as introduced - 94th Legislature (2025 - 2026) Posted on 02/10/2025 04:11pm
Engrossments | ||
---|---|---|
Introduction | Posted on 02/06/2025 |
A bill for an act
relating to education; modifying the Read Act; canceling appropriations; providing
for education innovation; modifying innovation zone provisions; modifying
P-TECH approval process; recodifying and reorganizing education innovation;
establishing an Office of Achievement and Innovation in the Department of
Education; modifying equity, diversity, and inclusion appropriation; requiring the
commissioner to establish a school performance report system; authorizing certain
fund transfers for fiscal years 2025 through 2029; authorizing a school board to
not comply with certain recently enacted state laws or rules; amending Minnesota
Statutes 2024, sections 120B.118; 120B.119, subdivision 4, by adding a subdivision;
120B.123, subdivision 7; 120B.124; 122A.091, subdivision 1; 122A.185,
subdivision 1; 124D.085; 124D.093, subdivisions 3, 4; Laws 2017, First Special
Session chapter 5, article 2, section 52; Laws 2023, chapter 55, article 3, section
11, subdivision 2; article 12, section 17, subdivision 2, as amended; Laws 2024,
chapter 115, article 3, section 8, subdivisions 3, 5; proposing coding for new law
in Minnesota Statutes, chapters 120B; 127A; repealing Laws 2017, First Special
Session chapter 5, article 2, section 52, subdivision 3.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
Minnesota Statutes 2024, section 120B.118, is amended to read:
Sections 120B.118 to 120B.124 may be cited as the "Reading to
Ensure Academic Development Act" or the "Read Act."
new text begin
It is the intent of the legislature that public schools promote foundational
literacy and grade-level reading proficiency through the use of curricula, textbooks,
instructional materials, instructional practices, interventions, and teacher development and
training based solely on the science of reading.
new text end
new text begin
This section is effective July 1, 2025.
new text end
Minnesota Statutes 2024, section 120B.119, subdivision 4, is amended to read:
"Evidence-based" new text begin or "science of reading" new text end means the instruction
or item described is based on reliable, trustworthy, and valid deleted text begin evidence and has demonstrated
a record of success in increasing students' reading competency in the areas of phonological
and phonemic awareness, phonics, vocabulary development, reading fluency, and reading
comprehensiondeleted text end new text begin science-based researchnew text end . Evidence-based literacy instruction is explicit,
systematic, and includes phonological and phonemic awareness, phonics and decoding,
spelling, fluency, vocabulary, oral language, and comprehension that can be differentiated
to meet the needs of individual students. Evidence-based instruction does not include the
three-cueing system, as defined in subdivision 16.
new text begin
This section is effective July 1, 2025.
new text end
Minnesota Statutes 2024, section 120B.119, is amended by adding a subdivision
to read:
new text begin
"Science-based reading research" means
research that:
new text end
new text begin
(1) applies rigorous, systematic, and objective observational or experimental procedures
to obtain knowledge relevant to reading development, reading instruction, and reading and
writing difficulties; and
new text end
new text begin
(2) explains how proficient reading and writing develop, why some children have
difficulties developing key literacy skills, and how schools can best assess and instruct early
literacy, including the use of evidence-based literacy instruction practices to promote reading
and writing achievement.
new text end
new text begin
This section is effective July 1, 2025.
new text end
Minnesota Statutes 2024, section 120B.123, subdivision 7, is amended to read:
(a) By July 1, 2023, the department must make
available to districts a list of approved evidence-based screeners in accordance with section
120B.12. A district must use an approved screener to assess students' mastery of foundational
reading skills in accordance with section 120B.12.
(b) The Department of Education must partner with CAREI as required under section
120B.124 to approve professional development programs, subject to final determination by
the department. After the implementation partnership under section 120B.124 ends, the
department must continue to regularly provide districts with information about professional
development opportunities available throughout the state on reading instruction that is
evidence-based.
(c) The department and CAREI must identify training required for a literacy lead and
literacy specialist employed by a district or Minnesota service cooperatives.
(d) The department must employ one or more literacy specialists to provide support to
districts implementing the Read Act and coordinate duties assigned to the department under
the Read Act. The literacy specialist must work on state efforts to improve literacy tracking
and implementation.
(e) The department must develop a template for a local literacy plan in accordance with
section 120B.12, subdivision 4a.
(f) The department must partner with CAREI as required under section 120B.124 to
approve literacy intervention modelsnew text begin by June 30, 2025new text end , subject to final determination by
the department. The department must make a list of the deleted text begin 15deleted text end approved evidence-based
intervention models available to districts as they are approved by CAREIdeleted text begin , starting November
1, 2025. Upon approval of the evidence-based intervention models, the department must
ensure the models are reviewed by a contracted third party for culturally responsive guidance
and materials, and make those findings available to districts once the review process is
complete. The department must notify districts of the two-step review process for all materials
approved under the Read Act for effectiveness as evidence-based structured literacy, and
for cultural responsivenessdeleted text end .new text begin The department may identify additional literacy intervention
models after the partnership with CAREI has ended.
new text end
(g) The department and CAREI must provide ongoing coaching, mentoring, and support
to certified trained facilitators.
new text begin
(h) CAREI must complete all requirements under paragraphs (a) to (g) by June 30, 2025.
Starting July 1, 2025, the department must complete any ongoing activities required under
this subdivision without assistance from CAREI.
new text end
new text begin
This section is effective July 1, 2025.
new text end
Minnesota Statutes 2024, section 120B.124, is amended to read:
deleted text begin (a)deleted text end The Department of Education must partner with CAREI
for two years beginning July 1, 2023, until deleted text begin Augustdeleted text end new text begin Junenew text end 30, 2025, to support implementation
of the Read Act. The department and CAREI must jointly:
(1) identify at least five literacy curricula and supporting materials that are evidence-based
or focused on structured literacy by January 1, 2024, and post a list of the curricula on the
department website. The list must include curricula that use culturally and linguistically
responsive materials that reflect diverse populations and curricula that reflect the experiences
of students from diverse backgrounds, including multilingual learners, biliterate students,
and students who are Black, Indigenous, and People of Color. A district that purchases an
approved curriculum before the cultural responsiveness review is completed is encouraged
to work with the curriculum's publisher to obtain updated materials that are culturally and
linguistically responsive and reflect diverse populations. A district is not required to use an
approved curriculum;
(2) identify at least three professional development programs that focus on the five pillars
of literacy and the components of structured literacy by August 15, 2023, subject to final
approval by the department. The department must post a list of the programs on the
department website. The programs may include a program offered by CAREI. The
requirements of section 16C.08 do not apply to the selection of a provider under this section;
(3) identify evidence-based literacy intervention materials for students in kindergarten
through grade 12;
(4) develop an evidence-based literacy lead training and coaching program that trains
and supports literacy specialists throughout Minnesota to support schools' efforts in screening,
measuring growth, monitoring progress, and implementing interventions in accordance with
subdivision 1. Literacy lead training must include instruction on how to train
paraprofessionals and volunteers that provide Tier 2 interventions on evidence-based literacy
intervention;
(5) identify measures of foundational literacy skills and mastery that a district must
report on a local literacy plan;
(6) provide guidance to districts about best practices in literacy instruction, and practices
that are not evidence-based;
(7) develop MTSS model plans that districts may adopt to support efforts to screen,
identify, intervene, and monitor the progress of students not reading at grade level;
(8) ensure that teacher professional development options and MTSS framework trainings
are geographically equitable by supporting trainings through the regional service
cooperatives;
(9) develop a coaching and mentorship program for certified trained facilitators based
on the previously approved trainings; and
(10) identify at least 15 evidence-based literacy intervention models by deleted text begin November 1deleted text end new text begin
June 30new text end , 2025, and post a list of the interventions on the department website. A district is
not required to use an approved intervention model.
deleted text begin
(b) The department must contract with a third party to develop culturally and linguistically
responsive supplemental materials and guidance for the approved literacy curricula to meet
the culturally and linguistically responsive standards under paragraph (a), clause (1).
deleted text end
(a) The department and CAREI must provide districts an
opportunity to request that the department and CAREI add to the list of curricula or
professional development programs a specific curriculum or professional development
program. The department must publish the request for reconsideration procedure on the
department website. A request for reconsideration must demonstrate that the curriculum or
professional development program meets the requirements of the Read Act, is
evidence-based, and has structured literacy components. The department and CAREI must
review the request for reconsideration and approve or deny the request within 60 days.
(b) The department and CAREI must conduct a final curriculum review of previously
submitted curriculum by March 3, 2025, to review curriculum that is available to districts
at no cost.
The department and CAREI must support district efforts to implement
the Read Act by:
(1) issuing guidance for teachers on implementing curriculum that is evidence-based,
or focused on structured literacy;
(2) providing teachers accessible options for evidence-based professional development
focused on structured literacy;
(3) providing districts with guidance on adopting MTSS; and
(4) providing districts with literacy implementation guidance and support.
(a) The department and CAREI
must develop and provide training on evidence-based literacy interventions for the following
unlicensed persons that regularly provide Tier 2 interventions to students in Minnesota
districts:
(1) paraprofessionals and other unlicensed school staff; and
(2) volunteers, contractors, and other persons not employed by Minnesota districts.
(b) The regional literacy networks must develop and provide training on evidence-based
literacy interventions consistent with paragraph (a).
(c) CAREI and the regional literacy networks must collaborate to ensure that training
provided by CAREI and the regional literacy networks is consistent across providers. The
trainings must not exceed eight hours. The trainings must be based on approved training
developed for teachers, and must include a train the trainer component to enable literacy
leads to provide the training to paraprofessionals and volunteers. CAREI and the regional
literacy networks must provide the trainings at no cost to paraprofessionals and other
unlicensed school staff who regularly provide Tier 2 interventions to students in Minnesota
districts.
The department may partner with one
or more institutions of higher education to conduct independent and objective reviews of
curriculum and intervention materials. The department must determine whether it will
partner with an institution of higher education to conduct ongoing reviews of literacy
materials by June 1, 2026. A publisher may submit curriculum or intervention materials for
review. The publisher is responsible for paying the cost of the review directly to the institution
of higher education. The review must use the rubric used to approve curriculum under
subdivision 1. The department and institution of higher education may approve the curriculum
or intervention materials if they determine that the curriculum or intervention materials are
evidence-baseddeleted text begin ,deleted text end new text begin andnew text end focused on structured literacydeleted text begin , culturally and linguistically responsive,
and reflect diverse populationsdeleted text end . The department must add the approved curriculum or
intervention materials to the list of curricula and materials approved under the Read Act.
Starting in 2033, the department
and an institution of higher education may partner to conduct a comprehensive review of
curriculum and intervention materials to identify literacy curriculum and supporting materials,
and intervention materials that are evidence-baseddeleted text begin ,deleted text end new text begin andnew text end focused on structured literacydeleted text begin ,
culturally and linguistically responsive, and reflect diverse populationsdeleted text end . The department
must revise the list of approved curriculum and supporting materials, and intervention
materials based on the findings of the review.
new text begin
The partnership between the department and CAREI
expires June 30, 2025. Starting July 1, 2025, the department must complete any duties
provided under this section without participation by CAREI.
new text end
new text begin
This section is effective July 1, 2025.
new text end
Minnesota Statutes 2024, section 122A.091, subdivision 1, is amended to read:
(a) The Professional Educator Licensing and Standards Board and the Board of
School Administrators, in cooperation with board-approved teacher or administrator
preparation programs, annually must collect and report summary data on teacher and
administrator preparation and performance outcomes, consistent with this subdivision. The
Professional Educator Licensing and Standards Board and the Board of School Administrators
annually by July 1 must update and post the reported summary preparation and performance
data on teachers and administrators from the preceding school years on their respective
websites.
(b) Publicly reported summary data on teacher preparation providers must include:
(1) summary data on teacher educator qualifications and their years of experience either
as birth through grade 12 classroom teachers or school administrators;
(2) the current number and percentage of enrolled candidates who entered the program
through a transfer pathway disaggregated by race, except when disaggregation would not
yield statistically reliable results or would reveal personally identifiable information about
an individual;
(3) the current number and percentage of program completers by program who received
a Tier 3 or Tier 4 license disaggregated by race, except when disaggregation would not
yield statistically reliable results or would reveal personally identifiable information about
an individual;
(4) the current number and percentage of program completers who entered the program
through a transfer pathway and received a Tier 3 or Tier 4 license disaggregated by race,
except when disaggregation would not yield statistically reliable results or would reveal
personally identifiable information about an individual;
(5) the current number and percentage of program completers who were hired to teach
full time in their licensure field in a Minnesota district or school in the preceding year
disaggregated by race, except when disaggregation would not yield statistically reliable
results or would reveal personally identifiable information about an individual;
(6) the current number and percentage of program completers who entered the program
through a transfer pathway and who were hired to teach full time in their licensure field in
a Minnesota district or school in the preceding year disaggregated by race, except when
disaggregation would not yield statistically reliable results or would reveal personally
identifiable information about an individual;
(7) board-adopted survey results measuring initial licensure program quality and structure
in the preceding school year disaggregated by race, except when disaggregation would not
yield statistically reliable results or would reveal personally identifiable information about
an individual;
(8) board-adopted survey results from school principals or supervisors on initial licensure
program quality and structure; and
(9) the number and percentage of program completers who met or exceeded the state
threshold score on deleted text begin thedeleted text end new text begin anew text end board-adopted teacher new text begin examination or new text end performance assessmentnew text begin
required under section 122A.185new text end .
Program reporting must be consistent with subdivision 2.
(c) Publicly reported summary data on administrator preparation programs approved by
the Board of School Administrators must include:
(1) summary data on faculty qualifications, including at least the content areas of faculty
undergraduate and graduate degrees and the years of experience either as kindergarten
through grade 12 classroom teachers or school administrators;
(2) the average time program graduates in the preceding year needed to complete the
program;
(3) the current number and percentage of students who graduated, received a standard
Minnesota administrator license, and were employed as an administrator in a Minnesota
school district or school in the preceding year disaggregated by race, except when
disaggregation would not yield statistically reliable results or would reveal personally
identifiable information about an individual;
(4) the number of credits by graduate program that students in the preceding school year
needed to complete to graduate;
(5) survey results measuring student, graduate, and employer satisfaction with the
program in the preceding school year disaggregated by race, except when disaggregation
would not yield statistically reliable results or would reveal personally identifiable
information about an individual; and
(6) information under subdivision 3, paragraphs (c) and (d).
Program reporting must be consistent with section 122A.14, subdivision 10.
new text begin
This section is effective July 1, 2025.
new text end
Minnesota Statutes 2024, section 122A.185, subdivision 1, is amended to read:
(a) The board must adopt rules requiring applicants for Tier 3 and
Tier 4 licenses to pass an examination or performance assessment of general pedagogical
knowledge and examinations or assessments of licensure field specific content. An applicant
is exempt from the examination requirements if the applicant:
(1) completed a board-approved teacher preparation program;
(2) completed licensure via portfolio pursuant to section 122A.18, subdivision 10, and
the portfolio has been recommended;
(3) obtained national board certification from the National Board for Professional
Teaching Standards; or
(4) completed a state-approved teacher preparation program in another state and passed
licensure examinations in that state, if applicable. The content examination requirement
does not apply if no relevant content exam exists.
new text begin
(b) The board must adopt rules requiring applicants for Tier 3 and Tier 4 licenses in
elementary education to pass an examination or performance assessment of knowledge,
skill, and ability to teach the science of reading, as defined in section 120B.119.
new text end
deleted text begin (b)deleted text end new text begin (c)new text end All testing centers in the state must provide monthly opportunities for untimed
content and pedagogy examinations. These opportunities must be advertised on the test
registration website. The board must require the exam vendor to provide other equitable
opportunities to pass exams, including: (1) waiving testing fees for test takers who qualify
for federal grants; (2) providing free, multiple, full-length practice tests for each exam and
free, comprehensive study guides on the test registration website; (3) making content and
pedagogy exams available in languages other than English for teachers seeking licensure
to teach in language immersion programs; and (4) providing free, detailed exam results
analysis by test objective to assist applicants who do not pass an exam in identifying areas
for improvement. Any applicant who has not passed a required exam after two attempts
must be allowed to retake the exam, including new versions of the exam, without being
charged an additional fee.
new text begin
This section is effective July 1, 2025.
new text end
Laws 2023, chapter 55, article 3, section 11, subdivision 2, is amended to read:
(a) To contract with the Center for Applied Research and Educational
Improvement at the University of Minnesota for the Read Act implementation partnership
under section 120B.124:
$ |
4,200,000 |
..... |
2024 |
|
$ |
0 |
..... |
2025 |
(b) This appropriation is available until June 30, deleted text begin 2026deleted text end new text begin 2025new text end .
(c) The base for fiscal year 2026 and later is $0.
new text begin
This section is effective the day following final enactment.
new text end
Laws 2024, chapter 115, article 3, section 8, subdivision 3, is amended to read:
(a) For the Department of Education to issue
a request for proposals for a contract to develop supplemental culturally responsive materials
for the approved evidence-based structured literacy curricula under Minnesota Statutes,
section 120B.124, subdivision 1, paragraph (a), clause (1):
$ |
1,000,000 |
..... |
2025 |
(b) The contractor must review all approved instructional and intervention materials to
ensure they are culturally responsive within 90 days of receiving the materials from the
Department of Education. The contractor must work with publishers to ensure materials are
culturally responsive and provide districts with supplementary materials and guidance as
needed.
(c) This is a onetime appropriation and is available until June 30, deleted text begin 2027deleted text end new text begin 2025new text end .
new text begin
This section is effective the day following final enactment.
new text end
Laws 2024, chapter 115, article 3, section 8, subdivision 5, is amended to read:
(a) For CAREI to develop
training for paraprofessionals and volunteers that regularly provide Tier 2 literacy
interventions to students in accordance with Minnesota Statutes, section 120B.124,
subdivision 4:
$ |
375,000 |
..... |
2025 |
(b) This is a onetime appropriation and is available until June 30, deleted text begin 2027deleted text end new text begin 2025new text end .
new text begin
This section is effective the day following final enactment.
new text end
new text begin
(a) By July 1, 2026, the
commissioner must establish a school performance report system that enables parents,
students, and other community members to compare the performance of schools across the
following indicators:
new text end
new text begin
(1) proficiency rates on state assessments in reading, math, and science;
new text end
new text begin
(2) student attendance; and
new text end
new text begin
(3) graduation rates.
new text end
new text begin
(b) The report for each school must be written in plain language and in an accessible
format on the department website.
new text end
new text begin
A school performance report must include data on
performance by grade on each of the most recent state assessments, including whether the
proficiency rate includes students who did not participate in an assessment.
new text end
new text begin
A school performance report must state the percentage
of students at a school who were absent on ten percent or more of school days, 20 percent
or more of school days, and 30 percent or more of school days.
new text end
new text begin
A school performance report must state the four-year
graduation rate for a high school and may list other graduation rates available.
new text end
new text begin
This section is effective July 1, 2025.
new text end
Minnesota Statutes 2024, section 124D.085, is amended to read:
(a) To strengthen the alignment between career and college ready curriculum and state
and local academic standards and increase students' opportunities for participating in applied
and experiential learning in a nontraditional setting, school districts are encouraged to
provide programs such asnew text begin :
new text end
new text begin (1)new text end magnet schoolsdeleted text begin ,deleted text end new text begin ;
new text end
new text begin (2)new text end language immersion programsdeleted text begin ,deleted text end new text begin ;
new text end
new text begin (3)new text end project-based learningdeleted text begin ,deleted text end new text begin ;
new text end
new text begin (4)new text end accelerated learningdeleted text begin ,deleted text end new text begin ;
new text end
new text begin (5)new text end college prep schoolsdeleted text begin ,deleted text end new text begin ;
new text end
new text begin (6)new text end career and technical educationdeleted text begin ,deleted text end new text begin ;
new text end
new text begin (7)new text end Montessori schoolsdeleted text begin ,deleted text end new text begin ;
new text end
new text begin (8)new text end military schoolsdeleted text begin ,deleted text end new text begin ;
new text end
new text begin (9)new text end work-based schoolsdeleted text begin ,deleted text end new text begin ;new text end and
new text begin (10)new text end place-based learning.
new text begin (b)new text end Districts may provide deleted text begin suchdeleted text end programsnew text begin , including those listed under paragraph (a),new text end
independently or in cooperation with other districts, at a school single site, for particular
grades, or throughout the district. In addition to meeting the other accountability measures
under chapter 120B, districts may declare that a student meets or exceeds specific academic
standards required for graduation under the rigorous course of study waiver in section
120B.021, subdivision 1a, where appropriate.
deleted text begin (b)deleted text end new text begin (c)new text end The board of a district that chooses to participate must publicly adopt and review
a plan for providing a program under this section. The plan must: define the program and
its structure; describe the enrollment process; identify measures and processes for regularly
assessing, evaluating, and publicly reporting on program efficacy and use summary data to
show student progress and outcomes; and establish a data-informed public process for
modifying and revising the plan as needed. A district must publish its plan contents and
evaluation outcomes on the district website.
deleted text begin (c)deleted text end new text begin (d)new text end For purposes of further integrating experiential and applied learning into career
and college ready curricula, the commissioner may request program information from
providing districts under this sectionnew text begin , but is not authorized to approve or deny any school
board-adopted program provided under this sectionnew text end .
Minnesota Statutes 2024, section 124D.093, subdivision 3, is amended to read:
deleted text begin The commissioner must determine the
form and manner of application for a school to be designated a P-TECH school.deleted text end The
deleted text begin applicationdeleted text end new text begin school board plan for adopting a P-TECH programnew text end must contain at least the
following information:
(1) the written agreement between a public school, a higher education institution under
section 124D.09, subdivision 3, paragraph (a), and a business partner to jointly develop and
support a P-TECH school;
(2) a proposed school design consistent with subdivisions 1 and 2;
(3) a description of how the P-TECH school supports the needs of the economic
development region in which the P-TECH school is to be located;
(4) a description of the facilities to be used by the P-TECH school;
(5) a description of proposed budgets, curriculum, transportation plans, and other
operating procedures for the P-TECH school;
(6) the process by which students will be enrolled in the P-TECH school;
(7) the qualifications required for individuals employed in the P-TECH school; and
(8) any additional information that the deleted text begin commissioner requiresdeleted text end new text begin board determines is
appropriatenew text end .
Minnesota Statutes 2024, section 124D.093, subdivision 4, is amended to read:
(a) new text begin When an appropriation is available, new text end the
commissioner of education must appoint an advisory committee to review the applications
and to recommend approval for those applications that meet the requirements of this section.
The commissioner of education has final authority over application approvals.
(b) To the extent practicable, the commissioner must ensure an equitable geographic
distribution of approved P-TECH schools.
new text begin
(c) Nothing in this subdivision may be construed to authorize the commissioner to
approve or deny a locally adopted P-TECH plan.
new text end
new text begin
The Office of Achievement and Innovation is established
in the Department of Education to assist school districts and charter schools in researching
and implementing innovative practices focused on promoting academic achievement in
literacy and reading comprehension, mathematics and numeracy, science, and career
readiness.
new text end
new text begin
(a) The Office of Achievement and Innovation must research
innovative practices and maintain a clearinghouse for ideas, information, and resources on
supporting academic achievement.
new text end
new text begin
(b) The office must assist districts seeking to implement innovative practices to support
academic achievement. All opinions and guidance issued by the office are advisory, and
are not binding on a district or charter school.
new text end
new text begin
(a) The office must establish a central point of contact for districts
and charter schools for approved nonprofit organizations that have demonstrated effectiveness
in implementing innovative practices to support student academic achievement. To be
considered for approval, a nonprofit organization must submit the following to the office:
new text end
new text begin
(1) the organization's most recent Form 990 or Form 990-EZ filed with the Internal
Revenue Service;
new text end
new text begin
(2) a summary of the organization's history of supporting student academic achievement;
new text end
new text begin
(3) evidence of the organization's good standing with the secretary of state under chapter
317A, or other applicable law; and
new text end
new text begin
(4) certification by the organization that none of its current principals have been convicted
of a felony financial crime in the last ten years.
new text end
new text begin
(b) The office may revoke approval of a nonprofit organization at any time.
new text end
new text begin
This section is effective the day following final enactment.
new text end
Laws 2017, First Special Session chapter 5, article 2, section 52, is amended to
read:
(a) The innovation deleted text begin researchdeleted text end zone deleted text begin pilotdeleted text end program is established to improve student
and school outcomes consistent with the deleted text begin world's best workforcedeleted text end requirements under
Minnesota Statutes, section 120B.11. Innovation zone partnerships allow school districts
and charter schools to research and implement innovative education programming models
designed to better prepare students for the world of the 21st century.
(b) One or more school districts or charter schools may join together to form an innovation
zone partnership. The partnership may include other nonschool partners, including
postsecondary institutions, other units of local government, nonprofit organizations, and
for-profit organizations. An innovation zone plan must be collaboratively developed in
concert with the school's instructional staff.
(c) An innovation deleted text begin researchdeleted text end zone partnership deleted text begin must research anddeleted text end new text begin maynew text end implement innovative
education programs and models that deleted text begin are based on proposed hypotheses. An innovation zone
plan may include an emerging practice not yet supported by peer-reviewed research.
Examples of innovation zone researchdeleted text end may include, but are not limited to:
(1) personalized learning, allowing students to excel at their own pace and according to
their interests, aspirations, and unique needs;
(2) the use of competency outcomes rather than seat time and course completion to fulfill
standards, credits, and other graduation requirements;
(3) multidisciplinary, real-world, inquiry-based, and student-directed models designed
to make learning more engaging and relevant, including documenting and validating learning
that takes place beyond the school day and school walls;
(4) models of instruction designed to close the achievement gap, including new models
for age three to grade 3 models, English as a second language models, early identification
and prevention of mental health issues, and others;
(5) new partnerships between secondary schools and postsecondary institutions,
employers, or career training institutions enabling students to complete industry certifications,
postsecondary education credits, and other credentials;
(6) new methods of collaborative leadership including the expansion of schools where
teachers have larger professional roles;
(7) new ways to enhance parental and community involvement in learning;
(8) new models of professional development for educators, including embedded
professional development; deleted text begin or
deleted text end
(9) new models in other areas such as whole child instruction, social-emotional skill
development, technology-based or blended learning, parent and community involvement,
professional development and mentoring, and models that increase the return on investmentdeleted text begin .deleted text end new text begin ;
new text end
new text begin
(10) new models of evaluation, assessment, and accountability using multiple indicators,
including models that demonstrate alternative ways to validate a student's academic
attainment that have predictive validity to the state tests, and also assess other skills, including
but not limited to problem solving, creativity, analytical thinking, collaboration, respecting
others, global understanding, postgraduation student performance, and other information;
new text end
new text begin
(11) improving teacher and principal mentorship and evaluation;
new text end
new text begin
(12) granting a high school diploma to a student who meets the graduation requirements
under Minnesota Statutes, section 120B.02, subdivision 2, while providing the student
opportunities to:
new text end
new text begin
(i) attain postsecondary credits or degrees through advanced placement, international
baccalaureate, or concurrent enrollment courses; or
new text end
new text begin
(ii) participate in career and industrial certification programs, including apprenticeship
programs;
new text end
new text begin
(13) exercising the authority granted under Minnesota Statutes, sections 124D.085,
governing experiential and applied learning opportunities; 124D.52, subdivision 9, governing
standard adult high school diploma requirements; and 126C.05, subdivision 15, paragraph
(b), item (i), governing the use of independent study;
new text end
new text begin
(14) providing career and technical education programs after school, on weekends, and
during school breaks, including summers through a learning year program under Minnesota
Statutes, section 124D.128, for a student in grade 10, 11, or 12. A district may receive
general education revenue funding for the program if it allows a student to earn both high
school and postsecondary credit, and to earn a career certification or technical college degree,
or participate in an apprenticeship program. A student participating in a learning year
program may attend school year-round, and the student's continual learning plan must
provide for the student to meet the high school graduation standards no later than the end
of the fall semester of grade 12;
new text end
new text begin
(15) implementing models that provide students supports or interventions to reduce the
need for special education services, and to reduce teacher time devoted to required special
education documentation; or
new text end
new text begin
(16) other innovations as determined by the local boards.
new text end
(d) An innovation zone plan submitted to the commissioner new text begin of education new text end must describe:
(1) how the plan will improve student and school outcomes consistent with the deleted text begin world's
best workforcedeleted text end requirements under Minnesota Statutes, section 120B.11;
(2) the role of each partner in the zone;
deleted text begin
(3) the research methodology used for each proposed action in the plan;
deleted text end
deleted text begin (4)deleted text end new text begin (3)new text end the exemptions from statutes and rules in subdivision 2 that the deleted text begin researchdeleted text end new text begin innovationnew text end
zone partnership will use;
deleted text begin (5)deleted text end new text begin (4)new text end a description of how teachers and other educational staff from the affected school
sites will be included in the planning and implementation process;
deleted text begin (6)deleted text end new text begin (5)new text end a detailed description of expected outcomes and graduation standards;
deleted text begin (7)deleted text end new text begin (6)new text end a timeline for implementing the plan and assessing the outcomes; and
deleted text begin (8)deleted text end new text begin (7)new text end how results of the plan will be disseminated.
The governing board for each partner must approve the innovation zone plan.
(e) Upon unanimous approval of the initial innovation zone partners deleted text begin and approval of the
commissioner of educationdeleted text end , the innovation zone partnership may extend membership to
other partners. A new partner's membership is effective 30 days after the innovation zone
partnership notifies the commissioner of the proposed change in membership deleted text begin unless the
commissioner disapproves the new partner's membershipdeleted text end new text begin and updates the plannew text end .
(f) Notwithstanding any other law to the contrary, a school district or charter school
participating in an innovation zone partnership under this section continues to receive all
revenue and maintains its taxation authority in the same manner as before its participation
in the innovation zone partnership. The innovation zone school district and charter school
partners remain organized and governed by their respective school boards with general
powers under Minnesota Statutes, chapter 123B or 124E, and remain subject to any
employment agreements under Minnesota Statutes, chapters 122A and 179A. School district
and charter school employees participating in an innovation zone partnership remain
employees of their respective school district or charter school.
(g) An innovation zone partnership may submit its plan at any time to the commissioner
in the form and manner specified by the commissioner. deleted text begin The commissioner must approve
or reject the plan after reviewing the recommendation of the Innovation Research Zone
Advisory Panel. An initial innovation zone plan that has been rejected by the commissioner
may be resubmitted to the commissioner after the innovation zone partnership has modified
the plan to meet each individually identified objection.
deleted text end
new text begin
(h) An innovation zone plan must not cause an increase in state aid or levies for partners.
new text end
(a) Notwithstanding any other law to the
contrary, an innovation zone partner with deleted text begin an approveddeleted text end new text begin anew text end plan new text begin filed with the commissioner
new text end is exempt from each of the following state education laws and rules specifically identified
in its plan:
(1) any law or rule from which a district-created, site-governed school under Minnesota
Statutes, section 123B.045, is exempt;
(2) any statute or rule from which the commissioner has exempted another district or
charter school, as identified in the list published on the Department of Education's deleted text begin Web sitedeleted text end new text begin
websitenew text end under subdivision 4, paragraph (b);
(3) online learning program approval under Minnesota Statutes, section deleted text begin 124D.095,
subdivision 7deleted text end new text begin 124D.094, subdivision 6new text end , if the school district or charter school offers a course
or program online combined with direct access to a teacher for a portion of that course or
program;
(4) restrictions on extended time revenue under Minnesota Statutes, section 126C.10,
subdivision 2a, for a student who meets the criteria of Minnesota Statutes, section 124D.68,
subdivision 2; and
(5) any required hours of instruction in any class or subject area for a student who is
meeting all competencies consistent with the graduation standards described in the innovation
zone plan.
(b) The exemptions under this subdivision must not be construed as exempting an
innovation zone partner from the Minnesota Comprehensive Assessmentsnew text begin or as increasing
any state aid or levynew text end .
(a) The commissioner must
establish and convene an Innovation Research Zone Advisory Panel to review all innovation
zone plans submitted for approval.
(b) The panel must be composed of nine members. One member must be appointed by
each of the following organizations: Educators for Excellence, Education Minnesota,
Minnesota Association of Secondary School Principals, Minnesota Elementary School
Principals' Association, Minnesota Association of School Administrators, Minnesota School
Boards Association, Minnesota Association of Charter Schools, and the Office of Higher
Education. The commissioner must appoint one member with expertise in evaluation and
research.
(a) deleted text begin Upon recommendation of the
Innovation Research Zone Advisory Panel, the commissioner may approve up to three
innovation zone plans in the seven-county metropolitan area and up to three in greater
Minnesota.deleted text end If an innovation zone partnership fails to implement its innovation zone plan as
described in its application and according to the stated timeline, deleted text begin upon recommendation of
the Innovation Research Zone Advisory Panel,deleted text end the commissioner deleted text begin mustdeleted text end new text begin maynew text end alert the
partnership members and provide the opportunity to remediate. If implementation continues
to fail, the commissioner deleted text begin mustdeleted text end new text begin maynew text end suspend or terminate the innovation zone plan.
(b) The commissioner must publish a list of the exemptions the commissioner has granted
to a district or charter school on the Department of Education's deleted text begin Web sitedeleted text end new text begin websitenew text end by July 1,
2017. The list must be updated annually.
Each deleted text begin researchdeleted text end new text begin
innovationnew text end zone partnership must submit project data to the commissioner in the form and
manner deleted text begin provided for in the approved applicationdeleted text end new text begin specified by the commissionernew text end . At least
once every two years, the commissioner deleted text begin mustdeleted text end new text begin maynew text end analyze each innovation zone's progress
in realizing the objectives of the innovation zone partnership's plan. new text begin To the extent practicable,
and using existing resources, new text end the commissioner deleted text begin mustdeleted text end new text begin maynew text end summarize and categorize
innovation zone plans and submit a report to the legislative committees having jurisdiction
over education by February 1 of each odd-numbered year in accordance with Minnesota
Statutes, section 3.195.
Laws 2023, chapter 55, article 12, section 17, subdivision 2, as amended by Laws
2024, chapter 115, article 10, section 3, is amended to read:
(a) For the Department of Education:
$ |
47,005,000 |
..... |
2024 |
|
$ |
40,052,000 |
..... |
2025 |
Of these amounts:
(1) $405,000 each year is for the Board of School Administrators;
(2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes,
section 120B.115;
(3) $720,000 each year is for implementing Minnesota's Learning for English Academic
Proficiency and Success Act (LEAPS) under Laws 2014, chapter 272, article 1, as amended;
(4) $480,000 each year is for the Department of Education's mainframe update;
(5) $7,500,000 in fiscal year 2024 only is for legal fees and costs associated with
litigation;
(6) $595,000 in fiscal year 2024 and $2,609,000 in fiscal year 2025 are for modernizing
district data submissions. The base for fiscal year 2026 and later is $2,359,000;
(7) $573,000 each year is for engagement and rulemaking related to Specific Learning
Disability;
(8) $150,000 each year is for an ethnic studies specialist in the academic standards
division to provide support to the ethnic studies working group and to school districts seeking
to establish or strengthen ethnic studies courses;
(9) $150,000 each year is for the comprehensive school mental health services lead under
Minnesota Statutes, section 127A.215;
(10) $150,000 each year is for a school health services specialist under Minnesota
Statutes, section 121A.20;
(11) $2,000,000 each year is for the Office of the Inspector General established under
Minnesota Statutes, section 127A.21;
(12) $800,000 each year is for audit and internal control resources;
(13) $2,000,000 in fiscal year 2024 only is for information technology infrastructure
and portfolio resources;
(14) $2,000,000 each year is for staffing the deleted text begin Equity, Diversity and Inclusion (EDI) Centerdeleted text end new text begin
Office of Achievement and Innovationnew text end at the Department of Education;
(15) $275,000 in fiscal year 2024 and $175,000 in fiscal year 2025 are for administrative
expenses for unemployment aid; and
(16) $130,000 in fiscal year 2025 only is for the state school librarian under Minnesota
Statutes, section 127A.151.
(b) None of the amounts appropriated under this subdivision may be used for Minnesota's
Washington, D.C., office.
(c) The expenditures of federal grants and aids as shown in the biennial budget document
and its supplements are approved and appropriated and must be spent as indicated.
(d) The base for fiscal year 2026 and later is $39,667,000.
new text begin
This section is effective the day following final enactment.
new text end
new text begin
(a) The revisor of statutes shall renumber the provisions of Minnesota Statutes and Laws
of Minnesota listed in column A to the references listed in column B. The revisor shall also
make necessary cross-reference changes in Minnesota Statutes and Minnesota Rules
consistent with the renumbering in this instruction.
new text end
new text begin
Column A new text end |
new text begin
Column B new text end |
|
new text begin
Laws 2017, First Special Session chapter 5, article 2, section 52 new text end |
new text begin
124F.01 new text end |
|
new text begin
124D.085 new text end |
new text begin
124F.02 new text end |
|
new text begin
124D.093 new text end |
new text begin
124F.03 new text end |
|
new text begin
124D.4535 new text end |
new text begin
124F.04 new text end |
|
new text begin
124D.46 new text end |
new text begin
124F.05 new text end |
|
new text begin
124D.47 new text end |
new text begin
124F.06 new text end |
|
new text begin
124D.48 new text end |
new text begin
124F.07 new text end |
|
new text begin
124D.49 new text end |
new text begin
124F.08 new text end |
|
new text begin
124D.50 new text end |
new text begin
124F.09 new text end |
new text begin
(b) Paragraph (a) is intended to be a reorganization of statutes relating to education
innovation into Minnesota Statutes, chapter 124F, and not intended to change the meaning
or prior interpretation of those laws.
new text end
new text begin
Laws 2017, First Special Session chapter 5, article 2, section 52, subdivision 3,
new text end
new text begin
is
repealed.
new text end
new text begin
Notwithstanding Minnesota Statutes, section 123B.80, subdivision 3, or any law to the
contrary, for fiscal years 2025 through 2029 only, a school district, charter school, or
cooperative unit may transfer any funds not already assigned to or encumbered by staff
salary and benefits, or otherwise encumbered by federal law, from any operating account
or operating fund to the undesignated balance in any other operating account or operating
fund. A fund or account transfer under this section must not increase state aid obligations
to the district or school, or result in additional property tax authority for the district. The
school board must adopt a written resolution outlining the purpose for and specifying the
amount of funds that are transferred under this section. A school board must post the
resolution for each approved transfer on its website and must transmit a timely, electronic
notice of each approved transfer to the commissioner.
new text end
new text begin
This section is effective the day following final enactment.
new text end
new text begin
(a) Notwithstanding any law to the contrary, for the 2025-2026 through 2028-2029
school years only, a school district or charter school may adopt a resolution not to comply
with a new state education law or new state education rule applicable to that school according
to paragraph (b) for the length of time established in the resolution.
new text end
new text begin
(b) For purposes of this section, "new rule" means a rule adopted by the Professional
Educator Licensing and Standards Board after July 1, 2023, and "new law" means a law
initially enacted under:
new text end
new text begin
(1) Laws 2023, chapter 53, article 12, section 4;
new text end
new text begin
(2) Laws 2023, chapter 54;
new text end
new text begin
(3) Laws 2023, chapter 55;
new text end
new text begin
(4) Laws 2023, chapter 59;
new text end
new text begin
(5) Laws 2024, chapter 109;
new text end
new text begin
(6) Laws 2024, chapter 115; or
new text end
new text begin
(7) amendments enacted during the 2023 or 2024 legislative session to an existing law
enacted under clauses (1) to (6).
new text end
new text begin
(c) Upon a recorded vote, a school board that formally resolves not to comply with a
newly enacted or newly amended state law or rule under this section must post a record of
each decision to not comply on its website and transmit to the commissioner an electronic
notice of each decision.
new text end
new text begin
This section is effective the day following final enactment.
new text end
Repealed Minnesota Session Laws: 25-03537
Laws 2017, First Special Session chapter 5, article 2, section 52, subdivision 3
new text begin (a) The commissioner must establish and convene an Innovation Research Zone Advisory Panel to review all innovation zone plans submitted for approval. new text end
new text begin (b) The panel must be composed of nine members. One member must be appointed by each of the following organizations: Educators for Excellence, Education Minnesota, Minnesota Association of Secondary School Principals, Minnesota Elementary School Principals' Association, Minnesota Association of School Administrators, Minnesota School Boards Association, Minnesota Association of Charter Schools, and the Office of Higher Education. The commissioner must appoint one member with expertise in evaluation and research. new text end