19 12.20 12.21 12.22 12.23 12.24 12.25 12.26 12.27 12.28 12.29 12.30 12.31 12.32 12.33 13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 13.9 13.10 13.11 13.12 13.13 13.14 13.15 13.16 13.17 13.18
13.19
13.20 13.21 13.22 13.23 13.24 13.25 13.26 13.27 13.28 13.29 13.30 13.31 13.32 13.33 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9 14.10 14.11 14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 14.25 14.26 14.27 14.28 14.29 14.30 14.31 14.32 14.33 15.1 15.2
15.3 15.4
15.5 15.6 15.7 15.8 15.9 15.10 15.11 15.12 15.13 15.14 15.15 15.16 15.17 15.18 15.19 15.20
15.21 15.22 15.23 15.24 15.25 15.26 15.27 15.28 15.29 15.30 15.31 15.32 16.1 16.2 16.3 16.4 16.5 16.6 16.7 16.8 16.9 16.10 16.11 16.12 16.13 16.14 16.15 16.16 16.17
16.18 16.19 16.20
16.21 16.22 16.23 16.24 16.25 16.26 16.27 16.28 16.29
16.30
16.31 16.32 16.33 17.1 17.2 17.3 17.4 17.5 17.6 17.7 17.8 17.9 17.10 17.11 17.12 17.13 17.14 17.15 17.16 17.17 17.18 17.19 17.20 17.21 17.22 17.23 17.24 17.25 17.26 17.27 17.28 17.29 17.30
18.1 18.2 18.3 18.4 18.5 18.6 18.7 18.8 18.9 18.10 18.11
18.12 18.13 18.14 18.15 18.16
18.17 18.18 18.19 18.20 18.21
18.22
18.23 18.24 18.25 18.26 18.27 18.28 18.29 19.1 19.2 19.3 19.4 19.5 19.6 19.7 19.8 19.9 19.10 19.11 19.12 19.13 19.14 19.15 19.16 19.17 19.18 19.19 19.20 19.21 19.22 19.23 19.24 19.25 19.26 19.27
19.28
19.29 19.30 19.31 19.32 20.1 20.2 20.3 20.4 20.5 20.6 20.7 20.8 20.9
20.10 20.11 20.12 20.13 20.14 20.15 20.16 20.17 20.18 20.19 20.20 20.21 20.22 20.23 20.24 20.25 20.26 20.27 20.28 20.29 20.30 20.31 21.1 21.2 21.3 21.4 21.5 21.6 21.7 21.8 21.9 21.10 21.11 21.12 21.13
21.14
21.15 21.16 21.17 21.18 21.19 21.20 21.21 21.22 21.23 21.24 21.25 21.26 21.27 21.28 22.1 22.2 22.3 22.4 22.5 22.6 22.7 22.8 22.9 22.10 22.11 22.12 22.13 22.14 22.15 22.16 22.17 22.18 22.19 22.20 22.21 22.22 22.23 22.24
22.25 22.26 22.27 22.28 22.29
23.1 23.2 23.3 23.4 23.5 23.6 23.7 23.8
23.9 23.10 23.11 23.12 23.13 23.14 23.15
23.16 23.17 23.18 23.19 23.20 23.21
23.22 23.23 23.24 23.25 23.26 23.27 23.28 23.29 23.30 23.31 24.1 24.2 24.3 24.4 24.5 24.6 24.7 24.8 24.9 24.10 24.11 24.12 24.13 24.14 24.15 24.16 24.17 24.18 24.19 24.20 24.21 24.22 24.23 24.24 24.25 24.26 24.27 24.28 24.29 24.30 24.31 24.32 24.33 24.34 24.35 25.1 25.2 25.3 25.4 25.5 25.6 25.7 25.8 25.9 25.10 25.11 25.12 25.13 25.14
25.15 25.16 25.17 25.18 25.19 25.20 25.21 25.22 25.23 25.24 25.25 25.26 25.27 25.28 25.29 25.30 25.31 25.32 25.33 26.1 26.2 26.3 26.4 26.5 26.6 26.7 26.8 26.9 26.10 26.11 26.12 26.13 26.14 26.15 26.16 26.17 26.18 26.19 26.20 26.21 26.22 26.23 26.24 26.25 26.26 26.27 26.28 26.29 26.30 26.31 26.32 26.33 26.34 26.35 27.1 27.2 27.3 27.4 27.5 27.6 27.7 27.8 27.9 27.10 27.11 27.12 27.13 27.14 27.15 27.16
27.17 27.18 27.19 27.20 27.21 27.22 27.23 27.24 27.25 27.26 27.27 27.28 27.29 27.30
27.31 27.32 27.33 28.1 28.2 28.3 28.4 28.5 28.6 28.7 28.8 28.9 28.10 28.11 28.12 28.13
28.14 28.15 28.16 28.17 28.18 28.19 28.20 28.21 28.22 28.23 28.24 28.25 28.26 28.27 28.28 28.29 28.30 28.31 28.32 28.33 29.1 29.2 29.3 29.4 29.5 29.6 29.7 29.8 29.9 29.10 29.11 29.12
29.13
29.14 29.15 29.16 29.17 29.18 29.19 29.20 29.21 29.22 29.23 29.24 29.25 29.26 29.27 29.28 29.29 29.30 29.31 29.32 29.33 30.1 30.2 30.3 30.4 30.5 30.6 30.7 30.8 30.9
30.10 30.11 30.12 30.13 30.14 30.15
30.16
30.17 30.18 30.19 30.20 30.21 30.22 30.23 30.24 30.25 30.26 30.27 30.28 31.1 31.2 31.3
31.4
31.5 31.6 31.7 31.8 31.9 31.10 31.11 31.12
31.13 31.14 31.15 31.16 31.17 31.18 31.19 31.20 31.21 31.22 31.23 31.24 31.25 31.26 31.27 31.28 31.29 32.1 32.2 32.3 32.4 32.5 32.6 32.7 32.8 32.9 32.10 32.11 32.12 32.13 32.14 32.15 32.16 32.17 32.18 32.19 32.20 32.21 32.22 32.23 32.24 32.25 32.26 32.27 32.28 32.29 32.30 32.31 33.1 33.2 33.3 33.4 33.5 33.6 33.7 33.8
33.9
33.10 33.11 33.12 33.13 33.14 33.15 33.16 33.17 33.18 33.19 33.20 33.21 33.22 33.23 33.24 33.25
33.26
33.27 33.28 33.29 33.30 34.1 34.2 34.3 34.4 34.5 34.6 34.7 34.8 34.9 34.10 34.11 34.12 34.13 34.14 34.15 34.16 34.17 34.18 34.19 34.20 34.21 34.22 34.23 34.24 34.25 34.26 34.27 34.28 34.29 34.30 34.31 34.32 35.1 35.2 35.3 35.4 35.5 35.6 35.7
35.8
35.9 35.10 35.11 35.12 35.13 35.14 35.15 35.16 35.17 35.18 35.19 35.20 35.21 35.22 35.23 35.24 35.25 35.26 35.27 35.28 35.29 35.30 35.31 35.32
35.33
36.1 36.2 36.3 36.4 36.5
36.6 36.7 36.8 36.9 36.10
36.11 36.12 36.13 36.14 36.15 36.16 36.17 36.18 36.19 36.20 36.21
36.22 36.23
36.24 36.25
36.26 36.27 36.28 36.29 37.2 37.1 37.4 37.3 37.5 37.6 37.7 37.8
37.9 37.10 37.11 37.12 37.13 37.15 37.14 37.16 37.17 37.18 37.19 37.20 37.21 37.22 37.23 37.24
37.25 37.26 37.27 37.28 37.30 37.29 37.32 37.31 38.1 38.2 38.3 38.4
38.5 38.6 38.7 38.8 38.9 38.10 38.11 38.12
38.13 38.14 38.15 38.16 38.17 38.18 38.19 38.20 38.21 38.22 38.23 38.24 38.25 38.26 38.27 38.28 38.29 38.30 39.1 39.2 39.3 39.4 39.5 39.6 39.7 39.8 39.9 39.10 39.11 39.12 39.13 39.14 39.15 39.16 39.17 39.18 39.19 39.20 39.21 39.22 39.23 39.24
39.25
39.26 39.27 39.28 39.29
40.1 40.2 40.3 40.4 40.5 40.6 40.7 40.8 40.9 40.10 40.11
40.12 40.13
40.14 40.15
40.16 40.17 40.18 40.19 40.20 40.21 40.22 40.23 40.24 40.25 40.26 40.27 40.28 40.29 41.1 41.2 41.3 41.4 41.5 41.6 41.7 41.8 41.9 41.10 41.11 41.12 41.13 41.14 41.15 41.16 41.17 41.18 41.19 41.20 41.21 41.22 41.23 41.24 41.25 41.26 41.27 41.28 41.29 41.30 41.31 41.32 42.1 42.2 42.3 42.4 42.5 42.6 42.7 42.8 42.9 42.10 42.11 42.12 42.13 42.14 42.15 42.16 42.17 42.18 42.19 42.20 42.21 42.22 42.23 42.24 42.25 42.26
42.27 42.28 42.29 42.30 42.31 42.32 43.1 43.2 43.3 43.4 43.5 43.6 43.7 43.8 43.9 43.10 43.11 43.12 43.13 43.14 43.15 43.16 43.17 43.18 43.19 43.20 43.21 43.22 43.23 43.24 43.25 43.26 43.27 43.28
43.29 43.30 43.31 43.32 43.33 44.1 44.2 44.3 44.4 44.5 44.6
44.7 44.8 44.9 44.10 44.11
44.12 44.13 44.14 44.15 44.16 44.17 44.18 44.19 44.20 44.21 44.22 44.23 44.24 44.25 44.26 44.27 44.28 44.29 44.30 45.1 45.2 45.3 45.4 45.5 45.6 45.7 45.8 45.9 45.10 45.11 45.12 45.13 45.14 45.15 45.16 45.17 45.18 45.19 45.20 45.21
45.22 45.23 45.24 45.25 45.26 45.27 45.28 45.29 45.30 45.31 45.32 45.33 46.1 46.2 46.3 46.4 46.5 46.6 46.7 46.8 46.9 46.10 46.11 46.12
46.13 46.14 46.15 46.16 46.17 46.18 46.19 46.20
46.21 46.22 46.23 46.24 46.25 46.26 46.27 46.28 46.29 46.30 46.31 47.1 47.2 47.3 47.4 47.5 47.6 47.7 47.8 47.9 47.10 47.11 47.12 47.13 47.14 47.15 47.16 47.17 47.18 47.19 47.20 47.21 47.22 47.23 47.24 47.25 47.26 47.27 47.28 47.29 47.30 47.31
48.1 48.2 48.3 48.4 48.5 48.6 48.7 48.8
48.9 48.10 48.11 48.12 48.13 48.14 48.15 48.16 48.17 48.18 48.19 48.20 48.21 48.22 48.23 48.24 48.25 48.26 48.27 48.28 48.29 48.30 48.31 48.32 49.1 49.2 49.3 49.4 49.5 49.6 49.7 49.8 49.9 49.10 49.11 49.12 49.13 49.14
49.15 49.16 49.17
49.18 49.19 49.20 49.21 49.22 49.23 49.24 49.25 49.26 49.27 49.28 49.29 49.30 49.31 49.32 49.33 49.34 50.1 50.2 50.3 50.4 50.5 50.6 50.7 50.8
50.9 50.10 50.11 50.12 50.13 50.14 50.15 50.16 50.17
50.18 50.19 50.20 50.21 50.22 50.23 50.24 50.25 50.26 50.27 50.28 50.29 50.30 51.1 51.2 51.3 51.4 51.5 51.6 51.7 51.8 51.9 51.10 51.11 51.12 51.13 51.14 51.15 51.16 51.17 51.18 51.19 51.20 51.21 51.22 51.23 51.24 51.25 51.26 51.27 51.28 51.29 51.30 51.31 52.1 52.2 52.3 52.4 52.5 52.6 52.7 52.8 52.9 52.10 52.11 52.12 52.13 52.14 52.15 52.16 52.17 52.18 52.19 52.20 52.21 52.22 52.23 52.24 52.25 52.26 52.27
52.28 52.29
53.1 53.2 53.3 53.4 53.5 53.6 53.7 53.8 53.9 53.10 53.11 53.12
53.13
53.14 53.15 53.16 53.17 53.18 53.19 53.20 53.21 53.22 53.23 53.24 53.25 53.26 53.27 53.28 53.29 53.30 53.31 53.32 54.1 54.2 54.3 54.4 54.5 54.6 54.7 54.8 54.9 54.10 54.11 54.12 54.13
54.14 54.15 54.16 54.17 54.18 54.19 54.20 54.21 54.22 54.23 54.24 54.25 54.26 54.27 54.28 54.29 54.30 55.1 55.2 55.3 55.4
55.5
55.6 55.7 55.8 55.9 55.10 55.11 55.12 55.13 55.14 55.15 55.16 55.17 55.18 55.19 55.20 55.21 55.22 55.23 55.24 55.25 55.26 55.27 55.28 55.29 55.30 55.31 55.32 56.1 56.2 56.3 56.4 56.5 56.6 56.7 56.8 56.9 56.10 56.11 56.12 56.13 56.14 56.15 56.16
56.17 56.18
56.19 56.20 56.21 56.22 56.23 56.24 56.25 56.26 56.27 56.28 56.29 56.30 56.31 56.32 56.33 57.1 57.2 57.3 57.4 57.5 57.6
57.7 57.8 57.9 57.10 57.11 57.12 57.13 57.14 57.15 57.16 57.17 57.18 57.19 57.20 57.21 57.22 57.23 57.24 57.25 57.26 57.27 57.28 57.29 57.30 57.31 57.32 58.1 58.2 58.3 58.4 58.5 58.6 58.7 58.8 58.9 58.10 58.11 58.12 58.13 58.14 58.15 58.16 58.17 58.18 58.19 58.20 58.21 58.22 58.23 58.24 58.25
58.26
58.27 58.28 58.29 58.30 58.31 58.32 58.33 59.1 59.2 59.3 59.4 59.5 59.6 59.7 59.8 59.9 59.10 59.11 59.12 59.13 59.14 59.15 59.16 59.17 59.18 59.19 59.20 59.21 59.22 59.23 59.24 59.25 59.26 59.27 59.28 59.29 59.30 59.31 59.32 59.33 60.1 60.2 60.3 60.4 60.5 60.6 60.7 60.8 60.9 60.10 60.11 60.12 60.13 60.14 60.15 60.16 60.17 60.18 60.19 60.20 60.21 60.22 60.23 60.24 60.25 60.26 60.27 60.28 60.29 60.30 60.31 60.32 60.33 60.34 61.1 61.2 61.3 61.4 61.5 61.6 61.7 61.8 61.9 61.10 61.11 61.12 61.13 61.14 61.15 61.16 61.17 61.18 61.19 61.20 61.21 61.22 61.23 61.24 61.25 61.26 61.27 61.28 61.29 61.30 61.31 61.32 61.33 61.34 62.1 62.2 62.3 62.4 62.5 62.6 62.7 62.8 62.9 62.10 62.11 62.12 62.13 62.14 62.15 62.16 62.17 62.18 62.19 62.20 62.21 62.22 62.23 62.24 62.25 62.26 62.27 62.28 62.29 62.30 62.31 62.32 62.33 63.1 63.2 63.3 63.4 63.5 63.6 63.7 63.8
63.9 63.10 63.11 63.12 63.13 63.14 63.15 63.16 63.17 63.18 63.19 63.20 63.21 63.22 63.23 63.24 63.25 63.26 63.27 63.28 63.29 63.30 63.31 63.32 64.1 64.2
64.3 64.4 64.5 64.6 64.7 64.8 64.9 64.10 64.11 64.12 64.13 64.14 64.15 64.16 64.17 64.18 64.19 64.20 64.21 64.22 64.23 64.24 64.25 64.26 64.27 64.28 64.29 64.30 64.31 64.32 65.1 65.2 65.3 65.4 65.5 65.6 65.7 65.8 65.9 65.10 65.11 65.12 65.13 65.14 65.15 65.16 65.17 65.18 65.19 65.20 65.21 65.22 65.23 65.24 65.25 65.26 65.27 65.28 65.29 65.30 65.31 65.32 65.33 65.34 66.1 66.2 66.3 66.4 66.5 66.6 66.7 66.8 66.9 66.10 66.11 66.12 66.13 66.14 66.15 66.16 66.17 66.18 66.19 66.20 66.21 66.22 66.23 66.24 66.25 66.26 66.27 66.28 66.29 66.30 66.31 66.32 66.33 66.34 67.1 67.2 67.3 67.4 67.5 67.6 67.7 67.8 67.9 67.10 67.11 67.12 67.13 67.14 67.15 67.16 67.17 67.18 67.19 67.20 67.21 67.22 67.23 67.24 67.25 67.26 67.27 67.28 67.29 67.30 67.31 67.32 67.33 67.34 68.1 68.2 68.3 68.4 68.5 68.6 68.7 68.8 68.9 68.10 68.11 68.12 68.13 68.14 68.15 68.16 68.17 68.18 68.19 68.20 68.21
68.22 68.23 68.24 68.25 68.26 68.27 68.28 68.29 68.30 68.31 68.32 69.1 69.2 69.3 69.4 69.5 69.6 69.7 69.8 69.9 69.10 69.11 69.12 69.13 69.14 69.15 69.16 69.17 69.18 69.19 69.20 69.21 69.22 69.23 69.24 69.25 69.26 69.27 69.28 69.29 69.30 69.31 70.1 70.2 70.3 70.4 70.5 70.6 70.7 70.8 70.9 70.10 70.11 70.12 70.13 70.14 70.15 70.16 70.17 70.18 70.19 70.20 70.21 70.22 70.23 70.24 70.25 70.26 70.27
70.28 70.29 70.30 70.31 70.32 71.1 71.2 71.3 71.4 71.5 71.6 71.7 71.8 71.9 71.10 71.11 71.12 71.13 71.14
71.15 71.16 71.17 71.18 71.19 71.20 71.21 71.22 71.23 71.24 71.25 71.26 71.27 71.28 71.29 71.30 71.31 71.32 71.33 71.34 72.1 72.2 72.3 72.4 72.5 72.6 72.7 72.8 72.9 72.10 72.11 72.12 72.13 72.14 72.15 72.16 72.17 72.18 72.19 72.20 72.21 72.22 72.23 72.24 72.25 72.26 72.27 72.28 72.29 72.30 72.31 72.32 72.33 73.1 73.2 73.3 73.4 73.5 73.6 73.7 73.8 73.9 73.10 73.11 73.12 73.13 73.14 73.15 73.16 73.17 73.18 73.19 73.20 73.21 73.22 73.23 73.24 73.25 73.26 73.27 73.28 73.29 73.30 73.31 73.32 73.33 74.1 74.2 74.3 74.4 74.5 74.6 74.7 74.8 74.9 74.10 74.11 74.12 74.13 74.14 74.15 74.16 74.17 74.18 74.19 74.20 74.21
74.22 74.23 74.24
74.25 74.26 74.27 74.28 74.29 74.30 74.31 75.1 75.2 75.3 75.4 75.5 75.6 75.7
75.8 75.9 75.10 75.11 75.12 75.13 75.14 75.15 75.16 75.17 75.18 75.19 75.20 75.21 75.22 75.23 75.24 75.25 75.26 75.27 75.28 75.29 75.30 75.31 76.1 76.2
76.3 76.4 76.5 76.6 76.7 76.8 76.9 76.10 76.11 76.12 76.13 76.14 76.15 76.16 76.17 76.18 76.19 76.20 76.21 76.22 76.23 76.24 76.25 76.26
76.27 76.28 76.29 76.30
77.1 77.2 77.3 77.4 77.5 77.6 77.7 77.8 77.9 77.10 77.11 77.12 77.13 77.14 77.15 77.16 77.17 77.18 77.19 77.20 77.21 77.22
77.23
77.24 77.25 77.26 77.27 77.28 77.29 77.30 77.31 77.32 77.33 77.34 78.1 78.2 78.3 78.4
78.5
78.6 78.7 78.8 78.9 78.10 78.11 78.12
78.13
78.14 78.15 78.16 78.17 78.18 78.19 78.20 78.21 78.22 78.23 78.24 78.25 78.26 78.27 78.28 78.29 78.30 79.1 79.2 79.3 79.4 79.5 79.6
79.7
79.8 79.9 79.10 79.11 79.12 79.13
79.14
79.15 79.16 79.17 79.18 79.19 79.20 79.21 79.22
79.23
79.24 79.25 79.26 79.27 79.28 79.29 79.30 79.31 80.1 80.2
80.3
80.4 80.5 80.6 80.7 80.8 80.9 80.10 80.11 80.12 80.13 80.14 80.15 80.16 80.17 80.18 80.19 80.20
80.21
80.22 80.23 80.24 80.25 80.26 80.27 80.28 80.29 81.1 81.2 81.3 81.4 81.5 81.6 81.7 81.8 81.9 81.10 81.11 81.12 81.13 81.14
81.15
81.16 81.17 81.18 81.19 81.20 81.21 81.22 81.23 81.24 81.25 81.26
81.27
81.28 81.29 81.30 81.31 81.32 82.1 82.2 82.3 82.4 82.5 82.6 82.7 82.8 82.9 82.10 82.11 82.12 82.13 82.14 82.15 82.16 82.17 82.18 82.19 82.20 82.21 82.22 82.23 82.24 82.25 82.26 82.27 82.28 82.29 82.30
82.31
83.1 83.2 83.3 83.4 83.5 83.6 83.7 83.8 83.9 83.10 83.11
83.12 83.13 83.14 83.15 83.16 83.17 83.18 83.19 83.20 83.21 83.22 83.23 83.24 83.25 83.26 83.27 83.28 83.29 83.30 83.31 84.1 84.2 84.3 84.4 84.5 84.6 84.7 84.8 84.9 84.10 84.11 84.12 84.13 84.14 84.15 84.16 84.17 84.18 84.19 84.20 84.21 84.22 84.23 84.24 84.25 84.26 84.27 84.28 84.29
85.1 85.2 85.3 85.4 85.5 85.6 85.7 85.8 85.9 85.10 85.11 85.12 85.13 85.14 85.15 85.16 85.17 85.18 85.19 85.20 85.21 85.22 85.23 85.24 85.25 85.26
85.27 85.28 85.29 85.30 85.31 86.1 86.2 86.3 86.4 86.5 86.6 86.7 86.8 86.9 86.10 86.11 86.12 86.13 86.14 86.15 86.16 86.17 86.18 86.19 86.20 86.21
86.22 86.23 86.24 86.25 86.26 86.27 86.28 86.29 86.30 86.31 86.32 87.1 87.2 87.3 87.4 87.5 87.6 87.7 87.8 87.9 87.10 87.11 87.12 87.13 87.14 87.15 87.16 87.17 87.18 87.19 87.20 87.21 87.22 87.23 87.24 87.25 87.26 87.27 87.28 87.29 87.30 87.31 87.32 87.33 88.1 88.2 88.3 88.4 88.5 88.6 88.7 88.8 88.9 88.10 88.11 88.12 88.13 88.14 88.15 88.16 88.17 88.18
88.19 88.20 88.21 88.22 88.23 88.24 88.25 88.26 88.27 88.28 88.29 88.30 88.31 88.32 89.1 89.2 89.3
89.4 89.5 89.6 89.7 89.8 89.9 89.10 89.11 89.12 89.13 89.14 89.15 89.16 89.17 89.18 89.19 89.20 89.21 89.22 89.23 89.24 89.25 89.26 89.27 89.28 89.29 89.30 89.31
90.1 90.2 90.3 90.4 90.5 90.6 90.7 90.8 90.9 90.10 90.11 90.12 90.13 90.14 90.15 90.16 90.17 90.18 90.19 90.20 90.21 90.22 90.23 90.24 90.25 90.26 90.27
90.28 90.29 90.30 90.31 90.32 90.33 90.34 91.1 91.2 91.3 91.4 91.5 91.6 91.7 91.8 91.9 91.10 91.11 91.12 91.13 91.14 91.15 91.16 91.17 91.18 91.19 91.20 91.21 91.22 91.23 91.24 91.25 91.26 91.27 91.28 91.29 91.30 91.31 91.32 91.33 91.34 91.35 92.1 92.2 92.3 92.4 92.5
92.6 92.7 92.8 92.9 92.10 92.11 92.12 92.13 92.14 92.15 92.16 92.17 92.18 92.19 92.20 92.21 92.22 92.23 92.24 92.25 92.26 92.27 92.28 92.29 92.30
93.1 93.2 93.3 93.4 93.5 93.6 93.7
93.8 93.9 93.10 93.11 93.12 93.13 93.14 93.15 93.16 93.17 93.18 93.19 93.20 93.21 93.22 93.23 93.24 93.25 93.26 93.27 93.28 93.29 93.30 93.31 93.32 94.1 94.2 94.3 94.4 94.5 94.6 94.7 94.8 94.9 94.10 94.11 94.12 94.13 94.14 94.15 94.16 94.17 94.18 94.19 94.20 94.21 94.22 94.23 94.24 94.25 94.26 94.27 94.28 94.29 94.30 94.31
95.1
95.2 95.3 95.4 95.5 95.6 95.7 95.8 95.9 95.10 95.11 95.12 95.13 95.14 95.15 95.16 95.17 95.18 95.19 95.20 95.21 95.22 95.23 95.24
95.25 95.26 95.27 95.28 95.29 95.30 95.31 96.1 96.2 96.3 96.4 96.5
96.6 96.7 96.8 96.9 96.10 96.11
96.12 96.13 96.14 96.15 96.16 96.17
96.18 96.19 96.20 96.21 96.22 96.23 96.24 96.25 96.26 96.27 96.28 96.29 96.30 96.31 96.32 97.1 97.2
97.3 97.4 97.5 97.6 97.7 97.8 97.9 97.10 97.11 97.12 97.13 97.14 97.15 97.16 97.17 97.18 97.19 97.20 97.21 97.22 97.23 97.24 97.25 97.26 97.27 97.28 97.29 97.30 97.31 97.32 97.33 97.34 98.1 98.2 98.3 98.4 98.5 98.6 98.7 98.8 98.9 98.10 98.11 98.12 98.13 98.14 98.15 98.16 98.17 98.18 98.19 98.20 98.21 98.22 98.23 98.24 98.25 98.26 98.27 98.28 98.29 98.30 98.31 98.32 98.33 98.34 99.1 99.2
99.3 99.4 99.5 99.6 99.7 99.8 99.9 99.10 99.11 99.12 99.13 99.14 99.15 99.16 99.17 99.18 99.19 99.20 99.21 99.22 99.23 99.24 99.25 99.26 99.27 99.28 99.29 99.30 99.31 100.1 100.2 100.3 100.4 100.5 100.6 100.7
100.8 100.9 100.10 100.11 100.12
100.13
100.14 100.15 100.16 100.17 100.18 100.19 100.20 100.21 100.22 100.23
100.24 100.25 100.26 100.27 100.28 100.29 100.30 100.31 101.1 101.2 101.3 101.4 101.5 101.6 101.7
101.8 101.9 101.10 101.11 101.12 101.13 101.14 101.15 101.16 101.17 101.18 101.19 101.20 101.21 101.22 101.23 101.24 101.25 101.26 101.27 101.28
101.29
102.1 102.2 102.3 102.4 102.5 102.6 102.7
102.8 102.9 102.10 102.11 102.12 102.13 102.14 102.15 102.16 102.17 102.18 102.19 102.20 102.21 102.22 102.23 102.24 102.25 102.26 102.27 102.28 102.29 102.30 102.31 102.32 102.33 103.1 103.2 103.3 103.4 103.5
103.6 103.7
103.8 103.9 103.10 103.11 103.12 103.13 103.14 103.15 103.16 103.17 103.18 103.19 103.20 103.21 103.22 103.23 103.24 103.25 103.26 103.27 103.28 103.29 103.30 103.31 103.32 103.33 104.1 104.2 104.3 104.4 104.5 104.6 104.7 104.8 104.9 104.10 104.11 104.12 104.13 104.14 104.15 104.16 104.17 104.18 104.19 104.20 104.21 104.22 104.23 104.24 104.25 104.26 104.27 104.28 104.29 104.30 104.31 104.32 104.33 104.34 105.1 105.2 105.3 105.4 105.5 105.6 105.7 105.8 105.9 105.10 105.11 105.12 105.13 105.14 105.15 105.16 105.17 105.18 105.19 105.20 105.21 105.22
105.23 105.24
105.25 105.26 105.27 105.28 105.29 105.30 105.31 105.32 106.1 106.2 106.3 106.4 106.5 106.6 106.7 106.8 106.9 106.10
106.11
106.12 106.13 106.14 106.15 106.16
106.17 106.18 106.19 106.20 106.21 106.22 106.23 106.24 106.25 106.26 106.27 106.28 106.29 106.30 107.1 107.2 107.3 107.4 107.5 107.6 107.7 107.8 107.9 107.10 107.11 107.12 107.13 107.14 107.15 107.16 107.17 107.18 107.19 107.20
107.21 107.22 107.23 107.24 107.25 107.26 107.27 107.28 107.29 107.30 107.31 108.1 108.2 108.3 108.4 108.5 108.6 108.7 108.8 108.9 108.10 108.11 108.12 108.13 108.14 108.15 108.16 108.17 108.18 108.19 108.20 108.21 108.22 108.23 108.24 108.25 108.26 108.27 108.28 108.29 108.30 108.31 108.32 108.33
109.1 109.2 109.3 109.4 109.5 109.6 109.7 109.8 109.9 109.10 109.11 109.12 109.13 109.14 109.15 109.16 109.17 109.18 109.19 109.20 109.21 109.22 109.23 109.24 109.25 109.26 109.27 109.28 109.29 109.30 110.1 110.2 110.3 110.4 110.5 110.6 110.7 110.8 110.9 110.10 110.11 110.12 110.13 110.14 110.15 110.16 110.17 110.18 110.19 110.20 110.21 110.22 110.23 110.24 110.25
110.26 110.27 110.28 110.29 110.30 110.31 110.32 110.33 111.1 111.2 111.3 111.4 111.5 111.6 111.7
111.8 111.9 111.10 111.11 111.13 111.12 111.15 111.14 111.16 111.17 111.18 111.19
111.20 111.21 111.22 111.23 111.25 111.24 111.27 111.26 111.28 111.29 111.30 111.31
112.1 112.2 112.3 112.4 112.6 112.5 112.8 112.7 112.9 112.10 112.11 112.12
112.13 112.14 112.15 112.16 112.17 112.19 112.18 112.20 112.21 112.22 112.23 112.24
112.25 112.26 112.27 112.28 112.29 112.30 112.31 113.1
113.2
113.3 113.4 113.5 113.6 113.7 113.9 113.8 113.10 113.11 113.12 113.13 113.14 113.15 113.16 113.17 113.18 113.19 113.20 113.21 113.22 113.23 113.24
113.25 113.26 113.27 113.28 113.30 113.29 113.32 113.31 114.1 114.2 114.3 114.4
114.5 114.6 114.7 114.8 114.9 114.10 114.11 114.12 114.13 114.14
114.15 114.16 114.17 114.18 114.19 114.20 114.21 114.22 114.23 114.24 114.25 114.26 114.27 114.28 114.29 115.1 115.2 115.3 115.4 115.5 115.6 115.7 115.8 115.9 115.10 115.11 115.12 115.13 115.14 115.15 115.16 115.17 115.18 115.19 115.20 115.21 115.22 115.23 115.24
115.25
115.26 115.27 115.28 115.29 115.30 116.1 116.2 116.3 116.4 116.5 116.6 116.7 116.8 116.9 116.10 116.11 116.12 116.13 116.14 116.15 116.16 116.17 116.18 116.19 116.20 116.21 116.22 116.23 116.24 116.25 116.26 116.27 116.28 116.29 116.30 116.31 116.32 117.1 117.2 117.3 117.4 117.5 117.6 117.7 117.8 117.9 117.10 117.11 117.12 117.13 117.14 117.15 117.16 117.17 117.18 117.19 117.20 117.21 117.22 117.23 117.24 117.25 117.26 117.27 117.28 117.29 117.30 118.1
118.2
118.3 118.4 118.5 118.6 118.7 118.8 118.9 118.10 118.11 118.12 118.13 118.14 118.15 118.16 118.17 118.18 118.19 118.20 118.21 118.22 118.23 118.24 118.25 118.26 118.27 118.28 118.29 118.30 118.31 118.32 119.1 119.2 119.3 119.4 119.5 119.6 119.7 119.8 119.9 119.10 119.11 119.12 119.13 119.14 119.15 119.16 119.17 119.18 119.19 119.20 119.21 119.22 119.23 119.24 119.25 119.26 119.27 119.28 119.29 119.30 119.31 119.32 120.1 120.2 120.3 120.4 120.5 120.6 120.7 120.8 120.9 120.10 120.11 120.12 120.13 120.14 120.15 120.16 120.17 120.18 120.19 120.20 120.21 120.22 120.23 120.24 120.25 120.26 120.27 120.28 120.29 120.30 120.31 120.32 120.33 121.1 121.2 121.3 121.4 121.5 121.6 121.7 121.8 121.9 121.10 121.11 121.12 121.13 121.14 121.15 121.16 121.17 121.18 121.19 121.20 121.21 121.22 121.23 121.24 121.25 121.26 121.27 121.28 121.29 121.30 121.31 122.1 122.2 122.3 122.4 122.5 122.6 122.7 122.8 122.9 122.10 122.11 122.12 122.13 122.14 122.15 122.16 122.17 122.18 122.19 122.20 122.21 122.22 122.23 122.24 122.25 122.26 122.27 122.28 122.29 122.30 122.31 122.32 122.33 123.1 123.2 123.3 123.4 123.5 123.6 123.7 123.8 123.9 123.10 123.11 123.12 123.13 123.14 123.15 123.16 123.17 123.18 123.19 123.20 123.21 123.22 123.23 123.24 123.25 123.26 123.27 123.28 123.29 123.30 123.31 123.32 124.1 124.2 124.3 124.4 124.5 124.6 124.7 124.8 124.9 124.10 124.11 124.12 124.13 124.14 124.15 124.16 124.17 124.18 124.19 124.20 124.21 124.22 124.23 124.24 124.25 124.26 124.27 124.28 124.29 124.30 124.31 125.1 125.2 125.3 125.4 125.5 125.6 125.7 125.8 125.9 125.10 125.11 125.12 125.13 125.14 125.15
125.16
125.17 125.18 125.19 125.20 125.21 125.22 125.23 125.24 125.25 125.26 125.27 125.28 125.29 125.30 125.31 125.32 125.33 126.1 126.2 126.3 126.4 126.5 126.6 126.7 126.8 126.9 126.10 126.11 126.12 126.13 126.14 126.15 126.16 126.17 126.18 126.19 126.20 126.21 126.22 126.23 126.24 126.25 126.26 126.27 126.28 126.29 126.30 126.31 126.32 126.33 126.34 126.35 126.36 126.37 126.38 126.39 127.1 127.2
127.3 127.4
127.5 127.6
127.7 127.8 127.9 127.10 127.11 127.12 127.13 127.14 127.15 127.16 127.17 127.18 127.19 127.20 127.21 127.22 127.23 127.24 127.25 127.26 127.27 127.28 127.29 127.30 127.31 127.32 128.1 128.2 128.3 128.4 128.5 128.6 128.7 128.8 128.9 128.10 128.11 128.12 128.13 128.14 128.15 128.16 128.17 128.18
128.19
128.20 128.21 128.22 128.23 128.24 128.25
128.26 128.27 128.28 128.29 128.30 128.31 128.32 128.33
129.1
129.2 129.3 129.4 129.5 129.6 129.7 129.8 129.9 129.10 129.11 129.12 129.13 129.14 129.15 129.16 129.17 129.18 129.19 129.20 129.21
129.22
129.23 129.24 129.25 129.26 129.27 129.28 129.29 129.30 129.31 129.32
130.1 130.2 130.3 130.4 130.5 130.6 130.7 130.8
130.9 130.10 130.11 130.12 130.13 130.14 130.15 130.16 130.17 130.18 130.19 130.20 130.21 130.22 130.23 130.24 130.25 130.26 130.27 130.28 130.29 131.1 131.2 131.3 131.4 131.5 131.6 131.7 131.8 131.9 131.10 131.11
131.12 131.13 131.14 131.15 131.16 131.17 131.18 131.19 131.20 131.21 131.22 131.23 131.24 131.25
131.26 131.27 131.28 131.29 131.30 131.31 132.1 132.2 132.3 132.4 132.5 132.6 132.7 132.8 132.9 132.10 132.11 132.12 132.13 132.14 132.15 132.16 132.17 132.18 132.19 132.20 132.21 132.22 132.23 132.24 132.25 132.26 132.27 132.28 132.29 132.30 132.31 132.32 132.33 133.1 133.2 133.3 133.4 133.5 133.6 133.7 133.8 133.9
133.10
133.11 133.12 133.13 133.14 133.15 133.16 133.17
133.18
133.19 133.20 133.21 133.22 133.23 133.24 133.25 133.26 133.27 133.28 133.29 133.30 133.31 134.1 134.2 134.3
134.4
134.5 134.6 134.7 134.8 134.9 134.10 134.11 134.12 134.13 134.14 134.15 134.16 134.17 134.18 134.19 134.20 134.21 134.22 134.23 134.24 134.25 134.26 134.27 134.28 134.29 134.30 134.31 134.32 134.33 135.1 135.2 135.3 135.4 135.5 135.6 135.7 135.8 135.9 135.10 135.11 135.12
135.13 135.14
135.15 135.16 135.17 135.18 135.19 135.20 135.21 135.22 135.23 135.24 135.25 135.26 135.27 135.28 135.29 135.30 135.31 135.32 135.33 136.1 136.2 136.3 136.4 136.5 136.6 136.7 136.8 136.9 136.10 136.11 136.12 136.13 136.14 136.15 136.16 136.17 136.18 136.19 136.20 136.21 136.22 136.23 136.24 136.25 136.26 136.27 136.28 136.29 136.30 136.31 137.1 137.2 137.3 137.4 137.5 137.6 137.7 137.8 137.9 137.10 137.11 137.12 137.13 137.14 137.15 137.16 137.17 137.18 137.19 137.20 137.21 137.22 137.23 137.24 137.25 137.26 137.27 137.28 137.29 137.30 137.31 137.32 137.33 138.1 138.2 138.3 138.4 138.5 138.6 138.7
138.8
138.9 138.10 138.11 138.12 138.13 138.14 138.15 138.16 138.17 138.18 138.19 138.20 138.21 138.22 138.23 138.24 138.25 138.26 138.27 138.28 138.29 138.30 138.31 138.32 138.33 139.1 139.2 139.3 139.4 139.5 139.6 139.7 139.8 139.9 139.10 139.11 139.12
139.13 139.14
139.15 139.16 139.17 139.18 139.19 139.20 139.21 139.22 139.23 139.24 139.25 139.26 139.27 139.28 139.29 139.30 139.31 139.32 139.33 140.1 140.2 140.3 140.4 140.5 140.6 140.7 140.8 140.9 140.10 140.11 140.12 140.13 140.14 140.15 140.16 140.17 140.18 140.19 140.20 140.21 140.22 140.23 140.24 140.25 140.26 140.27 140.28 140.29 140.30 140.31 140.32 140.33 141.1 141.2 141.3 141.4 141.5 141.6 141.7 141.8 141.9 141.10 141.11 141.12 141.13 141.14 141.15 141.16 141.17 141.18 141.19 141.20 141.21 141.22 141.23 141.24 141.25 141.26 141.27 141.28 141.29 141.30 141.31 141.32 141.33 141.34 142.1 142.2 142.3
142.4
142.5 142.6 142.7 142.8 142.9 142.10
142.11
142.12 142.13 142.14 142.15 142.16 142.17 142.18 142.19 142.20 142.21 142.22 142.23 142.24 142.25 142.26 142.27 142.28 142.29 142.30 142.31 143.1 143.2 143.3
143.4
143.5 143.6 143.7 143.8 143.9 143.10 143.11 143.12
143.13 143.14 143.15 143.16
143.17 143.18 143.19 143.20 143.21 143.22 143.23 143.24 143.25 143.26 143.27 143.28 143.29 143.30 143.31 144.1 144.2 144.3 144.4 144.5 144.6 144.7 144.8 144.9 144.10 144.11 144.12 144.13 144.14 144.15 144.16 144.17 144.18 144.19 144.20 144.21 144.22 144.23 144.24 144.25 144.26 144.27 144.28 144.29 144.30 144.31 144.32
144.33
145.1 145.2 145.3 145.4 145.5 145.6 145.7 145.8 145.9 145.10 145.11 145.12 145.13 145.14 145.15 145.16 145.17 145.18 145.19 145.20 145.21 145.22 145.23 145.24 145.25 145.26 145.27 145.28 145.29 145.30 145.31 145.32 145.33 146.1 146.2 146.3 146.4 146.5 146.6 146.7 146.8 146.9 146.10 146.11 146.12 146.13 146.14 146.15 146.16 146.17 146.18 146.19 146.20 146.21 146.22 146.23 146.24 146.25 146.26 146.27 146.28 146.29 146.30 146.31 146.32 147.1 147.2 147.3 147.4 147.5 147.6 147.7 147.8 147.9 147.10 147.11 147.12 147.13 147.14 147.15 147.16 147.17 147.18 147.19 147.20 147.21 147.22 147.23 147.24 147.25 147.26 147.27 147.28 147.29 147.30 147.31 147.32 147.33 147.34 147.35 148.1 148.2 148.3 148.4 148.5 148.6 148.7 148.8 148.9 148.10 148.11 148.12 148.13 148.14 148.15 148.16 148.17 148.18 148.19 148.20 148.21 148.22 148.23 148.24 148.25 148.26 148.27 148.28 148.29 148.30 148.31 149.1 149.2 149.3 149.4 149.5 149.6
149.7 149.8 149.9 149.10 149.11 149.12 149.13 149.14 149.15 149.16 149.17 149.18 149.19 149.20 149.21 149.22 149.23 149.24 149.25 149.26 149.27 149.28 149.29 149.30 149.31 149.32 150.1 150.2 150.3 150.4 150.5 150.6 150.7 150.8 150.9 150.10 150.11 150.12 150.13 150.14 150.15 150.16 150.17 150.18 150.19 150.20 150.21 150.22 150.23 150.24 150.25 150.26 150.27 150.28 150.29 150.30 150.31 150.32 150.33 151.1 151.2 151.3 151.4 151.5 151.6 151.7 151.8 151.9 151.10 151.11 151.12 151.13 151.14 151.15 151.16 151.17 151.18 151.19 151.20 151.21 151.22 151.23 151.24 151.25 151.26 151.27 151.28 151.29 151.30 151.31 152.1 152.2 152.3 152.4 152.5 152.6 152.7
152.8
152.9 152.10 152.11 152.12 152.13 152.14 152.15 152.16 152.17 152.18 152.19 152.20 152.21 152.22 152.23 152.24 152.25 152.26 152.27 152.28 152.29 152.30 152.31 153.1 153.2 153.3 153.4 153.5 153.6 153.7 153.8 153.9 153.10 153.11 153.12 153.13 153.14 153.15 153.16 153.17 153.18 153.19 153.20 153.21 153.22 153.23 153.24 153.25 153.26 153.27 153.28 153.29 153.30 153.31 153.32 154.1 154.2 154.3 154.4 154.5 154.6 154.7 154.8 154.9 154.10 154.11 154.12 154.13 154.14 154.15 154.16 154.17 154.18 154.19 154.20
154.21
154.22 154.23 154.24 154.25 154.26 154.27 154.28 154.29 154.30 154.31 154.32 155.1 155.2 155.3 155.4 155.5 155.6 155.7 155.8 155.9 155.10 155.11 155.12 155.13 155.14 155.15 155.16 155.17 155.18 155.19 155.20 155.21 155.22 155.23 155.24 155.25 155.26 155.27 155.28 155.29
155.30
156.1 156.2 156.3 156.4 156.5 156.6 156.7 156.8 156.9 156.10
156.11 156.12 156.13 156.14 156.15 156.17 156.16 156.18 156.19
156.20 156.21 156.22 156.23 156.24 156.26 156.25 156.27 156.28 156.29 156.30 156.31
156.32
157.1 157.2 157.3 157.4 157.5 157.7 157.6 157.8 157.9 157.10 157.11 157.12 157.13 157.14 157.15
157.16 157.17 157.18 157.19 157.20 157.21 157.23 157.22 157.24 157.25 157.26
157.27
157.28 157.29 157.30 157.31 158.2 158.1 158.4 158.3 158.5 158.6 158.7 158.8
158.9 158.10 158.11 158.12 158.13 158.14 158.16 158.15 158.17 158.18 158.19 158.20 158.21
158.22
158.23 158.24 158.25 158.26 158.27 158.28 158.29 158.30 158.31 159.1 159.2 159.3 159.4 159.5
159.6
159.7 159.8 159.9 159.10 159.11
159.12 159.13 159.14 159.15 159.16 159.17 159.18 159.19 159.20 159.21 159.22 159.23 159.24 159.25 159.26 159.27 159.28 159.29 159.30 160.1 160.2 160.3 160.4 160.5 160.6 160.7 160.8 160.9 160.10 160.11 160.12 160.13 160.14 160.15 160.16 160.17 160.18 160.19 160.20 160.21 160.22 160.23 160.24 160.25 160.26 160.27 160.28
161.1 161.2
161.3 161.4 161.5 161.6 161.7 161.8 161.9 161.10 161.11 161.12 161.13 161.14 161.15 161.16 161.17 161.18 161.19 161.20 161.21 161.22 161.23 161.24 161.25 161.26 161.27 161.28 161.29 161.30 161.31 162.1 162.2 162.3 162.4 162.5 162.6 162.7 162.8 162.9 162.10
162.11 162.12 162.13 162.14 162.15 162.16 162.17 162.18 162.19 162.20 162.21 162.22 162.23 162.24 162.25 162.26 162.27 162.28 162.29 163.1 163.2 163.3 163.4 163.5
163.6 163.7 163.8 163.9
163.10 163.11 163.12 163.13 163.14 163.15 163.16 163.17 163.18 163.19 163.20 163.21 163.22 163.23 163.24 163.25 163.26 163.27 163.28 163.29 163.30 163.31 164.1 164.2 164.3 164.4 164.5 164.6 164.7
164.8
164.9 164.10 164.11 164.12 164.13 164.14 164.15 164.16 164.17 164.18
164.19 164.20 164.21 164.22 164.23 164.24 164.25 164.26 164.27 164.28 164.29 164.30 164.31 165.1 165.2 165.3 165.4 165.5 165.6 165.7 165.8 165.9 165.10 165.11
165.12 165.13 165.14 165.15 165.16 165.17 165.18 165.19 165.20 165.21 165.22 165.23 165.24 165.25 165.26 165.27 165.28 165.29 165.30 166.1 166.2
166.3 166.4 166.5 166.6 166.7 166.8 166.9 166.10 166.11 166.12 166.13 166.14 166.15 166.16 166.17 166.18 166.19 166.20 166.21 166.22 166.23 166.24 166.25 166.26 166.27 166.28
166.29 166.30 166.31 166.32 167.1 167.2 167.3 167.4 167.5 167.6 167.7 167.8 167.9 167.10 167.11 167.12 167.13 167.14 167.15 167.16 167.17 167.18 167.19 167.20 167.21 167.22 167.23 167.24
167.25 167.26 167.27 167.28 167.29 167.30 167.31 167.32 167.33 168.1 168.2 168.3 168.4 168.5 168.6 168.7 168.8 168.9 168.10 168.11 168.12 168.13 168.14 168.15 168.16 168.17 168.18 168.19 168.20 168.21 168.22 168.23 168.24 168.25 168.26 168.27 168.28 168.29 168.30 168.31 168.32 168.33 169.1 169.2 169.3 169.4 169.5 169.6 169.7 169.8 169.9 169.10 169.11 169.12 169.13 169.14 169.15 169.16 169.17 169.18 169.19
169.20 169.21 169.22 169.23 169.24 169.25 169.26
169.27 169.28
169.29 169.30 169.31 169.32 169.33 170.1 170.2 170.3 170.4 170.5 170.6 170.7 170.8 170.9 170.10 170.11 170.12 170.13 170.14 170.15 170.16 170.17 170.18 170.19 170.20 170.21 170.22 170.23 170.24 170.25 170.26 170.27 170.28 170.29 170.30 170.31
171.1 171.2 171.3 171.4 171.5 171.6 171.7 171.8 171.9 171.10 171.11 171.12 171.13 171.14 171.15 171.16 171.17 171.18 171.19 171.20 171.21 171.22 171.23 171.24 171.25 171.26 171.27 171.28 171.29 171.30 171.31 171.32 171.33 171.34 172.1 172.2 172.3
172.4 172.5 172.6 172.7 172.8 172.9 172.10 172.11 172.12 172.13 172.14 172.15 172.16 172.17 172.18 172.19 172.20 172.21 172.22 172.23 172.24 172.25 172.26
172.27 172.28
172.29 172.30 172.31 172.32 172.33 173.1 173.2 173.3 173.4 173.5 173.6 173.7 173.8 173.9 173.10 173.11 173.12 173.13 173.14 173.15 173.16 173.17 173.18 173.19 173.20 173.21 173.22 173.23 173.24 173.25 173.26 173.27 173.28 173.29 173.30 173.31 173.32 173.33 174.1 174.2 174.3 174.4 174.5 174.6 174.7 174.8 174.9
174.10 174.11 174.12 174.13 174.14 174.15 174.16 174.17 174.18 174.19 174.20 174.21 174.22 174.23 174.24 174.25 174.26 174.27 174.28 174.29 174.30 174.31 175.1 175.2 175.3 175.4 175.5 175.6 175.7 175.8 175.9 175.10 175.11 175.12 175.13 175.14 175.15 175.16 175.17 175.18 175.19
175.20 175.21 175.22 175.23 175.24 175.25 175.26 175.27 175.28 175.29 175.30 175.31 175.32 175.33 175.34 176.1 176.2 176.3 176.4 176.5 176.6 176.7 176.8 176.9 176.10 176.11 176.12 176.13 176.14 176.15 176.16 176.17 176.18 176.19 176.20 176.21 176.22 176.23 176.24 176.25 176.26 176.27 176.28 176.29 176.30 176.31 176.32 176.33 177.1 177.2 177.3 177.4 177.5 177.6 177.7 177.8 177.9 177.10 177.11 177.12 177.13 177.14 177.15 177.16 177.17 177.18 177.19 177.20 177.21 177.22 177.23 177.24 177.25 177.26 177.27 177.28 177.29 177.30 177.31 177.32 177.33 178.1 178.2 178.3 178.4 178.5 178.6 178.7 178.8 178.9 178.10
178.11 178.12 178.13 178.14 178.15 178.16 178.17
178.18
178.19 178.20 178.21 178.22 178.23 178.24 178.25
178.26
178.27 178.28 178.29 178.30 178.31 179.1 179.2 179.3 179.4 179.5
179.6
179.7 179.8 179.9 179.10 179.12 179.11 179.14 179.13 179.15 179.16 179.17 179.18
179.19 179.20 179.21 179.22 179.23 179.24 179.25 179.26 179.27 179.28 179.29 179.30 179.31 179.32 180.1 180.2 180.3 180.4 180.5 180.6 180.7 180.8 180.9 180.10 180.11 180.12 180.13 180.14 180.15 180.16 180.17 180.18 180.19 180.20 180.21 180.22 180.23 180.24 180.25 180.26 180.27 180.28 180.29
180.30
181.1 181.2 181.3 181.4 181.5 181.6 181.7 181.8 181.9 181.10 181.11 181.12 181.13 181.14 181.15 181.16 181.17 181.18 181.19 181.20 181.21 181.22 181.23 181.24 181.25 181.26 181.27 181.28 181.29
181.30 181.31 181.32 182.1 182.2 182.3 182.4
182.5 182.6 182.7
182.8 182.9
182.10 182.11 182.12 182.13 182.14 182.15 182.16 182.17 182.18 182.19 182.20 182.21 182.22 182.23 182.24 182.25 182.26 182.27
182.28 182.29 182.30 183.1 183.2 183.3 183.4 183.5 183.6 183.7 183.8 183.9 183.10 183.11 183.12 183.13 183.14 183.15 183.16 183.17 183.18 183.19 183.20
183.21 183.22 183.23 183.24 183.25 183.26 183.27 183.28 183.29 183.30 183.31 184.1 184.2 184.3 184.4 184.5 184.6 184.7 184.8 184.9 184.10 184.11 184.12 184.13 184.14 184.15 184.16 184.17 184.18 184.19 184.20 184.21 184.22 184.23
184.24 184.25 184.26 184.27 184.28 184.29 184.30 184.31 184.32 185.1 185.2 185.3 185.4 185.5 185.6 185.7 185.8 185.9 185.10 185.11 185.12
185.13 185.14 185.15 185.16 185.17 185.18 185.19
185.20 185.21 185.22 185.23 185.24 185.25 185.26
185.27
185.28 185.29 185.30 186.1 186.2 186.3 186.4 186.5 186.6 186.7 186.8 186.9 186.10 186.11 186.12 186.13 186.14 186.15 186.16 186.17 186.18 186.19 186.20 186.21 186.22 186.23 186.24 186.25 186.26 186.27 186.28 186.29
186.30
187.1 187.2 187.3 187.4 187.5 187.6 187.7 187.8 187.9 187.10 187.11 187.12 187.13 187.14 187.15 187.16 187.17 187.18 187.19 187.20 187.21 187.22 187.23 187.24 187.25 187.26 187.27 187.28 187.29 187.30 187.31 188.1 188.2 188.3 188.4 188.5 188.6 188.7 188.8 188.9 188.10 188.11 188.12 188.13 188.14 188.15 188.16 188.17 188.18 188.19 188.20 188.21 188.22 188.23 188.24 188.25 188.26 188.27 188.28 188.29 188.30 188.31 188.32 188.33 189.1 189.2 189.3 189.4 189.5
189.6
189.7 189.8 189.9 189.10 189.11 189.12 189.13 189.14 189.15 189.16 189.17 189.18 189.19 189.20 189.21 189.22 189.23 189.24 189.25 189.26 189.27 189.28 189.29 189.30 189.31 190.1 190.2 190.3 190.4 190.5 190.6 190.7 190.8 190.9 190.10 190.11 190.12 190.13 190.14 190.15 190.16 190.17 190.18 190.19 190.20 190.21 190.22
190.23
190.24 190.25 190.26 190.27 190.28 190.29 190.30 190.31 191.1 191.2 191.3 191.4 191.5 191.6 191.7 191.8 191.9 191.10 191.11 191.12 191.13 191.14 191.15 191.16 191.17 191.18 191.19 191.20 191.21 191.22 191.23 191.24 191.25 191.26
192.1 192.2
192.3 192.4 192.5 192.6 192.7 192.8 192.9 192.10 192.11 192.12 192.13 192.14 192.15 192.16 192.17 192.18 192.19 192.20 192.21 192.22 192.23 192.24 192.25 192.26 192.27 192.28 192.29 192.30 192.31 192.32 192.33 192.34 193.1 193.2 193.3 193.4 193.5 193.6 193.7 193.8 193.9 193.10 193.11 193.12 193.13 193.14 193.15 193.16 193.17 193.18 193.19 193.20 193.21 193.22 193.23 193.24 193.25 193.26 193.27 193.28 193.29 193.30 193.31 193.32 193.33 193.34 194.1 194.2 194.3 194.4 194.5 194.6 194.7 194.8 194.9 194.10 194.11 194.12 194.13 194.14 194.15 194.16 194.17 194.18 194.19 194.20 194.21 194.22 194.23 194.24 194.25 194.26 194.27 194.28 194.29 194.30 194.31 194.32 195.1 195.2 195.3 195.4 195.5 195.6 195.7 195.8 195.9 195.10 195.11 195.12 195.13 195.14 195.15 195.16 195.17 195.18 195.19 195.20 195.21 195.22 195.23 195.24 195.25 195.26 195.27 195.28 195.29 195.30 195.31 195.32 195.33 196.1 196.2 196.3 196.4 196.5 196.6 196.7 196.8 196.9 196.10 196.11 196.12 196.13 196.14 196.15 196.16 196.17 196.18 196.19 196.20 196.21 196.22 196.23 196.24 196.25 196.26 196.27 196.28 196.29 196.30 196.31 197.1 197.2 197.3 197.4 197.5 197.6 197.7 197.8 197.9 197.10 197.11 197.12 197.13 197.14
197.15
197.16 197.17 197.18 197.19 197.21 197.20 197.23 197.22 197.24 197.25 197.26 197.27
197.28 197.29 197.30 197.31 197.32 198.1 198.2 198.3 198.4 198.5 198.6 198.7 198.8 198.9 198.10 198.11 198.12 198.13
198.14 198.15 198.16
198.17 198.18 198.19 198.20 198.21 198.22 198.23 198.24 198.25
198.26
199.1 199.2
199.3 199.4 199.5 199.6 199.7 199.8 199.9 199.10 199.11 199.12 199.13 199.14 199.15 199.16 199.17 199.18 199.19 199.20 199.21 199.22 199.23 199.24 199.25 199.26 199.27 199.28 199.29 199.30 199.31 199.32 199.33 200.1 200.2 200.3 200.4 200.5 200.6 200.7 200.8 200.9 200.10 200.11 200.12 200.13 200.14 200.15 200.16 200.17 200.18 200.19 200.20 200.21 200.22 200.23 200.24 200.25 200.26 200.27 200.28 200.29 200.30 200.31 200.32 200.33 200.34 201.1 201.2 201.3 201.4 201.5 201.6 201.7 201.8 201.9 201.10 201.11 201.12 201.13 201.14
201.15 201.16 201.17 201.18 201.19 201.20 201.21 201.22 201.23 201.24 201.25 201.26 201.27 201.28 201.29 201.30 201.31 201.32 201.33 202.1 202.2 202.3 202.4
202.5 202.6 202.7 202.8 202.9 202.10 202.11 202.12 202.13 202.14 202.15 202.16 202.17
202.18 202.19 202.20 202.21 202.22 202.23 202.24 202.25 202.26 202.27 202.28 202.29 202.30 202.31 203.1 203.2 203.3 203.4 203.5 203.6 203.7 203.8 203.9 203.10 203.11 203.12 203.13 203.14 203.15 203.16 203.17 203.18 203.19 203.20 203.21 203.22 203.23 203.24 203.25 203.26 203.27 203.28 203.29 203.30 203.31 203.32 203.33
204.1 204.2 204.3 204.4 204.5 204.6
204.7 204.8 204.9 204.10 204.11 204.12
204.13 204.14 204.15 204.16 204.17 204.18
204.19 204.20 204.21 204.22 204.23 204.24 204.25 204.26 204.27 204.28 204.29 204.30 204.31 205.1 205.2 205.3 205.4 205.5 205.6 205.7 205.8 205.9 205.10 205.11 205.12 205.13 205.14 205.15 205.16 205.17
205.18 205.19 205.20
205.21 205.22
205.23 205.24 205.25 205.26 205.27 205.28 205.29 205.30 205.31 205.32 206.1 206.2 206.3 206.4 206.5 206.6 206.7 206.8 206.9 206.10 206.11 206.12 206.13 206.14 206.15 206.16 206.17 206.18 206.19 206.20 206.21
206.22 206.23
206.24 206.25 206.26 206.27 206.28
206.29 206.30
207.1 207.2 207.3 207.4 207.6 207.5 207.8 207.7
207.9 207.10 207.11 207.12 207.14 207.13 207.16 207.15
207.17 207.18 207.19 207.20 207.21 207.23 207.22 207.24 207.25 207.26
207.27 207.28 207.29 207.30 207.31 207.32 208.1 208.2 208.3 208.4 208.5 208.6 208.7 208.8 208.9 208.10 208.11 208.12 208.13
208.14 208.15 208.16 208.17 208.18
208.19 208.20
208.21 208.22 208.23 208.24 208.25 208.26 208.27 208.28 208.29 208.30 208.31 208.32 209.1 209.2 209.3 209.4 209.5 209.6 209.7 209.8 209.9 209.10 209.11 209.12 209.13 209.14 209.15 209.16 209.17 209.18 209.19 209.20 209.21 209.22 209.23 209.24 209.25 209.26 209.27 209.28 209.29 209.30
209.31 209.32 209.33 209.34 210.1 210.2 210.3 210.4 210.5 210.6 210.7 210.8 210.9 210.10 210.11 210.12 210.13 210.14 210.15 210.16 210.17 210.18
210.19 210.20 210.21 210.22 210.23 210.24 210.25 210.26 210.27 210.28 210.29 210.30 210.31 210.32 210.33
211.1 211.2 211.3 211.4 211.5 211.6 211.7 211.8 211.9 211.10 211.11 211.12 211.13 211.14 211.15 211.16 211.17 211.18 211.19 211.20 211.21 211.22 211.23 211.24 211.25 211.26 211.27 211.28 211.29 211.30 211.31 211.32 211.33 211.34 211.35 212.1 212.2 212.3 212.4 212.5 212.6 212.7 212.8 212.9
212.10 212.11 212.12 212.13 212.14 212.15 212.16 212.17 212.18 212.19 212.20 212.21 212.22 212.23 212.24 212.25 212.26
212.27 212.28 212.29 212.30 212.31 212.32 212.33 213.1 213.2 213.3 213.4 213.5 213.6 213.7 213.8 213.9 213.10 213.11 213.12 213.13 213.14 213.15 213.16 213.17 213.18 213.19 213.20 213.21 213.22 213.23 213.24 213.25 213.26 213.27 213.28 213.29 213.30 213.31 213.32 213.33 214.1 214.2 214.3 214.4 214.5 214.6 214.7 214.8 214.9 214.10
214.11 214.12 214.13 214.14 214.15 214.16 214.17
214.18 214.19 214.20 214.21 214.22 214.23 214.24
214.25 214.26 214.27 214.28 214.29 214.30 214.31 214.32 215.1 215.2 215.3 215.4 215.5 215.6 215.7 215.8 215.9 215.10 215.11 215.12 215.13 215.14 215.15 215.16 215.17 215.18 215.19 215.20 215.21 215.22 215.23 215.24 215.25 215.26 215.27 215.28 215.29 215.30 215.31 215.32 216.1 216.2 216.3 216.4 216.5 216.6 216.7 216.8
216.9 216.10 216.11 216.12 216.13 216.14 216.15 216.16 216.17 216.18 216.19 216.20
216.21 216.22 216.23 216.24 216.25 216.26 216.27 216.28 216.29 216.30 216.31 217.1 217.2 217.3 217.4 217.5 217.6 217.7 217.8 217.9 217.10 217.11 217.12 217.13 217.14 217.15 217.16 217.17 217.18 217.19 217.20 217.21 217.22 217.23 217.24 217.25 217.26 217.27 217.28 217.29 217.30 217.31 217.32 218.1 218.2 218.3 218.4 218.5 218.6 218.7 218.8 218.9 218.10 218.11 218.12 218.13 218.14 218.15 218.16 218.17 218.18 218.19 218.20 218.21 218.22 218.23 218.24 218.25 218.26 218.27 218.28 218.29 218.30 218.31 218.32 218.33 218.34 219.1 219.2 219.3 219.4 219.5 219.6 219.7 219.8 219.9 219.10 219.11 219.12 219.13 219.14 219.15 219.16 219.17 219.18 219.19 219.20 219.21 219.22 219.23 219.24 219.25 219.26 219.27 219.28 219.29 219.30
220.1 220.2 220.3 220.4 220.5 220.6 220.7 220.8 220.9 220.10 220.11 220.12 220.13 220.14 220.15 220.16 220.17 220.18 220.19 220.20 220.21 220.22 220.23 220.24 220.25 220.26 220.27 220.28 220.29 220.30 220.31 220.32 220.33 221.1 221.2 221.3 221.4 221.5 221.6 221.7 221.8 221.9 221.10 221.11 221.12 221.13 221.14 221.15 221.16 221.17 221.18 221.19 221.20 221.21 221.22 221.23 221.24 221.25 221.26 221.27 221.28 221.29 221.30 221.31 221.32 221.33 222.1 222.2 222.3 222.4 222.5 222.6 222.7 222.8 222.9 222.10 222.11 222.12 222.13 222.14 222.15 222.16 222.17 222.18 222.19 222.20 222.21 222.22 222.23 222.24 222.25 222.26 222.27 222.28 222.29 222.30 222.31 222.32 223.1 223.2 223.3 223.4 223.5 223.6 223.7 223.8 223.9 223.10 223.11 223.12 223.13 223.14 223.15 223.16 223.17 223.18 223.19 223.20 223.21 223.22 223.23 223.24 223.25 223.26 223.27 223.28 223.29 223.30 223.31 223.32 224.1 224.2 224.3 224.4 224.5 224.6 224.7 224.8 224.9 224.10 224.11 224.12 224.13 224.14 224.15 224.16 224.17 224.18 224.19 224.20 224.21 224.22 224.23 224.24 224.25 224.26 224.27 224.28 224.29 224.30 224.31 225.1 225.2 225.3 225.4 225.5 225.6 225.7 225.8 225.9 225.10 225.11 225.12 225.13 225.14 225.15 225.16 225.17 225.18 225.19 225.20 225.21 225.22 225.23 225.24 225.25 225.26 225.27 225.28 225.29 225.30 225.31 225.32 225.33 225.34 226.1 226.2 226.3 226.4 226.5 226.6 226.7 226.8 226.9 226.10 226.11 226.12 226.13 226.14 226.15 226.16 226.17 226.18 226.19 226.20 226.21 226.22 226.23 226.24 226.25 226.26 226.27 226.28 226.29 226.30 226.31 226.32 226.33 226.34 227.1 227.2 227.3 227.4 227.5 227.6 227.7 227.8
227.9
227.10 227.11 227.12 227.13 227.14 227.15 227.16 227.17 227.18 227.19 227.20 227.21 227.22 227.23 227.24 227.25 227.26 227.27 227.28 227.29 227.30 227.31 228.1 228.2 228.3 228.4 228.5 228.6 228.7 228.8 228.9 228.10 228.11 228.12 228.13 228.14
228.15 228.16 228.17 228.18 228.19 228.20 228.21 228.22 228.23 228.24 228.25 228.26 228.27 228.28 228.29 228.30 229.1 229.2 229.3 229.4 229.5 229.6 229.7 229.8 229.9 229.10 229.11 229.12 229.13 229.14 229.15 229.16 229.17 229.18 229.19 229.20 229.21 229.22 229.23 229.24 229.25 229.26 229.27 229.28 229.29 229.30 229.31 229.32 229.33 230.1 230.2
230.3 230.4 230.5 230.6 230.7 230.8 230.9 230.10 230.11 230.12 230.13 230.14 230.15 230.16 230.17 230.18 230.19 230.20 230.21 230.22 230.23 230.24 230.25 230.26 230.27 230.28 230.29 230.30 230.31 230.32 231.1 231.2 231.3 231.4
231.5
231.6 231.7 231.8 231.9 231.10 231.11 231.12 231.13 231.14 231.15 231.16 231.17 231.18 231.19 231.20 231.21 231.22 231.23 231.24 231.25 231.26 231.27 231.28 231.29 231.30 231.31 231.32 232.1 232.2 232.3 232.4 232.5 232.6 232.7 232.8 232.9 232.10 232.11 232.12 232.13 232.14 232.15 232.16
232.17
232.18 232.19 232.20 232.21 232.22 232.23 232.24 232.25 232.26
232.27
233.1 233.2 233.3 233.4 233.5 233.7 233.6 233.8 233.9 233.10 233.11 233.12 233.13 233.14 233.15 233.16
233.17 233.18 233.19 233.20 233.21 233.23 233.22 233.24 233.25 233.26 233.27 233.28
234.1 234.2 234.3 234.4 234.6 234.5 234.8 234.7 234.9 234.10 234.11 234.12
234.13 234.14 234.15 234.16 234.17 234.18 234.19 234.20 234.21 234.22 234.23 234.24 234.25
234.26 234.27 234.28 234.29 234.30 234.31 234.32 235.1 235.2 235.3 235.4 235.5 235.6 235.7 235.8 235.9 235.10 235.11 235.12 235.13 235.14 235.15 235.16 235.17 235.18 235.19 235.20 235.21 235.22 235.23 235.24 235.25 235.26 235.27 235.28 235.29 235.30 235.31 236.1 236.2 236.3 236.4 236.5 236.6 236.7 236.8 236.9 236.10 236.11 236.12 236.13 236.14 236.15 236.16 236.17 236.18 236.19 236.20 236.21 236.22 236.23 236.24 236.25 236.26 236.27 236.28 236.29 236.30 236.31 236.32 237.1 237.2 237.3 237.4 237.5 237.6 237.7 237.8 237.9 237.10 237.11 237.12 237.13 237.14 237.15 237.16 237.17 237.18 237.19 237.20 237.21 237.22 237.23 237.24 237.25 237.26 237.27 237.28 237.29 237.30 237.31 238.1 238.2 238.3 238.4 238.5 238.6 238.7 238.8 238.9 238.10 238.11 238.12 238.13 238.14 238.15 238.16
238.17 238.18 238.19
238.20
238.21 238.22
238.23 238.24 238.25 238.26 238.27 238.28 239.1 239.2 239.3 239.4 239.5 239.6 239.7 239.8 239.9 239.10 239.11 239.12
239.13
239.14 239.15 239.16 239.17 239.18 239.19 239.20 239.21 239.22 239.23 239.24 239.25 239.26 239.27
239.28
240.1 240.2 240.3 240.4 240.5 240.6 240.7 240.8 240.9 240.10
240.11 240.12 240.13 240.14 240.16 240.15 240.18 240.17 240.19 240.20 240.21 240.22
240.23 240.24 240.25 240.26 240.27 240.28 240.30 240.29
241.1 241.2
241.3 241.4 241.5 241.6 241.7 241.8 241.9
241.10
241.11 241.12 241.13 241.14 241.15 241.16 241.17 241.18
241.19 241.20 241.21 241.22 241.23 241.24 241.25 241.26 241.27 241.28 241.29 241.30 242.1 242.2 242.3 242.4 242.5 242.6 242.7 242.8 242.9 242.10 242.11 242.12 242.13 242.14 242.15 242.16 242.17 242.18 242.19 242.20 242.21 242.22 242.23 242.24 242.25 242.26 242.27 242.28 242.29 242.30 243.1 243.2 243.3 243.4 243.5 243.6 243.7 243.8 243.9 243.10 243.11 243.12 243.13 243.14 243.15 243.16 243.17 243.18 243.19
243.20 243.21 243.22 243.23 243.25 243.24 243.26 243.27 243.28 243.29 243.30 243.31 244.1 244.2 244.3 244.4 244.5 244.6 244.7 244.8 244.9 244.10 244.11 244.12 244.13 244.14 244.15 244.16 244.17 244.18 244.19 244.20 244.21 244.22 244.23 244.24 244.25 244.26
244.27 244.28 244.29 244.30 244.31 245.1 245.3 245.2 245.4 245.5 245.6 245.7 245.8 245.9 245.10 245.11 245.12 245.13
245.14 245.15 245.16
245.17 245.18 245.19 245.20 245.21 245.22 245.23
245.24 245.25 245.26 245.28 245.27 245.30 245.29 245.31 245.32 246.1 246.2
246.3 246.4 246.5 246.6 246.8 246.7 246.10 246.9 246.11 246.12 246.13 246.14
246.15 246.16 246.17 246.18 246.20 246.19 246.22 246.21 246.23 246.24 246.25 246.26 246.27
246.28 246.29 246.30 246.31 246.32 247.2 247.1 247.4 247.3 247.5
247.6 247.7 247.8 247.9 247.10 247.12 247.11 247.14 247.13 247.15 247.16
247.17 247.18 247.19 247.20 247.22 247.21 247.24 247.23 247.25 247.26 247.27
247.28 247.29 247.30 247.31 247.32 248.2 248.1 248.3 248.4
248.5 248.6 248.7 248.8 248.9 248.11 248.10 248.12 248.13 248.14 248.15
248.16 248.17 248.18 248.19 248.21 248.20 248.23 248.22 248.24
248.25 248.26 248.27 248.28 248.30 248.29 248.32 248.31 249.1 249.2 249.3 249.4
249.5 249.6 249.7 249.8 249.10 249.9 249.12 249.11 249.13 249.14 249.15 249.16
249.17 249.18 249.19 249.20 249.21 249.23 249.22 249.24 249.25
249.26 249.27 249.28 249.29 250.2 250.1 250.3 250.4 250.5

A bill for an act
relating to education finance; modifying provisions for prekindergarten through
grade 12 education including general education, education excellence, teachers,
charter schools, special education, health and safety, facilities, nutrition and
libraries, early childhood, community education and lifelong learning, and state
agencies; making forecast adjustments to funding for general education, education
excellence, special education, facilities, nutrition, early education, and community
education and lifelong learning; requiring reports; authorizing rulemaking;
appropriating money; amending Minnesota Statutes 2020, sections 13.32,
subdivision 3; 119A.52; 120A.20, subdivision 1; 120A.22, subdivisions 7, 9;
120A.41; 120A.42; 120B.018, subdivision 6; 120B.021, subdivisions 1, 2, 3, 4;
120B.022, subdivision 1; 120B.024, subdivisions 1, 2; 120B.026; 120B.11,
subdivisions 1, 1a, 2, 3; 120B.12; 120B.15; 120B.30, subdivisions 1, 1a; 120B.301;
120B.35, subdivision 3; 120B.36, subdivision 2; 121A.031, subdivisions 5, 6;
121A.17, subdivision 3; 121A.19; 121A.21; 121A.41, subdivisions 2, 10, by adding
subdivisions; 121A.425; 121A.45, subdivision 1; 121A.46, subdivision 4, by
adding a subdivision; 121A.47, subdivisions 2, 14; 121A.53, subdivision 1;
121A.55; 121A.61, subdivisions 1, 3, by adding a subdivision; 122A.06,
subdivisions 4, 6; 122A.091, subdivision 5; 122A.14, by adding a subdivision;
122A.181, subdivision 5; 122A.183, subdivision 1; 122A.184, subdivision 1;
122A.185, subdivision 1; 122A.187, by adding a subdivision; 122A.31, subdivision
1; 122A.40, subdivisions 3, 5, 8; 122A.41, subdivisions 2, 5, by adding a
subdivision; 122A.415, subdivision 4, by adding subdivisions; 122A.50; 122A.635;
122A.76; 123A.485, subdivision 2; 123B.04, subdivision 1; 123B.147, subdivision
3; 123B.195; 123B.44, subdivisions 1, 5, 6; 123B.595; 123B.86, subdivision 3;
124D.09, subdivisions 3, 9, 10, 12, 13; 124D.095, subdivisions 2, 3, 4, 7, 8, by
adding subdivisions; 124D.1158, subdivisions 3, 4; 124D.119; 124D.128,
subdivision 1; 124D.13, subdivisions 2, 3; 124D.141, subdivision 2; 124D.151,
as amended; 124D.165, subdivisions 2, 3; 124D.2211; 124D.4531, subdivisions
1, 1a, 1b; 124D.531, subdivisions 1, 4; 124D.55; 124D.59, subdivisions 2, 2a;
124D.65, subdivision 5; 124D.68, subdivision 2; 124D.73, by adding a subdivision;
124D.74, subdivisions 1, 3, 4, by adding a subdivision; 124D.76; 124D.78;
124D.79, subdivision 2; 124D.791, subdivision 4; 124D.81, subdivisions 1, 2, 2a,
5, by adding a subdivision; 124D.83, subdivision 2, by adding a subdivision;
124D.861, subdivision 2; 124D.98, by adding a subdivision; 124E.02; 124E.03,
subdivision 2, by adding a subdivision; 124E.05, subdivisions 4, 7; 124E.06,
subdivisions 1, 4, 5; 124E.07, subdivision 3; 124E.11; 124E.13, subdivisions 1,
3; 124E.16, subdivision 1; 124E.25, subdivision 1a; 125A.03; 125A.08; 125A.094;
125A.0942, subdivisions 1, 2, 3; 125A.15; 125A.51; 125A.515, subdivision 3;
125A.71, subdivision 1; 125A.76, subdivision 2e; 126C.05, subdivision 19;
126C.10, subdivisions 2a, 4, 13, 13a, 14, 18a; 126C.15, subdivisions 1, 2; 126C.19,
by adding a subdivision; 127A.353, subdivision 2; 127A.45, subdivisions 12a, 13;
134.31, subdivisions 1, 4a; 134.32, subdivision 4; 134.34, subdivision 1; 134.355,
subdivisions 5, 6, 7; 144.4165; 179A.03, subdivision 19; Minnesota Statutes 2021
Supplement, sections 122A.70; 126C.05, subdivisions 1, 3; 126C.10, subdivisions
2d, 2e; 127A.353, subdivision 4; Laws 2021, First Special Session chapter 13,
article 1, sections 9; 10, subdivisions 2, 3, 4, 5, 6, 7, 9, 11; article 2, section 4,
subdivisions 2, 3, 4, 7, 12, 15, 22, 27; article 3, sections 7, subdivisions 3, 4, 5, 6,
7; 8, subdivision 2; article 5, section 3, subdivisions 2, 3, 4, 5; article 7, section 2,
subdivisions 2, 3; article 8, section 3, subdivisions 2, 3, 4, 6; article 9, section 4,
subdivisions 3, 4, 5, 6, 12; article 10, section 1, subdivisions 2, 5, 8, 9; article 11,
sections 4, subdivision 2; 7, subdivision 1; proposing coding for new law in
Minnesota Statutes, chapters 120B; 121A; 122A; 124D; 125A; 127A; repealing
Minnesota Statutes 2020, sections 120B.35, subdivision 5; 124D.151, subdivision
5; 124D.4531, subdivision 3a; Minnesota Statutes 2021 Supplement, section
124D.151, subdivision 6.

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

ARTICLE 1

GENERAL EDUCATION

Section 1.

Minnesota Statutes 2020, section 120A.42, is amended to read:


120A.42 CONDUCT OF SCHOOL ON CERTAIN HOLIDAYS.

(a) The governing body of any district may contract with any of the teachers of the
district for the conduct of schools, and may conduct schools, on either, or any, of the
following holidays, provided that a clause to this effect is inserted in the teacher's contract:
Martin Luther King's birthday, Lincoln's and Washington's birthdays, deleted text beginColumbus Daydeleted text endnew text begin
Indigenous Peoples' Day,
new text end and Veterans' Day. On Martin Luther King's birthday, Washington's
birthday, Lincoln's birthday, and Veterans' Day at least one hour of the school program
must be devoted to a patriotic observance of the day.new text begin On Indigenous Peoples' Day, at least
one hour of the school program must be devoted to observance of the day. As part of its
observance of Indigenous Peoples' Day, a district may provide professional development
to teachers and staff, or instruction to students, on the following topics:
new text end

new text begin (1) the history of treaties between the United States and Indigenous peoples;
new text end

new text begin (2) the history of federal boarding schools for Indigenous children;
new text end

new text begin (3) Indigenous languages;
new text end

new text begin (4) Indigenous traditional medicines and cultural or spiritual practices;
new text end

new text begin (5) the sovereignty of Tribal Nations;
new text end

new text begin (6) the contributions of Indigenous people to American culture, literature, and society;
and
new text end

new text begin (7) current issues affecting Indigenous communities.
new text end

(b) A district may conduct a school program to honor Constitution Day and Citizenship
Day by providing opportunities for students to learn about the principles of American
democracy, the American system of government, American citizens' rights and
responsibilities, American history, and American geography, symbols, and holidays. Among
other activities under this paragraph, districts may administer to students the test questions
United States Citizenship and Immigration Services officers pose to applicants for
naturalization.

Sec. 2.

Minnesota Statutes 2020, section 121A.21, is amended to read:


121A.21 SCHOOL HEALTH SERVICES.

new text begin Subdivision 1. new text end

new text begin School health services required. new text end

(a) Every school board must provide
services to promote the health of its pupils.

(b) The board of a district with 1,000 pupils or more in average daily membership in
early childhood family education, preschool disabled, elementary, and secondary programs
must comply with the requirements of this paragraph. It may use one or a combination of
the following methods:

(1) employ personnel, including at least one full-time equivalent licensed school nurse;

(2) contract with a public or private health organization or another public agency for
personnel during the regular school year, determined appropriate by the board, who are
currently licensed under chapter 148 and who are certified public health nurses; or

(3) enter into another arrangement approved by the commissioner.

new text begin Subd. 2. new text end

new text begin Access to menstrual products. new text end

new text begin A school district or charter school must provide
students access to menstrual products at no charge. The products must be available in
restrooms used by students in grades 4 to 12. For purposes of this section, "menstrual
products" means pads, tampons, or other similar products used in connection with the
menstrual cycle.
new text end

Sec. 3.

Minnesota Statutes 2020, section 123A.485, subdivision 2, is amended to read:


Subd. 2.

Aid.

(a) new text beginFor school districts consolidating after June 30, 2020, new text endconsolidation
transition aid is equal to deleted text begin$200deleted text endnew text begin $400new text end times the number of resident pupil units in the newly
created district in the year of consolidation and deleted text begin$100deleted text endnew text begin $300new text end times the number of resident
pupil units in the first year following the year of consolidation. The number of pupil units
used to calculate aid in either year shall not exceed 1,000 for districts consolidating July 1,
1994, and 1,500 for districts consolidating July 1, 1995, and thereafter.

(b) If the total appropriation for consolidation transition aid for any fiscal year, plus any
amount transferred under section 127A.41, subdivision 8, is insufficient to pay all districts
the full amount of aid earned, the department must first pay the districts in the first year
following the year of consolidation the full amount of aid earned and distribute any remaining
funds to the newly created districts in the first year of consolidation.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for consolidations occurring after June
30, 2020.
new text end

Sec. 4.

Minnesota Statutes 2020, section 123B.04, subdivision 1, is amended to read:


Subdivision 1.

Definition.

"Education site" means a separate facilitydeleted text begin. Adeleted text endnew text begin ornew text end program
within a facility or within a district deleted text beginis an education sitedeleted text end if the school board recognizes it as
a site.

Sec. 5.

Minnesota Statutes 2020, section 123B.195, is amended to read:


123B.195 BOARD MEMBERS' RIGHT TO EMPLOYMENT.

Notwithstanding section 471.88, subdivision 5, a school board member may be newly
employed or may continue to be employed by a school district as an employee only if there
is a reasonable expectation at the beginning of the fiscal year or at the time the contract is
entered into or extended that the amount to be earned by that officer under that contract or
employment relationship will not exceed deleted text begin$8,000deleted text endnew text begin $20,000new text end in that fiscal year. Notwithstanding
section 122A.40 or 122A.41 or other law, if the officer does not receive majority approval
to be initially employed or to continue in employment at a meeting at which all board
members are present, that employment is immediately terminated and that officer has no
further rights to employment while serving as a school board member in the district.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 6.

Minnesota Statutes 2020, section 123B.44, subdivision 1, is amended to read:


Subdivision 1.

Provided services.

The commissioner of education shall promulgate
rules under the provisions of chapter 14 requiring each district or other intermediary service
area: (a) to provide each year upon formal request by a specific date by or on behalf of a
nonpublic school pupil enrolled in a nonpublic school located in that district or area, the
same specific health services as are provided for public school pupils by the district where
the nonpublic school is located; and (b) to provide each year upon formal request by a
specific date by or on behalf of a nonpublic schoolnew text begin elementary ornew text end secondary pupil enrolled
in a nonpublic school located in that district or area, deleted text beginthe same specificdeleted text end guidance and
counseling services deleted text beginas are provided for public school secondary pupils by the district where
the nonpublic school is located
deleted text end. The district where the nonpublic school is located must
provide the necessary transportation within the district boundaries between the nonpublic
school and a public school or neutral site for nonpublic school pupils who are provided
pupil support services under this section if the district elects to provide pupil support services
at a site other than the nonpublic school. Each request for pupil support services must set
forth the guidance and counseling or health services requested by or on behalf of all eligible
nonpublic school pupils enrolled in a given nonpublic school. No district or intermediary
service area must not expend an amount for these pupil support services which exceeds the
amount allotted to it under this section.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2022 and later.
new text end

Sec. 7.

Minnesota Statutes 2020, section 123B.44, subdivision 5, is amended to read:


Subd. 5.

Guidance and counseling services; allotment.

Each school year the
commissioner shall allot to the school districts or intermediary service areas for the provision
of guidance and counseling services pursuant to this section the actual cost of the services
provided for the pupils in each respective nonpublic school for that school year. new text beginThe allotment
for guidance and counseling services for the elementary pupils in each nonpublic school
must not exceed the average expenditure per public school elementary pupil for these services
by those Minnesota public schools that provide these services to their elementary pupils,
multiplied by the number of elementary pupils in that particular nonpublic school who
request these services and who are enrolled as of September 15 of the current school year.
new text end The allotment for guidance and counseling services for the secondary pupils in each
nonpublic school must not exceed the average expenditure per public school secondary
pupil for these services by those Minnesota public schools deleted text beginwhichdeleted text endnew text begin thatnew text end provide these services
to their secondary pupils, multiplied by the number of secondary pupils in that particular
nonpublic school who request these services 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 for revenue in fiscal year 2022 and later.
new text end

Sec. 8.

Minnesota Statutes 2020, section 123B.44, subdivision 6, is amended to read:


Subd. 6.

Computation of maximum allotments.

For purposes of computing maximum
allotments for each school year pursuant to this section, the average public school expenditure
per pupil for health services and the average public school expenditure per new text beginelementary and
new text end secondary pupil for guidance and counseling services shall be computed and established
by the department by February 1 of the preceding school year from the most recent public
school year data then available.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2022 and later.
new text end

Sec. 9.

Minnesota Statutes 2020, section 123B.86, subdivision 3, is amended to read:


Subd. 3.

Board control.

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

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

new text begin (1) A school board that provides pupil transportation through its employees may transport
nonpublic school students according to the plan and retain the nonpublic pupil transportation
aid attributable to that plan. A nonpublic school may make a payment to the school district
to cover additional transportation services agreed to in the written plan for nonpublic pupil
transportation services not required under sections 123B.84 to 123B.87.
new text end

new text begin (2) A school board that contracts for pupil transportation services may enter into a
contractual arrangement with a school bus contractor according to the written plan adopted
by the school board and the nonpublic school to transport nonpublic school students and
retain the nonpublic pupil transportation aid attributable to that plan for purposes of paying
the school bus contractor. A nonpublic school may make a payment to the school district
to cover additional transportation services agreed to in the written plan for nonpublic pupil
transportation services included in the contract that are not required under sections 123B.84
to 123B.87.
new text end

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

Sec. 10.

Minnesota Statutes 2020, section 124D.095, subdivision 2, is amended to read:


Subd. 2.

Definitions.

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

(a) "Digital learning" is learning facilitated by technology that offers students an element
of control over the time, place, path, or pace of their learning deleted text beginand includes blended and
online learning
deleted text end.

(b) "Blended learning" is a form of digital learning that occurs when a student learns
part time in a supervised physical setting and part time through digital delivery of instruction,
or a student learns in a supervised physical setting where technology is used as a primary
method to deliver instruction.

(c) "Online learning" is a form of digital learning deleted text begindelivered by an approved online
learning provider under paragraph (d)
deleted text endnew text begin that occurs when a student learns primarily through
digital delivery of instruction in a location other than a school building
new text end.

new text begin (d) "Supplemental online learning" means an online learning course taken in place of a
course period at a local district school provided by a supplemental online learning provider.
new text end

deleted text begin (d)deleted text endnew text begin (e)new text end "new text beginSupplemental new text endonline learning provider" is a school district, an intermediate
school district, an organization of two or more school districts operating under a joint powers
agreement, or a charter school located in Minnesota that provides online deleted text beginlearningdeleted text endnew text begin courses
or programs
new text end to students new text beginother than their own enrolled students new text endand is approved by the
department to provide new text beginsupplemental new text endonline learning courses.

deleted text begin (e)deleted text endnew text begin (f)new text end "Student" is a Minnesota resident enrolled in a school under section 120A.22,
subdivision 4
,new text begin or in a school authorized to receive Tribal contract or grant aid under section
124D.83,
new text end in kindergarten through grade 12.

deleted text begin (f)deleted text endnew text begin (g)new text end "new text beginSupplemental new text endonline learning student" is a student enrolled in deleted text beginandeleted text endnew text begin a supplementalnew text end
online learning course or program delivered by deleted text beginandeleted text endnew text begin a supplementalnew text end online learning provider
under paragraph deleted text begin(d)deleted text endnew text begin (e)new text end.

new text begin (h) "Teacher" is a public employee as defined in section 179A.03, subdivision 18,
employed by a charter school or district providing online instruction. The contract of a
teacher employed by a charter school or district must meet the requirements of section
122A.40 or 122A.41 and a charter school must employ or contract with a licensed teacher
as defined in section 122A.06, subdivision 2. A teacher must perform all duties described
in Minnesota Rules, part 8710.0310, defining teacher of record.
new text end

deleted text begin (g)deleted text endnew text begin (i)new text end "Enrolling district" means the school district or charter school in which a student
is enrolled under section 120A.22, subdivision 4, for purposes of compulsory attendance.

deleted text begin (h) "Supplemental online learning" means an online learning course taken in place of a
course period at a local district school.
deleted text end

deleted text begin (i) "Full-time online learning provider" means an enrolling school authorized by the
department to deliver comprehensive public education at any or all of the elementary, middle,
or high school levels.
deleted text end

(j) "Online learning course syllabus" is a written document that deleted text beginandeleted text endnew text begin a supplementalnew text end online
learning provider transmits to the enrolling district using a format prescribed by the
commissioner to identify the state academic standards embedded in an online course, the
course content outline, required course assessments, expectations for actual teacher contact
time and other student-to-teacher communications, and the academic support available to
the online learning student.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 11.

Minnesota Statutes 2020, section 124D.095, subdivision 3, is amended to read:


Subd. 3.

Authorization; notice; limitations on enrollment.

new text begin (a) An enrolling district
may offer digital learning, blended learning, or online learning as instructional modalities
to enrolled students. Digital learning, blended learning, or online learning do not generate
online learning funds under this section. An enrolling district that offers digital learning,
blended learning, or online learning only to its enrolled students is not subject to the reporting
requirements or review criteria under subdivision 7, unless the enrolling district is a
supplemental online learning provider. A teacher providing instruction via digital learning,
blended learning, or online learning must hold the appropriate Minnesota license as defined
in section 124D.095, subdivision 2, paragraph (h). Digital learning, blended learning, and
online learning courses must be reported and identified in the Minnesota Common Course
Catalog.
new text end

deleted text begin (a) Adeleted text endnew text begin (b) Anynew text end student may apply for deleted text beginfull-timedeleted text endnew text begin supplemental onlinenew text end enrollment in an
approved new text beginsupplemental new text endonline learning program deleted text beginunder section 124D.03 or 124D.08 or
chapter 124E. Notwithstanding sections 124D.03 and 124D.08 and chapter 124E, procedures
for enrolling in supplemental online learning are as provided in this subdivision
deleted text end. A student
age 17 or younger must have the written consent of a parent or guardian to apply. deleted text beginNo school
district or charter school may prohibit a student from applying to enroll in online learning.
deleted text end
In order to enroll in online learning, the student and the student's parents must submit an
application to thenew text begin supplementalnew text end online learning provider deleted text beginand identify the student's reason
for enrolling
deleted text end. deleted text beginAndeleted text endnew text begin A supplementalnew text end online learning provider that accepts a student under this
section must notify the student and the enrolling district in writing within ten days if the
enrolling district is not thenew text begin supplementalnew text end online learning provider. The student and the
student's parent must notify the new text beginsupplemental new text endonline learning provider of the student's intent
to enroll in online learning within ten days of being accepted, at which time the student and
the student's parent must sign a statement indicating that they have reviewed the online
course or program and understand the expectations of enrolling in online learning. Thenew text begin
supplemental
new text end online learning provider must use a form provided by the department to notify
the enrolling district of the student's application to enroll in online learning.

deleted text begin (b)deleted text endnew text begin (c)new text end The supplemental online learning notice to the enrolling district when a student
applies to the new text beginsupplemental new text endonline learning provider deleted text beginwilldeleted text endnew text begin mustnew text end include the courses or program,
credits to be awarded, and the start date of the online course or program. deleted text beginAndeleted text endnew text begin A supplementalnew text end
online learning provider must make available the supplemental online course syllabus to
the enrolling district. deleted text beginWithin 15 days after the online learning provider makes information
in this paragraph available to the enrolling district, the enrolling district must notify the
online provider whether the student, the student's parent, and the enrolling district agree or
disagree that the course meets the enrolling district's graduation requirements.
deleted text endnew text begin A supplemental
online learning provider that accepts a student under this section must notify the student
and the enrolling district in writing within ten days if the enrolling district is not the
supplemental online learning provider.
new text end A student may enroll in a supplemental online
learning course up to the midpoint of the enrolling district's term. The enrolling district may
waive this requirement for special circumstances and with the agreement of the online
provider. deleted text beginAn online learning course or program that meets or exceeds a graduation standard
or the grade progression requirement of the enrolling district as described in the provider's
online course syllabus meets the corresponding graduation requirements applicable to the
student in the enrolling district. If the enrolling district does not agree that the course or
program meets its graduation requirements, then:
deleted text end

deleted text begin (1) the enrolling district must make available an explanation of its decision to the student,
the student's parent, and the online provider; and
deleted text end

deleted text begin (2) the online provider may make available a response to the enrolling district, showing
how the course or program meets the graduation requirements of the enrolling district.
deleted text end

deleted text begin (c) An online learning provider must notify the commissioner that it is delivering online
learning and report the number of online learning students it accepts and the online learning
courses and programs it delivers.
deleted text end

deleted text begin (d) An online learning provider may limit enrollment if the provider's school board or
board of directors adopts by resolution specific standards for accepting and rejecting students'
applications.
deleted text end

deleted text begin (e) An enrolling district may reduce an online learning student's regular classroom
instructional membership in proportion to the student's membership in online learning
courses.
deleted text end

deleted text begin (f) The online provider must report or make available information on an individual
student's progress and accumulated credit to the student, the student's parent, and the enrolling
district in a manner specified by the commissioner unless the enrolling district and the online
provider agree to a different form of notice and notify the commissioner. The enrolling
district must designate a contact person to help facilitate and monitor the student's academic
progress and accumulated credits towards graduation.
deleted text end

new text begin (d) A school district or charter school must allow an enrolled student to apply to enroll
in supplemental online learning. A supplemental online learning provider must notify the
enrolling district that the student has been accepted into the supplemental online learning
program. Within 15 days of receiving the notification from the supplemental online learning
program, the enrolling district must notify the supplemental online provider whether the
student, the student's parent, and the enrolling district agree or disagree that the proposed
course meets the enrolling district's graduation requirements.
new text end

new text begin (e) The enrolling district must communicate a student's individualized education program
to the supplemental online provider upon accepting the enrollment and must coordinate
services for students with disabilities unless a written agreement exists between the enrolling
district and the supplemental online provider.
new text end

new text begin (f) An online learning course or program that meets or exceeds a graduation standard
or the grade progression requirement of the enrolling district as described in the supplemental
online provider's online course syllabus meets the corresponding graduation requirements
applicable to the student in the enrolling district. The enrolling district must use the same
criteria for accepting online learning credits or courses as it does for accepting credits or
courses for transfer students under section 124D.03, subdivision 9. If the enrolling district
does not agree that the course or program meets its graduation requirements, then:
new text end

new text begin (1) the enrolling district must make available an explanation of its decision to the student,
the student's parent, and the supplemental online provider; and
new text end

new text begin (2) the supplemental online provider may make available a response to the enrolling
district showing how the course or program meets the graduation requirements of the
enrolling district.
new text end

new text begin (g) An enrolling district may reduce a supplemental online learning student's regular
classroom instructional enrollment in proportion to the student's enrollment in online learning
courses.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 12.

Minnesota Statutes 2020, section 124D.095, subdivision 4, is amended to read:


Subd. 4.

Online learning parameters.

(a) deleted text beginAndeleted text endnew text begin A supplementalnew text end online learning student
must receive academic credit for completing the requirements of an online learning course
or program. Secondary credits granted to deleted text beginandeleted text endnew text begin a supplementalnew text end online learning student count
toward the graduation and credit requirements of the enrolling district. deleted text beginThe enrolling district
must apply the same graduation requirements to all students, including online learning
students, and must continue to provide nonacademic services to online learning students.
deleted text end
If a student completes an online learning course or program that meets or exceeds a
graduation standard or the grade progression requirement at the enrolling district, that
standard or requirement is met. deleted text beginThe enrolling district must use the same criteria for accepting
online learning credits or courses as it does for accepting credits or courses for transfer
students under section 124D.03, subdivision 9. The enrolling district may reduce the course
schedule of an online learning student in proportion to the number of online learning courses
the student takes from an online learning provider that is not the enrolling district.
deleted text end

(b) deleted text beginAndeleted text endnew text begin A supplementalnew text end online learning student may:

(1) enroll in supplemental online learning courses equal to a maximum of 50 percent of
the student's full schedule of courses per term during a single school year and the student
may exceed the supplemental online learning registration limit if the enrolling district permits
supplemental online learning enrollment above the limit, or if the enrolling district and the
new text begin supplemental new text endonline learning provider agree to the instructional services;

(2) complete course work at a grade level that is different from the student's current
grade level; and

(3) enroll in additionalnew text begin supplementalnew text end courses with the online learning provider under a
separate agreement that includes terms for paying any tuition or course fees.

(c) An online learning student has the same access to deleted text beginthedeleted text end computer hardware and
education software available in a school as all other students in the enrolling district. deleted text beginAn
online learning provider must assist an online learning student whose family qualifies for
the education tax credit under section 290.0674 to acquire computer hardware and educational
software for online learning purposes.
deleted text endnew text begin Supplemental online learning students may use the
enrolling district's computer hardware and educational software to access supplemental
online courses. Supplemental online learning students may participate in supplemental
online courses from a scheduled study hall or other suitable location in the district in which
the student is enrolled if the enrolling district is able to provide a space and supervision.
new text end

deleted text begin (d) An enrolling district may offer digital learning to its enrolled students. Such digital
learning does not generate online learning funds under this section. An enrolling district
that offers digital learning only to its enrolled students is not subject to the reporting
requirements or review criteria under subdivision 7, unless the enrolling district is a full-time
online learning provider. A teacher with a Minnesota license must assemble and deliver
instruction to enrolled students receiving online learning from an enrolling district. The
delivery of instruction occurs when the student interacts with the computer or the teacher
and receives ongoing assistance and assessment of learning. The instruction may include
curriculum developed by persons other than a teacher holding a Minnesota license.
deleted text end

new text begin (d) A supplemental online learning provider must assist a supplemental online learning
student whose family qualifies for the education tax credit under section 290.0674 to acquire
computer hardware and educational software for online learning purposes and must provide
information about broadband connectivity options and programs.
new text end

new text begin (e) A supplemental online learning provider may limit enrollment if the provider's school
board or board of directors adopts by resolution specific standards for accepting and rejecting
students' applications.
new text end

new text begin (f) A supplemental online learning provider must report or make available information
on an individual student's progress and accumulated credit to the student, the student's
parent, and the enrolling district in a manner specified by the commissioner unless the
enrolling district and the supplemental online learning provider agree to a different form of
reporting and notify the commissioner.
new text end

new text begin (g) An enrolling district must apply the same graduation requirements to all students,
including supplemental online learning students, and must continue to provide nonacademic
services to supplemental online learning students. An enrolling district must designate a
contact person to help facilitate and monitor the academic progress and accumulated credits
toward graduation for each supplemental online learning student enrolled in the district.
new text end

deleted text begin (e) Both full-time anddeleted text endnew text begin (h)new text end Supplemental online learning providers are subject to the
reporting requirements and review criteria under subdivision 7. deleted text beginA teacher holding a
Minnesota license must assemble and deliver instruction to online learning students. The
delivery of instruction occurs when the student interacts with the computer or the teacher
and receives ongoing assistance and assessment of learning. The instruction may include
curriculum developed
deleted text enddeleted text beginby persons other than a teacher holding a Minnesota license.deleted text endnew text begin A teacher
providing instruction via supplemental online learning must use a curriculum aligned with
standards as described in section 120B.021 and must hold the appropriate Minnesota license
as defined in section 124D.095, subdivision 2, paragraph (h).
new text end

new text begin (i)new text end Unless the commissioner grants a waiver, a teacher providing online learning
instruction must not instruct more than 40 students in any one online learning course or
program.

deleted text begin (f) To enroll in more than 50 percent of the student's full schedule of courses per term
in online learning, the student must qualify to exceed the supplemental online learning
registration limit under paragraph (b) or apply to enroll in an approved full-time online
learning program, consistent with subdivision 3, paragraph (a). Full-time online learning
students may enroll in classes at a local school under a contract for instructional services
between the online learning provider and the school district.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later.
new text end

Sec. 13.

Minnesota Statutes 2020, section 124D.095, subdivision 7, is amended to read:


Subd. 7.

Department of Education.

(a) The department must review and approve or
disapprove new text beginsupplemental new text endonline learning providers new text beginapplications new text endwithin 90 calendar days of
receiving deleted text beginandeleted text end new text begina supplemental new text endonline learning provider's completed application. The
commissioner, using research-based standards of quality for online learning programs, must
review all approvednew text begin supplementalnew text end online learning providers on a cyclical three-year basis.
Approved new text beginsupplemental new text endonline learning providers annually must submit program data to,
confirm statements of assurances for, and provide program updates including a current
course list to the commissioner.

new text begin (b) A supplemental online learning provider must notify the commissioner that it is
delivering online learning and must report the number of online learning students it accepts
and the online learning courses and programs it delivers.
new text end

new text begin (c) An enrolling district that offers online learning under section 124D.095, subdivision
2, paragraph (c), must create an online site or sites that are classified as online learning sites
and report student enrollments in the online school site or sites. Online and blended learning
courses must be reported in the Minnesota Common Course Catalog.
new text end

deleted text begin (b)deleted text endnew text begin (d)new text end The online learning courses and programs must be rigorous, aligned with state
academic standards, and contribute to grade progression in a single subject. Thenew text begin supplementalnew text end
online learning providerdeleted text begin, other than a digital learning provider offering digital learning to
its enrolled students only under subdivision 4, paragraph (d),
deleted text end must give the commissioner
written assurance that: (1) all courses meet state academic standards; and (2) the online
learning curriculum, instruction, and assessment, expectations for actual teacher-contact
time or other student-to-teacher communication, and academic support meet nationally
recognized professional standards and are described as such in an online learning course
syllabus that meets the commissioner's requirements. Once deleted text beginandeleted text endnew text begin a supplementalnew text end online learning
provider is approved under this paragraph, all of its online learning course offerings are
eligible for payment under this section unless a course is successfully challenged by an
enrolling district or the department under paragraph deleted text begin(c)deleted text endnew text begin (e)new text end.

deleted text begin (c)deleted text endnew text begin (e)new text end An enrolling district may challenge the validity of a course offered by deleted text beginandeleted text endnew text begin a
supplemental
new text end online learning provider. The department must review such challenges based
on the approval procedures under paragraph deleted text begin(b)deleted text endnew text begin (d)new text end. The department may initiate its own
review of the validity of an online learning course offered by deleted text beginandeleted text endnew text begin a supplementalnew text end online
learning provider.

deleted text begin (d)deleted text endnew text begin (f)new text end The department may collect a fee not to exceed $250 for approving online learning
providers or $50 per course for reviewing a challenge by an enrolling district.

deleted text begin (e)deleted text endnew text begin (g)new text end The department must develop, publish, and maintain a list of new text beginsupplemental new text endonline
learning providers that it has reviewed and approved.

deleted text begin (f)deleted text endnew text begin (h)new text end The department may review a complaint about deleted text beginandeleted text endnew text begin a supplementalnew text end online learning
provider, or a complaint about a provider based on the provider's response to notice of a
violation. If the department determines that deleted text beginandeleted text endnew text begin a supplementalnew text end online learning provider
violated a law or rule, the department may:

(1) create a compliance plan for the provider; or

(2) withhold funds from the provider under sections 124D.095, 124E.25, and 127A.42.
The department must notify deleted text beginandeleted text endnew text begin a supplementalnew text end online learning provider in writing about
withholding funds and provide detailed calculations.

new text begin (i) An online learning program fee administration account is created in the special revenue
fund. Funds retained under paragraph (d) shall be deposited in the account. Money in the
account is appropriated to the commissioner for costs associated with administering and
monitoring online and digital learning programs.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later,
except that paragraph (i) is effective July 1, 2022.
new text end

Sec. 14.

Minnesota Statutes 2020, section 124D.095, subdivision 8, is amended to read:


Subd. 8.

Financial arrangements.

(a) For a student enrolled in an online learning course,
the department must calculate average daily membership and make payments according to
this subdivision.

(b) The initial online learning average daily membership equals 1/12 for each semester
course or a proportionate amount for courses of different lengths. The adjusted online
learning average daily membership equals the initial online learning average daily
membership times .88.

(c) No online learning average daily membership shall be generated if: (1) the student
does not complete the online learning course, or (2) the student is enrolled in online learning
provided by the enrolling district.

(d) Online learning average daily membership under this subdivision for a student
currently enrolled in a Minnesota public schoolnew text begin or in a Tribal contract or grant school
authorized to receive aid under section 124D.83
new text end shall be used only for computing average
daily membership according to section 126C.05, subdivision 19, paragraph (a), clause (2),
and for computing online learning aid according to section 124D.096.

Sec. 15.

Minnesota Statutes 2020, section 124D.095, is amended by adding a subdivision
to read:


new text begin Subd. 11. new text end

new text begin Crisis online learning. new text end

new text begin (a) "Crisis online learning" means online learning
under this section as the primary mode of instruction for all students in a school building
during a crisis learning period.
new text end

new text begin (b) "Crisis learning period" means a period of time that is the result of an unforeseeable
incident or situation such as a natural disaster, pandemic, or other catastrophic event that
creates an unsafe or untenable in-person learning environment as declared by a school
district or charter school.
new text end

new text begin (c) "Crisis online learning plan" means a plan adopted by a school board or board of
directors that describes the implementation of crisis online learning and how critical
components of education are provided during the crisis learning period. Critical components
of education include but are not limited to nutrition services in accordance with United
States Department of Agriculture regulations, how teachers will be accessible online and
by telephone during regular school hours each crisis online learning day to assist students,
accommodations for students without Internet access or insufficient digital device access
in a household, and accessible options for students with disabilities under chapter 125A and
the Individuals with Disabilities Education Act. A crisis online learning plan may only be
adopted by a school district after consulting with the exclusive representative of the teachers
or by a charter school after consulting with its teachers, and may include up to one
instructional day to prepare for crisis online learning and one instructional day upon the
conclusion of the crisis online learning period, not to exceed four days per school year
without approval from the commissioner. Students and families must be notified of the
crisis online learning plan before the beginning of the school year. Consistent with applicable
labor agreements, districts must utilize available staff who are able to work during the crisis
online learning period.
new text end

new text begin (d) Upon declaring a crisis learning period and providing notice to students and families
at least one day prior to the regular school start time, a school district or charter school may
implement the crisis online learning plan.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment. For
school year 2021-2022 the student and family notification requirement in subdivision 11,
paragraph (c), does not apply.
new text end

Sec. 16.

Minnesota Statutes 2020, section 124D.095, is amended by adding a subdivision
to read:


new text begin Subd. 12. new text end

new text begin Asynchronous learning. new text end

new text begin Notwithstanding any law to the contrary, a
state-approved alternative program that has provided asynchronous digital instruction for
three or more years prior to the effective date of this act to students who are participating
in independent study credit recovery programs may continue to provide asynchronous
independent study credit recovery programs, and the student's time spent in these programs
continues to count for extended time revenue under sections 126C.05 and 126C.10,
subdivision 2a.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 17.

Minnesota Statutes 2020, section 124D.4531, subdivision 1, is amended to read:


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 35 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
personnelnew text begin and district-encumbered student travel between instructional and placement sites
in state-approved work-based learning programs
new text end;

(5) necessary travel by licensed career and technical education personnel for deleted text beginvocationaldeleted text endnew text begin
career and technical education
new text end 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 deleted text beginvocationaldeleted text endnew text begin career and technical educationnew text end 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

Sec. 18.

Minnesota Statutes 2020, section 124D.4531, subdivision 1a, is amended to read:


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 $7,612.

Sec. 19.

Minnesota Statutes 2020, section 124D.4531, subdivision 1b, is amended to read:


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.

Sec. 20.

new text begin [124D.4532] CAREER AND TECHNICAL STUDENT TRANSPORTATION
AID.
new text end

new text begin A district that provides student travel between instructional and placement sites in
state-approved work-based learning programs is eligible for state aid to reimburse the
additional costs of transportation during the preceding fiscal year.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 21.

Minnesota Statutes 2020, section 124D.59, subdivision 2, is amended to read:


Subd. 2.

English learner.

(a) "English learner" means a pupil in kindergarten through
grade 12new text begin; an early childhood special education student under Part B, section 619 of the
Individuals with Disabilities Education Act, United States Code, title 20, section 1419;
new text end or
a prekindergarten student enrolled in an approved voluntary prekindergarten program under
section 124D.151 or a school readiness plus program who meets the requirements under
subdivision 2a or the following requirements:

(1) the pupil, as declared by a parent or guardian first learned a language other than
English, comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English; and

(2) the pupil is determined by a valid assessment measuring the pupil's English language
proficiency and by developmentally appropriate measures, which might include observations,
teacher judgment, parent recommendations, or developmentally appropriate assessment
instruments, to lack the necessary English skills to participate fully in academic classes
taught in English.

(b) A pupil enrolled in a Minnesota public school in any grade 4 through 12 who in the
previous school year took a commissioner-provided assessment measuring the pupil's
emerging academic English, shall be counted as an English learner in calculating English
learner pupil units under section 126C.05, subdivision 17, and shall generate state English
learner aid under section 124D.65, subdivision 5, if the pupil scored below the state cutoff
score or is otherwise counted as a nonproficient participant on the assessment measuring
the pupil's emerging academic English, or, in the judgment of the pupil's classroom teachers,
consistent with section 124D.61, clause (1), the pupil is unable to demonstrate academic
language proficiency in English, including oral academic language, sufficient to successfully
and fully participate in the general core curriculum in the regular classroom.

(c) Notwithstanding paragraphs (a) and (b), a pupil in new text beginearly childhood special education
or
new text endprekindergarten under section 124D.151, through grade 12 shall not be counted as an
English learner in calculating English learner pupil units under section 126C.05, subdivision
17
, and shall not generate state English learner aid under section 124D.65, subdivision 5,
if:

(1) the pupil is not enrolled during the current fiscal year in an educational program for
English learners under sections 124D.58 to 124D.64; or

(2) the pupil has generated seven or more years of average daily membership in Minnesota
public schools since July 1, 1996.

new text begin EFFECTIVE DATE. new text end

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

Sec. 22.

Minnesota Statutes 2020, section 124D.59, subdivision 2a, is amended to read:


Subd. 2a.

English learner; new text beginlimited or new text endinterrupted formal education.

Consistent with
subdivision 2, an English learner deleted text beginincludesdeleted text end new text beginwith limited or interrupted formal education is
new text end an English learner deleted text beginwith an interrupted formal education who meets three of the following
five requirements:
deleted text endnew text begin defined by subdivision 2 who has at least two years less schooling than
the English learner's peers when entering school in the United States.
new text end

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

deleted text begin (2) enters school in the United States after grade 6;
deleted text end

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

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

deleted text begin (5) may be preliterate in the English learner's native language.
deleted text end

Sec. 23.

Minnesota Statutes 2020, section 124D.65, subdivision 5, is amended to read:


Subd. 5.

School district EL revenue.

new text begin (a) The English learner programs initial allowance
equals $704 for fiscal years 2021 and 2022. The English learner programs initial allowance
equals $1,000 for fiscal year 2023. The English learner programs initial allowance for fiscal
year 2024 and later equals the product of $1,000 times the ratio of the formula allowance
under section 126C.10, subdivision 2, for the current fiscal year to the formula allowance
under section 126C.10, subdivision 2, for fiscal year 2023.
new text end

new text begin (b) The English learner programs concentration allowance equals $250 for fiscal years
2021 and 2022. The English learner programs concentration allowance for fiscal year 2023
and later equals the product of $250 times the ratio of the formula allowance under section
126C.10, subdivision 2, for the current fiscal year to the formula allowance under section
126C.10, subdivision 2, for fiscal year 2023.
new text end

deleted text begin (a)deleted text endnew text begin (c)new text end A district's English learner programs new text begininitial new text endrevenue equals the product of (1)
deleted text begin $704deleted text endnew text begin the English learner programs initial allowancenew 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.

new text begin (d) A district's English learner programs concentration revenue equals the product of
the English learner programs concentration allowance times the English learner pupil units
under section 126C.05, subdivision 17.
new text end

new text begin (e) A district's English learner cross subsidy aid equals:
new text end

new text begin (1) 40 percent of the district's English learner cross subsidy for fiscal year 2023;
new text end

new text begin (2) 50 percent of the district's English learner cross subsidy for fiscal year 2024;
new text end

new text begin (3) 75 percent of the district's English learner cross subsidy for fiscal year 2025; and
new text end

new text begin (4) 100 percent of the district's English learner cross subsidy for fiscal years 2026 and
later.
new text end

new text begin (f) A district's English learner programs revenue equals the sum of:
new text end

new text begin (1) the initial revenue under paragraph (c);
new text end

new text begin (2) the concentration revenue under paragraph (d); and
new text end

new text begin (3) a district's English learner cross subsidy aid under paragraph (e).
new text end

new text begin (g) A district's English learner cross subsidy equals the greater of zero or the difference
between the district's expenditure for qualifying services for the second previous year and
the district's English learner revenue for the second previous year.
new text end

deleted text begin (b)deleted text endnew text begin (h)new text end A pupil ceases to generate state English learner aid in the school year following
the school year in which the pupil attains the state cutoff score on a commissioner-provided
assessment that measures the pupil's emerging academic English.

new text begin EFFECTIVE DATE. new text end

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

Sec. 24.

Minnesota Statutes 2020, 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;

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

deleted text begin (7)deleted text endnew text begin (6)new text end is a victim of physical or sexual abuse;

deleted text begin (8)deleted text endnew text begin (7)new text end has experienced mental health problems;

deleted text begin (9)deleted text endnew text begin (8)new text end has experienced homelessness sometime within six months before requesting a
transfer to an eligible program;

deleted text begin (10)deleted text endnew text begin (9)new text end speaks English as a second language or is an English learner;

deleted text begin (11)deleted text endnew text begin (10)new text end has withdrawn from school or has been chronically truant; or

deleted text begin (12)deleted text endnew text begin (11)new text end 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) A pupil deleted text beginotherwise qualifying under paragraph (a) who is at least 21 years of age and
not yet 22 years of age, and is an English learner with an interrupted formal education
according to section 124D.59, subdivision 2a,
deleted 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 sectiondeleted text begin.deleted text endnew text begin if the pupil otherwise qualifies under paragraph (a), is at least 21 years
of age and not yet 22 years of age, and:
new text end

new text begin (1) is an English learner with a limited or interrupted formal education according to
section 124D.59, subdivision 2a; or
new text end

new text begin (2) meets three of the following four requirements:
new text end

new text begin (i) comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English;
new text end

new text begin (ii) enters school in the United States after grade 6;
new text end

new text begin (iii) functions at least two years below expected grade level in reading and mathematics;
and
new text end

new text begin (iv) may be preliterate in the English learner's native language.
new text end

Sec. 25.

Minnesota Statutes 2020, section 124D.73, is amended by adding a subdivision
to read:


new text begin Subd. 5. new text end

new text begin American Indian student. new text end

new text begin "American Indian student" means a student who
identifies as American Indian or Alaska Native, using the state definition in effect on October
1 of the previous school year.
new text end

Sec. 26.

Minnesota Statutes 2020, section 124D.79, subdivision 2, is amended to read:


Subd. 2.

Technical assistance.

The commissioner shall provide technical assistancenew text begin,
including an annual report of American Indian student data using the state count,
new text end to districts,
schools and postsecondary institutions for preservice and in-service training for teachers,
American Indian education teachers and paraprofessionals specifically designed to implement
culturally responsive teaching methods, culturally based curriculum development, testing
and testing mechanisms, and the development of materials for American Indian education
programs.

Sec. 27.

Minnesota Statutes 2020, section 124D.81, is amended by adding a subdivision
to read:


new text begin Subd. 8. new text end

new text begin State-identified American Indian. new text end

new text begin For the purposes of sections 124D.71 to
124D.82, the number of students who identify as American Indian or Alaska Native, as
defined by the state of Minnesota on October 1 of the previous school year, will be used to
determine the state-identified American Indian student counts for districts, charter schools,
and Tribal contract schools for the subsequent school year.
new text end

Sec. 28.

Minnesota Statutes 2020, section 124D.83, is amended by adding a subdivision
to read:


new text begin Subd. 3a. new text end

new text begin Supplemental online learning. new text end

new text begin A pupil attending a Tribal contract school
under this section may participate in a supplemental online learning program offered by a
school district. The serving school district may include the pupil's time spent in the
supplemental online learning program in its pupil count.
new text end

Sec. 29.

Minnesota Statutes 2020, section 125A.15, is amended to read:


125A.15 PLACEMENT IN ANOTHER DISTRICT; RESPONSIBILITY.

The responsibility for special instruction and services for a child with a disability
temporarily placed in another district for care and treatment shall be determined in the
following manner:

(a) The district of residence of a child shall be the district in which the child's parent
resides, if living, or the child's guardian. If there is a dispute between school districts
regarding residency, the district of residence is the district designated by the commissioner.

(b) If a district other than the resident district places a pupil for care and treatment, the
district placing the pupil must notify and give the resident district an opportunity to participate
in the placement decision. When an immediate emergency placement of a pupil is necessary
and time constraints foreclose a resident district from participating in the emergency
placement decision, the district in which the pupil is temporarily placed must notify the
resident district of the emergency placement within 15 days. The resident district has up to
five business days after receiving notice of the emergency placement to request an
opportunity to participate in the placement decision, which the placing district must then
provide.

(c) When a child is temporarily placed for care and treatment in a day program located
in another district and the child continues to live within the district of residence during the
care and treatment, the district of residence is responsible for providing transportation to
and from the care and treatment program and an appropriate educational program for the
child. The resident district may establish reasonable restrictions on transportation, except
if a Minnesota court or agency orders the child placed at a day care and treatment program
and the resident district receives a copy of the order, then the resident district must provide
transportation to and from the program unless the court or agency orders otherwise.
Transportation shall only be provided by the resident district during regular operating hours
of the resident district. The resident district may provide the educational program at a school
within the district of residence, at the child's residence, or in the district in which the day
treatment center is located by paying tuition to that district.new text begin A district or charter school may
utilize online learning under section 124D.095 to fulfill its educational program responsibility
under this chapter if the child, or the child's parent or guardian for a pupil under the age of
18, agrees to that form of instruction.
new text end

(d) When a child is temporarily placed in a residential program for care and treatment,
the nonresident district in which the child is placed is responsible for providing an appropriate
educational program for the child and necessary transportation while the child is attending
the educational program; and must bill the district of the child's residence for the actual cost
of providing the program, as outlined in section 125A.11, except as provided in paragraph
(e). However, the board, lodging, and treatment costs incurred in behalf of a child with a
disability placed outside of the school district of residence by the commissioner of human
services or the commissioner of corrections or their agents, for reasons other than providing
for the child's special educational needs must not become the responsibility of either the
district providing the instruction or the district of the child's residence. For the purposes of
this section, the state correctional facilities operated on a fee-for-service basis are considered
to be residential programs for care and treatment.new text begin A district or charter school may utilize
online learning under section 124D.095 to fulfill its educational program responsibility
under this chapter if the child, or the child's parent or guardian for a pupil under the age of
18, agrees to that form of instruction.
new text end

(e) A privately owned and operated residential facility may enter into a contract to obtain
appropriate educational programs for special education children and services with a joint
powers entity. The entity with which the private facility contracts for special education
services shall be the district responsible for providing students placed in that facility an
appropriate educational program in place of the district in which the facility is located. If a
privately owned and operated residential facility does not enter into a contract under this
paragraph, then paragraph (d) applies.

(f) The district of residence shall pay tuition and other program costs, not including
transportation costs, to the district providing the instruction and services. The district of
residence may claim general education aid for the child as provided by law. Transportation
costs must be paid by the district responsible for providing the transportation and the state
must pay transportation aid to that district.

Sec. 30.

Minnesota Statutes 2020, section 125A.51, is amended to read:


125A.51 PLACEMENT OF CHILDREN WITHOUT DISABILITIES; EDUCATION
AND TRANSPORTATION.

The responsibility for providing instruction and transportation for a pupil without a
disability who has a short-term or temporary physical or emotional illness or disability, as
determined by the standards of the commissioner, and who is temporarily placed for care
and treatment for that illness or disability, must be determined as provided in this section.

(a) The school district of residence of the pupil is the district in which the pupil's parent
or guardian resides. If there is a dispute between school districts regarding residency, the
district of residence is the district designated by the commissioner.

(b) When parental rights have been terminated by court order, the legal residence of a
child placed in a residential or foster facility for care and treatment is the district in which
the child resides.

(c) Before the placement of a pupil for care and treatment, the district of residence must
be notified and provided an opportunity to participate in the placement decision. When an
immediate emergency placement is necessary and time does not permit resident district
participation in the placement decision, the district in which the pupil is temporarily placed,
if different from the district of residence, must notify the district of residence of the
emergency placement within 15 days of the placement. When a nonresident district makes
an emergency placement without first consulting with the resident district, the resident
district has up to five business days after receiving notice of the emergency placement to
request an opportunity to participate in the placement decision, which the placing district
must then provide.

(d) When a pupil without a disability is temporarily placed for care and treatment in a
day program and the pupil continues to live within the district of residence during the care
and treatment, the district of residence must provide instruction and necessary transportation
to and from the care and treatment program for the pupil. The resident district may establish
reasonable restrictions on transportation, except if a Minnesota court or agency orders the
child placed at a day care and treatment program and the resident district receives a copy
of the order, then the resident district must provide transportation to and from the program
unless the court or agency orders otherwise. Transportation shall only be provided by the
resident district during regular operating hours of the resident district. The resident district
may provide the instruction at a school within the district of residence, at the pupil's residence,
new text begin through an online learning program under section 124D.095, provided by the pupil's resident
district, district of open enrollment under section 124D.03, or charter school of enrollment
under section 124E.11,
new text endor in the case of a placement outside of the resident district, in the
district in which the day treatment program is located by paying tuition to that district. new text beginA
district or charter school may provide the instruction through an online learning program
if the pupil, or the pupil's parent or guardian for a pupil under the age of 18, agrees to that
form of instruction.
new text end The district of placement may contract with a facility to provide
instruction by teachers licensed by the Professional Educator Licensing and Standards
Board.

(e) When a pupil without a disability is temporarily placed in a residential program for
care and treatment, the district in which the pupil is placed must provide instruction for the
pupil and necessary transportation while the pupil is receiving instruction, and in the case
of a placement outside of the district of residence, the nonresident district must bill the
district of residence for the actual cost of providing the instruction for the regular school
year and for summer school, excluding transportation costs.new text begin A district or charter school may
utilize online learning under section 124D.095 to fulfill its educational program responsibility
under this chapter if the pupil, or the pupil's parent or guardian for a pupil under the age of
18, agrees to that form of instruction.
new text end

(f) Notwithstanding paragraph (e), if the pupil is homeless and placed in a public or
private homeless shelter, then the district that enrolls the pupil under section 120A.20,
subdivision 2
, paragraph (b), shall provide the transportation, unless the district that enrolls
the pupil and the district in which the pupil is temporarily placed agree that the district in
which the pupil is temporarily placed shall provide transportation. When a pupil without a
disability is temporarily placed in a residential program outside the district of residence,
the administrator of the court placing the pupil must send timely written notice of the
placement to the district of residence. The district of placement may contract with a
residential facility to provide instruction by teachers licensed by the Professional Educator
Licensing and Standards Board. For purposes of this section, the state correctional facilities
operated on a fee-for-service basis are considered to be residential programs for care and
treatment.

(g) The district of residence must include the pupil in its residence count of pupil units
and pay tuition as provided in section 123A.488 to the district providing the instruction.
Transportation costs must be paid by the district providing the transportation and the state
must pay transportation aid to that district. For purposes of computing state transportation
aid, pupils governed by this subdivision must be included in the disabled transportation
category if the pupils cannot be transported on a regular school bus route without special
accommodations.

Sec. 31.

Minnesota Statutes 2020, section 125A.515, subdivision 3, is amended to read:


Subd. 3.

Responsibilities for providing education.

(a) The district in which the children's
residential facility is located must provide education services, including special education
if eligible, to all students placed in a facility.new text begin If a child's district of residence, district of open
enrollment under section 124D.03, or charter school of enrollment under section 124E.11
is a state-approved online learning provider under section 124D.095, subdivision 2, paragraph
(d), the district in which the children's residential facility is located may utilize that
state-approved online learning program in fulfilling its education services responsibility
under this section. A district or charter school may provide the instruction through an online
learning program if the child, or child's parent or guardian for a child under the age of 18,
agrees to that form of instruction.
new text end

(b) For education programs operated by the Department of Corrections, the providing
district shall be the Department of Corrections. For students remanded to the commissioner
of corrections, the providing and resident district shall be the Department of Corrections.

Sec. 32.

Minnesota Statutes 2020, section 126C.05, subdivision 19, is amended to read:


Subd. 19.

Online learning students.

(a) The average daily membership for a public
school pupil new text beginor a pupil enrolled in a school authorized to receive Tribal contract or grant
aid under section 124D.83
new text endgenerating online learning average daily membership according
to section 124D.095, subdivision 8, paragraph (b), equals the sum of: (1) the ratio of the
sum of the number of instructional hours the pupil is enrolled in a regular classroom setting
at the enrolling school to the actual number of instructional hours in the school year at the
enrolling school, plus (2) .12 times the initial online learning average daily membership
according to section 124D.095, subdivision 8, paragraph (b).

(b) When the sum of the average daily membership under paragraph (a) and the adjusted
online learning average daily membership under section 124D.095, subdivision 8, paragraph
(b), exceeds the maximum allowed for the student under subdivision 8 or 15, as applicable,
the average daily membership under paragraph (a) shall be reduced by the excess over the
maximum, but shall not be reduced below .12. The adjusted online learning average daily
membership according to section 124D.095, subdivision 8, paragraph (b), shall be reduced
by any remaining excess over the maximum.

Sec. 33.

Minnesota Statutes 2020, section 126C.10, subdivision 2a, is amended to read:


Subd. 2a.

Extended time revenue.

new text begin (a) The extended time allowance is $5,117 for fiscal
years 2022 and 2023. For fiscal year 2024 and later, the extended time allowance equals
the product of $5,117 times the ratio of the formula allowance under subdivision 2 for the
current fiscal year to the formula allowance under subdivision 2 for fiscal year 2023.
new text end

deleted text begin (a)deleted text endnew text begin (b)new text end A school district's extended time revenue is equal to the product of deleted text begin$5,117deleted text endnew text begin the
extended time allowance
new text end and the sum of the adjusted pupil units of the district for each pupil
in average daily membership in excess of 1.0 and less than 1.2 according to section 126C.05,
subdivision 8
.

deleted text begin (b)deleted text endnew text begin (c)new text end Extended time revenue for pupils placed in an on-site education program at the
Prairie Lakes Education Center or the Lake Park School, located within the borders of
Independent School District No. 347, Willmar, for instruction provided after the end of the
preceding regular school year and before the beginning of the following regular school year
equals membership hours divided by the minimum annual instructional hours in section
126C.05, subdivision 15, not to exceed 0.20, times the pupil unit weighting in section
126C.05, subdivision 1, times deleted text begin$5,117deleted text endnew text begin the extended time allowancenew text end.

new text begin (d) A school district's summer residential care and treatment extended time revenue
equals the product of the extended time allowance times the sum of the resident summer
residential care and treatment extended time average daily membership, times the pupil unit
weighting in section 126C.05, subdivision 1.
new text end

new text begin (e) Summer residential care and treatment extended time average daily membership for
resident pupils placed in a residential program for care and treatment, excluding those in
paragraph (b) for instruction after the end of the preceding regular school year and before
the beginning of the following regular school year, equals membership hours divided by
the minimum annual instructional hours in section 126C.05, subdivision 15, not to exceed
0.20.
new text end

new text begin (f) For fiscal year 2023 and later, the amount of extended time revenue calculated under
this paragraph may not exceed $1,000,000 for each fiscal year.
new text end

deleted text begin (c)deleted text endnew text begin (g)new text end A school district's extended time revenue may be used for extended day programs,
extended week programs, summer school, vacation break academies such as spring break
academies and summer term academies, and other programming authorized under the
learning year program.

new text begin EFFECTIVE DATE. new text end

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

Sec. 34.

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


Subd. 2e.

Local optional revenue.

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

(b) 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.

(c) A district's first tier local optional levy equals the district's first tier local optional
revenue times the lesser of one or the ratio of the district's referendum market value per
resident pupil unit to $880,000.

(d) For fiscal year 2022, a district's second tier local optional levy equals the district's
second tier local optional revenue times the lesser of one or the ratio of the district's
referendum market value per resident pupil unit to $510,000. For fiscal year 2023, a district's
second tier local optional levy equals the district's second tier local optional revenue times
the lesser of one or the ratio of the district's referendum market value per resident pupil unit
to deleted text begin$548,842deleted text endnew text begin $703,865new text end. For fiscal year 2024 deleted text beginand laterdeleted text end, a district's second tier local optional
levy equals the district's second tier local optional revenue times the lesser of one or the
ratio of the district's referendum market value per resident pupil unit to deleted text begin$510,000deleted text endnew text begin $572,600.
For fiscal year 2025 and later, a district's second tier local optional levy equals the district's
second tier local optional revenue times the lesser of one or the ratio of the district's
referendum market value per resident pupil unit to $664,812
new text end.

(e) The local optional levy must be spread on referendum market value. A district may
levy less than the permitted amount.

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

Sec. 35.

Minnesota Statutes 2020, section 126C.10, subdivision 4, is amended to read:


Subd. 4.

Basic skills revenue.

A school district's basic skills revenue equals the sum
of:

(1) compensatory revenue under subdivision 3; plus

(2) English learner revenue under section 124D.65, subdivision 5deleted text begin; plusdeleted text endnew text begin, paragraph (e).
new text end

deleted text begin (3) $250 times the English learner pupil units under section 126C.05, subdivision 17.
deleted text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 36.

Minnesota Statutes 2020, section 126C.10, subdivision 13, is amended to read:


Subd. 13.

Total operating capital revenue.

(a) Total operating capital revenue for a
district equals the deleted text beginamount determined under paragraph (b) or (c), plusdeleted text endnew text begin sum of:
new text end

new text begin (1)new text end $79 times the adjusted pupil units for the school yeardeleted text begin.deleted text endnew text begin;
new text end

new text begin (2) the product of $109, the district's maintenance cost index, and its adjusted pupil units
for the school year plus the amount computed under paragraph (c); and
new text end

new text begin (3) $2 times the adjusted pupil units for the school year for the purposes of supplying
menstrual products under subdivision 14, clause (26).
new text end

new text begin (b)new text end The revenuenew text begin under this subdivisionnew text end must be placed in a reserved account in the
general fund and may only be used according to subdivision 14.

deleted text begin (b) Capital revenue for a district equals $109 times the district's maintenance cost index
times its adjusted pupil units for the school year.
deleted text end

(c) The revenue new text beginunder paragraph (a), clause (2), new text endfor a district that operates a program
under section 124D.128, is increased by an amount equal to $31 times the number of adjusted
pupil units served at the site where the program is implemented.

new text begin EFFECTIVE DATE. new text end

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

Sec. 37.

Minnesota Statutes 2020, 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$23,902
for fiscal year 2020, $23,885 for fiscal year 2021, and
deleted text end $22,912 for fiscal year 2022 deleted text beginanddeleted text endnew text begin,
$22,912 for fiscal year 2023, $25,490 for fiscal year 2024, and $23,353 for fiscal year 2025
and
new text end later.

Sec. 38.

Minnesota Statutes 2020, section 126C.10, subdivision 14, is amended to read:


Subd. 14.

Uses of total operating capital revenue.

Total operating capital revenue may
be used only for the following purposes:

(1) to acquire land for school purposes;

(2) to acquire or construct buildings for school purposes;

(3) to rent or lease buildings, including the costs of building repair or improvement that
are part of a lease agreement;

(4) to improve and repair school sites and buildings, and equip or reequip school buildings
with permanent attached fixtures, including library media centers;

(5) for a surplus school building that is used substantially for a public nonschool purpose;

(6) to eliminate barriers or increase access to school buildings by individuals with a
disability;

(7) to bring school buildings into compliance with the State Fire Code adopted according
to chapter 299F;

(8) to remove asbestos from school buildings, encapsulate asbestos, or make
asbestos-related repairs;

(9) to clean up and dispose of polychlorinated biphenyls found in school buildings;

(10) to clean up, remove, dispose of, and make repairs related to storing heating fuel or
transportation fuels such as alcohol, gasoline, fuel oil, and special fuel, as defined in section
296A.01;

(11) for energy audits for school buildings and to modify buildings if the audit indicates
the cost of the modification can be recovered within ten years;

(12) to improve buildings that are leased according to section 123B.51, subdivision 4;

(13) to pay special assessments levied against school property but not to pay assessments
for service charges;

(14) to pay principal and interest on state loans for energy conservation according to
section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust
Fund Act according to sections 298.292 to deleted text begin298.298deleted text endnew text begin 298.297new text end;

(15) to purchase or lease interactive telecommunications equipment;

(16) by board resolution, to transfer money into the debt redemption fund to: (i) pay the
amounts needed to meet, when due, principal and interest payments on certain obligations
issued according to chapter 475; or (ii) pay principal and interest on debt service loans or
capital loans according to section 126C.70;

(17) to pay operating capital-related assessments of any entity formed under a cooperative
agreement between two or more districts;

(18) to purchase or lease computers and related hardware, software, and annual licensing
fees, copying machines, telecommunications equipment, and other noninstructional
equipment;

(19) to purchase or lease assistive technology or equipment for instructional programs;

(20) to purchase textbooks as defined in section 123B.41, subdivision 2;

(21) to purchase new and replacement library media resources or technology;

(22) to lease or purchase vehicles;

(23) to purchase or lease telecommunications equipment, computers, and related
equipment for integrated information management systems for:

(i) managing and reporting learner outcome information for all students under a
results-oriented graduation rule;

(ii) managing student assessment, services, and achievement information required for
students with individualized education programs; and

(iii) other classroom information management needs;

(24) to pay personnel costs directly related to the acquisition, operation, and maintenance
of telecommunications systems, computers, related equipment, and network and applications
software; deleted text beginand
deleted text end

(25) to pay the costs directly associated with closing a school facility, including moving
and storage costsdeleted text begin.deleted text endnew text begin; and
new text end

new text begin (26) to pay the costs of supplies and equipment necessary to provide access to menstrual
products at no charge to students in restrooms and as otherwise needed in school facilities.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 39.

Minnesota Statutes 2020, section 126C.10, subdivision 18a, is amended to read:


Subd. 18a.

Pupil transportation adjustment.

(a) An independent, common, or special
school district's transportation sparsity revenue under subdivision 18 is increased by the
greater of zero or deleted text begin18.2deleted text endnew text begin 39.5new text end percent of the difference between:

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

(2) the sum of:

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

(ii) transportation sparsity revenue under subdivision 18 for the previous fiscal year;

(iii) the district's charter school transportation adjustment for the previous fiscal year;
and

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 40.

Minnesota Statutes 2020, section 126C.15, subdivision 1, is amended to read:


Subdivision 1.

Use of revenue.

The basic skills revenue under section 126C.10,
subdivision 4
, must be reserved and used to meet the educational needs of pupils who enroll
under-prepared to learn and whose progress toward meeting state or local content or
performance standards is below the level that is appropriate for learners of their age. Basic
skills revenue may also be used for programs designed to prepare children and their families
for entry into school whether the student first enrolls in kindergarten or first grade. Any of
the following may be provided to meet these learners' needs:

(1) direct instructional services under the assurance of mastery program according to
section 124D.66;

(2) remedial instruction in reading, language arts, mathematics, other content areas, or
study skills to improve the achievement level of these learners;

(3) additional teachers and teacher aides to provide more individualized instruction to
these learners through individual tutoring, lower instructor-to-learner ratios, or team teaching;

(4) a longer school day or week during the regular school year deleted text beginor through a summer
program that may be offered directly by the site or under a performance-based contract with
a community-based organization
deleted text end;

(5) comprehensive and ongoing staff development consistent with district and site plans
according to section 122A.60 and to implement plans under section 120B.12, subdivision
4a, for teachers, teacher aides, principals, and other personnel to improve their ability to
identify the needs of these learners and provide appropriate remediation, intervention,
accommodations, or modifications;

(6) instructional materials, digital learning, and technology appropriate for meeting the
individual needs of these learners;

(7) programs to reduce truancy, encourage completion of high school, enhance
self-concept, provide health services, provide nutrition services, provide a safe and secure
learning environment, provide coordination for pupils receiving services from other
governmental agencies, provide psychological services to determine the level of social,
emotional, cognitive, and intellectual development, and provide counseling services, guidance
services, and social work services;

(8) bilingual programs, bicultural programs, and programs for English learners;

deleted text begin (9) all-day kindergarten;
deleted text end

deleted text begin (10)deleted text endnew text begin (9)new text end early education programs, parent-training programs, school readiness programs,
deleted text begin kindergartendeleted text endnew text begin voluntary prekindergartennew text end programs for four-year-olds, voluntary home visits
under section 124D.13, subdivision 4, and other outreach efforts designed to prepare children
for kindergarten;

deleted text begin (11)deleted text endnew text begin (10)new text end extended school day and extended school year programsnew text begin, including summer
programs that may be offered directly by the site or under a performance-based contract
with a community-based organization
new text end; and

deleted text begin (12)deleted text endnew text begin (11)new text end substantial parent involvement in developing and implementing remedial
education or intervention plans for a learner, including learning contracts between the school,
the learner, and the parent that establish achievement goals and responsibilities of the learner
and the learner's parent or guardian.

new text begin EFFECTIVE DATE. new text end

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

Sec. 41.

Minnesota Statutes 2020, section 126C.15, subdivision 2, is amended to read:


Subd. 2.

Building allocation.

(a) A district or cooperative must allocatenew text begin at least 80
percent of
new text end its compensatory revenue to each school building in the district or cooperative
where the children who have generated the revenue are served unless the school district or
cooperative has received permission under Laws 2005, First Special Session chapter 5,
article 1, section 50, to allocate compensatory revenue according to student performance
measures developed by the school board.

(b) deleted text beginNotwithstanding paragraph (a),deleted text end A district or cooperative may allocate deleted text beginup to 50deleted text endnew text begin no
more than 20
new text end percent of the amount of compensatory revenue that the district receives to
school sites according to a plan adopted by the school board. The money reallocated under
this paragraph must be spent for the purposes listed in subdivision 1, but may be spent on
students in any grade, including students attending school readiness or other prekindergarten
programs.

(c) For the purposes of this section and section 126C.05, subdivision 3, "building" means
education site as defined in section 123B.04, subdivision 1.

(d) Notwithstanding section 123A.26, subdivision 1, compensatory revenue generated
by students served at a cooperative unit shall be paid to the cooperative unit.

(e) A district or cooperative with school building openings, school building closings,
changes in attendance area boundaries, or other changes in programs or student demographics
between the prior year and the current year may reallocate compensatory revenue among
sites to reflect these changes. A district or cooperative must report to the department any
adjustments it makes according to this paragraph and the department must use the adjusted
compensatory revenue allocations in preparing the report required under section 123B.76,
subdivision 3
, paragraph (c).

new text begin EFFECTIVE DATE. new text end

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

Sec. 42.

Minnesota Statutes 2020, section 126C.19, is amended by adding a subdivision
to read:


new text begin Subd. 1a. new text end

new text begin Supplemental online learning. new text end

new text begin A shared time pupil may participate in a
school district's supplemental online learning program in the same manner as the student
may participate in other shared time programs.
new text end

Sec. 43.

Minnesota Statutes 2020, section 127A.45, subdivision 12a, is amended to read:


Subd. 12a.

Forward shifted aid payments.

One hundred percent of the state aid in
fiscal years 2003 and later received under deleted text beginsectiondeleted text endnew text begin sectionsnew text end 124D.87new text begin and 124D.4532new text end must
be paid by the state to the recipient school district on August 30 of that year. The recipient
school district must recognize this aid in the previous fiscal year.

Sec. 44.

Laws 2021, First Special Session chapter 13, article 1, section 9, is amended to
read:


Sec. 9. ENGLISH LEARNER CROSS SUBSIDY REDUCTION AID.

(a) Notwithstanding Minnesota Statutes, section 124D.65, English learner aid is increased
by $2,000,000 deleted text beginper yeardeleted text end for fiscal deleted text beginyearsdeleted text endnew text begin yearnew text end 2022deleted text begin, 2023, 2024, and 2025deleted text end. The commissioner
must allocate the aid to each school district and charter school based on the school district's
or charter school's proportionate share of English learner and concentration revenue under
Minnesota Statutes, section 126C.10, subdivision 4, clauses (2) and (3), for the preceding
fiscal year.

(b) Revenue under this section must be used and reserved as basic skills revenue
according to Minnesota Statutes, section 126C.15.

Sec. 45.

Laws 2021, First Special Session chapter 13, article 1, section 9, the effective
date, is amended to read:


EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2022deleted text begin and
expires at the end of fiscal year 2025
deleted text end.

Sec. 46.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 2,
is amended to read:


Subd. 2.

General education aid.

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

$
deleted text begin 7,569,266,000 deleted text end new text begin
7,484,917,000
new text end
.....
2022
$
deleted text begin 7,804,527,000 deleted text end new text begin
7,862,102,000
new text end
.....
2023

The 2022 appropriation includes $717,326,000 for 2021 and deleted text begin$6,851,940,000deleted text end
new text begin $6,767,591,000 new text endfor 2022.

The 2023 appropriation includes deleted text begin$734,520,000deleted text endnew text begin $751,955,000new text end for 2022 and
deleted text begin $7,070,007,000deleted text endnew text begin $7,110,147,000new text end for 2023.

Sec. 47.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 5,
is amended to read:


Subd. 5.

Consolidation transition aid.

new text begin(a) new text endFor districts consolidating under Minnesota
Statutes, section 123A.485:

$
309,000
.....
2022
$
deleted text begin 373,000 deleted text end new text begin
1,182,000
new text end
.....
2023

new text begin (b) new text endThe 2022 appropriation includes $30,000 for 2021 and $279,000 for 2022.

new text begin (c) new text endThe 2023 appropriation includes $31,000 for 2022 and deleted text begin$342,000deleted text endnew text begin $1,151,000new text end for
2023.new text begin If the fiscal year 2023 appropriation is insufficient, the Department of Education must
prorate the payments to each recipient school district.
new text end

new text begin (d) The 2023 appropriation includes 100 percent of the amount necessary to make the
adjustment required under section 3.
new text end

new text begin (e) If the base budget amounts for fiscal years 2024 and 2025 exceed the February 2022
forecast base budget estimates, the base budget amounts for these fiscal years must be
prorated accordingly.
new text end

Sec. 48.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 6,
is amended to read:


Subd. 6.

Nonpublic pupil education aid.

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

$
deleted text begin 16,991,000 deleted text end new text begin
17,224,000
new text end
.....
2022
$
deleted text begin 17,450,000 deleted text end new text begin
20,706,000
new text end
.....
2023

The 2022 appropriation includes $1,903,000 for 2021 and deleted text begin$15,088,000deleted text endnew text begin $15,321,000new text end for
2022.

The 2023 appropriation includes deleted text begin$1,676,000deleted text endnew text begin $1,702,000new text end for 2022 and deleted text begin$15,774,000deleted text endnew text begin
$19,004,000
new text end for 2023.

Sec. 49.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision
11, is amended to read:


Subd. 11.

English learner cross subsidy reduction aid.

deleted text begin(a)deleted text end For English learner cross
subsidy reduction aid under section 9:

$
2,000,000
.....
2022
deleted text begin $
deleted text end
deleted text begin 2,000,000
deleted text end
deleted text begin .....
deleted text end
deleted text begin 2023
deleted text end

deleted text begin (b) The base for English learner cross subsidy reduction aid is $2,000,000 for fiscal year
2024, $2,000,000 for fiscal year 2025, and $0 for fiscal year 2026 and later.
deleted text end

Sec. 50. new text beginLEGISLATIVE WORKING GROUP ON IDENTIFYING THE
APPROPRIATE STUDENT ELIGIBILITY METRIC FOR CALCULATING
COMPENSATORY REVENUE.
new text end

new text begin Subdivision 1. new text end

new text begin Membership; chair. new text end

new text begin (a) The legislative working group on compensatory
revenue must consist of eight members as follows:
new text end

new text begin (1) four members of the house of representatives, two members appointed by the speaker
of the house and two members appointed by the minority leader of the house of
representatives; and
new text end

new text begin (2) four members of the senate, two members appointed by the senate majority leader
and two members appointed by the senate minority leader.
new text end

new text begin (b) Appointing authorities must make appointments by June 15, 2022.
new text end

new text begin (c) If a vacancy occurs, the appointing authority for the vacated position must fill the
vacancy.
new text end

new text begin (d) The speaker of the house and the senate majority leader must each designate one
working group member from each respective body to serve as chair. The chair must rotate
after each meeting. The person appointed as chair by the speaker of the house must convene
the first meeting of the working group by June 30, 2022.
new text end

new text begin (e) The working group is subject to Minnesota Statutes, section 3.055.
new text end

new text begin Subd. 2. new text end

new text begin Duties. new text end

new text begin (a) The working group must study requirements and practices to identify
students whose families qualify as low income for purposes of calculating compensatory
revenue.
new text end

new text begin (b) The working group must solicit input from the state demographer, the Department
of Education, the Children's Cabinet, the Department of Human Services, the Department
of Revenue, school districts and charter schools, county program managers implementing
MNBenefits, and other interested stakeholders as to the best methods to provide a direct
match for qualifying families.
new text end

new text begin (c) For purposes of calculating compensatory revenue, the working group must consider
the benefits and disadvantages to the yearly application for free or reduced-price meals and
whether eligibility may be determined throughout the school year.
new text end

new text begin (d) The working group must examine the effect of the Community Eligibility Provision
program participation on students' reported free and reduced-price meal eligibility. The
working group must also consider whether a simplified eligibility form could be used by
students who attend Community Eligibility Provision program sites.
new text end

new text begin Subd. 3. new text end

new text begin Assistance. new text end

new text begin (a) To the extent practicable, the Department of Education must
provide the working group with data necessary to analyze proposals altering the way that
students are counted for purposes of calculating compensatory revenue.
new text end

new text begin (b) The Legislative Coordinating Commission must provide technical and administrative
assistance to the working group upon request.
new text end

new text begin Subd. 4. new text end

new text begin Recommendations; report. new text end

new text begin The working group must issue a report to the
governor and chairs and ranking minority members of the legislative committees with
jurisdiction over kindergarten through grade 12 education by June 30, 2023.
new text end

new text begin Subd. 5. new text end

new text begin Expiration. new text end

new text begin The working group expires July 1, 2023.
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 beginAPPROPRIATION; COMPENSATORY REVENUE LEGISLATIVE
WORKING GROUP.
new text end

new text begin $23,000 in fiscal year 2023 is appropriated from the general fund to the director of the
Legislative Coordinating Commission for purposes of section 51.
new text end

Sec. 52. new text beginAPPROPRIATION; DECLINING ENROLLMENT AID.
new text end

new text begin (a) $25,000,000 in fiscal year 2023 is appropriated from the general fund to the
commissioner of education for declining enrollment aid.
new text end

new text begin (b) A public school's decline in enrollment equals the greater of zero or the difference
between the fall 2020 enrollment and the fall 2021 enrollment.
new text end

new text begin (c) A public school's declining enrollment aid equals the ratio of the school's decline in
enrollment in paragraph (b) to the statewide decline in enrollment times the amount
appropriated in paragraph (a).
new text end

new text begin (d) For purposes of this section, "public school" means a school district, charter school,
or cooperative unit under Minnesota Statutes, section 123A.24, subdivision 2.
new text end

new text begin (e) This aid is 100 percent payable in fiscal year 2023.
new text end

Sec. 53. new text beginREPEALER.
new text end

new text begin Minnesota Statutes 2020, section 124D.4531, subdivision 3a, new text end new text begin is repealed.
new text end

ARTICLE 2

EDUCATION EXCELLENCE

Section 1.

Minnesota Statutes 2020, section 13.32, subdivision 3, is amended to read:


Subd. 3.

Private data; when disclosure is permitted.

Except as provided in subdivision
5, educational data is private data on individuals and shall not be disclosed except as follows:

(a) pursuant to section 13.05;

(b) pursuant to a valid court order;

(c) pursuant to a statute specifically authorizing access to the private data;

(d) to disclose information in health, including mental health, and safety emergencies
pursuant to the provisions of United States Code, title 20, section 1232g(b)(1)(I) and Code
of Federal Regulations, title 34, section 99.36;

(e) pursuant to the provisions of United States Code, title 20, sections 1232g(b)(1),
(b)(4)(A), (b)(4)(B), (b)(1)(B), (b)(3), (b)(6), (b)(7), and (i), and Code of Federal Regulations,
title 34, sections 99.31, 99.32, 99.33, 99.34, 99.35, and 99.39;

(f) to appropriate health authorities to the extent necessary to administer immunization
programs and for bona fide epidemiologic investigations which the commissioner of health
determines are necessary to prevent disease or disability to individuals in the public
educational agency or institution in which the investigation is being conducted;

(g) when disclosure is required for institutions that participate in a program under title
IV of the Higher Education Act, United States Code, title 20, section 1092;

(h) to the appropriate school district officials to the extent necessary under subdivision
6, annually to indicate the extent and content of remedial instruction, including the results
of assessment testing and academic performance at a postsecondary institution during the
previous academic year by a student who graduated from a Minnesota school district within
two years before receiving the remedial instruction;

(i) to appropriate authorities as provided in United States Code, title 20, section
1232g(b)(1)(E)(ii), if the data concern the juvenile justice system and the ability of the
system to effectively serve, prior to adjudication, the student whose records are released;
provided that the authorities to whom the data are released submit a written request for the
data that certifies that the data will not be disclosed to any other person except as authorized
by law without the written consent of the parent of the student and the request and a record
of the release are maintained in the student's file;

(j) to volunteers who are determined to have a legitimate educational interest in the data
and who are conducting activities and events sponsored by or endorsed by the educational
agency or institution for students or former students;

(k) to provide student recruiting information, from educational data held by colleges
and universities, as required by and subject to Code of Federal Regulations, title 32, section
216;

(l) to the juvenile justice system if information about the behavior of a student who poses
a risk of harm is reasonably necessary to protect the health or safety of the student or other
individuals;

(m) with respect to Social Security numbers of students in the adult basic education
system, to Minnesota State Colleges and Universities and the Department of Employment
and Economic Development for the purpose and in the manner described in section 124D.52,
subdivision 7
;

(n) to the commissioner of education for purposes of an assessment or investigation of
a report of alleged maltreatment of a student as mandated by chapter 260E. Upon request
by the commissioner of education, data that are relevant to a report of maltreatment and are
from charter school and school district investigations of alleged maltreatment of a student
must be disclosed to the commissioner, including, but not limited to, the following:

(1) information regarding the student alleged to have been maltreated;

(2) information regarding student and employee witnesses;

(3) information regarding the alleged perpetrator; and

(4) what corrective or protective action was taken, if any, by the school facility in response
to a report of maltreatment by an employee or agent of the school or school district;

(o) when the disclosure is of the final results of a disciplinary proceeding on a charge
of a crime of violence or nonforcible sex offense to the extent authorized under United
States Code, title 20, section 1232g(b)(6)(A) and (B) and Code of Federal Regulations, title
34, sections 99.31 (a)(13) and (14);

(p) when the disclosure is information provided to the institution under United States
Code, title 42, section 14071, concerning registered sex offenders to the extent authorized
under United States Code, title 20, section 1232g(b)(7); deleted text beginor
deleted text end

(q) when the disclosure is to a parent of a student at an institution of postsecondary
education regarding the student's violation of any federal, state, or local law or of any rule
or policy of the institution, governing the use or possession of alcohol or of a controlled
substance, to the extent authorized under United States Code, title 20, section 1232g(i), and
Code of Federal Regulations, title 34, section 99.31 (a)(15), and provided the institution
has an information release form signed by the student authorizing disclosure to a parent.
The institution must notify parents and students about the purpose and availability of the
information release forms. At a minimum, the institution must distribute the information
release forms at parent and student orientation meetingsdeleted text begin.deleted text endnew text begin; or
new text end

new text begin (r) with Tribal Nations about Tribally enrolled or descendant students so that the Tribal
Nation and school district or charter school can support the educational attainment of the
student.
new text end

Sec. 2.

Minnesota Statutes 2020, section 120A.22, subdivision 7, is amended to read:


Subd. 7.

Education records.

(a) A district, a charter school, or a nonpublic school that
receives services or aid under sections 123B.40 to 123B.48 from which a student is
transferring must transmit the student's educational records, within ten business days of a
request, to the district, the charter school, or the nonpublic school in which the student is
enrolling. Districts, charter schools, and nonpublic schools that receive services or aid under
sections 123B.40 to 123B.48 must make reasonable efforts to determine the district, the
charter school, or the nonpublic school in which a transferring student is next enrolling in
order to comply with this subdivision.

(b) A closed charter school must transfer the student's educational records, within ten
business days of the school's closure, to the student's school district of residence where the
records must be retained unless the records are otherwise transferred under this subdivision.

(c) A school district, a charter school, or a nonpublic school that receives services or aid
under sections 123B.40 to 123B.48 that transmits a student's educational records to another
school district or other educational entity, charter school, or nonpublic school to which the
student is transferring must include in the transmitted records information about any formal
suspension, expulsion, and exclusion disciplinary actionnew text begin, as well as pupil withdrawals,new text end under
sections 121A.40 to 121A.56. new text beginThe transmitted records must include services a pupil needs
to prevent the inappropriate behavior from recurring.
new text endThe district, the charter school, or the
nonpublic school that receives services or aid under sections 123B.40 to 123B.48 must
provide notice to a student and the student's parent or guardian that formal disciplinary
records will be transferred as part of the student's educational record, in accordance with
data practices under chapter 13 and the Family Educational Rights and Privacy Act of 1974,
United States Code, title 20, section 1232(g).

(d) Notwithstanding section 138.17, a principal or chief administrative officer must
remove from a student's educational record and destroy a probable cause notice received
under section 260B.171, subdivision 5, or paragraph (e), if one year has elapsed since the
date of the notice and the principal or chief administrative officer has not received a
disposition or court order related to the offense described in the notice. This paragraph does
not apply if the student no longer attends the school when this one-year period expires.

(e) A principal or chief administrative officer who receives a probable cause notice under
section 260B.171, subdivision 5, or a disposition or court order, must include a copy of that
data in the student's educational records if they are transmitted to another school, unless the
data are required to be destroyed under paragraph (d) or section 121A.75.

Sec. 3.

Minnesota Statutes 2020, section 120A.22, subdivision 9, is amended to read:


Subd. 9.

Knowledge and skills.

Instruction must be provided in at least the following
subject areas:

(1) basic communication skills including reading and writing, literature, and fine arts;

(2) mathematics and science;

(3) social studies including history, geography, economics, government, and citizenship;
deleted text begin and
deleted text end

(4) health and physical educationdeleted text begin.deleted text endnew text begin; and
new text end

new text begin (5) ethnic studies.
new text end

Instruction, textbooks, and materials must be in the English language. Another language
may be used pursuant to sections 124D.59 to 124D.61.

Sec. 4.

Minnesota Statutes 2020, section 120B.018, subdivision 6, is amended to read:


Subd. 6.

Required standard.

"Required standard" means (1) a statewide adopted
expectation for student learning in the content areas of language arts, mathematics, science,
social studies, physical education, and the arts, or (2) a locally adopted expectation for
student learning in health deleted text beginor the artsdeleted text end.

Sec. 5.

Minnesota Statutes 2020, section 120B.021, subdivision 1, is amended to read:


Subdivision 1.

Required academic standards.

(a) The following subject areas are
required for statewide accountability:

(1) language arts;

(2) mathematics;

(3) science;

(4) social studies, including history, geography, economics, and government and
citizenship that includes civics consistent with section 120B.02, subdivision 3;

(5) physical education;

(6) health, for which locally developed academic standards apply; and

(7) the artsdeleted text begin, for which statewide or locally developed academic standards apply, as
determined by the school district
deleted text end. Public elementary and middle schools must offer at least
three and require at least two of the following deleted text beginfourdeleted text endnew text begin fivenew text end arts areas:new text begin media arts,new text end dancedeleted text begin;deleted text endnew text begin,new text end musicdeleted text begin;deleted text endnew text begin,new text end
theaterdeleted text begin;deleted text endnew text begin,new text end and visual arts. Public high schools must offer at least three and require at least
one of the following five arts areas: media artsdeleted text begin;deleted text endnew text begin,new text end dancedeleted text begin;deleted text endnew text begin,new text end musicdeleted text begin;deleted text endnew text begin,new text end theaterdeleted text begin;deleted text endnew text begin,new text end and visual arts.

(b) For purposes of applicable federal law, the academic standards for language arts,
mathematics, and science apply to all public school students, except the very few students
with extreme cognitive or physical impairments for whom an individualized education
program team has determined that the required academic standards are inappropriate. An
individualized education program team that makes this determination must establish
alternative standards.

(c) The department must adopt the most recent SHAPE America (Society of Health and
Physical Educators) kindergarten through grade 12 standards and benchmarks for physical
education as the required physical education academic standards. The department may
modify and adapt the national standards to accommodate state interest. The modification
and adaptations must maintain the purpose and integrity of the national standards. The
department must make available sample assessments, which school districts may use as an
alternative to local assessments, to assess students' mastery of the physical education
standards beginning in the 2018-2019 school year.

(d) A school district may include child sexual abuse prevention instruction in a health
curriculum, consistent with paragraph (a), clause (6). Child sexual abuse prevention
instruction may include age-appropriate instruction on recognizing sexual abuse and assault,
boundary violations, and ways offenders groom or desensitize victims, as well as strategies
to promote disclosure, reduce self-blame, and mobilize bystanders. A school district may
provide instruction under this paragraph in a variety of ways, including at an annual assembly
or classroom presentation. A school district may also provide parents information on the
warning signs of child sexual abuse and available resources.

(e) District efforts to develop, implement, or improve instruction or curriculum as a
result of the provisions of this section must be consistent with sections 120B.10, 120B.11,
and 120B.20.

Sec. 6.

Minnesota Statutes 2020, section 120B.021, subdivision 2, is amended to read:


Subd. 2.

Standards development.

(a) The commissioner must consider advice from at
least the following stakeholders in developing statewide rigorous core academic standards
in language arts, mathematics, science, social studies, including history, geography,
economics, government and citizenship, and the arts:

(1) parents of school-age children and members of the public throughout the state;

(2) teachers throughout the state currently licensed and providing instruction in language
arts, mathematics, science, social studies, or the arts and licensed elementary and secondary
school principals throughout the state currently administering a school site;

(3) currently serving members of local school boards and charter school boards throughout
the state;

(4) faculty teaching core subjects at postsecondary institutions in Minnesota; deleted text beginand
deleted text end

(5) representatives of the Minnesota business communitydeleted text begin.deleted text endnew text begin;
new text end

new text begin (6) representatives from the Tribal Nations Education Committee and Minnesota's Tribal
Nations and communities, including both Anishinaabe and Dakota;
new text end

new text begin (7) youth currently enrolled in kindergarten through grade 12 school districts and charter
schools in Minnesota; and
new text end

new text begin (8) other stakeholders that represent the ethnic, racial, and geographic diversity of
Minnesota, including diversity of gender and sexual orientation, immigrant status, and
religious and linguistic background.
new text end

(b) Academic standards must:

(1) be clear, concise, objective, measurable, and grade-level appropriate;

(2) not require a specific teaching methodology or curriculum; and

(3) be consistent with the Constitutions of the United States and the state of Minnesota.

Sec. 7.

Minnesota Statutes 2020, section 120B.021, subdivision 3, is amended to read:


Subd. 3.

Rulemaking.

The commissioner, consistent with the requirements of this section
and section 120B.022, must adopt statewide rules under section 14.389 for implementing
statewide rigorous core academic standards in language arts, mathematics, science, social
studies, physical education, and the arts. After the rules authorized under this subdivision
are initially adopted, the commissioner may not amend or repeal these rules nor adopt new
rules on the same topic without specific legislative authorizationnew text begin unless done pursuant to
subdivision 4
new text end.

Sec. 8.

Minnesota Statutes 2020, section 120B.021, subdivision 4, is amended to read:


Subd. 4.

Revisions and reviews required.

(a) The commissioner of education must
revise and deleted text beginappropriatelydeleted text end embed new text beginIndigenous education standards that include the contributions
of American Indian Tribes and communities into the state's academic standards and
graduation requirements. These standards must be consistent with recommendations from
the Tribal Nations Education Committee.
new text end

new text begin (b) The commissioner of education must revise and embed new text endtechnology and information
literacy standards consistent with recommendations from school media specialists into the
state's academic standards and graduation requirements and implement a ten-year cycle to
review and, consistent with the review, revise state academic standards and related
benchmarks, consistent with this subdivision. During each ten-year review and revision
cycle, the commissioner also must examine the alignment of each required academic standard
and related benchmark with the knowledge and skills students need for career and college
readiness and advanced work in the particular subject area.

new text begin (c) new text endThe commissioner must deleted text begininclude the contributions of Minnesota American Indian
tribes and communities as related to the
deleted text end new text beginembed ethnic studies into the state's new text endacademic
standards during the review and revision of the required academic standards.

deleted text begin (b)deleted text endnew text begin (d)new text end The commissioner must ensure that the statewide mathematics assessments
administered to students in grades 3 through 8 and 11 are aligned with the state academic
standards in mathematics, consistent with section 120B.30, subdivision 1, paragraph (b).
The commissioner must implement a review of the academic standards and related
benchmarks in mathematics beginning in the 2021-2022 school year and every ten years
thereafter.

deleted text begin (c)deleted text endnew text begin (e)new text end The commissioner must implement a review of the academic standards and related
benchmarks in arts beginning in the 2017-2018 school year and every ten years thereafter.

deleted text begin (d)deleted text endnew text begin (f)new text end The commissioner must implement a review of the academic standards and related
benchmarks in science beginning in the 2018-2019 school year and every ten years thereafter.

deleted text begin (e)deleted text endnew text begin (g)new text end The commissioner must implement a review of the academic standards and related
benchmarks in language arts beginning in the 2019-2020 school year and every ten years
thereafter.

deleted text begin (f)deleted text endnew text begin (h)new text end The commissioner must implement a review of the academic standards and related
benchmarks in social studies beginning in the 2020-2021 school year and every ten years
thereafter.

deleted text begin (g)deleted text endnew text begin (i)new text end The commissioner must implement a review of the academic standards and related
benchmarks in physical education beginning in the deleted text begin2022-2023deleted text endnew text begin 2026-2027new text end school year and
every ten years thereafter.

deleted text begin (h)deleted text endnew text begin (j)new text end School districts and charter schools must revise and align local academic standards
and high school graduation requirements in health, world languages, and career and technical
education to require students to complete the revised standards beginning in a school year
determined by the school district or charter school. School districts and charter schools must
formally establish a periodic review cycle for the academic standards and related benchmarks
in health, world languages, and career and technical education.

Sec. 9.

Minnesota Statutes 2020, section 120B.022, subdivision 1, is amended to read:


Subdivision 1.

Elective standards.

A district must establish new text beginand regularly review new text endits
own standards deleted text beginindeleted text endnew text begin fornew text end career and technical educationnew text begin programs. Standards must align with
Minnesota career and technical education frameworks, standards developed by national
career and technical education organizations, or recognized industry standards
new text end. A district
must use the current world languages standards developed by the American Council on the
Teaching of Foreign Languages. A school district must offer courses in all elective subject
areas.

Sec. 10.

Minnesota Statutes 2020, section 120B.024, subdivision 1, is amended to read:


Subdivision 1.

Graduation requirements.

(a) Students deleted text beginbeginning 9th grade in the
2011-2012 school year and later
deleted text end must successfully complete the following high school level
credits for graduation:

(1) four credits of language arts sufficient to satisfy all of the academic standards in
English language arts;

(2) three credits of mathematics, including an algebra II credit or its equivalent, sufficient
to satisfy all of the academic standards in mathematics;

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

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

(5) three and one-half credits of social studies, new text beginincluding credit for a course in government
and citizenship in either 11th or 12th grade for students beginning 9th grade in the 2023-2024
school year and later or an advanced placement, international baccalaureate, or other rigorous
course on government and citizenship under section 120B.021, subdivision 1a, and a
combination of other credits
new text end encompassing at least United States history, geography, new text beginethnic
studies,
new text endgovernment and citizenship, world history, and economics sufficient to satisfy all
of the academic standards in social studies;

(6) one credit of the arts sufficient to satisfy all of the deleted text beginstate or localdeleted text end academic standards
in the arts; and

(7) a minimum of seven elective credits.

(b) A school district is encouraged to offer a course for credit in government and
citizenship to 11th or 12th grade students who begin 9th grade in the 2020-2021 school year
and later, that satisfies the government and citizenship requirement in paragraph (a), clause
(5). new text beginA school district must offer the course starting in the 2023-2024 school year.
new text end

new text begin (c) A student beginning 9th grade in the 2023-2024 school year and later must
successfully complete a personal finance course for one-half credit during the student's
senior year of high school. The course must include but is not limited to the following topics:
creating a household budget; taking out loans and accruing debt, including how interest
works; home mortgages; how to file taxes; the impact of student loan debt; and how to read
a paycheck and payroll deductions. A district may provide a personal finance course through
in-person instruction, distance instruction, or a combination of in-person and distance
instruction. The personal finance course may satisfy a social studies requirement, a career
and technical education requirement in accordance with local standards, or other credit
requirement, as determined by the school board.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022. The addition of ethnic
studies to the social studies credit requirement is effective for students entering grade 9 in
the 2024-2025 school year.
new text end

Sec. 11.

Minnesota Statutes 2020, section 120B.024, subdivision 2, is amended to read:


Subd. 2.

Credit equivalencies.

(a) A one-half credit of economics taught in a school's
deleted text begin agriculturedeleted text endnew text begin agricultural, food, and natural resourcesnew text end education or business deleted text begindepartmentdeleted text endnew text begin
education program
new text end may fulfill a one-half credit in social studies under subdivision 1, clause
(5), if the credit is sufficient to satisfy all of the academic standards in economics.

(b) An agriculture science or career and technical education credit may fulfill the elective
science credit required under subdivision 1, clause (4), if the credit meets the state physical
science, life science, earth and space science, chemistry, or physics academic standards or
a combination of these academic standards as approved by the district. An agriculture or
career and technical education credit may fulfill the credit in chemistry or physics required
under subdivision 1, clause (4), if the credit meets the state chemistry or physics academic
standards as approved by the district. A student must satisfy either all of the chemistry
academic standards or all of the physics academic standards prior to graduation. An
agriculture science or career and technical education credit may not fulfill the required
biology credit under subdivision 1, clause (4).

(c) A career and technical education credit may fulfill a mathematics or arts credit
requirement under subdivision 1, clause (2) or (6).

(d) An deleted text beginagriculturedeleted text endnew text begin agricultural, food, and natural resourcesnew text end education teacher is not
required to meet the requirements of Minnesota Rules, part 3505.1150, subpart deleted text begin1deleted text endnew text begin 2new text end, item
B, to meet the credit equivalency requirements of paragraph (b) above.

(e) A computer science credit may fulfill a mathematics credit requirement under
subdivision 1, clause (2), if the credit meets state academic standards in mathematics.

(f) A Project Lead the Way credit may fulfill a science or mathematics credit requirement
under subdivision 1, clause (2) or (4), if the credit meets the state academic standards in
science or mathematics.

Sec. 12.

new text begin [120B.025] ETHNIC STUDIES CURRICULUM.
new text end

new text begin (a) "Ethnic studies" means the critical and interdisciplinary study of race, ethnicity, and
indigeneity with a focus on the experiences and perspectives of people of color within and
beyond the United States. Ethnic studies analyzes the ways in which race and racism have
been and continue to be powerful social, cultural, and political forces, and the connections
of race to the stratification of other groups, including stratification based on gender, class,
sexual orientation, gender identity, disability, and legal status.
new text end

new text begin (b) Ethnic studies curriculum may be integrated into existing curricular opportunities
or provided through additional curricular offerings.
new text end

Sec. 13.

new text begin [120B.0251] ETHNIC STUDIES.
new text end

new text begin Subdivision 1. new text end

new text begin Definition. new text end

new text begin "Ethnic studies" has the meaning provided in section 120B.025.
new text end

new text begin Subd. 2. new text end

new text begin Requirements. new text end

new text begin (a) A student beginning grade 9 in the 2024-2025 school year
and later must successfully complete a semester-long ethnic studies course to graduate from
high school. The course must meet the minimum requirements of the model curriculum
under subdivision 6. A district or charter school must offer an ethnic studies course that
fulfills the requirements of this paragraph without increasing the number of credits required
for graduation under section 120B.024.
new text end

new text begin (b) School districts and charter schools must provide ethnic studies instruction in
elementary schools and middle schools by the 2025-2026 school year in accordance with
Department of Education rules on ethnic studies.
new text end

new text begin (c) Ethnic studies instruction must meet statewide academic standards for ethnic studies
curriculum.
new text end

new text begin (d) An ethnic studies course may focus specifically on a particular group of national or
ethnic origin, including Hmong Studies or Somali Studies.
new text end

new text begin Subd. 3. new text end

new text begin Rulemaking. new text end

new text begin The commissioner of education must adopt rules for statewide
academic standards for ethnic studies curriculum to be required for all kindergarten through
grade 12 students. The rules must include a process for implementing standards statewide.
new text end

new text begin Subd. 4. new text end

new text begin School needs assessment. new text end

new text begin (a) A school district or charter school must conduct
an ethnic studies school needs assessment with students, parents or guardians, and community
members to determine the priorities for course selection, implementation, and timeline. The
ethnic studies school needs assessment must include qualitative and quantitative components.
Qualitative priorities must include a schoolwide listening session or feedback forum with
students, parents or guardians, and community members. Quantitative priorities must include
a school survey.
new text end

new text begin (b) A school district or charter school must annually evaluate the implementation of
ethnic studies instruction by seeking feedback from students, parents or guardians, and
community members. A school district or charter school must report to the commissioner
of education in the form and manner determined by the commissioner on plans to modify
implementation based on the annual evaluation.
new text end

new text begin Subd. 5. new text end

new text begin Department of Education. new text end

new text begin (a) The Department of Education must hire dedicated
ethnic studies staff sufficient to fulfill the following department duties:
new text end

new text begin (1) monitor school district and charter school implementation of ethnic studies courses
that fulfill ethnic studies standards;
new text end

new text begin (2) support school districts and charter schools in providing training for teachers and
school district staff to successfully implement ethnic studies standards;
new text end

new text begin (3) require each school district or charter school to annually evaluate the implementation
of the ethnic studies requirements by seeking feedback from students, parents or guardians,
and community members;
new text end

new text begin (4) encourage school districts and charter schools to hire a dedicated coordinator for
ethnic studies implementation with support from the Department of Education; and
new text end

new text begin (5) make available to school districts and charter schools the following:
new text end

new text begin (i) an ethnic studies school survey for each school district and charter school to use as
part of a school needs assessment;
new text end

new text begin (ii) a list of recommended materials, resources, sample curricula, and pedagogical skills
for use in kindergarten through grade 12 that accurately reflect the diversity of the state of
Minnesota;
new text end

new text begin (iii) training materials for teachers, district staff, and school staff, including an ethnic
studies coordinator, to implement ethnic studies requirements, including a school needs
assessment; and
new text end

new text begin (iv) other resources to assist districts and charter schools in successfully implementing
ethnic studies standards.
new text end

new text begin (b) The commissioner must review and revise the ethnic studies standards, once adopted,
every ten years. Review and revision of the state standards must include robust community
engagement and consultation with stakeholders.
new text end

new text begin Subd. 6. new text end

new text begin Model curriculum. new text end

new text begin (a) The Department of Education must encourage school
districts and charter schools to use the model curriculum identified by the Ethnic Studies
Task Force and to use materials authored by members of the community that is the subject
of the course. The model curriculum must:
new text end

new text begin (1) use various forms of pedagogy to meet all students' needs, including participatory
or research-based models for real-world connections to the current society;
new text end

new text begin (2) include a power, race, class, and gender analysis as part of the course via literature,
discussion, classwork, and homework as it relates to ethnic studies courses; and
new text end

new text begin (3) include an intersectional analysis of climate, health, food, housing, education, and
policy.
new text end

new text begin (b) The model ethnic studies curriculum must include the following topics:
new text end

new text begin (1) Latinx studies;
new text end

new text begin (2) African American studies;
new text end

new text begin (3) Asian American studies;
new text end

new text begin (4) Indigenous or First Nation studies; or
new text end

new text begin (5) introduction to ethnic studies.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022, except subdivision 3, which
is effective the day following final enactment.
new text end

Sec. 14.

Minnesota Statutes 2020, section 120B.026, is amended to read:


120B.026 PHYSICAL EDUCATION; deleted text beginEXCLUSIONdeleted text endnew text begin EXCUSALnew text end FROM CLASSdeleted text begin;
RECESS
deleted text end.

A student may be excused from a physical education class if the student submits written
information signed by a physician stating that physical activity will jeopardize the student's
health. A student may be excused from a physical education class if being excused meets
the child's unique and individualized needs according to the child's individualized education
program, federal 504 plan, or individualized health plan. A student may be excused if a
parent or guardian requests an exemption on religious grounds. A student with a disability
must be provided with modifications or adaptations that allow physical education class to
meet their needs. deleted text beginSchools are strongly encouraged not to exclude students in kindergarten
through grade 5 from recess due to punishment or disciplinary action.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 15.

Minnesota Statutes 2020, section 120B.11, subdivision 1, is amended to read:


Subdivision 1.

Definitions.

For the purposes of this section and section 120B.10, the
following terms have the meanings given them.

(a) "Instruction" means methods of providing learning experiences that enable a student
to meet state and district academic standards and graduation requirements including applied
and experiential learning.

(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.

(c) "World's best workforce" means striving to: meet school readiness goals; have all
third grade students achieve grade-level literacy; close the academic achievement gap among
all racial and ethnic groups of students and between students living in poverty and students
not living in poverty; have all students attain career and college readiness before graduating
from high school; and have all students graduate from high school.

(d) "Experiential learning" means learning for students that includes career exploration
through a specific class or course or through work-based experiences such as job shadowing,
mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative
work experience, youth apprenticeship, or employment.

new text begin (e) "Ethnic studies" has the meaning provided in section 120B.025.
new text end

new text begin (f) "Antiracist" means actively working to identify and eliminate racism in all forms so
that power and resources are redistributed and shared equitably among racial groups.
new text end

new text begin (g) "Culturally sustaining" means integrating content and practices that infuse the culture
and language of Black, Indigenous, and People of Color communities who have been and
continue to be harmed and erased through schooling.
new text end

new text begin (h) "Institutional racism" means structures, policies, and practices within and across
institutions that produce outcomes that chronically favor white people and disadvantage
those who are Black, Indigenous, and People of Color.
new text end

new text begin (i) "On track for graduation" means that at the end of grade 9, a student has earned at
least five credits and has received no more than one failing grade in a term in a language
arts, mathematics, science, or social studies course that fulfills a credit requirement under
section 120B.024. A student is off track for graduation if the student fails to meet either of
these criteria.
new text end

Sec. 16.

Minnesota Statutes 2020, section 120B.11, subdivision 1a, is amended to read:


Subd. 1a.

Performance measures.

new text begin(a) new text endMeasures to determine school district and school
site progress in striving to create the world's best workforce must include at least:

(1) the size of the academic achievement gap, rigorous course taking under section
120B.35, subdivision 3, paragraph (c), clause (2), new text beginparticipation in honors or gifted and
talented programming,
new text endand enrichment experiences by student subgroup;

(2) student performance on the Minnesota Comprehensive Assessments;

(3) high school graduation rates; deleted text beginand
deleted text end

(4) career and college readiness under section 120B.30, subdivision 1deleted text begin.deleted text endnew text begin; and
new text end

new text begin (5) the number and percentage of students, by student subgroup, who are on track for
graduation.
new text end

new text begin (b) A school district that offers advanced placement, international baccalaureate, or dual
enrollment programs must report on the following performance measures starting in the
2023-2024 school year:
new text end

new text begin (1) participation in postsecondary enrollment options and concurrent enrollment programs;
new text end

new text begin (2) the number of students who took an advanced placement exam and the number of
students who passed the exam; and
new text end

new text begin (3) the number of students who took the international baccalaureate exam and the number
of students who passed the exam.
new text end

new text begin (c) Performance measures under this subdivision must be reported for all student
subgroups identified in section 120B.35, subdivision 3, paragraph (b), clause (2).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 17.

Minnesota Statutes 2020, section 120B.11, subdivision 2, is amended to read:


Subd. 2.

Adopting plans and budgets.

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 tonew text begin:new text end assess and evaluate each student's progress toward meeting state and
local academic standardsdeleted text begin,deleted text endnew text begin;new text end assess and identify students to participate in gifted and talented
programs and accelerate their instructiondeleted text begin, anddeleted text endnew text begin;new text end adopt early-admission procedures consistent
with section 120B.15deleted text begin,deleted text endnew text begin; assess ethnic studies curriculum needs to determine priorities for
integrating ethnic studies into existing courses or developing new courses;
new text end and deleted text beginidentifyingdeleted text endnew text begin
identify
new text end 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, new text beginincluding ethnic studies curriculum,new text end 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:
new text end

new text begin (i)new text end the English and, where practicable, the native language development and the academic
achievement of English learners;new text begin and
new text end

new text begin (ii) access to ethnic studies curriculum using culturally responsive methodologies for
all learners;
new text end

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

(6) education effectiveness practices thatnew text begin:
new text end

new text begin (i)new text end integrate high-quality instruction, deleted text beginrigorous curriculum,deleted text end technology, and new text begincurriculum
that is rigorous, accurate, antiracist, and culturally sustaining;
new text end

new text begin (ii) ensure learning and work environments validate, affirm, embrace, and integrate
cultural and community strengths for all students, families, and employees; and
new text end

new text begin (iii) provide new text enda collaborative professional culture that deleted text begindevelops and supportsdeleted text endnew text begin seeks to
retain qualified, racially and ethnically diverse staff effective at working with diverse students
while developing and supporting
new text end teacher quality, performance, and effectiveness; deleted text beginand
deleted text end

(7) an annual budget for continuing to implement the district plandeleted text begin.deleted text endnew text begin; and
new text end

new text begin (8) identifying a list of suggested and required materials, resources, sample curricula,
and pedagogical skills for use in kindergarten through grade 12 that accurately reflect the
diversity of the state of Minnesota.
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 June 30, 2023.
new text end

Sec. 18.

Minnesota Statutes 2020, section 120B.11, subdivision 3, is amended to read:


Subd. 3.

District advisory committee.

Each 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. The district advisory committee deleted text beginshalldeleted text endnew text begin mustnew text end recommend to the school
boardnew text begin:new text end rigorous academic standardsdeleted text begin,deleted text endnew text begin;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 district
assessmentsdeleted text begin,deleted text endnew text begin;new text end means to improve students' equitable access to effective and more diverse
teachersdeleted text begin,deleted text endnew text begin; strategies to ensure the curriculum is rigorous, accurate, antiracist, and culturally
sustaining; strategies to ensure that curriculum and learning and work environments validate,
affirm, embrace, and integrate the cultural and community strengths of all racial and ethnic
groups;
new text end and program evaluations. 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. 19.

new text begin [120B.113] CLOSING EDUCATIONAL OPPORTUNITY GAPS GRANTS.
new text end

new text begin Subdivision 1. new text end

new text begin Grant program established. new text end

new text begin The commissioner of education must
establish a grant program to support implementation of world's best workforce strategies
under section 120B.11, subdivision 2, clauses (4) and (6), and collaborative efforts that
address opportunity gaps resulting from curricular, environmental, and structural inequities
in schools experienced by students, families, and staff who are of color or who are American
Indian.
new text end

new text begin Subd. 2. new text end

new text begin Definitions. new text end

new text begin (a) For purposes of this section, the following terms have the
meanings given.
new text end

new text begin (b) "Antiracist" means actively working to identify and eliminate racism in all forms so
that power and resources are redistributed and shared equitably among racial groups.
new text end

new text begin (c) "Curricular" means curriculum resources used and content taught as well as access
to levels of coursework or types of learning opportunities.
new text end

new text begin (d) "Environmental" means relating to the climate and culture of a school.
new text end

new text begin (e) "Equitable" means fairness by providing curriculum, instruction, support, and other
resources for learning based on the needs of individual students and groups of students to
succeed at school rather than treating all students the same despite the students having
different needs.
new text end

new text begin (f) "Institutional racism" means policies and practices within and across institutions that
produce outcomes that chronically favor white people and disadvantage those who are
Black, Indigenous, and People of Color.
new text end

new text begin (g) "Opportunity gap" means the inequitable distribution of resources that impacts
inequitable opportunities that contribute to or perpetuate learning gaps for certain groups
of students.
new text end

new text begin (h) "Structural" means relating to the organization and systems of a school that have
been created to manage a school.
new text end

new text begin Subd. 3. new text end

new text begin Applications and grant awards. new text end

new text begin The commissioner must determine application
procedures and deadlines, select districts and charter schools to participate in the grant
program, and determine the award amount and payment process of the grants. To the extent
that there are sufficient applications, the commissioner must award an approximately equal
number of grants between districts in greater Minnesota and those in the Twin Cities
metropolitan area. If there are an insufficient number of applications received for either
geographic area, then the commissioner may award grants to meet the requests for funds
wherever a district is located.
new text end

new text begin Subd. 4. new text end

new text begin Description. new text end

new text begin The grant program must provide funding that supports collaborative
efforts that close opportunity gaps by:
new text end

new text begin (1) ensuring school environments and curriculum validate, affirm, embrace, and integrate
cultural and community strengths of students, families, and employees from all racial and
ethnic backgrounds; and
new text end

new text begin (2) addressing institutional racism with equitable school policies, structures, practices,
and curricular offerings, consistent with the requirements for long-term plans under section
124D.861, subdivision 2, paragraph (c).
new text end

new text begin Subd. 5. new text end

new text begin Report. new text end

new text begin Grant recipients must annually report to the commissioner by a date
and in a form and manner determined by the commissioner on efforts planned and
implemented that engaged students, families, educators, and community members of diverse
racial and ethnic backgrounds in making improvements to school climate and curriculum.
The report must assess the impact of those efforts as perceived by racially and ethnically
diverse stakeholders, and must identify any areas needed for further continuous improvement.
The commissioner must publish a report for the public summarizing the activities of grant
recipients and what was done to promote sharing of effective practices among grant recipients
and potential grant applicants.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 20.

Minnesota Statutes 2020, section 120B.12, is amended to read:


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

Subdivision 1.

Literacy goal.

The legislature seeks to have every child reading at or
above grade level new text beginbeginning in kindergarten and new text endno later than the end of grade 3, including
English learners, and that teachers provide deleted text begincomprehensive, scientifically baseddeleted text endnew text begin
evidence-based
new text end reading instruction new text beginthrough a multitiered system of support and based in
the science of reading by 2027. Instruction must focus on student mastery of the foundational
reading skills of phonemic awareness, phonics, and fluency, as well as the development of
oral language and vocabulary and reading comprehension skills. Students must receive
evidenced-based instruction based in the science of reading that is proven to effectively
teach children to read
new text endconsistent with section 122A.06, subdivision 4.

Subd. 2.

Identification; report.

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

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

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

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

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

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

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

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

Subd. 2a.

Parent notification and involvement.

Schools, deleted text beginat least annuallydeleted text endnew text begin on a quarterly
basis
new text end, must give the parent of each student who is not reading at or above grade level timely
information about:

(1) the student's reading proficiencynew text begin, including student performance on foundational
reading skills and whether the student has been identified as demonstrating characteristics
of dyslexia,
new text end as measured by a deleted text beginlocally adopted assessmentdeleted text endnew text begin tool approved by the Department
of Education
new text end;

(2) reading-related services currently being provided new text beginwithin a multitiered system of
support framework
new text endto the studentnew text begin, specific curricula being used, the training and licensure
of the teacher providing these services, how these services address identified skill deficits,
new text end
and new text beginhow new text endthe student's progressnew text begin will be monitorednew text end; and

(3) strategies for parents to use at home in helping their student succeed in becoming
grade-level proficient in reading in English and in their native language.

A district may not use this section to deny a student's right to a special education
evaluation.

Subd. 3.

Intervention.

(a) For each student identified under subdivision 2, the district
shall provide reading intervention to accelerate student growth and reach the goal of reading
at or above grade level by the end of the current grade and school year. If a student does
not read at or above grade level by the end of deleted text begingrade 3deleted text endnew text begin the current school yearnew text end, the district
must continue to provide reading intervention until the student reads at grade level. District
intervention methods deleted text beginshall encouragedeleted text endnew text begin must includenew text end family engagement and, where possible,
collaboration with appropriate school and community programsnew text begin that specialize in
evidence-based instructional practices based in the science of reading and emphasis on
mastery of foundational reading skills, including phonemic awareness, phonics, decoding,
and fluency
new text end. Intervention methods new text beginmust be taught by a certified or licensed reading specialist
and
new text endmay include, but are not limited to, requiring attendance in summer school, intensified
reading instruction that may require that the student be removed from the regular classroom
for part of the school day, extended-day programs, or programs that strengthen students'
cultural connections.

(b) A school district or charter school deleted text beginis strongly encouraged todeleted text endnew text begin mustnew text end provide a personal
learning plan for a student who is unable to demonstrate grade-level proficiency, as measured
by deleted text beginthe statewide reading assessment in grade 3deleted text endnew text begin state-approved progress monitoring tools in
kindergarten through grade 3
new text end. The district or charter school must determine the format of
the personal learning plan in collaboration with the student's educators and other appropriate
professionals. The school must develop the learning plan in consultation with the student's
parent or guardian. The personal learning plan must address knowledge gaps and skill
deficiencies through strategies such as specific exercises and practices during and outside
of the regular school day, periodic assessments, and reasonable timelines. deleted text beginThe personal
learning plan may include grade retention, if it is in the student's best interest.
deleted text end A school
must maintain and regularly update and modify the personal learning plan until the student
reads at grade level. This paragraph does not apply to a student under an individualized
education program.

Subd. 4.

Staff development.

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

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

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

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

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

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

Subd. 4a.

Local literacy plan.

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

(1) a process new text beginwithin a multitiered system of support framework new text endto assess students' level
of reading proficiency and deleted text begindata to support the effectiveness of an assessment used to screen
and identify a student's level of reading proficiency
deleted text endnew text begin foundational reading skills that are
characteristic of dyslexia
new text end;

(2) a process to notify and deleted text begininvolvedeleted text endnew text begin partner withnew text end parentsnew text begin to promote developmentally
appropriate and culturally relevant language and literacy support at home
new text end;

(3) a description of new text beginthe data-based decision-making process within the multitiered system
of support framework for
new text endhow schools in the district will determine the deleted text beginproperdeleted text endnew text begin appropriatenew text end
readingnew text begin instruction andnew text end intervention deleted text beginstrategy for a studentdeleted text endnew text begin to meet the identified student's
needs
new text end and the new text beginprogress monitoring new text endprocess for intensifying or modifying the reading deleted text beginstrategydeleted text endnew text begin
instruction and intervention
new text end in order to obtain measurable deleted text beginreadingdeleted text end progress;

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

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

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

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

Subd. 5.

Commissioner.

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

Sec. 21.

Minnesota Statutes 2020, section 120B.15, is amended to read:


120B.15 GIFTED AND TALENTED STUDENTS PROGRAMSnew text begin AND SERVICESnew text end.

(a) School districts may identify students, locally develop programsnew text begin and servicesnew text end
addressing instructional and affective needs, provide staff development, and evaluate
programsnew text begin and servicesnew text end to provide gifted and talented students with challenging and
appropriate educational programsnew text begin and servicesnew text end.

(b) School districts must adopt guidelines for assessing and identifying students for
participation in gifted and talented programsnew text begin and servicesnew text end consistent with section 120B.11,
subdivision
2, clause (2). The guidelines should include the use of:

(1) multiple and objective criteria; and

(2) assessments and procedures that are valid and reliable, fair, and based on current
theory and research. Assessments and procedures deleted text beginshoulddeleted text endnew text begin mustnew text end be sensitivenew text begin and equitablenew text end
to underrepresented groups, including, but not limited to, low-incomenew text begin studentsnew text end, deleted text beginminoritydeleted text endnew text begin
students of color and American Indian students
new text end, twice-exceptionalnew text begin students, students with
504 plans
new text end, and English learners.new text begin Assessments and procedures must be coordinated to allow
for optimal identification of programs or services for underrepresented groups.
new text end

(c) School districts must adopt procedures for the academic acceleration of gifted and
talented students consistent with section 120B.11, subdivision 2, clause (2). These procedures
must include how the district will:

(1) assess a student's readiness and motivation for acceleration; and

(2) match the level, complexity, and pace of the curriculum to a student to achieve the
best type of academic acceleration for that student.

(d) School districts must adopt procedures consistent with section 124D.02, subdivision
1, for early admission to kindergarten or first grade of gifted and talented learners consistent
with section 120B.11, subdivision 2, clause (2). The procedures must be sensitive to
underrepresented groups.

Sec. 22.

Minnesota Statutes 2020, 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, must 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. 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 must establish a testing period as late as possible each school year during
which schools must administer the Minnesota Comprehensive Assessments to students. The
commissioner must publish the testing schedule at least two years before the beginning of
the testing period.

(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 must be available to districts for diagnostic purposes affecting student learning
and district instruction and curriculum, and for establishing educational accountability. 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 computer-adaptive
assessments and 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 must determine the testing
process and the order of administration. The statewide results must be aggregated at the site
and district level, consistent with subdivision 1a.

(o) The commissioner must 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 deleted text beginaverage dailydeleted text endnew text begin consistentnew text end attendance, high
school graduation rates, and high school drop-out rates by age and grade level;

(3) state results on the deleted text beginAmerican College Testdeleted text endnew text begin ACT testnew text end; 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.

Sec. 23.

Minnesota Statutes 2020, 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) The commissioner must use fully adaptive mathematics and reading assessments for
grades 3 through 8.
deleted text end

deleted text begin (c)deleted text endnew text begin (a)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 (b)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 (c)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 (d)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 (e)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 (f)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. 24.

Minnesota Statutes 2020, section 120B.301, is amended to read:


120B.301 LIMITS ON LOCAL TESTING.

(a) For students in grades 1 through 6, the cumulative total amount of time spent taking
locally adopted districtwide or schoolwide assessments must not exceed ten hours per school
year. For students in grades 7 through 12, the cumulative total amount of time spent taking
locally adopted districtwide or schoolwide assessments must not exceed 11 hours per school
year. For purposes of this paragraph, international baccalaureate and advanced placement
exams are not considered locally adopted assessments.

(b) A district or charter school is exempt from the requirements of paragraph (a), if the
district or charter school, in consultation with the exclusive representative of the teachers
or other teachers if there is no exclusive representative of the teachers, decides to exceed a
time limit in paragraph (a) and includes the information in the report required under section
120B.11, subdivision 5.

(c) A district or charter schooldeleted text begin, before the first day of each school year,deleted text end must publish on
its website a comprehensive calendar of standardized tests to be administered in the district
or charter school during that school year. The calendar must provide the rationale for
administering each assessment and indicate whether the assessment is a local option or
required by state or federal law.new text begin The calendar must be published at least one week prior to
any eligible assessments being administered and no later than October 1.
new text end

Sec. 25.

Minnesota Statutes 2020, section 120B.35, subdivision 3, is amended to read:


Subd. 3.

State growth deleted text begintargetdeleted text endnew text begin measuresnew text end; other state measures.

(a)(1) The state's
educational assessment system measuring individual students' educational growth is based
on indicators of new text begincurrent new text endachievement deleted text begingrowthdeleted text end that show new text begingrowth from new text endan individual student's
prior achievement. Indicators of achievement and prior achievement must be based on highly
reliable statewide or districtwide assessments.new text begin Indicators that take into account a student's
prior achievement must not be used to disregard a school's low achievement or to exclude
a school from a program to improve low-achievement levels.
new text end

(2) For purposes of paragraphs (b), (c), and (d), the commissioner must analyze and
reportnew text begin, as soon as practicable,new text end 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 deleted text beginand Pacific Islanderdeleted text end 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 deleted text beginas determined by the total Minnesota
population based on the most recent American Community Survey;
deleted text endnew text begin. These groups must be
determined by a ten-year cycle using the American Community Survey of the total Minnesota
population. The determination must be based on the most recent five-year dataset starting
with the 2021-2025 dataset. Additional categories must include
new text end English learners under
section 124D.59; home language; free or reduced-price deleted text beginlunchdeleted text endnew text begin mealsnew text end; 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 deleted text beginadeleted text endnew text begin an appropriatenew text end growth model that compares the difference
in students' achievement scores over time, and includes criteria for identifying schools and
school districts that demonstrate academic progressnew text begin or progress toward English language
proficiency
new 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.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment. The
next update to the data used to determine the most populous groups must be implemented
in 2026 using the 2021-2025 dataset.
new text end

Sec. 26.

Minnesota Statutes 2020, section 120B.36, subdivision 2, is amended to read:


Subd. 2.

Student progress and other data.

(a) All data the department receives, collects,
or creates under section 120B.11, governing the world's best workforce, or uses to determine
federal expectations under the most recently reauthorized Elementary and Secondary
Education Actdeleted text begin, set state growth targets,deleted text end and determine student growth, learning, and outcomes
under section 120B.35 are nonpublic data under section 13.02, subdivision 9, until the
commissioner publicly releases the data.

(b) Districts must provide parents sufficiently detailed summary data to permit parents
to appeal under the most recently reauthorized federal Elementary and Secondary Education
Act. The commissioner shall annually post federal expectations and state student growth,
learning, and outcome data to the department's public website no later than September 1,
except that in years when data or federal expectations reflect new performance standards,
the commissioner shall post data on federal expectations and state student growth data no
later than October 1.

Sec. 27.

new text begin [121A.041] AMERICAN INDIAN MASCOTS PROHIBITED.
new text end

new text begin Subdivision 1. new text end

new text begin Prohibition. new text end

new text begin (a) A public school may not have or adopt a name, symbol,
or image that depicts or refers to an American Indian Tribe, individual, custom, or tradition
to be used as a mascot, nickname, logo, letterhead, or team name of the district or school
within the district.
new text end

new text begin (b) A public school may seek an exemption to paragraph (a) by submitting a request in
writing to the Tribal Nations Education Committee and the Indian Affairs Council, which
jointly shall have discretion to grant such an exemption. A public school that has a mascot
prohibited by this section must request an exemption by January 1, 2023.
new text end

new text begin Subd. 2. new text end

new text begin Definitions. new text end

new text begin (a) For purposes of this section, the following terms have the
meanings given.
new text end

new text begin (b) "American Indian" means an individual who is:
new text end

new text begin (1) a member of an Indian Tribe or Band, as membership is defined by the Tribe or
Band, including:
new text end

new text begin (i) any Tribe or Band terminated since 1940; and
new text end

new text begin (ii) any Tribe or Band recognized by the state in which the Tribe or Band resides;
new text end

new text begin (2) a descendant, in the first or second degree, of an individual described in clause (1);
new text end

new text begin (3) considered by the Secretary of the Interior to be an Indian for any purpose;
new text end

new text begin (4) an Eskimo, Aleut, or other Alaska Native; or
new text end

new text begin (5) a member of an organized Indian group that received a grant under the Indian
Education Act of 1988 as in effect the day preceding October 20, 1994.
new text end

new text begin (c) "District" means a district under section 120A.05, subdivision 8.
new text end

new text begin (d) "Mascot" means any human, nonhuman animal, or object used to represent a school
and its population.
new text end

new text begin (e) "Public school" or "school" means a public school under section 120A.05, subdivisions
9, 11, 13, and 17, and a charter school under chapter 124E.
new text end

Sec. 28.

new text begin [121A.201] MULTI-TIERED SYSTEM OF SUPPORT.
new text end

new text begin The Minnesota Multi-Tiered System of Supports (MnMTSS) is a systemic, continuous
improvement framework for ensuring positive social, emotional, behavioral, developmental,
and academic outcomes for every student. MnMTSS provides access to layered tiers of
culturally and linguistically responsive, evidence-based practices. The MnMTSS framework
relies on the understanding and belief that every student can learn and thrive, and it engages
an anti-racist approach to examining policies and practices and ensuring equitable distribution
of resources and opportunity. This systemic framework requires:
new text end

new text begin (1) design and delivery of culturally and linguistically responsive, effective,
standards-based core instruction in safe, supportive environments inclusive of every student
as a necessary foundation for tiered supports;
new text end

new text begin (2) layered tiers of culturally and linguistically responsive supplemental and intensive
supports to meet each student's needs;
new text end

new text begin (3) developing collective knowledge and experience through engagement in representative
partnerships with students, education professionals, families, and communities;
new text end

new text begin (4) multidisciplinary teams of education professionals that review and use data to prevent
and solve problems, inform instruction and supports, and ensure effective implementation
in partnership with students and families;
new text end

new text begin (5) effective and timely use of meaningful, culturally relevant data disaggregated by
student groups identified in section 121A.031 that includes but is not limited to universal
screening, frequent progress monitoring, implementation fidelity, and multiple qualitative
and quantitative sources; and
new text end

new text begin (6) ongoing professional learning on the MnMTSS systemic framework using anti-racist
approaches to training and coaching.
new text end

Sec. 29.

Minnesota Statutes 2020, section 121A.41, subdivision 2, is amended to read:


Subd. 2.

Dismissal.

"Dismissal" means the denial of the current educational program to
any pupil, including exclusion, expulsion, and new text beginout-of-school new text endsuspension. deleted text beginItdeleted text end new text beginDismissalnew text end does
not include removal from class.

Sec. 30.

Minnesota Statutes 2020, section 121A.41, subdivision 10, is amended to read:


Subd. 10.

new text beginIn-school new text endsuspensionnew text begin; out-of-school suspensionnew text end.

new text begin (a) "In-school suspension"
means an instance in which a pupil is temporarily removed from the pupil's regular classroom
for at least half a day for disciplinary purposes, but remains under the direct supervision of
school personnel. For purposes of this paragraph, "direct supervision" means school personnel
are physically in the same location as students under supervision.
new text end

new text begin (b) new text end"new text beginOut-of-school new text endsuspension" means an action by the school administration, under
rules promulgated by the school board, prohibiting a pupil from attending school for a period
of no more than ten school days. If a suspension is longer than five days, the suspending
administrator must provide the superintendent with a reason for the longer suspension. This
definition does not apply to dismissal from school for deleted text beginone school day ordeleted text end lessnew text begin than one school
day
new text end, except as provided in federal law for a student with a disability. Each suspension action
may include a readmission plan. The readmission plan shall include, where appropriate, a
provision for implementing alternative educational services upon readmission and may not
be used to extend the current suspension. Consistent with section 125A.091, subdivision 5,
the readmission plan must not obligate a parent to provide a sympathomimetic medication
for the parent's child as a condition of readmission. The school administration may not
impose consecutive suspensions against the same pupil for the same course of conduct, or
incident of misconduct, except where the pupil will create an immediate and substantial
danger to self or to surrounding persons or property, or where the district is in the process
of initiating an expulsion, in which case the school administration may extend the suspension
to a total of 15 school days.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 31.

Minnesota Statutes 2020, 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 behavior 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 1 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.575, clauses (1) and
(2); 121A.031, subdivision 4, paragraph (a), clause (1); 121A.61, subdivision 3, paragraph
(r); 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 2022-2023 school year and later.
new text end

Sec. 32.

Minnesota Statutes 2020, section 121A.41, is amended by adding a subdivision
to read:


new text begin Subd. 13. new text end

new text begin Pupil withdrawal agreement. new text end

new text begin "Pupil withdrawal agreement" means a verbal
or written agreement between a school administrator or district administrator and a pupil's
parent to withdraw a student from the school district to avoid expulsion or exclusion dismissal
proceedings. The duration of the withdrawal agreement cannot be for more than a 12-month
period.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 33.

Minnesota Statutes 2020, section 121A.425, is amended to read:


121A.425 FULL AND EQUITABLE PARTICIPATION IN deleted text beginPRESCHOOL AND
PREKINDERGARTEN
deleted text endnew text begin EARLY LEARNINGnew text end.

Subdivision 1.

Disciplinary dismissals prohibited.

new text begin(a) new text endA pupil enrolled in new text beginthe following
is not subject to dismissals under this chapter:
new text end

new text begin (1) new text enda preschool or prekindergarten program, including deleted text begina child participating indeleted text end early
childhood family education, school readiness, school readiness plus, voluntary
prekindergarten, Head Start, or other school-based preschool or prekindergarten programdeleted text begin,
may not be subject to dismissals under this chapter.
deleted text endnew text begin; or
new text end

new text begin (2) kindergarten through grade 3.
new text end

new text begin (b)new text end Notwithstanding this subdivision, expulsions and exclusions may be used only after
resources outlined in subdivision 2 have been exhausted, and only in circumstances where
there is an ongoing serious safety threat to the child or others.

Subd. 2.

Nonexclusionary discipline.

For purposes of this section, nonexclusionary
discipline must include at least one of the following:

(1) collaborating with the pupil's family or guardian, child mental health consultant or
provider, education specialist, or other community-based support;

(2) creating a plan, written with the parent or guardian, that details the action and support
needed for the pupil to fully participate in new text beginthe current educational program, including new text enda
preschool or prekindergarten program; or

(3) providing a referral for needed support services, including parenting education, home
visits, other supportive education interventions, or, where appropriate, an evaluation to
determine if the pupil is eligible for special education services or section 504 services.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 34.

Minnesota Statutes 2020, 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 practices
new text end before dismissal proceedingsnew text begin or pupil withdrawal
agreements
new 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 2022-2023 school year and later.
new text end

Sec. 35.

Minnesota Statutes 2020, section 121A.46, subdivision 4, is amended to read:


Subd. 4.

new text beginProvision of alternative education services; new text endsuspension pending expulsion
or exclusion hearing.

new text begin (a) Alternative education services must be provided to a pupil who
is suspended for more than five consecutive school days.
new text end

new text begin (b) new text endNotwithstanding the provisions of subdivisions 1 and 3, the pupil may be suspended
pending the school board's decision in the expulsion or exclusion hearing; provided that
alternative educational services are implemented to the extent that suspension exceeds five
new text begin consecutive school new text enddays.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 36.

Minnesota Statutes 2020, section 121A.46, is amended by adding a subdivision
to read:


new text begin Subd. 5. new text end

new text begin Minimum education services. new text end

new text begin School administration must allow a suspended
pupil the opportunity to complete all school work assigned during the period of 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.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 37.

Minnesota Statutes 2020, section 121A.47, subdivision 2, is amended to read:


Subd. 2.

Written notice.

Written notice of intent to take action shall:

(a) be served upon the pupil and the pupil's parent or guardian personally or by mail;

(b) contain a complete statement of the facts, a list of the witnesses and a description of
their testimony;

(c) state the date, time, and place of the hearing;

(d) be accompanied by a copy of sections 121A.40 to 121A.56;

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

(f) inform the pupil and parent or guardian of the right to:

(1) 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 their websitenew text end;

(2) examine the pupil's records before the hearing;

(3) present evidence; and

(4) confront and cross-examine witnesses.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 38.

Minnesota Statutes 2020, 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 beginmaydeleted text endnew text begin mustnew text end include measures to improve the pupil's behavior, deleted text beginincludingdeleted text endnew text begin
which may include
new text end completing a character education program, consistent with section
120B.232, subdivision 1, deleted text beginanddeleted text end new text beginsocial and emotional learning, counseling, social work services,
mental health services, referrals for special education or 504 evaluation, and evidence-based
academic interventions. The plan must
new text endrequire 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 deleted text beginone school day ordeleted text end lessnew text begin than one school daynew text end, 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 2022-2023 school year and later.
new text end

Sec. 39.

Minnesota Statutes 2020, section 121A.53, subdivision 1, is amended to read:


Subdivision 1.

Exclusions and expulsions; new text beginpupil 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 assaultnew text begin,new text end to the commissioner
of education. This report must include a statement of deleted text beginalternative educational servicesdeleted text endnew text begin
nonexclusionary disciplinary practices
new 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 2022-2023 school year and later.
new text end

Sec. 40.

Minnesota Statutes 2020, section 121A.55, is amended to read:


121A.55 POLICIES TO BE ESTABLISHED.

(a) The commissioner of education deleted text beginshalldeleted text endnew text begin mustnew text end 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, and must
new 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 deleted text beginshalldeleted text endnew text begin mustnew text end recognize the continuing responsibility of the school for the
education of the pupil during the dismissal period.

new text begin (c) new text endThe new text beginschool is responsible for ensuring that new text endalternative educational services, if the
pupil wishes to take advantage of them, must be adequate to allow the pupil to make progress
deleted text begin towardsdeleted text endnew text begin towardnew text end meeting the graduation standards adopted under section 120B.02 and help
prepare the pupil for readmissionnew text begin in accordance with section 121A.46, subdivision 5new text end.

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

new text begin (1) a 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) a pupil receiving school-based or school-linked mental health services in the district
under section 245.4889 continues to be eligible for those services until the pupil is enrolled
in a new district; and
new text end

new text begin (3) a school district must provide to the pupil's parent or guardian information on
accessing mental health services, including any free or sliding fee providers in the
community. The information must also be posted on the district or charter school website.
new text end

deleted text begin (b)deleted text endnew text begin (e)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 (f)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 2022-2023 school year and later.
new text end

Sec. 41.

Minnesota Statutes 2020, section 121A.61, subdivision 1, is amended to read:


Subdivision 1.

Required policy.

Each school board must adopt a written districtwide
school discipline policy which includes written rules of conduct for students, minimum
consequences for violations of the rules, and grounds and procedures for removal of a student
from class. new text beginThe policy must contain the discipline complaint procedure that any member
of the school community may use to file a complaint regarding the application of discipline
policies and seek corrective action.
new text endThe policy must be developed in consultation with
administrators, teachers, employees, pupils, parents, community members, law enforcement
agencies, county attorney offices, social service agencies, and such other individuals or
organizations as the board determines appropriate. A school site council may adopt additional
provisions to the policy subject to the approval of the school board.

Sec. 42.

Minnesota Statutes 2020, section 121A.61, subdivision 3, is amended to read:


Subd. 3.

Policy components.

The policy must include at least the following components:

(a) rules governing student conduct and procedures for informing students of the rules;

(b) the grounds for removal of a student from a class;

(c) the authority of the classroom teacher to remove students from the classroom pursuant
to procedures and rules established in the district's policy;

(d) the procedures for removal of a student from a class by a teacher, school administrator,
or other school district employee;

(e) the period of time for which a student may be removed from a class, which may not
exceed five class periods for a violation of a rule of conduct;

(f) provisions relating to the responsibility for and custody of a student removed from
a class;

(g) the procedures for return of a student to the specified class from which the student
has been removed;

(h) the procedures for notifying a student and the student's parents or guardian of
violations of the rules of conduct and of resulting disciplinary actions;

(i) any procedures determined appropriate for encouraging early involvement of parents
or guardians in attempts to improve a student's behavior;

(j) any procedures determined appropriate for encouraging early detection of behavioral
problems;

(k) any procedures determined appropriate for referring a student in need of special
education services to those services;

new text begin (l) any procedures determined appropriate for ensuring victims of bullying who respond
with behavior not allowed under the school's behavior policies have access to a remedial
response, consistent with section 121A.031;
new text end

deleted text begin (l)deleted text endnew text begin (m)new text end the procedures for consideration of whether there is a need for a further assessment
or of whether there is a need for a review of the adequacy of a current individualized
education program of a student with a disability who is removed from class;

deleted text begin (m)deleted text endnew text begin (n)new text end procedures for detecting and addressing chemical abuse problems of a student
while on the school premises;

deleted text begin (n)deleted text endnew text begin (o)new text end the minimum consequences for violations of the code of conduct;

deleted text begin (o)deleted text endnew text begin (p)new text end procedures for immediate and appropriate interventions tied to violations of the
code;

deleted text begin (p)deleted text endnew text begin (q)new text end a provision that states that a teacher, school employee, school bus driver, or other
agent of a district may use reasonable force in compliance with section 121A.582 and other
laws;

deleted text begin (q)deleted text endnew text begin (r)new text end an agreement regarding procedures to coordinate crisis services to the extent funds
are available with the county board responsible for implementing sections 245.487 to
245.4889 for students with a serious emotional disturbance or other students who have an
individualized education program whose behavior may be addressed by crisis intervention;
deleted text begin and
deleted text end

deleted text begin (r)deleted text endnew text begin (s)new text end a provision that states a student must be removed from class immediately if the
student engages in assault or violent behavior. For purposes of this paragraph, "assault" has
the meaning given it in section 609.02, subdivision 10. The removal shall be for a period
of time deemed appropriate by the principal, in consultation with the teacherdeleted text begin.deleted text endnew text begin;
new text end

new text begin (t) a prohibition on the use of exclusionary practices for early learners as defined in
section 121A.425; and
new text end

new text begin (u) a prohibition on the use of exclusionary practices to address attendance and truancy
issues.
new text end

Sec. 43.

Minnesota Statutes 2020, section 121A.61, is amended by adding a subdivision
to read:


new text begin Subd. 4. new text end

new text begin Discipline complaint procedure. new text end

new text begin The discipline policy must contain procedures
for students, parents and other guardians, and school staff to file a complaint and seek
corrective action when the requirements of sections 121A.40 to 121A.61, including the
implementation of the local behavior and discipline policies, are not being implemented
appropriately or are being discriminately applied. Each district and school policy implemented
under this section must, at a minimum:
new text end

new text begin (1) provide procedures for communicating this policy including the ability for a parent
to appeal a decision under section 121A.49 that contains explicit instructions for filing the
complaint;
new text end

new text begin (2) provide an opportunity for involved parties to submit additional information related
to the complaint;
new text end

new text begin (3) provide a procedure to begin to investigate complaints within three school days of
receipt, and identify personnel who will manage the investigation and any resulting record
and are responsible for keeping and regulating access to any record;
new text end

new text begin (4) provide procedures for issuing a written determination to the complainant that
addresses each allegation and contains findings and conclusions;
new text end

new text begin (5) if the investigation finds the requirements of sections 121A.40 to 121A.61, including
any local policies that were not implemented appropriately, contain procedures that require
a corrective action plan to correct a student's record and provide relevant staff with training,
coaching, or other accountability practices to ensure appropriate compliance with policies
in the future; and
new text end

new text begin (6) prohibit reprisals or retaliation against any person who asserts, alleges, or reports a
complaint, and provide procedures for applying appropriate consequences for a person who
engages in reprisal or retaliation.
new text end

Sec. 44.

new text begin [121A.611] RECESS AND OTHER BREAKS.
new text end

new text begin (a) "Recess detention" as used in this chapter means excluding or excessively delaying
a student from participating in a scheduled recess period as a consequence for student
behavior. Recess detention does not include, among other things, providing alternative
recess at the student's choice.
new text end

new text begin (b) A school district or charter school is encouraged to ensure student access to structured
breaks from the demands of school and to support teachers, principals, and other school
staff in their efforts to use evidence-based approaches to reduce exclusionary forms of
discipline.
new text end

new text begin (c) A school district or charter school must not use recess detention unless:
new text end

new text begin (1) a student causes or is likely to cause serious physical harm to other students or staff;
new text end

new text begin (2) the student's parent or guardian specifically consents to the use of recess detention;
or
new text end

new text begin (3) for students receiving special education services, the student's individualized education
program team has determined that withholding recess is appropriate based on the
individualized needs of the student.
new text end

new text begin (d) A school district or charter school must require school staff to make a reasonable
attempt to notify a parent or guardian within 24 hours of using recess detention.
new text end

new text begin (e) A school district or charter school must compile information on each recess detention
at the end of each school year, including the student's age, grade, gender, race or ethnicity,
and special education status. A school district or charter school is encouraged to use the
data in professional development promoting the use of nonexclusionary discipline. This
information must be available to the public upon request.
new text end

new text begin (f) A school district must not withhold or excessively delay a student's participation in
scheduled mealtimes. This section does not alter a district's existing responsibilities under
section 124D.111 or other state or federal law.
new text end

Sec. 45.

Minnesota Statutes 2020, section 122A.06, subdivision 4, is amended to read:


Subd. 4.

Comprehensive, scientifically based reading instruction.

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

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

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

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

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

new text begin (3) "Phonics instruction" means the explicit, systematic, and direct instruction of the
relationships between letters and the sounds they represent and the application of this
knowledge in reading and spelling.
new text end

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

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

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

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

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

new text begin (c) Beginning in the 2022-2023 school year, a public school district or charter school
must transition away from a program of instruction for students in kindergarten through
grade 2 that is based in any practice or intervention program that uses:
new text end

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

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

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

Sec. 46.

Minnesota Statutes 2020, 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 an accreditor recognized by the United States
Department of Education, or a private, residential, two-year or four-year, liberal arts,
degree-granting college or university located in Minnesota.new text begin An eligible institution cannot
require a faith statement during the application process or base any part of the admission
decision on a student's race, creed, ethnicity, disability, gender, or sexual orientation or
religious beliefs or affiliations.
new text end

(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.

Sec. 47.

Minnesota Statutes 2020, section 124D.09, subdivision 9, is amended to read:


Subd. 9.

Enrollment priority.

(a) A postsecondary institution must give priority to its
postsecondary students when enrolling pupils in grades 10, 11, and 12 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 deleted text beginon 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
deleted text end.

(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 must 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 must 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.

(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.

Sec. 48.

Minnesota Statutes 2020, section 124D.09, subdivision 10, is amended to read:


Subd. 10.

Courses according to agreements.

(a) An eligible pupil, according to
subdivision 5, may enroll in a nonsectarian course taught by a secondary teacher or a
postsecondary faculty member and offered at a secondary school, or another location,
according to an agreement between a public school board and the governing body of an
eligible public postsecondary system or an eligible private postsecondary institution, as
defined in subdivision 3. All provisions of this section apply to a pupil, public school board,
district, and the governing body of a postsecondary institution, except as otherwise provided.new text begin
A secondary school or a postsecondary institution that enrolls eligible pupils in courses
according to agreements must annually report to the commissioner the participation rates
of pupils enrolled in courses according to agreements, including the number of pupils
enrolled and the number of courses taken for postsecondary credit.
new text end

(b) To encourage students, especially American Indian students and students of color,
to consider teaching as a profession, participating schools, school districts, and postsecondary
institutions are encouraged to develop and offer an "Introduction to Teaching" or
"Introduction to Education" course under this subdivision. For the purpose of applying for
grants under this paragraph, "eligible institution" includes schools and districts that partner
with an accredited college or university in addition to postsecondary institutions identified
in subdivision 3, paragraph (a). Grant recipients under this paragraph must annually report
to the commissioner in a form and manner determined by the commissioner on the
participation rates of students in courses under this paragraph, including the number of
students who apply for admission to colleges or universities with teacher preparation
programs and the number of students of color and American Indian students who earned
postsecondary credit. Grant recipients must also describe recruiting efforts intended to
ensure that the percentage of participating students who are of color or American Indian
meets or exceeds the overall percentage of students of color or American Indian students
in the school.

Sec. 49.

Minnesota Statutes 2020, section 124D.09, subdivision 12, is amended to read:


Subd. 12.

Credits; grade point average weighting policy.

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

(b) A district shall grant academic credit to a pupil enrolled in a course for secondary
credit if the pupil successfully completes the course. Seven quarter or four semester college
credits equal at least one full year of high school credit. Fewer college credits may be
prorated. A district must also grant academic credit to a pupil enrolled in a course for
postsecondary credit if secondary credit is requested by a pupil. If no comparable course is
offered by the district, the district must, as soon as possible, notify the commissioner, who
shall determine the number of credits that shall be granted to a pupil who successfully
completes a course. If a comparable course is offered by the district, the school board shall
grant a comparable number of credits to the pupil. If there is a dispute between the district
and the pupil regarding the number of credits granted for a particular course, the pupil may
appeal the board's decision to the commissioner. The commissioner's decision regarding
the number of credits shall be final.

(c) A school board must adopt a policy regarding weighted grade point averages for any
high school or dual enrollment course.new text begin A school board must adopt an identical policy
regarding weighted grade point averages for credits earned via postsecondary coursework
as for credits earned via concurrent enrollment coursework.
new text end The policy must state whether
the district offers weighted grades. A school board must annually publish on its website a
list of courses for which a student may earn a weighted grade.

(d) The secondary credits granted to a pupil must be counted toward the graduation
requirements and subject area requirements of the district. Evidence of successful completion
of each course and secondary credits granted must be included in the pupil's secondary
school record. A pupil shall provide the school with a copy of the pupil's grade in each
course taken for secondary credit under this section. Upon the request of a pupil, the pupil's
secondary school record must also include evidence of successful completion and credits
granted for a course taken for postsecondary credit. In either case, the record must indicate
that the credits were earned at a postsecondary institution.

(e) If a pupil enrolls in a postsecondary institution after leaving secondary school, the
postsecondary institution must award postsecondary credit for any course successfully
completed for secondary credit at that institution. Other postsecondary institutions may
award, after a pupil leaves secondary school, postsecondary credit for any courses
successfully completed under this section. An institution may not charge a pupil for the
award of credit.

(f) The Board of Trustees of the Minnesota State Colleges and Universities and the
Board of Regents of the University of Minnesota must, and private nonprofit and proprietary
postsecondary institutions should, award postsecondary credit for any successfully completed
courses in a program certified by the National Alliance of Concurrent Enrollment Partnerships
offered according to an agreement under subdivision 10. Consistent with section 135A.101,
subdivision 3
, all MnSCU institutions must give full credit to a secondary pupil who
completes for postsecondary credit a postsecondary course or program that is part or all of
a goal area or a transfer curriculum at a MnSCU institution when the pupil enrolls in a
MnSCU institution after leaving secondary school. Once one MnSCU institution certifies
as completed a secondary student's postsecondary course or program that is part or all of a
goal area or a transfer curriculum, every MnSCU institution must consider the student's
course or program for that goal area or the transfer curriculum as completed.

Sec. 50.

Minnesota Statutes 2020, section 124D.09, subdivision 13, is amended to read:


Subd. 13.

Financial arrangements.

For a pupil enrolled in a course under this section,
the department must make payments according to this subdivision for courses that were
taken for secondary credit.

The department must not make payments to a school district or postsecondary institution
for a course taken for postsecondary credit only. The department must not make payments
to a postsecondary institution for a course from which a student officially withdraws during
the first deleted text begin14deleted text endnew text begin ten businessnew text end days of the new text beginpostsecondary institution's new text endquarter or semester or who
has been absent from the postsecondary institution for the first deleted text begin15 consecutive schooldeleted text endnew text begin ten
business
new text end days of the new text beginpostsecondary institution's new text endquarter or semester and is not receiving
instruction in the home or hospital.

A postsecondary institution shall receive the following:

(1) for an institution granting quarter credit, the reimbursement per credit hour shall be
an amount equal to 88 percent of the product of the formula allowance minus $425, multiplied
by 1.2, and divided by 45; or

(2) for an institution granting semester credit, the reimbursement per credit hour shall
be an amount equal to 88 percent of the product of the general revenue formula allowance
minus $425, multiplied by 1.2, and divided by 30.

The department must pay to each postsecondary institution 100 percent of the amount
in clause (1) or (2) within 45 days of receiving initial enrollment information each quarter
or semester. If changes in enrollment occur during a quarter or semester, the change shall
be reported by the postsecondary institution at the time the enrollment information for the
succeeding quarter or semester is submitted. At any time the department notifies a
postsecondary institution that an overpayment has been made, the institution shall promptly
remit the amount due.

Sec. 51.

Minnesota Statutes 2020, section 124D.128, subdivision 1, is amended to read:


Subdivision 1.

Program established.

A learning year program provides instruction
throughout the year on an extended year calendar, extended school day calendar, or both.
deleted text begin A pupil may participate in the program and accelerate attainment of grade level requirements
or graduation requirements.
deleted text end A learning year program may begin after the close of the regular
school year in June. The program may be for students in one or more grade levels from
kindergarten through grade 12.

Sec. 52.

Minnesota Statutes 2020, 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 hours
deleted 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 programs
new 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, Minnesota
Tribal governments, 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:

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

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

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

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

new text begin (1) increase access to 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 relationships;
new text end

new text begin (2) develop skills and behaviors necessary to succeed in postsecondary education or
career opportunities;
new text end

new text begin (3) encourage school attendance and improve academic performance in accordance with
the state's world's best workforce goals under section 120B.11; and
new text end

new text begin (4) expand program access in underserved communities.
new 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

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

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

new text begin (3) 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 opportunities.
new text end

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

new text begin (1) primarily serve low-income and underserved students; and
new text end

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

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

new text begin (d) The commissioner 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 effectiveness
of after-school community learning programs in meeting the objectives identified in
subdivision 2.
new text end

new text begin (b) The commissioner must contract with a nonprofit organization serving as the statewide
after-school network to provide capacity building, professional development, and continuous
program improvement supports to grant recipients, including guidance on 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. 53.

Minnesota Statutes 2020, section 124D.74, subdivision 1, is amended to read:


Subdivision 1.

Program described.

American Indian education programs are programs
in public elementary and secondary schools, nonsectarian nonpublic, community, Tribal,
charter, or alternative schools enrolling American Indian children designed to:

(1) support postsecondary preparation for new text beginAmerican Indian new text endpupils;

(2) support the academic achievement of American Indian deleted text beginstudentsdeleted text endnew text begin pupilsnew text end;

(3) make the curriculum relevant to the needs, interests, and cultural heritage of American
Indian pupils;

(4) provide positive reinforcement of the self-image of American Indian pupils;

(5) develop intercultural awareness among pupils, parents, and staff; and

(6) supplement, not supplant, state and federal educational and cocurricular programs.

Program services designed to increase completion and graduation rates of American Indian
students must emphasize academic achievement, retention, and attendance; development
of support services for staff, including in-service training and technical assistance in methods
of teaching American Indian pupils; research projects, including innovative teaching
approaches and evaluation of methods of relating to American Indian pupils; provision of
career counseling to American Indian pupils; modification of curriculum, instructional
methods, and administrative procedures to meet the needs of American Indian pupils; and
deleted text begin supplementaldeleted text end instruction in American Indian language, literature, history, and culture.
Districts offering programs may make contracts for the provision of program services by
establishing cooperative liaisons with Tribal programs and American Indian social service
agencies. These programs may also be provided as components of early childhood and
family education programs.

Sec. 54.

Minnesota Statutes 2020, section 124D.74, subdivision 3, is amended to read:


Subd. 3.

Enrollment of other children; shared time enrollment.

To the extent deleted text beginit is
economically feasible
deleted text endnew text begin that the unique educational and culturally related academic needs of
American Indian people are met and American Indian student accountability factors are the
same or higher than their non-American Indian peers
new text end, a district or participating school may
make provision for the voluntary enrollment of non-American Indian children in the
instructional components of an American Indian education program in order that they may
acquire an understanding of the cultural heritage of the American Indian children for whom
that particular program is designed. However, in determining eligibility to participate in a
program, priority must be given to American Indian children. American Indian children
deleted text begin and other childrendeleted text end enrolled in an existing nonpublic school system may be enrolled on a
shared time basis in American Indian education programs.

Sec. 55.

Minnesota Statutes 2020, section 124D.74, subdivision 4, is amended to read:


Subd. 4.

Location of programs.

American Indian education programs must be located
in deleted text beginfacilitiesdeleted text endnew text begin educational settingsnew text end in which regular classes in a variety of subjects are offered
on a daily basisnew text begin, including district schools, charter schools, and Tribal contract schools that
offer virtual learning environments
new text end. Programs may operate on an extended day or extended
year basis.

Sec. 56.

Minnesota Statutes 2020, section 124D.74, is amended by adding a subdivision
to read:


new text begin Subd. 7. new text end

new text begin American Indian culture and language classes. new text end

new text begin Any district or participating
school that conducts American Indian education programs pursuant to sections 124D.71 to
124D.82 and serves 100 or more state-identified American Indian students enrolled in the
district must provide American Indian culture and language classes.
new text end

Sec. 57.

Minnesota Statutes 2020, section 124D.76, is amended to read:


124D.76 deleted text beginCOMMUNITY COORDINATORS, INDIAN HOME/SCHOOL LIAISONSdeleted text endnew text begin
AMERICAN INDIAN EDUCATION PROGRAM COORDINATORS
new text end,
PARAPROFESSIONALS.

In addition to employing American Indian language and culture education teachers, each
district or participating school providing programs pursuant to sections 124D.71 to 124D.82
may employ paraprofessionals. Paraprofessionals must not be employed for the purpose of
supplanting American Indian language and culture education teachers.

Any district or participating school deleted text beginwhichdeleted text endnew text begin thatnew text end conducts American Indian education
programs pursuant to sections 124D.71 to 124D.82 must employ one or more full-time or
part-time deleted text begincommunity coordinators or Indian home/school liaisons if there aredeleted text endnew text begin dedicated
American Indian education program coordinators in a district with
new text end 100 or more
new text begin state-identified new text endAmerican Indian students enrolled in the district. deleted text beginCommunity coordinators
shall
deleted text endnew text begin A dedicated American Indian education program coordinator mustnew text end promote
communicationnew text begin,new text end understanding, and cooperation between the schools and the community
and deleted text beginshalldeleted text endnew text begin mustnew text end visit the homes of children who are to be enrolled in an American Indian
education program in order to convey information about the program.

Sec. 58.

Minnesota Statutes 2020, section 124D.78, is amended to read:


124D.78 PARENT AND COMMUNITY PARTICIPATION.

Subdivision 1.

Parent committee.

new text beginSchool districts, charter schools, Tribal contract
schools, and their respective
new text endschool boards deleted text beginand American Indian schoolsdeleted text end must provide for
the maximum involvement of parents ofnew text begin American Indiannew text end children enrolled in new text beginAmerican
Indian
new text endeducation programs, programs for elementary and secondary grades, special education
programs, and support services. Accordingly, deleted text beginthe board of a school districtdeleted text endnew text begin districts, charter
schools, and Tribal contract schools
new text end in which there are ten or more new text beginstate-identified new text endAmerican
Indian students enrolled deleted text beginand each American Indian schooldeleted text end must establish an American
Indian deleted text begineducationdeleted text end Parent Advisory Committee. If a committee whose membership consists
of a majority of parents of American Indian children has been or is established according
to federal, tribal, or other state law, that committee may serve as the committee required by
this section and is subject to, at least, the requirements of this subdivision and subdivision
2.

The American Indian deleted text begineducationdeleted text end Parent Advisory Committee must develop its
recommendations in consultation with the curriculum advisory committee required by
section 120B.11, subdivision 3. This committee must afford parents the necessary information
and the opportunity effectively to express their views concerning all aspects of American
Indian education and the educational needs of the American Indian children enrolled in the
school or program. deleted text beginThe school board or American Indian schooldeleted text endnew text begin Districts, charter schools,
and Tribal contract schools
new text end must ensure that programs are planned, operated, and evaluated
with the involvement of and in consultation with parents of new text beginthe American Indian new text endstudents
served by the programs.

Subd. 2.

deleted text beginResolution of concurrencedeleted text endnew text begin Annual compliancenew text end.

Prior to March 1new text begin of each
year
new text end, the deleted text beginschool board or American Indian school must submit to the department a copy of
a resolution adopted by the
deleted text end American Indian deleted text begineducationdeleted text end Parent Advisory Committeedeleted text begin. 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 directly
to the school board with 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.
deleted text endnew text begin must meet to discuss
whether or not they concur with the educational offerings that have been extended by the
district to American Indian students. If the committee finds that the district, charter school,
Tribal contract school, and the school board have been meeting the needs of American
Indian students, the committee must issue a vote and resolution of concurrence. If the
committee finds that the needs of American Indian students are not being met, the committee
must issue a vote and resolution of nonconcurrence. The vote and resolution must be
presented to the school board by one or more members of the American Indian Parent
Advisory Committee. The vote must be formally reflected on documentation provided by
the Department of Education and must be submitted annually on March 1. If the vote is one
of nonconcurrence, the committee must provide written recommendations for improvement
to the school board at the time of the presentation. In the case of nonconcurrence, the school
board is given 60 days in which to respond, in writing, to the committee's recommendations.
The board response must be signed by the entire school board and submitted to both the
American Indian Parent Advisory Committee and to the Department of Education.
new text end

Subd. 3.

Membership.

The American Indian deleted text begineducationdeleted text end Parent Advisory Committee
must be composed of parents new text beginor guardians new text endof new text beginAmerican Indian new text endchildren eligible to be enrolled
in American Indian education programs; new text beginAmerican Indian new text endsecondary students deleted text begineligible to
be served
deleted text end; new text beginAmerican Indian family members of students eligible to be enrolled in American
Indian education programs;
new text endAmerican Indian language and culture education teachers and
paraprofessionals; American Indian teachers; new text beginAmerican Indian district employees; American
Indian
new text endcounselors; adult American Indian people enrolled in educational programs; and
deleted text begin representatives from community groupsdeleted text endnew text begin American Indian community membersnew text end. deleted text beginAdeleted text endnew text begin Thenew text end
majority of each committee must be parentsnew text begin or guardiansnew text end of new text beginAmerican Indian new text endchildren
enrolled or eligible to be enrolled in the programs. deleted text beginThe number of parents of American
Indian and non-American Indian children shall reflect approximately the proportion of
children of those groups enrolled in the programs.
deleted text end

Subd. 4.

Alternate committee.

If the organizational membership or the board of directors
of deleted text beginan American Indiandeleted text end new text begina Tribal contract new text endschool consists of parents of children attending the
school, that membership or board may serve also as the American Indian deleted text begineducationdeleted text end Parent
Advisory Committee.

new text begin Subd. 5. new text end

new text begin State-identified American Indian. new text end

new text begin For the purposes of sections 124D.71 to
124D.82, students who identify as American Indian or Alaska Native, using the state
definition in effect on October 1 of the previous school year, will be used to determine the
state-identified American Indian student counts for districts, charter schools, and Tribal
contract schools for the subsequent school year.
new text end

Sec. 59.

Minnesota Statutes 2020, section 124D.791, subdivision 4, is amended to read:


Subd. 4.

Duties; powers.

Thenew text begin Americannew text end Indian education director shall:

(1) deleted text beginserve as the liaison for the departmentdeleted text end new text beginwork collaboratively and in conjunction new text endwith
the new text beginTribal Liaison, the new text endTribal Nations Education Committee, the 11 Tribal deleted text begincommunitiesdeleted text end
new text begin Nations new text endin Minnesota, the Minnesota Chippewa Tribe, and the Minnesota Indian Affairs
Council;

(2) evaluate the state of American Indian education in Minnesota;

(3) engage the tribal bodies, community groups, parents of children eligible to be served
by American Indian education programs, American Indian administrators and teachers,
persons experienced in the training of teachers for American Indian education programs,
the tribally controlled schools, and other persons knowledgeable in the field of American
Indian education and seek their advice on policies that can improve the quality of American
Indian education;

(4) advise the commissioner on American Indian education issues, including:

(i) issues facing American Indian students;

(ii) policies for American Indian education;

(iii) awarding scholarships to eligible American Indian students and in administering
the commissioner's duties regarding awarding of American Indian education grants to school
districts; and

(iv) administration of the commissioner's duties under sections 124D.71 to 124D.82 and
other programs for the education of American Indian people;

(5) propose to the commissioner legislative changes that will improve the quality of
American Indian education;

(6) develop a strategic plan and a long-term framework for American Indian education,
in conjunction with the Minnesota Indian Affairs Council, that is updated every five years
and implemented by the commissioner, with goals to:

(i) increase American Indian student achievement, including increased levels of
proficiency and growth on statewide accountability assessments;

(ii) increase the number of American Indian teachers in public schools;

(iii) close the achievement gap between American Indian students and their more
advantaged peers;

(iv) increase the statewide graduation rate for American Indian students; and

(v) increase American Indian student placement in postsecondary programs and the
workforce; and

(7) keep the American Indian community informed about the work of the department
by reporting to the Tribal Nations Education Committee at each committee meeting.

Sec. 60.

new text begin [124D.792] GRADUATION CEREMONIES; TRIBAL REGALIA AND
OBJECTS OF CULTURAL SIGNIFICANCE.
new text end

new text begin A school district or charter school must not prohibit an American Indian student from
wearing American Indian regalia, Tribal regalia, or objects of cultural significance at
graduation ceremonies.
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. 61.

Minnesota Statutes 2020, section 124D.81, subdivision 1, is amended to read:


Subdivision 1.

Procedures.

A school district, charter school, or American
Indian-controlled Tribal contract or grant school enrolling at least 20 American Indian
students new text beginidentified by the state countnew text end on October 1 of the previous school year deleted text beginand operating
an American Indian education program according to section 124D.74
deleted text end is eligible for new text beginAmerican
new text end Indian education aid if it meets the requirements of this section. Programs may provide for
contracts for the provision of program components by nonsectarian nonpublic, community,
Tribal, charter, or alternative schools. The commissioner shall prescribe the form and manner
of application for aids, and no aid shall be made for a program not complying with the
requirements of sections 124D.71 to 124D.82.

Sec. 62.

Minnesota Statutes 2020, section 124D.81, subdivision 2, is amended to read:


Subd. 2.

Plans.

To deleted text beginqualify fordeleted text endnew text begin receivenew text end aid, an eligible district, charter school, or Tribal
contract school must develop and submit a plan for approval by the Indian education director
that shall:

(a) Identify the measures to be used to meet the requirements of sections 124D.71 to
124D.82;

(b) Identify the activities, methods and programs to meet the identified educational needs
of the children to be enrolled in the program;

(c) Describe how district goals and objectives as well as the objectives of sections
124D.71 to 124D.82 are to be achieved;

(d) Demonstrate that required and elective courses as structured do not have a
discriminatory effect within the meaning of section 124D.74, subdivision 5;

(e) Describe how each school program will be organized, staffed, coordinated, and
monitored; and

(f) Project expenditures for programs under sections 124D.71 to 124D.82.

Sec. 63.

Minnesota Statutes 2020, section 124D.81, subdivision 2a, is amended to read:


Subd. 2a.

American Indian education aid.

new text begin (a) The American Indian education aid
allowance equals $358 for fiscal years 2022 and 2023. The American Indian education aid
allowance for fiscal year 2024 and later equals the product of $358 times the ratio of the
formula allowance under section 126C.10, subdivision 2, for the current fiscal year to the
formula allowance under section 126C.10, subdivision 2, for fiscal year 2023.
new text end

new text begin (b) The American Indian education aid minimum equals $20,000 for fiscal years 2022.
The American Indian education aid minimum equals $40,000 for fiscal year 2023. The
American Indian education aid minimum for fiscal year 2024 and later equals the product
of $40,000 times the ratio of the formula allowance under section 126C.10, subdivision 2,
for the current fiscal year to the formula allowance under section 126C.10, subdivision 2,
for fiscal year 2023.
new text end

deleted text begin (a)deleted text endnew text begin (c)new text end The American Indian education aid for an eligible districtnew text begin, charter school,new text end or
Tribal contract school equals the greater of (1) the sum of deleted text begin$20,000deleted text endnew text begin the American Indian
education aid minimum
new text end plus the product of deleted text begin$358deleted text endnew text begin the American Indian education aid
allowance
new text end times the difference between the number of American Indian students enrolled
on October 1 of the previous school year and 20; or (2) if the district or school received a
grant under this section for fiscal year 2015, the amount of the grant for fiscal year 2015.

deleted text begin (b)deleted text endnew text begin (d)new text end Notwithstanding paragraph deleted text begin(a)deleted text endnew text begin (c)new text end, the American Indian education aid must not
exceed the districtnew text begin, charter school,new text end or Tribal contract school's actual expenditure according
to the approved plan under subdivision 2.

new text begin EFFECTIVE DATE. new text end

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

Sec. 64.

Minnesota Statutes 2020, section 124D.81, subdivision 5, is amended to read:


Subd. 5.

Records.

Participating schools and districts must keep records and afford access
to them as the commissioner finds necessary to ensure that American Indian education
programs are implemented in conformity with sections 124D.71 to 124D.82. Each school
district or participating school must keep accurate, detailed, and separate revenue and
expenditure accounts for deleted text beginpilotdeleted text end American Indian education programs funded under this
section.

Sec. 65.

Minnesota Statutes 2020, 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, deleted text beginless $170,deleted text end
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 deleted text begin$3,230 for fiscal year 2019 anddeleted text end 51.17 percent of the formula allowance for
fiscal deleted text beginyeardeleted text endnew text begin yearsnew text end 2020new text begin, 2021, and 2022, and 52 percent of the formula allowance for fiscal
year 2023
new text end and later or the result in clause (4).

new text begin EFFECTIVE DATE. new text end

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

Sec. 66.

Minnesota Statutes 2020, section 124D.861, subdivision 2, is amended to read:


Subd. 2.

Plan implementation; components.

(a) The school board of each eligible
district must formally develop and implement a long-term plan under this section. The plan
must be incorporated into the district's comprehensive strategic plan under section 120B.11.
deleted text begin Plan components may include: innovative and integrated prekindergarten through grade 12
learning environments that offer students school enrollment choices; family engagement
initiatives that involve families in their students' academic life and success; professional
development opportunities for teachers and administrators focused on improving the academic
achievement of all students, including teachers and administrators who are members of
populations underrepresented among the licensed teachers or administrators in the district
or school and who reflect the diversity of students under section 120B.35, subdivision 3,
paragraph (b), clause (2), who are enrolled in the district or school; increased programmatic
opportunities and effective and more diverse instructors focused on rigor and college and
career readiness for underserved students, including students enrolled in alternative learning
centers under section 123A.05, public alternative programs under section 126C.05,
subdivision 15
, and contract alternative programs under section 124D.69, among other
underserved students; or recruitment and retention of teachers and administrators with
diverse racial and ethnic backgrounds.
deleted text end

new text begin (b)new text end The plan must contain goals for:

(1) reducing the disparities in academic achievement and in equitable access to effective
and more diverse teachers among all students and specific categories of students under
section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender,
disability, and English learners; and

(2) increasing racial and economic diversity and integration in schools and districts.

new text begin (c) The plan must include strategies to validate, affirm, embrace, and integrate cultural
and community strengths of all students, families, and employees in the district's curriculum
as well as learning and work environments. The plan must address issues of institutional
racism as defined in section 120B.11, subdivision 1, in schools that create opportunity and
achievement gaps for students, families, and staff who are of color or who are American
Indian. Examples of institutional racism experienced by students who are of color or who
are American Indian include policies and practices that intentionally or unintentionally
result in disparate discipline referrals and suspension, inequitable access to advanced
coursework, overrepresentation in lower-level coursework, inequitable participation in
cocurricular activities, inequitable parent involvement, and lack of equitable access to
racially and ethnically diverse teachers who reflect the racial or ethnic diversity of students
because it has not been a priority to hire or retain such teachers.
new text end

new text begin (d) School districts must use local data, to the extent practicable, to develop plan
components and strategies. Plans may include:
new text end

new text begin (1) innovative and integrated prekindergarten through grade 12 learning environments
that offer students school enrollment choices;
new text end

new text begin (2) family engagement initiatives that involve families in their students' academic life
and success and improve relations between home and school;
new text end

new text begin (3) opportunities for students, families, staff, and community members who are of color
or American Indian to share their experiences in the school setting with school staff and
administration and to inform the development of specific proposals for making school
environments more validating, affirming, embracing, and integrating of their cultural and
community strengths;
new text end

new text begin (4) professional development opportunities for teachers and administrators focused on
improving the academic achievement of all students, including knowledge, skills, and
dispositions needed to be antiracist and culturally sustaining as defined in section 120B.11,
subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;
new text end

new text begin (5) recruitment and retention of teachers, administrators, cultural and family liaisons,
paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented
in the student population to strengthen relationships with all students, families, and other
members of the community;
new text end

new text begin (6) collection, examination, and evaluation of academic and discipline data for
institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and
practices that result in the education disparities, in order to propose antiracist changes as
defined in section 120B.11, subdivision 1, that increase access, meaningful participation,
representation, and positive outcomes for students of color and American Indian students;
new text end

new text begin (7) increased programmatic opportunities and effective and more diverse instructors
focused on rigor and college and career readiness for students who are impacted by racial,
gender, linguistic, and economic disparities, including students enrolled in area learning
centers or alternative learning programs under section 123A.05, state-approved alternative
programs under section 126C.05, subdivision 15, and contract alternative programs under
section 124D.69, among other underserved students;
new text end

new text begin (8) ethnic studies curriculum as defined in section 120B.11, subdivision 1, to provide
all students with opportunities to learn about their own and others' cultures and historical
experiences; or
new text end

new text begin (9) examination and revision of district curricula in all subjects to be inclusive of diverse
racial and ethnic groups while meeting state academic standards and being culturally
sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied
about any group is accurate and based in knowledge from that group.
new text end

deleted text begin (b)deleted text endnew text begin (e)new text end Among other requirements, an eligible district must implement effective,
research-based interventions that include deleted text beginformativedeleted text endnew text begin multiple measures ofnew text end assessment deleted text beginpracticesdeleted text endnew text begin
and engagement in order
new text end to deleted text beginreduce thedeleted text endnew text begin eliminate academicnew text end disparities deleted text beginin student academic
performance among the specific categories of students as measured by student progress and
growth on state reading and math assessments and
deleted text endnew text begin for students impacted by racial, gender,
linguistic, and economic inequities
new text end as aligned with section 120B.11.

deleted text begin (c)deleted text endnew text begin (f)new text end Eligible districts must create efficiencies and eliminate duplicative programs and
services under this section, which may include forming collaborations or a single,
seven-county metropolitan areawide partnership of eligible districts for this purpose.

new text begin EFFECTIVE DATE. new text end

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

Sec. 67.

Minnesota Statutes 2020, section 124D.98, is amended by adding a subdivision
to read:


new text begin Subd. 5. new text end

new text begin Literacy incentive aid uses. new text end

new text begin Beginning July 1, 2022, literacy incentive aid
must be used to support comprehensive literacy reform efforts in public schools as follows:
new text end

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

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 68.

Minnesota Statutes 2020, section 125A.094, is amended to read:


125A.094 RESTRICTIVE PROCEDURES deleted text beginFOR CHILDREN WITH
DISABILITIES
deleted text end.

The use of restrictive procedures deleted text beginfor children with disabilitiesdeleted text endnew text begin for all pupils attending
public school
new text end is governed by sections 125A.0941 and 125A.0942.

Sec. 69.

Minnesota Statutes 2020, section 125A.0942, subdivision 1, is amended to read:


Subdivision 1.

Restrictive procedures plan.

(a) Schools that intend to use restrictive
procedures shall maintain and make publicly accessible in an electronic format on a school
or district website or make a paper copy available upon request describing a restrictive
procedures plan for children with disabilities that at least:

(1) lists the restrictive procedures the school intends to use;

(2) describes how the school will implement a range of positive behavior strategies and
provide links to mental health services;

(3) describes how the school will provide training on de-escalation techniques, consistent
with section 122A.187, subdivision 4;

(4) describes how the school will monitor and review the use of restrictive procedures,
including:

(i) conducting post-use debriefings, consistent with subdivision 3, paragraph (a), clause
(5); and

(ii) convening an oversight committee to undertake a quarterly review of the use of
restrictive procedures based on patterns or problems indicated by similarities in the time of
day, day of the week, duration of the use of a procedure, the individuals involved, or other
factors associated with the use of restrictive procedures; the number of times a restrictive
procedure is used schoolwide and for individual children; the number and types of injuries,
if any, resulting from the use of restrictive procedures; whether restrictive procedures are
used in nonemergency situations; the need for additional staff training;new text begin the use of restrictive
procedures for disproportionality, racial disparities, in the usage of restrictive procedures;
the usage of school resource officer's handling of the behaviors; student documentation to
determine if the staff followed the standards for using restrictive procedures and if there is
updated information about whether the restrictive procedures are contraindicated for the
particular student;
new text end and proposed actions to minimize the use of restrictive procedures; and

(5) includes a written description and documentation of the training staff completed
under subdivision 5.

(b) Schools annually must publicly identify oversight committee members who must at
least include:

(1) a mental health professional, school psychologist, or school social worker;

(2) an expert in positive behavior strategies;

(3) a special education administrator; and

(4) a general education administrator.

Sec. 70.

Minnesota Statutes 2020, section 125A.0942, subdivision 2, is amended to read:


Subd. 2.

Restrictive procedures.

(a) Restrictive procedures may be used only by a
licensed special education teacher, school social worker, school psychologist, behavior
analyst certified by the National Behavior Analyst Certification Board, a person with a
master's degree in behavior analysis, other licensed education professional, paraprofessional
under section 120B.363, or mental health professional under section 245.4871, subdivision
27
, who has completed the training program under subdivision 5.

(b) A school shall make reasonable efforts to notify the parent on the same day a
restrictive procedure is used on the child, or if the school is unable to provide same-day
notice, notice is sent within two days by written or electronic means or as otherwise indicated
by the child's parent under paragraph (f).

(c) The district must hold a meeting of the individualized education program team,new text begin if
the student is a student with a disability, or a meeting of relevant members of the student's
team, including the parent, if the student is not a student with a disability,
new text end conduct or review
a functional behavioral analysis, review data, consider developing additional or revised
positive behavioral interventions and supports, consider actions to reduce the use of restrictive
procedures, and modify the individualized education program or behavior intervention plan
as appropriate. The district must hold the meeting: within ten calendar days after district
staff use restrictive procedures on two separate school days within 30 calendar days or a
pattern of use emerges and the child's individualized education program or behavior
intervention plan does not provide for using restrictive procedures in an emergency; or at
the request of a parent or the district after restrictive procedures are used. The district must
review use of restrictive procedures at a child's annual individualized education program
meeting when the child's individualized education program provides for using restrictive
procedures in an emergency.

(d) If the deleted text beginindividualized education programdeleted text endnew text begin meetingnew text end team under paragraph (c) determines
that existing interventions and supports are ineffective in reducing the use of restrictive
procedures or the district uses restrictive procedures on a child on ten or more school days
during the same school year, the team, as appropriate, either must consult with other
professionals working with the child; consult with experts in behavior analysis, mental
health, communication, or autism; consult with culturally competent professionals; review
existing evaluations, resources, and successful strategies; or consider whether to reevaluate
the child.

(e) At the deleted text beginindividualized education programdeleted text end meeting under paragraph (c), the team must
review any known medical or psychological limitations, including any medical information
the parent provides voluntarily, that contraindicate the use of a restrictive procedure, consider
whether to prohibit that restrictive procedure, and document any prohibition in the
individualized education program or behavior intervention plan.

(f) An individualized education program team may plan for using restrictive procedures
and may include these procedures in a child's individualized education program or behavior
intervention plan; however, the restrictive procedures may be used only in response to
behavior that constitutes an emergency, consistent with this section. The individualized
education program or behavior intervention plan shall indicate how the parent wants to be
notified when a restrictive procedure is used.

Sec. 71.

Minnesota Statutes 2020, section 125A.0942, subdivision 3, is amended to read:


Subd. 3.

Physical holding or seclusion.

(a) Physical holding or seclusion may be used
only in an emergency. A school that uses physical holding or seclusion shall meet the
following requirements:

(1) physical holding or seclusion is the least intrusive intervention that effectively
responds to the emergency;

(2) physical holding or seclusion is not used to discipline a noncompliant child;

(3) physical holding or seclusion ends when the threat of harm ends and the staff
determines the child can safely return to the classroom or activity;

(4) staff directly observes the child while physical holding or seclusion is being used;

(5) each time physical holding or seclusion is used, the staff person who implements or
oversees the physical holding or seclusion documents, as soon as possible after the incident
concludes, the following information:

(i) a description of the incident that led to the physical holding or seclusion;

(ii) why a less restrictive measure failed or was determined by staff to be inappropriate
or impractical;

(iii) the time the physical holding or seclusion began and the time the child was released;
deleted text begin and
deleted text end

(iv) a brief record of the child's behavioral and physical status;new text begin and
new text end

new text begin (v) a brief description of the post-use debriefing process that occurred following the use
of the restrictive procedure;
new text end

(6) the room used for seclusion must:

(i) be at least six feet by five feet;

(ii) be well lit, well ventilated, adequately heated, and clean;

(iii) have a window that allows staff to directly observe a child in seclusion;

(iv) have tamperproof fixtures, electrical switches located immediately outside the door,
and secure ceilings;

(v) have doors that open out and are unlocked, locked with keyless locks that have
immediate release mechanisms, or locked with locks that have immediate release mechanisms
connected with a fire and emergency system; and

(vi) not contain objects that a child may use to injure the child or others; and

(7) before using a room for seclusion, a school must:

(i) receive written notice from local authorities that the room and the locking mechanisms
comply with applicable building, fire, and safety codes; and

(ii) register the room with the commissioner, who may view that room.

(b) By February 1, 2015, and annually thereafter, stakeholders may, as necessary,
recommend to the commissioner specific and measurable implementation and outcome
goals for reducing the use of restrictive procedures and the commissioner must submit to
the legislature a report on districts' progress in reducing the use of restrictive procedures
that recommends how to further reduce these procedures and eliminate the use of seclusion.
The statewide plan includes the following components: measurable goals; the resources,
training, technical assistance, mental health services, and collaborative efforts needed to
significantly reduce districts' use of seclusion; and recommendations to clarify and improve
the law governing districts' use of restrictive procedures. The commissioner must consult
with interested stakeholders when preparing the report, including representatives of advocacy
organizations, special education directors, teachers, paraprofessionals, intermediate school
districts, school boards, day treatment providers, county social services, state human services
department staff, mental health professionals, and autism experts. Beginning with the
2016-2017 school year, in a form and manner determined by the commissioner, districts
must report data quarterly to the department by January 15, April 15, July 15, and October
15 about individual students who have been secluded. By July 15 each year, districts must
report summary data on their use of restrictive procedures to the department for the prior
school year, July 1 through June 30, in a form and manner determined by the commissioner.
The summary data must include information about the use of restrictive procedures, including
use of reasonable force under section 121A.582.

Sec. 72.

Minnesota Statutes 2020, section 144.4165, is amended to read:


144.4165 TOBACCO PRODUCTS PROHIBITED IN PUBLIC SCHOOLS.

new text begin (a) new text endNo person shall at any time smoke, chew, or otherwise ingest tobacco, or carry or
use an activated electronic delivery device as defined in section 609.685, subdivision 1, in
a public school, as defined in section 120A.05, subdivisions 9, 11, and 13, or in a charter
school governed by chapter 124E. This prohibition extends to all facilities, whether owned,
rented, or leased, and all vehicles that a school district owns, leases, rents, contracts for, or
controls.

new text begin (b) new text endNothing in this section shall prohibit the lighting of tobacco by an adult as a part of
a traditional Indian spiritual or cultural ceremony. new text beginAn American Indian student may carry
a medicine pouch containing loose tobacco intended in observance of traditional spiritual
or cultural practices.
new text endFor purposes of this section, an new text beginAmerican new text endIndian is a person deleted text beginwho is a
member of an Indian tribe as defined in section 260.755, subdivision 12
deleted text endnew text begin having origins in
any of the original peoples of North America who maintain cultural identification through
Tribal affiliation or community recognition
new text end.

Sec. 73.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 2,
is amended to read:


Subd. 2.

Achievement and integration aid.

For achievement and integration aid under
Minnesota Statutes, section 124D.862:

$
deleted text begin 84,057,000 deleted text end new text begin
80,310,000
new text end
.....
2022
$
deleted text begin 83,431,000 deleted text end new text begin
82,750,000
new text end
.....
2023

The 2022 appropriation includes $8,868,000 for 2021 and deleted text begin$75,189,000deleted text endnew text begin $71,442,000new text end for
2022.

The 2023 appropriation includes deleted text begin$8,353,000deleted text endnew text begin $7,938,000new text end for 2022 and deleted text begin$75,078,000deleted text endnew text begin
$74,812,000
new text end for 2023.

Sec. 74.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 3,
is amended to read:


Subd. 3.

American Indian education aid.

For American Indian education aid under
Minnesota Statutes, section 124D.81, subdivision 2a:

$
deleted text begin 11,351,000 deleted text end new text begin
11,436,000
new text end
.....
2022
$
deleted text begin 11,775,000 deleted text end new text begin
15,009,000
new text end
.....
2023

The 2022 appropriation includes $1,102,000 for 2021 and deleted text begin$10,249,000deleted text endnew text begin $10,334,000new text end for
2022.

The 2023 appropriation includes deleted text begin$1,138,000deleted text endnew text begin $1,148,000new text end for 2022 and deleted text begin$10,637,000deleted text endnew text begin
$13,861,000
new text end for 2023.

Sec. 75.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 4,
is amended to read:


Subd. 4.

Charter school building lease aid.

For building lease aid under Minnesota
Statutes, section 124E.22:

$
deleted text begin 93,547,000 deleted text end new text begin
89,499,000
new text end
.....
2022
$
deleted text begin 99,819,000 deleted text end new text begin
96,340,000
new text end
.....
2023

The 2022 appropriation includes $8,617,000 for 2021 and deleted text begin$84,930,000deleted text endnew text begin $80,882,000new text end for
2022.

The 2023 appropriation includes deleted text begin$9,436,000deleted text endnew text begin 8,987,000new text end for 2022 and deleted text begin$90,383,000deleted text endnew text begin
$87,353,000
new text end for 2023.

Sec. 76.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 7,
is amended to read:


Subd. 7.

Concurrent enrollment aid.

(a) For concurrent enrollment aid under Minnesota
Statutes, section 124D.091:

$
4,000,000
.....
2022
$
deleted text begin 4,000,000 deleted text end new text begin
9,000,000
new text end
.....
2023

(b) If the appropriation is insufficient, the commissioner must proportionately reduce
the aid payment to each school district.

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

new text begin (d) The base for fiscal year 2024 is $8,000,000. The base for fiscal year 2025 is
$9,000,000.
new text end

Sec. 77.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 15,
is amended to read:


Subd. 15.

Minnesota math corps program.

(a) For the Minnesota math corps program
under Minnesota Statutes, section 124D.42, subdivision 9:

$
1,000,000
.....
2022
$
1,000,000
.....
2023

(b) Any balance in the first year does not cancel but is available in the second year.

(c) The base for fiscal year 2024 and later is deleted text begin$500,000deleted text endnew text begin $1,000,000new 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. 78.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 22,
is amended to read:


Subd. 22.

Sanneh Foundation.

(a) For grants to the Sanneh Foundation for purposes
of paragraph (b):

$
1,500,000
.....
2022
$
deleted text begin 1,500,000
deleted text end new text begin 850,000
new text end
.....
2023

(b) The grants to the Sanneh Foundation must be directed toward programs for
low-performing and chronically absent students with a focus on low-income students and
students of color. The goals of the grants include decreasing absenteeism, encouraging
school engagement, improving grades, and improving graduation rates. The grants may be
used to:

(1) provide all-day, in-school academic and behavioral interventions and social and
emotional learning throughout the school year;

(2) provide year-round, out-of-school behavioral, social, and emotional learning
interventions and enrichment activities;

(3) enhance career exploration opportunities, including exposure to businesses and
business activities; and

(4) develop pathways in cooperation with businesses or higher education partners for
participants to pursue careers in education and youth development.

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

(d) The base for fiscal year 2024 is $0.

Sec. 79.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 27,
is amended to read:


Subd. 27.

Tribal contract school aid.

For Tribal contract school aid under Minnesota
Statutes, section 124D.83:

$
deleted text begin 2,743,000 deleted text end new text begin
2,808,000
new text end
.....
2022
$
deleted text begin 3,160,000 deleted text end new text begin
3,253,000
new text end
.....
2023

The 2022 appropriation includes $240,000 for 2021 and deleted text begin$2,503,000deleted text endnew text begin $2,568,000new text end for
2022.

The 2023 appropriation includes deleted text begin$278,000deleted text endnew text begin $285,000new text end for 2022 and deleted text begin$2,882,000deleted text endnew text begin $2,968,000new text end
for 2023.

Sec. 80. new text beginNATIONAL AND INTERNATIONAL EDUCATION COMPARISONS.
new text end

new text begin Each public district and school selected to participate in the national assessment of
educational progress shall do so pursuant to United States Code, title 20, section 6312(c)(2),
as in effect on December 10, 2015, or similar national or international assessments, both
for the national sample and for any state-by-state comparison programs that may be initiated,
as directed by the commissioner. The assessments must be conducted using the data collection
procedures, student surveys, educator surveys, and other instruments included in the National
Assessment of Educational Progress or similar national or international assessments being
administered in Minnesota. The administration of such assessments shall be in addition to
and separate from the administration of the statewide, standardized assessments.
new text end

Sec. 81. new text beginETHNIC STUDIES TASK FORCE.
new text end

new text begin Subdivision 1. new text end

new text begin Task force established. new text end

new text begin (a) The Ethnic Studies Task Force is established
to advise the commissioner of education on ethnic studies standards, curriculum, and
resources necessary to implement ethnic studies requirements under Minnesota Statutes,
section 120B.0251. The commissioner must appoint members of the task force by July 1,
2022, with input from the Minnesota Ethnic Studies Coalition.
new text end

new text begin (b) The Ethnic Studies Task Force must have 25 members, as follows:
new text end

new text begin (1) five community members with a demonstrated commitment to ethnic studies;
new text end

new text begin (2) three public school students in grades 9 to 12;
new text end

new text begin (3) two public school students in grades 6 to 8;
new text end

new text begin (4) three parents or guardians of public kindergarten through grade 12 students;
new text end

new text begin (5) three Minnesota-based, college-level faculty experts in ethnic studies;
new text end

new text begin (6) three ethnic studies high school teachers;
new text end

new text begin (7) three ethnic studies grades 6 to 8 teachers; and
new text end

new text begin (8) three ethnic studies kindergarten to grade 5 teachers.
new text end

new text begin (c) Demographics of the task force must be inclusive and represent the diversity of the
state, including racial, ethnic, and geographic diversity, and diversity related to gender and
sexual orientation, immigrant status, and religious and linguistic background.
new text end

new text begin Subd. 2. new text end

new text begin Duties. new text end

new text begin (a) The task force must review available ethnic studies curricular and
instructional resources in order to:
new text end

new text begin (1) develop state ethnic studies standards to propose to the commissioner for adoption;
new text end

new text begin (2) recommend professional learning requirements for educators and staff to facilitate
the successful implementation of ethnic studies courses;
new text end

new text begin (3) recommend resources and materials school districts and charter schools may use to
implement ethnic studies standards; and
new text end

new text begin (4) identify or develop model ethnic studies curriculum that school districts and charter
schools may use in accordance with section 120B.0251.
new text end

new text begin (b) The task force must provide to the commissioner of education the ethnic studies
standards and recommendations by October 31, 2023, and the model ethnic studies curriculum
by July 1, 2024.
new text end

new text begin Subd. 3. new text end

new text begin Meetings and compensation. new text end

new text begin (a) The task force must convene on at least a
bimonthly basis and must hold the first meeting no later than October 15, 2022.
new text end

new text begin (b) Members of the task force shall receive a stipend of $250 per month for their time,
work, and expertise.
new text end

new text begin Subd. 4. new text end

new text begin Administration. new text end

new text begin The commissioner must provide meeting space and technical
assistance for the task force.
new text end

new text begin Subd. 5.