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CHAPTER 55--H.F.No. 2497

An act

relating to education finance; providing funding for prekindergarten through grade 12 education; modifying provisions for general education, education excellence, literacy, American Indian education, teachers, charter schools, special education, facilities, nutrition, libraries, early childhood, community education, and state agencies; making forecast adjustments; providing for rulemaking; requiring reports; appropriating money;

amending Minnesota Statutes 2022, sections 13.32, subdivision 3; 120A.20, subdivision 1; 120A.22, subdivision 10; 120A.414, subdivision 2, by adding a subdivision; 120A.42; 120B.018, subdivision 6; 120B.021, subdivisions 1, 2, 3, 4, as amended, by adding a subdivision; 120B.022, subdivision 1; 120B.024, subdivisions 1, 2; 120B.11, subdivisions 1, 2, 3; 120B.12; 120B.122, subdivision 1; 120B.15; 120B.30, subdivisions 1, 1a; 120B.301; 120B.35, subdivision 3; 120B.36, subdivision 2; 121A.031, subdivision 6; 121A.04, subdivisions 1, 2; 121A.41, subdivision 7, 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.58; 121A.582, subdivision 1; 121A.61, subdivisions 1, 3, by adding subdivisions; 122A.06, subdivisions 1, 2, 5, 6, 7, 8, by adding subdivisions; 122A.07, subdivisions 1, 2, 4, 4a, 5, 6; 122A.09, subdivisions 4, 6, 9, 10; 122A.091, subdivisions 1, 2; 122A.092, subdivision 5; 122A.15, subdivision 1; 122A.18, subdivisions 1, 2, 10, by adding a subdivision; 122A.181, subdivisions 1, 2, 3, 4, 5, by adding a subdivision; 122A.182, subdivisions 1, 4, by adding subdivisions; 122A.183, subdivisions 1, 2, by adding a subdivision; 122A.184, subdivision 1; 122A.185, subdivisions 1, 4; 122A.187, subdivisions 1, 5, by adding a subdivision; 122A.19, subdivision 4; 122A.26, subdivision 2; 122A.31, subdivision 1; 122A.40, subdivisions 3, 5, 8; 122A.41, subdivisions 2, 5, by adding a subdivision; 122A.415, subdivision 4; 122A.59; 122A.63, by adding a subdivision; 122A.635; 122A.69; 122A.70; 122A.73, subdivisions 2, 3, 5; 123B.147, subdivision 3; 123B.595, subdivisions 1, 2, 3, 4, 7, 8, 8a, 9, 10, 11; 123B.71, subdivisions 9, 12; 123B.86, subdivision 3; 123B.92, subdivision 1, by adding a subdivision; 124D.03, subdivisions 3, 5; 124D.09, subdivisions 3, 5, 12, 13; 124D.111, subdivisions 1a, as amended, 2a, 5; 124D.1158, as amended; 124D.119; 124D.128, subdivisions 1, 2; 124D.151, subdivision 6; 124D.20, subdivisions 3, 5; 124D.2211; 124D.231; 124D.42, subdivision 8; 124D.531, subdivisions 1, 4; 124D.55; 124D.56; 124D.59, subdivisions 2, 2a; 124D.65, subdivision 5; 124D.68, subdivisions 2, 3; 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; 124D.861, subdivision 2; 124D.862, subdivision 8; 124D.98, by adding a subdivision; 124D.99, subdivisions 2, 3, 5; 124E.02; 124E.03, subdivision 2, by adding a subdivision; 124E.05, subdivisions 4, 7; 124E.06, subdivisions 1, 4, 5; 124E.10, subdivision 1; 124E.11; 124E.12, subdivision 1; 124E.13, subdivisions 1, 3; 124E.16; 124E.25, subdivision 1a; 125A.03; 125A.08; 125A.0942; 125A.15; 125A.51; 125A.515, subdivision 3; 125A.71, subdivision 1; 125A.76, subdivisions 2c, 2e, by adding a subdivision; 126C.05, subdivisions 3, as amended, 19; 126C.10, subdivisions 2, 2a, 2d, 2e, 3, 4, 13, 14, 18a, by adding subdivisions; 126C.12, by adding a subdivision; 126C.15, subdivisions 1, 2, 5; 126C.17, by adding a subdivision; 126C.40, subdivisions 1, 6; 126C.43, subdivision 2; 126C.44; 127A.353, subdivisions 2, 4; 128C.01, subdivision 4; 134.31, subdivisions 1, 4a; 134.32, subdivision 4; 134.34, subdivision 1; 134.355, subdivisions 1, 5, 6, 7; 144.4165; 256B.0625, subdivision 26; 268.085, subdivision 7; 290.0679, subdivision 2; Laws 2021, First Special Session chapter 13, article 1, section 10, subdivisions 2, 3, 4, 5, 6, 7, 9; article 2, section 4, subdivisions 2, 3, 4, 12, 27; article 3, section 7, subdivision 7; article 5, section 3, subdivisions 2, 3, 4; article 7, section 2, subdivisions 2, 3; article 8, section 3, subdivisions 2, 3, 4; article 9, section 4, subdivisions 5, 6, 12; article 10, section 1, subdivisions 2, 8; article 11, section 4, subdivision 2; Laws 2023, chapter 18, section 4, subdivisions 2, 3, 4; proposing coding for new law in Minnesota Statutes, chapters 120B; 121A; 122A; 124D; 125A; 127A; 134; repealing Minnesota Statutes 2022, sections 120B.02, subdivision 3; 120B.35, subdivision 5; 122A.06, subdivision 4; 122A.07, subdivision 2a; 122A.091, subdivisions 3, 6; 122A.18, subdivision 7c; 122A.182, subdivision 2; 124D.095, subdivisions 1, 2, 3, 4, 5, 6, 7, 8; 126C.05, subdivisions 3, 16; 268.085, subdivision 8; Laws 2023, chapter 18, section 4, subdivision 5; Minnesota Rules, part 8710.0500, subparts 8, 11.

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

ARTICLE 1

GENERAL EDUCATION

Section 1.

new text begin [121A.212] ACCESS TO MENSTRUAL PRODUCTS. new text end

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective January 1, 2024. new text end

Sec. 2.

new text begin [121A.224] OPIATE ANTAGONISTS. new text end

new text begin (a) A school district or charter school must maintain a supply of opiate antagonists, as defined in section 604A.04, subdivision 1, at each school site to be administered in compliance with section 151.37, subdivision 12. new text end

new text begin (b) Each school building must have two doses of nasal naloxone available on-site. new text end

new text begin (c) The commissioner of health shall identify resources, including at least one training video to help schools implement an opiate antagonist emergency response and make the resources available for schools. new text end

new text begin (d) A school board may adopt a model plan for use, storage, and administration of opiate antagonists. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 3.

Minnesota Statutes 2022, section 123B.71, subdivision 12, is amended to read:

Subd. 12.

Publication.

(a) At least deleted text begin 20deleted text end new text begin 48new text end days but not more than 60 days before a referendum for bonds or solicitation of bids for a project that has received a positive or unfavorable review and comment under section 123B.70, the school board shall publish a summary of the commissioner's review and comment of that project in the legal newspaper of the district. The school board must hold a public meeting to discuss the commissioner's review and comment before the referendum for bonds. Supplementary information shall be available to the public.

(b) The publication requirement in paragraph (a) does not apply to alternative facilities projects approved under section 123B.595.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for elections conducted on or after August 9, 2023. new text end

Sec. 4.

Minnesota Statutes 2022, section 123B.86, subdivision 3, is amended to read:

Subd. 3.

Board control.

new text begin (a) new text end When 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 (c) A school board that provides pupil transportation through the school's 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 (d) 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 the 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 (e) 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

new text begin EFFECTIVE DATE. new text end

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

Sec. 5.

Minnesota Statutes 2022, section 123B.92, is amended by adding a subdivision to read:

new text begin Subd. 11. new text end

new text begin Area learning center transportation aid. new text end

new text begin (a) A district that provides transportation of pupils to and from an area learning center program established under section 123A.05 is eligible for state aid to reimburse the additional costs of transportation during the preceding fiscal year. new text end

new text begin (b) A district may apply to the commissioner of education for state aid to reimburse the costs of transporting pupils who are enrolled in an area learning center program established under section 123A.05 during the preceding fiscal year. The commissioner shall develop the form and manner of applications for state aid, the criteria to determine when transportation is necessary, and the accounting procedure to determine excess costs. In determining aid amounts, the commissioner shall consider other revenue received by the district for transportation for area learning center purposes. new text end

new text begin (c) The total aid entitlement for this section is $1,000,000 each year. The commissioner must prorate aid if this amount is insufficient to reimburse district costs. new text end

Sec. 6.

new text begin [124D.4536] CAREER AND TECHNICAL EDUCATION CONSORTIUM GRANTS. new text end

new text begin Subdivision 1. new text end

new text begin Definition. new text end

new text begin "Career and technical education (CTE) consortium" means a voluntary collaboration of the Minnesota Service Cooperatives and other regional public and private partners, including school districts, intermediate school districts, vocational cooperatives, and higher education institutions, that work together to provide career and technical education opportunities for students. new text end

new text begin Subd. 2. new text end

new text begin Establishment. new text end

new text begin (a) A CTE consortium must: new text end

new text begin (1) develop career pathways for students; new text end

new text begin (2) develop new career and technical programs that focus on the industry sectors that fuel the regional economy; new text end

new text begin (3) facilitate the development of highly trained and knowledgeable students who are equipped with technical and workplace skills needed by regional employers; new text end

new text begin (4) improve access to career and technical education programs for students by developing public and private partnerships with labor, business, and industry leaders and by increasing coordination of high school and postsecondary program options; new text end

new text begin (5) increase family and student awareness of the availability and benefit of career and technical education courses and training opportunities; and new text end

new text begin (6) provide industry-level equipment and technologies supporting skill development as identified by CTE consortia partners. new text end

new text begin (b) In addition to the requirements in paragraph (a), a CTE consortium may: new text end

new text begin (1) address the teacher shortage crisis in career and technical education through incentive funding and training programs; new text end

new text begin (2) provide professional development for training teachers in curriculum and skill development in focus areas identified by CTE consortia partners; and new text end

new text begin (3) provide transportation reimbursement grants to provide equitable opportunities throughout the region for students to participate in career and technical education. new text end

new text begin Subd. 3. new text end

new text begin Career and technical education advisory committee. new text end

new text begin The Minnesota Service Cooperatives must establish a career and technical education advisory committee to provide advice on the administration of a CTE consortium. new text end

new text begin Subd. 4. new text end

new text begin Private funding. new text end

new text begin A CTE consortium may receive other sources of funds to supplement state funding. All funds received must be administered by the Minnesota Service Cooperatives. new text end

new text begin Subd. 5. new text end

new text begin Reporting requirements. new text end

new text begin By January 15 of each year, a CTE consortium receiving funding under this section must submit an annual report on the progress of its activities to the commissioner of education and the chairs and ranking minority members of the legislative committees with jurisdiction over secondary and postsecondary education. The annual report must contain a financial report for the preceding fiscal year. new text end

new text begin Subd. 6. new text end

new text begin Grant awards. new text end

new text begin The Minnesota Service Cooperatives serves as the fiscal host for grants awarded under this section. The Minnesota Service Cooperatives may consult with the commissioner to award grants to any CTE consortium that qualifies under this section. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 7.

Minnesota Statutes 2022, section 124D.59, subdivision 2, is amended to read:

Subd. 2.

English learner.

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 8.

Minnesota Statutes 2022, section 124D.65, subdivision 5, is amended to read:

Subd. 5.

School district EL revenue.

(a) new text begin For fiscal year 2024 through fiscal year 2026, new text end a district's English learner programs revenue equals the new text begin sum of:new text end

new text begin (1) the new text end product of deleted text begin (1) $704 times (2)deleted text end new text begin (i) $1,228 and (ii)new text end the greater of 20 or the adjusted average daily membership of eligible English learners enrolled in the district during the current fiscal yearnew text begin ; andnew text end

new text begin (2) $436 times the English learner pupil units under section 126C.05, subdivision 17. new text end

new text begin (b) For fiscal year 2027 and later, a district's English learner programs revenue equals the sum of: new text end

new text begin (1) the product of: (i) $1,775, and (ii) 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 end

new text begin (2) $630 times the English learner pupil units under section 126C.05, subdivision 17; and new text end

new text begin (3) the district's English learner cross subsidy aid. A district's English learner cross subsidy aid under paragraph (c) equals 25 percent of the district's English learner cross subsidy for fiscal year 2027 and laternew text end .

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

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

Sec. 9.

new text begin [124D.995] SCHOOL UNEMPLOYMENT AID. new text end

new text begin Subdivision 1. new text end

new text begin Account established. new text end

new text begin An account is established in the special revenue fund known as the school unemployment aid account. new text end

new text begin Subd. 2. new text end

new text begin Funds deposited in account. new text end

new text begin Funds appropriated for school unemployment aid must be transferred to the school unemployment aid account in the special revenue fund. new text end

new text begin Subd. 3. new text end

new text begin Money appropriated. new text end

new text begin (a) Subject to the availability of funds, money in the account is annually appropriated to the commissioner of education to reimburse school districts; charter schools; intermediate school districts and cooperative units under section 123A.24, subdivision 2; the Perpich Center for Arts Education; and the Minnesota State Academies for costs associated with providing unemployment benefits to school employees under section 268.085, subdivision 7, paragraph (b). new text end

new text begin (b) The Perpich Center for Arts Education and the Minnesota State Academies may only apply to the commissioner for reimbursement of unemployment insurance amounts in excess of the amounts specifically identified in their annual agency appropriations. new text end

new text begin (c) If the amount in the account is insufficient, the commissioner must proportionately reduce the aid payment to each recipient. Aid payments must be paid 100 percent in the current year. new text end

new text begin Subd. 4. new text end

new text begin Administration and monitoring. new text end

new text begin Up to $275,000 is annually appropriated from the account to the commissioner of education for costs associated with administering and monitoring the program under this section. This amount is in addition to any other amount specifically appropriated for this purpose. new text end

new text begin Subd. 5. new text end

new text begin School reimbursement. new text end

new text begin The commissioner of education must reimburse school districts, charter schools, intermediate school districts and other cooperative units, the Perpich Center for Arts Education, and the Minnesota State Academies in the form and manner specified by the commissioner. The commissioner may establish procedures to ensure that any costs reimbursed under this section are excluded from other school revenue calculations. new text end

new text begin Subd. 6. new text end

new text begin Expiration. new text end

new text begin This section expires on June 30, 2027, and any balance remaining in the account is canceled to the general fund. new text end

Sec. 10.

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

Subd. 2.

Basic revenue.

new text begin (a) new text end The basic revenue for each district equals the formula allowance times the adjusted pupil units for the school year. deleted text begin The formula allowance for fiscal year 2021 is $6,567. The formula allowance for fiscal year 2022 is $6,728.deleted text end The formula allowance for fiscal year 2023 deleted text begin and laterdeleted text end is $6,863.new text begin The formula allowance for fiscal year 2024 is $7,138. The formula allowance for fiscal year 2025 is $7,281.new text end

new text begin (b) The formula allowance for fiscal year 2026 and later must be rounded to the nearest whole dollar and equals the formula allowance for the previous fiscal year times the greater of: new text end

new text begin (1) 1.02; or new text end

new text begin (2) one plus the rate of change in inflation calculated in paragraph (c) but not to exceed 1.03. new text end

new text begin (c) In January of the calendar year in which the formula allowance begins, the commissioner of education must calculate the rate of change in inflation equal to the change in the Consumer Price Index for all urban consumers as published by the Bureau of Labor Statistics of the Department of Labor for the average of the fourth calendar quarter of the second prior fiscal year compared to the average of the fourth calendar quarter of the immediately prior fiscal year. new text end

new text begin (d) The commissioner must publish the formula allowance by the end of February of each year. new text end

new text begin (e) It is the policy and purpose of the legislature to fund its public schools consistent with its constitutional obligations. To this purpose, the legislature may enact additional increases in the general education basic formula allowance. new text end

Sec. 11.

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

Subd. 2a.

Extended time revenue.

(a)new text begin A school district's extended time allowance equals $5,117 for fiscal year 2023 and later.new text end

new 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 end new text begin the extended time allowance in paragraph (a)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 end new 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 end new text begin the extended time allowance in paragraph (a)new text end .

new text begin (d) A school district qualifies for extended time revenue for instruction provided after the end of the preceding regular school year and before the beginning of the following regular school year for (1) every pupil attending a day treatment program, and (2) every pupil placed in a children's residential facility, whether the education services are provided on-site or off-site. Extended time revenue under this paragraph equals total membership hours in summer instruction 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 the extended time allowance. new text end

new text begin (e) For purposes of this subdivision, "children's residential facility" means a residential facility for children, including a psychiatric residential treatment facility, licensed by the Department of Human Services or the Department of Corrections and subject to Minnesota Rules, chapter 2960, or an inpatient hospitalization that includes mental health services. new text end

new text begin (f) For purposes of this subdivision, "day treatment program" means: new text end

new text begin (1) a site-based structured mental health program consisting of psychotherapy for three or more individuals and individual or group skills training provided by a team, under the treatment supervision of a mental health professional; or new text end

new text begin (2) any other day treatment program designated by the commissioner of education consistent with the Minnesota Automated Reporting Student System manual, procedure 27. new text end

deleted text begin (c)deleted text end new 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 2024 and later. new text end

Sec. 12.

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

Subd. 2e.

Local optional revenue.

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

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

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

(d) deleted text begin For fiscal year 2022, a district's second tier local optional levy equals the district's second tier local optional revenue times the lesser of one or the ratio of the district's referendum market value per resident pupil unit to $510,000.deleted text end For fiscal year 2023, a district's second tier local optional levy equals the district's second tier local optional revenue times the lesser of one or the ratio of the district's referendum market value per resident pupil unit to $548,842. For fiscal year 2024 deleted text begin and laterdeleted text end , a district's second tier local optional levy equals the district's second tier local optional revenue times the lesser of one or the ratio of the district's referendum market value per resident pupil unit to $510,000.new text begin For fiscal year 2025, a district's second tier local optional levy equals the district's second tier local optional revenue times the lesser of one or the ratio of the district's referendum market value per resident pupil unit to $587,244. For fiscal year 2026, a district's second tier local optional levy equals the district's second tier local optional revenue times the lesser of one or the ratio of the district's referendum market value per resident pupil unit to $642,038. For fiscal year 2027 and later, a district's second tier local optional levy equals the district's second tier local optional revenue times the lesser of one or the ratio of the district's referendum market value per resident pupil unit to $671,345.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. 13.

Minnesota Statutes 2022, section 126C.10, subdivision 3, is amended to read:

Subd. 3.

Compensatory education revenue.

(a) new text begin For fiscal year 2024, new text end the compensatory education revenue for each building in the district equals the formula allowance minus $839 times the compensation revenue pupil units computed according to section 126C.05, subdivision 3. A district's compensatory revenue equals the sum of its compensatory revenue for each building in the district and the amounts designated under Laws 2015, First Special Session chapter 3, article 2, section 70, subdivision 8, for fiscal year 2017. Revenue shall be paid to the district and must be allocated according to section 126C.15, subdivision 2.

new text begin (b) For fiscal year 2025, compensatory revenue must be calculated under Laws 2023, chapter 18, section 3. new text end

new text begin (c) For fiscal year 2026 and later, the compensatory education revenue for each building in the district equals its compensatory pupils multiplied by the building compensatory allowance. Revenue shall be paid to the district and must be allocated according to section 126C.15, subdivision 2. new text end

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

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

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

new text begin (g) Notwithstanding paragraph (c), for fiscal year 2026, if the calculation under paragraph (d) results in statewide revenue of less than $838,947,000, additional revenue must be provided to each building in a manner prescribed by the commissioner of education until total statewide revenue equals $838,947,000. new text end

new text begin (h) Notwithstanding paragraph (c), for fiscal year 2027, if the calculation under paragraph (d) results in statewide revenue of less than $857,152,000, additional revenue must be provided to each building in a manner prescribed by the commissioner of education until total statewide revenue equals $857,152,000. new text end

Sec. 14.

Minnesota Statutes 2022, section 126C.10, is amended by adding a subdivision to read:

new text begin Subd. 3a. new text end

new text begin Definitions. new text end

new text begin The definitions in this subdivision apply only to subdivisions 3, 3b, and 3c. new text end

new text begin (a) "Building compensatory allowance" means a building concentration factor multiplied by the statewide compensatory allowance. new text end

new text begin (b) "Building concentration factor" means the ratio of a building's compensatory pupils to the number of pupils enrolled in the building on October 1 of the previous fiscal year. new text end

new text begin (c) "Compensatory pupils" means the sum of the number of pupils enrolled in a building eligible to receive free meals pursuant to subdivision 3b plus one-half of the pupils eligible to receive reduced priced meals pursuant to subdivision 3b on October 1 of the previous fiscal year. new text end

new text begin (d) "Statewide compensatory allowance" means the amount calculated pursuant to subdivision 3c. new text end

Sec. 15.

Minnesota Statutes 2022, section 126C.10, is amended by adding a subdivision to read:

new text begin Subd. 3b. new text end

new text begin Free and reduced-price meals. new text end

new text begin Beginning October 1, 2024, the commissioner shall determine the number of children eligible by means of direct certification to receive either a free or reduced-price meal on October 1 each year. Children enrolled in a building on October 1 and determined to be eligible by means of direct certification to receive free or reduced-price meals by December 15 of that school year shall be counted as eligible on October 1 for purposes of subdivision 3. The commissioner must use federal definitions for these purposes. The commissioner may adopt reporting guidelines to assure accuracy of data counts and eligibility. Districts must use any guidelines adopted by the commissioner. new text end

Sec. 16.

Minnesota Statutes 2022, section 126C.10, is amended by adding a subdivision to read:

new text begin Subd. 3c. new text end

new text begin Statewide compensatory allowance. new text end

new text begin (a) For fiscal year 2026, the statewide compensatory allowance is $6,734. For fiscal year 2027 and later, the statewide compensatory allowance equals the statewide compensatory allowance in effect for the prior fiscal year 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 the prior fiscal year, rounded to the nearest whole dollar. new text end

new text begin (b) For fiscal year 2026 and later, the statewide compensatory allowance equals the statewide compensatory allowance in effect for the prior fiscal year 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 the prior fiscal year, rounded to the nearest whole dollar. new text end

Sec. 17.

Minnesota Statutes 2022, section 126C.10, subdivision 4, is amended to read:

Subd. 4.

Basic skills revenue.

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

(1) compensatory revenue under subdivision 3; deleted text begin plusdeleted text end new text begin andnew text end

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

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

Sec. 18.

Minnesota Statutes 2022, section 126C.10, subdivision 13, is amended to read:

Subd. 13.

Total operating capital revenue.

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

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

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

new text begin (3) $2 times the adjusted pupil units of the school district for the school year for the purposes of supplying menstrual products under subdivision 14, clause (26), and opiate antagonists under subdivision 14, clause (27). new text end

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 19.

Minnesota Statutes 2022, section 126C.10, subdivision 14, is amended to read:

Subd. 14.

Uses of total operating capital revenue.

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

(1) to acquire land for school purposes;

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

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

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

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

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

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

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

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

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

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

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

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

(14) to pay principal and interest on state loans for energy conservation according to section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust Fund Act according to sections 298.292 to deleted text begin 298.298deleted text end new text begin 298.297new text end ;

(15) to purchase or lease interactive telecommunications equipment;

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

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

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

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

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

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

(22) to lease or purchase vehicles;

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

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

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

(iii) other classroom information management needs;

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

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

new text begin (27) to pay the costs of the opiate antagonists required under section 121A.224new text end .

new text begin EFFECTIVE DATE. new text end

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

Sec. 20.

Minnesota Statutes 2022, 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 begin 18.2deleted text end new text begin 35new 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 2024 and later. new text end

Sec. 21.

Minnesota Statutes 2022, section 126C.12, is amended by adding a subdivision to read:

new text begin Subd. 7. new text end

new text begin Reporting. new text end

new text begin A school district must annually report the district's class size ratios by each grade to the commissioner of education in the form and manner specified by the commissioner. The department must annually submit a report beginning December 1, 2024, to the chairs and ranking minority members of the legislative committees with jurisdiction over kindergarten through grade 12 education detailing the statewide ratios by grade starting with the 2023-2024 school year. new text end

Sec. 22.

Minnesota Statutes 2022, section 126C.15, subdivision 1, is amended to read:

Subdivision 1.

Use of revenue.

new text begin (a) new text end 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.

new text begin (b) For fiscal years prior to fiscal year 2024,new text end 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 or through a summer program that may be offered directly by the site or under a performance-based contract with a community-based organization;

(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;

(9) all-day kindergarten;

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

(11) extended school day and extended school year programs; and

(12) 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 (c) For fiscal year 2024 and later, a district's basic skills revenue must be used for: new text end

new text begin (1) remedial instruction and necessary materials in reading, language arts, mathematics, other content areas, or study skills to improve the achievement level of these learners; new text end

new text begin (2) additional teachers and teacher aides to provide more individualized instruction to these learners through individual tutoring, lower instructor-to-learner ratios, or team teaching; new text end

new text begin (3) a longer school day or week during the regular school year or through a summer program that may be offered directly by the site or under a performance-based contract with a community-based organization; new text end

new text begin (4) programs to reduce truancy; provide counseling services, guidance services, and social work services; and provide coordination for pupils receiving services from other governmental agencies; new text end

new text begin (5) bilingual programs, bicultural programs, and programs for English learners; new text end

new text begin (6) early education programs, parent-training programs, early childhood special education, school readiness programs, kindergarten programs for four-year-olds, voluntary home visits under section 124D.13, subdivision 4, and other outreach efforts designed to prepare children for kindergarten; new text end

new text begin (7) transition programs operated by school districts for special education students until the age of 22; new text end

new text begin (8) 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; and new text end

new text begin (9) professional development for teachers on meeting the needs of English learners, using assessment tools and data to monitor student progress, and reducing the use of exclusionary discipline, and training for tutors and staff in extended day programs to enhance staff's knowledge in content areas. new text end

Sec. 23.

Minnesota Statutes 2022, section 126C.15, subdivision 2, is amended to read:

Subd. 2.

Building allocation.

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 24.

Minnesota Statutes 2022, section 126C.15, subdivision 5, is amended to read:

Subd. 5.

Annual expenditure report.

deleted text begin Each year a districtdeleted text end new text begin (a) By February 1 annually, the commissioner of education must report to the legislature the expenditures of each district new text end that deleted text begin receivesdeleted text end new text begin receivednew text end basic skills revenue deleted text begin must submit a report identifying the expenditures it incurred to meet the needs of eligible learnersdeleted text end new text begin in the previous fiscal yearnew text end under subdivision 1. The report must conform to uniform financial and reporting standards established for this purpose and provide a breakdown by functional area. deleted text begin Using valid and reliable data and measurement criteria, the report also must determine whether increased expenditures raised student achievement levels.deleted text end

new text begin (b) A district must also report whether programs funded with compensatory revenue are consistent with best practices demonstrated to improve student achievement. new text end

new text begin (c) The Department of Education and regional centers of excellence must identify and provide to schools best practices for implementing programs for each use of revenue specified in subdivision 1. new text end

Sec. 25.

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

new text begin Subd. 9b. new text end

new text begin Renewal by school board. new text end

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

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

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

new text begin (3) the school board, having taken a recorded vote, has adopted a written resolution authorizing the renewal after holding a meeting and allowing public testimony on the proposed renewal; and new text end

new text begin (4) the expiring referendum has not been previously renewed under this subdivision. new text end

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

new text begin (c) A referendum expires in the last fiscal year in which the referendum generates revenue for the school district. A school board may renew an expiring referendum under this subdivision not more than two fiscal years before the referendum expires. new text end

new text begin (d) A district renewing an expiring referendum under this subdivision must submit a copy of the adopted resolution to the commissioner and to the county auditor no later than September 1 of the calendar year in which the written resolution is adopted. 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. 26.

Minnesota Statutes 2022, section 126C.43, subdivision 2, is amended to read:

Subd. 2.

Payment to unemployment insurance program trust fund by state and political subdivisions.

(a) A district may levy the amount necessary (1) to pay the district's obligations under section 268.052, subdivision 1, and (2) to pay for job placement services offered to employees who may become eligible for benefits pursuant to section 268.085 for the fiscal year the levy is certified.

(b) Districts with a balance remaining in their reserve for reemployment as of June 30, 2003, may not expend the reserved funds for future reemployment expenditures. Each year a levy reduction must be made to return these funds to taxpayers. The amount of the levy reduction must be equal to the lesser of: (1) the remaining reserved balance for reemployment, or (2) the amount of the district's current levy under paragraph (a).

new text begin (c) The amount in paragraph (a) must not include the amounts for hourly school employees during the period of the summer term. new text end

Sec. 27.

Minnesota Statutes 2022, section 127A.353, subdivision 2, is amended to read:

Subd. 2.

Qualifications.

The governor shall select the school trust lands director on the basis of outstanding professional qualifications and knowledge of finance, business practices, minerals, forest and real estate management, and the fiduciary responsibilities of a trustee to the beneficiaries of a trust. The school trust lands director serves in the unclassified service for a term of four years. deleted text begin The first term shall end on December 31, 2020.deleted text end The governor may remove the school trust lands director for cause. If a director resigns or is removed for cause, the governor shall appoint a director for the remainder of the term.

Sec. 28.

Minnesota Statutes 2022, section 127A.353, subdivision 4, is amended to read:

Subd. 4.

Duties; powers.

(a) The school trust lands director shall:

(1) deleted text begin take an oath of office before assuming any duties as the directordeleted text end new text begin act in a fiduciary capacity for trust beneficiaries in accordance with the principles under section 127A.351new text end ;

(2) evaluate the school trust land asset position;

(3) determine the estimated current and potential market value of school trust lands;

(4) advise new text begin and provide recommendations to new text end the governordeleted text begin , Executive Council, commissioner of natural resources, and the Legislative Permanent School Fund Commission on the management of school trust lands, including:deleted text end new text begin on school trust land management policies and other policies that may affect the goal of the permanent school fund under section 127A.31;new text end

new text begin (5) advise and provide recommendations to the Executive Council and Land Exchange Board on all matters regarding school trust lands presented to either body; new text end

new text begin (6) advise and provide recommendations to the commissioner of natural resources on managing school trust lands, including but not limited to advice and recommendations on: new text end

(i) Department of Natural Resources school trust land management plans;

(ii) leases of school trust lands;

(iii) royalty agreements on school trust lands;

(iv) land sales and exchanges;

(v) cost certification; and

(vi) revenue generating options;

new text begin (7) serve as temporary trustee of school trust lands for school trust lands subject to proposed or active eminent domain proceedings; new text end

new text begin (8) serve as temporary trustee of school trust lands pursuant to section 94.342, subdivision 5; new text end

deleted text begin (5) proposedeleted text end new text begin (9) submitnew text end to the Legislative Permanent School Fund Commission new text begin for review an annual budget and management plan for the director that includes proposed new text end legislative changes that will improve the asset allocation of the school trust lands;

deleted text begin (6)deleted text end new text begin (10)new text end develop new text begin and implement new text end a ten-year strategic plan and a 25-year framework for management of school trust lands, in conjunction with the commissioner of natural resources, that is updated every five years deleted text begin and implemented by the commissionerdeleted text end , with goals to:

(i) retain core real estate assets;

(ii) increase the value of the real estate assets and the cash flow from those assets;

(iii) rebalance the portfolio in assets with high performance potential and the strategic disposal of selected assets;

(iv) establish priorities for management actions;

(v) balance revenue enhancement and resource stewardship; and

(vi) advance strategies on school trust lands to capitalize on ecosystem services markets;new text begin andnew text end

deleted text begin (7) submit to the Legislative Permanent School Fund Commission for review an annual budget and management plan for the director; and deleted text end

deleted text begin (8)deleted text end new text begin (11)new text end keep the beneficiaries, governor, legislature, and the public informed about the work of the director by reporting to the Legislative Permanent School Fund Commission in a public meeting at least once during each calendar quarter.

(b) In carrying out the duties under paragraph (a), the school trust lands director deleted text begin shall have the authority todeleted text end new text begin maynew text end :

(1) direct and control money appropriated to the director;

(2) establish job descriptions and employ deleted text begin up to five employees in the unclassified service,deleted text end new text begin staffnew text end within the limitations of money appropriated to the director;

(3) enter into interdepartmental agreements with any other state agency;

(4) enter into joint powers agreements under chapter 471;

(5) evaluate and initiate real estate development projects on school trust lands new text begin in conjunction with the commissioner of natural resources and new text end with the advice of the Legislative Permanent School Fund Commission deleted text begin in orderdeleted text end to generate long-term economic return to the permanent school fund;new text begin andnew text end

deleted text begin (6) serve as temporary trustee of school trust land for school trust lands subject to proposed or active eminent domain proceedings; and deleted text end

deleted text begin (7)deleted text end new text begin (6)new text end submit recommendations on strategies for school trust land leases, sales, or exchanges to the commissioner of natural resources and the Legislative Permanent School Fund Commission.

Sec. 29.

Minnesota Statutes 2022, section 128C.01, subdivision 4, is amended to read:

Subd. 4.

Board.

(a) The league must have a deleted text begin 20deleted text end new text begin 22new text end -member governing board.

(1) The governor must appoint four members according to section 15.0597. Each of the four appointees must be a parent. At least one of them must be an American Indian, an Asian, a Black, or a Hispanic.

(2) The Minnesota Association of Secondary School Principals must appoint two of its members.

(3) The remaining deleted text begin 14deleted text end new text begin 16new text end members must be selected according to deleted text begin league bylawsdeleted text end new text begin the league's constitutionnew text end .

(b) The terms, compensation, removal of members, and the filling of membership vacancies are governed by section 15.0575, except that the four-year terms begin on August 1 and end on July 31. As provided by section 15.0575, members who are full-time state employees or full-time employees of school districts or other political subdivisions of the state may not receive any per diem payment for service on the board.

Sec. 30.

Minnesota Statutes 2022, section 268.085, subdivision 7, is amended to read:

Subd. 7.

School employees; between terms denial.

(a) Wage credits from employment with an educational institution or institutions may not be used for unemployment benefit purposes for any week during the period between two successive academic years or terms if:

(1) the applicant had employment for an educational institution or institutions in the prior academic year or term; and

(2) there is a reasonable assurance that the applicant will have employment for an educational institution or institutions in the following academic year or term.

deleted text begin This paragraph applies to a vacation period or holiday recess if the applicant was employed immediately before the vacation period or holiday recess, and there is a reasonable assurance that the applicant will be employed immediately following the vacation period or holiday recess.deleted text end This paragraph deleted text begin alsodeleted text end applies to the period between two regular but not successive terms if there is an agreement for that schedule between the applicant and the educational institution.

This paragraph does not apply if the subsequent employment is substantially less favorable than the employment of the prior academic year or term, or the employment prior to the vacation period or holiday recess.

(b) Paragraph (a) does not apply to deleted text begin an applicant who, at the end of the prior academic year or term, had an agreement for a definite period of employment between academic years or terms in other than an instructional, research, or principal administrative capacity and the educational institution or institutions failed to provide that employment.deleted text end new text begin any week during the period between two successive academic years or terms if an applicant worked in a capacity other than instructional, research, or principal administrative capacity.new text end

(c) deleted text begin If unemployment benefits are denied to any applicant under paragraph (a) who was employed in the prior academic year or term in other than an instructional, research, or principal administrative capacity and who was not offered an opportunity to perform the employment in the following academic year or term, the applicant is entitled to retroactive unemployment benefits for each week during the period between academic years or terms that the applicant filed a timely continued request for unemployment benefits, but unemployment benefits were denied solely because of paragraph (a).deleted text end new text begin Paragraph (a) applies to a vacation period or holiday recess if the applicant was employed immediately before the vacation period or holiday recess, and there is a reasonable assurance that the applicant will be employed immediately following the vacation period or holiday recess, including applicants who worked in a capacity other than instructional, research, or principal administrative capacity.new text end

(d) This subdivision applies to employment with an educational service agency if the applicant performed the services at an educational institution or institutions. "Educational service agency" means a governmental entity established and operated for the purpose of providing services to one or more educational institutions.

(e) This subdivision applies to employment with Minnesota, a political subdivision, or a nonprofit organization, if the services are provided to or on behalf of an educational institution or institutions.

(f) Paragraph (a) applies beginning the Sunday of the week that there is a reasonable assurance of employment.

(g) Employment and a reasonable assurance with multiple education institutions must be aggregated for purposes of application of this subdivision.

(h) If all of the applicant's employment with any educational institution or institutions during the prior academic year or term consisted of on-call employment, and the applicant has a reasonable assurance of any on-call employment with any educational institution or institutions for the following academic year or term, it is not considered substantially less favorable employment.

(i) A "reasonable assurance" may be written, oral, implied, or established by custom or practice.

(j) An "educational institution" is a school, college, university, or other educational entity operated by Minnesota, a political subdivision or instrumentality thereof, or a nonprofit organization.

(k) An "instructional, research, or principal administrative capacity" does not include an educational assistant.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective May 28, 2023. new text end

Sec. 31.

Minnesota Statutes 2022, section 290.0679, subdivision 2, is amended to read:

Subd. 2.

Conditions for assignment.

A qualifying taxpayer may assign all or part of an anticipated refund for the current and future taxable years to a financial institution or a qualifying organization. A financial institution or qualifying organization accepting assignment must pay the amount secured by the assignment to a third-party vendor. The commissioner of education shall, upon request from a third-party vendor, certify that the vendor's products and services qualify for the education credit. A denial of a certification deleted text begin is subject to the contested case procedure underdeleted text end new text begin may be appealed to the commissioner pursuant to this subdivision and notwithstandingnew text end chapter 14. A financial institution or qualifying organization that accepts assignments under this section must verify as part of the assignment documentation that the product or service to be provided by the third-party vendor has been certified by the commissioner of education as qualifying for the education credit. The amount assigned for the current and future taxable years may not exceed the maximum allowable education credit for the current taxable year. Both the taxpayer and spouse must consent to the assignment of a refund from a joint return.

Sec. 32.

new text begin FUND TRANSFER; BURNSVILLE-EAGAN-SAVAGE SCHOOL DISTRICT. new text end

new text begin (a) Notwithstanding Minnesota Statutes, section 123B.51, subdivision 4, paragraph (b), or any law to the contrary, any remaining net proceeds received by the district in connection with a lease of real property that is not needed for school purposes, or part of the property that is not needed for school purposes as permitted under Minnesota Statutes, section 123B.51, subdivision 4, paragraph (a), and which the school board of Independent School District No. 191, Burnsville-Eagan-Savage, specifically identified in the district's open facilities action plan, may be deposited in the district's general unrestricted fund following the deposit of such proceeds, as required under Minnesota Statutes, section 123B.51, subdivision 4, paragraph (b). new text end

new text begin (b) Notwithstanding Minnesota Statutes, section 123B.51, subdivision 6, paragraphs (c) to (f), or any law to the contrary, any remaining proceeds of the sale or exchange of school buildings or real property of Independent School District No. 191, Burnsville-Eagan-Savage, specifically identified in the district's open facilities action plan may be deposited in the district's general unrestricted fund following application of such proceeds, as required under Minnesota Statutes, section 123B.51, subdivision 6, paragraph (b). new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective upon compliance by Independent School District No. 191, Burnsville-Eagan-Savage, with Minnesota Statutes, section 645.021, subdivisions 2 and 3. new text end

Sec. 33.

new text begin UNEMPLOYMENT INSURANCE REPORT. new text end

new text begin By January 15 of each year, the Department of Education, in consultation with the Department of Employment and Economic Development, must report to the legislative committees with jurisdiction over education the balances in unemployment insurance aid accounts and information about the annual changes in reimbursable costs for school workers receiving unemployment insurance benefits. To the extent possible, the report must break out the costs by district and major job classes. The report must be filed according to Minnesota Statutes, section 3.195. new text end

Sec. 34.

new text begin REPLACING PAPER FORMS. new text end

new text begin By January 15, 2024, the Department of Education must report to the legislative committees with jurisdiction over kindergarten through grade 12 education whether free and reduced-price meals information obtained through parents submitting paper eligibility forms may be eliminated for compensatory revenue, all school nutritional programs, Title 1 funding, e-rate funding, and any other federal or state programs that require the determination of family income for eligibility. new text end

Sec. 35.

new text begin APPROPRIATIONS GIVEN EFFECT ONCE. new text end

new text begin If an appropriation or transfer in this act is enacted more than once during the 2023 regular session, the appropriation or transfer must be given effect once. new text end

Sec. 36.

new text begin APPROPRIATIONS. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin General education aid. new text end

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

new text begin $ new text end new text begin 8,093,493,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 8,229,982,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $707,254,000 for 2023 and $7,386,239,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $771,521,000 for 2024 and $7,458,461,000 for 2025. new text end

new text begin Subd. 3. new text end

new text begin Enrollment options transportation. new text end

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

new text begin $ new text end new text begin 18,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 19,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 4. new text end

new text begin Abatement aid. new text end

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

new text begin $ new text end new text begin 2,339,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 2,665,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $126,000 for 2023 and $2,213,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $245,000 for 2024 and $2,420,000 for 2025. new text end

new text begin Subd. 5. new text end

new text begin Consolidation transition aid. new text end

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

new text begin $ new text end new text begin 187,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 290,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $7,000 for 2023 and $180,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $20,000 for 2024 and $270,000 for 2025. new text end

new text begin Subd. 6. new text end

new text begin Nonpublic pupil education aid. new text end

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

new text begin $ new text end new text begin 22,354,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 23,902,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $1,925,000 for 2023 and $20,429,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $2,269,000 for 2024 and $21,633,000 for 2025. new text end

new text begin Subd. 7. new text end

new text begin Nonpublic pupil transportation. new text end

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

new text begin $ new text end new text begin 22,248,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 23,624,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $2,115,000 for 2023 and $20,133,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $2,237,000 for 2024 and $21,387,000 for 2025. new text end

new text begin Subd. 8. new text end

new text begin One-room schoolhouse. new text end

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

new text begin $ new text end new text begin 65,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 65,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 9. new text end

new text begin Career and technical aid. new text end

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

new text begin $ new text end new text begin 1,512,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 761,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $183,000 for 2023 and $1,329,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $147,000 for 2024 and $614,000 for 2025. new text end

new text begin Subd. 10. new text end

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

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

new text begin $ new text end new text begin 55,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 55,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

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

new text begin Subd. 11. new text end

new text begin Career and technical education consortium. new text end

new text begin (a) To the Minnesota Service Cooperatives for career and technical education consortium grants under Minnesota Statutes, section 124D.4536: new text end

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

new text begin (b) If the appropriation in the first year is insufficient, the 2025 appropriation is available. new text end

new text begin (c) Up to three percent of the appropriation is available for grant administration. new text end

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

new text begin Subd. 12. new text end

new text begin Career and technical program expansion; aeronautics pilot program. new text end

new text begin (a) For Independent School District No. 482, Little Falls, for an aeronautics and commercial over-the-road technical program: new text end

new text begin $ new text end new text begin 450,000 new text end new text begin ..... new text end new text begin 2024 new text end

new text begin (b) The funds must be used to help support the district's aeronautics and commercial over-the-road technical pilot program. The funds may be used for equipment, staffing costs, travel costs, and contracted services. new text end

new text begin (c) By February 1, 2027, the district must report to the chairs and ranking minority members of the legislative committees with jurisdiction over kindergarten through grade 12 education on the activities funded by this appropriation. The report must include but is not limited to information about program participation and demographic information about the students served in the program, a description of the type of activities offered by each program during the year, partnerships with higher education and private providers of aeronautic and commercial over-the-road services, and recommendations for state actions that could improve aeronautics and commercial over-the-road programming for all school districts. new text end

new text begin (d) This appropriation is available until June 30, 2026. This is a onetime appropriation. new text end

new text begin Subd. 13. new text end

new text begin Emergency medical training. new text end

new text begin (a) For grants to offer high school students courses in emergency medical services: new text end

new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) A school district, charter school, or cooperative unit under Minnesota Statutes, section 123A.24, subdivision 2, may apply for a grant under this section to offer enrolled students emergency medical services courses approved by the Minnesota Emergency Medical Services Regulatory Board to prepare students to take the emergency medical technician certification test, including an emergency medical services course that is a prerequisite to an emergency medical technician course. new text end

new text begin (c) A grant recipient may use grant funds to partner with a district, charter school, cooperative unit, postsecondary institution, political subdivision, or entity with expertise in emergency medical services, including health systems, hospitals, ambulance services, and health care providers to offer an emergency medical services course. new text end

new text begin (d) Eligible uses of grant funds include teacher salaries, transportation, equipment costs, emergency medical technician certification test fees, and student background checks. new text end

new text begin (e) To the extent practicable, the commissioner must award half of the grant funds to applicants outside of the seven-county metropolitan area, and 30 percent of the grant funds to applicants with high concentrations of students of color. new text end

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

new text begin Subd. 14. new text end

new text begin Area learning center transportation aid. new text end

new text begin (a) For area learning center transportation aid under Minnesota Statutes, section 123B.92, subdivision 11: new text end

new text begin $ new text end new text begin 1,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,000,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin (c) This aid is 100 percent payable in the current year. new text end

new text begin Subd. 15. new text end

new text begin English learner cross subsidy aid; four-year program. new text end

new text begin (a) For English learner cross subsidy under Laws 2021, First Special Session chapter 13, article 1, section 9: new text end

new text begin $ new text end new text begin 2,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 2,000,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The base for this program in fiscal year 2026 and later is $0. new text end

new text begin Subd. 16. new text end

new text begin Unemployment aid for hourly workers over the summer term. new text end

new text begin (a) For unemployment aid under Minnesota Statutes, section 124D.995: new text end

new text begin $ new text end new text begin 135,000,000 new text end new text begin ..... new text end new text begin 2024 new text end

new text begin (b) This appropriation is subject to the requirements under Minnesota Statutes, section 124D.995. new text end

new text begin (c) This is a onetime appropriation. new text end

Sec. 37.

new text begin REPEALER. new text end

new text begin (a) new text end new text begin Minnesota Statutes 2022, section 126C.05, subdivisions 3 and 16, new text end new text begin are repealed. new text end

new text begin (b) new text end new text begin Minnesota Statutes 2022, section 268.085, subdivision 8, new text end new text begin is repealed. new text end

new text begin (c) new text end new text begin Laws 2023, chapter 18, section 4, subdivision 5, new text end new text begin is repealed. new text end

new text begin EFFECTIVE DATE. new text end

new text begin Paragraph (a) is effective for revenue for fiscal year 2026. Paragraph (b) is effective May 28, 2023. Paragraph (c) is effective the day following final enactment. new text end

ARTICLE 2

EDUCATION EXCELLENCE

Section 1.

Minnesota Statutes 2022, section 120A.22, subdivision 10, is amended to read:

Subd. 10.

Requirements for instructors.

A person who is providing instruction to a child must meet at least one of the following requirements:

(1) hold a valid Minnesota teaching license in the field and for the grade level taught;

(2) be directly supervised by a person holding a valid Minnesota teaching license;

deleted text begin (3) successfully complete a teacher competency examination; deleted text end

deleted text begin (4)deleted text end new text begin (3)new text end provide instruction in a school that is accredited by an accrediting agency, recognized according to section 123B.445, or recognized by the commissioner;

deleted text begin (5)deleted text end new text begin (4)new text end hold a baccalaureate degree; or

deleted text begin (6)deleted text end new text begin (5)new text end be the parent of a child who is assessed according to the procedures in subdivision 11.

Any person providing instruction in a public school must meet the requirements of clause (1).

Sec. 2.

Minnesota Statutes 2022, section 120A.414, is amended by adding a subdivision to read:

new text begin Subd. 6. new text end

new text begin Other school personnel. new text end

new text begin A school district or charter school that declares an e-learning day must continue to pay the full wages for scheduled work hours and benefits of all school employees for the duration of the e-learning period. During the e-learning period, school employees must be allowed to work from home to the extent practicable, be assigned to work in an alternative location, or be retained on an on-call basis for any potential need. 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. 3.

Minnesota Statutes 2022, 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, deleted text begin ordeleted text end new text begin andnew text end (2) a locally adopted expectation for student learning in health deleted text begin or the artsdeleted text end .

Sec. 4.

Minnesota Statutes 2022, 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) mathematicsnew text begin , encompassing algebra II, integrated mathematics III, or an equivalent in high school, and to be prepared for the three credits of mathematics in grades 9 through 12, the grade 8 standards include completion of algebranew text end ;

(3) sciencenew text begin , including earth and space science, life science, and the physical sciences, including chemistry and physicsnew text end ;

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

(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 districtdeleted text end . Public elementary and middle schools must offer at least three and require at least two of the following deleted text begin fourdeleted text end new text begin fivenew text end arts areas: dance;new text begin media arts;new text end music; theater; and visual arts. Public high schools must offer at least three and require at least one of the following five arts areas: media arts; dance; music; theater; 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) deleted text begin 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.deleted text end The department may modifynew text begin SHAPE America (Society of Health and Physical Educators) standardsnew text end 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. 5.

Minnesota Statutes 2022, 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. deleted text begin 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 authorization.deleted text end

Sec. 6.

Minnesota Statutes 2022, section 120B.022, subdivision 1, is amended to read:

Subdivision 1.

Elective standards.

A district must establishnew text begin and regularly reviewnew text end its own standards deleted text begin indeleted text end new text begin fornew text end career and technical educationnew text begin (CTE) programsnew text end .new text begin Standards must align with CTE frameworks developed by the Department of Education, standards developed by national CTE 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. 7.

Minnesota Statutes 2022, section 120B.024, subdivision 1, is amended to read:

Subdivision 1.

Graduation requirements.

(a) Students deleted text begin beginning 9th grade in the 2011-2012 school year and laterdeleted 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 mathematicsdeleted text begin , including an algebra II credit or its equivalent,deleted text end sufficient to satisfy all of the academic standards in mathematics;

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

deleted text begin (4)deleted text end new text begin (3)new text end three credits of science, including deleted text begin 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;deleted text end new text begin one credit to satisfy all the earth and space science standards for grades 9 through 12, one credit to satisfy all the life science standards for grades 9 through 12, and one credit to satisfy all the chemistry or physics standards for grades 9 through 12;new text end

deleted text begin (5)deleted text end new text begin (4)new text end three and one-half credits of social studies,new text begin including credit for a course in government and citizenship in either grade 11 or 12 for students beginning grade 9 in the 2024-2025 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 creditsnew text end encompassing at least United States history, geography, government and citizenship, world history, and economics sufficient to satisfy all of the academic standards in social studies;

deleted text begin (6)deleted text end new text begin (5)new text end one credit of the arts sufficient to satisfy all of the deleted text begin state or localdeleted text end academic standards in the arts; deleted text begin anddeleted text end

deleted text begin (7) deleted text end new text begin (6) credits sufficient to satisfy the state standards in physical education; and new text end

new text begin (7)new text end a minimum of seven elective credits.

(b) deleted text begin 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).deleted text end new text begin Students who begin grade 9 in the 2024-2025 school year and later must successfully complete a course for credit in personal finance in grade 10, 11, or 12. A teacher of a personal finance course that satisfies the graduation requirement must have a field license or out-of-field permission in agricultural education, business, family and consumer science, social studies, or math.new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2024-2025 school year and later. new text end

Sec. 8.

Minnesota Statutes 2022, 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 end new text begin agricultural, food, and natural resourcesnew text end education or business new text begin education program or new text end department 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 begin agriculturedeleted text end new 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 begin 1deleted text end new 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.

new text begin (g) An ethnic studies course may fulfill a social studies, language arts, arts, math, or science credit if the course meets the applicable state academic standards. An ethnic studies course may fulfill an elective credit if the course meets applicable local standards or other requirements. new text end

Sec. 9.

Minnesota Statutes 2022, section 120B.11, subdivision 1, is amended to read:

Subdivision 1.

Definitions.

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

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

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

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

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

new text begin (e) "Ethnic studies" as defined in section 120B.25 has the same meaning for purposes of this section. Ethnic studies curriculum may be integrated in existing curricular opportunities or provided through additional curricular offerings. new text end

new text begin (f) "Antiracist" means actively working to identify and eliminate racism in all forms in order to change policies, behaviors, and beliefs that perpetuate racist ideas and actions. 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 the education system. new text end

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

Sec. 10.

Minnesota Statutes 2022, section 120B.11, subdivision 2, is amended to read:

Subd. 2.

Adopting plans and budgets.

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

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

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

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

(4) strategies for improving instruction, curriculum, and student achievement, including the English and, where practicable, the native language development and the academic achievement of English learners;

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

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

new text begin (i)new text end integrate high-quality instruction, deleted text begin rigorous curriculum,deleted text end technology, and new text begin curriculum 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 end a collaborative professional culture that deleted text begin develops and supportsdeleted text end new text begin seeks to retain qualified, racially and ethnically diverse staff effective at working with diverse students while developing and supportingnew text end teacher quality, performance, and effectiveness; and

(7) an annual budget for continuing to implement the district plandeleted text begin .deleted text end new text begin ; andnew 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 (b) A school district is not required to include information regarding literacy in a plan or report required under this section, except with regard to the academic achievement of English learners. new text end

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, 2024. new text end

Sec. 11.

Minnesota Statutes 2022, section 120B.11, subdivision 3, is amended to read:

Subd. 3.

District advisory committee.

Each school board deleted text begin shalldeleted text end new 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 begin shalldeleted text end new 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 begin shalldeleted text end new 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 begin shalldeleted text end new text begin mustnew text end recommend to the school boardnew text begin :new text end rigorous academic standardsdeleted text begin ,deleted text end new 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 end new text begin ;new text end district assessmentsdeleted text begin ,deleted text end new text begin ;new text end means to improve students' equitable access to effective and more diverse teachersdeleted text begin ,deleted text end new text begin ; strategies to ensure the curriculum is rigorous, accurate, antiracist, culturally sustaining, and reflects the diversity of the student population; 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 begin shalldeleted text end new text begin mustnew text end comprise at least two-thirds of advisory committee members.

Sec. 12.

Minnesota Statutes 2022, 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 programs new text begin and services new text end addressing instructional and affective needs, provide staff development, and evaluate programs 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 programs new text begin and services new 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 should be sensitive to underrepresented groups, including, but not limited to, low-income, minority, twice-exceptional, and English learners.

(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. 13.

new text begin [120B.25] ETHNIC STUDIES. new text end

new text begin "Ethnic studies" means the 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 social, cultural, and political forces, and the connection of race to the stratification of other groups, including stratification based on the protected classes under section 363A.13. new text end

Sec. 14.

new text begin [120B.251] ETHNIC STUDIES REQUIREMENTS. 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.25. new text end

new text begin Subd. 2. new text end

new text begin Requirements. new text end

new text begin (a) Starting in the 2026-2027 school year, a district or charter school high school must offer an ethnic studies course that fulfills the requirements of this paragraph. Nothing in this section increases or otherwise affects the number of credits required for graduation under section 120B.024. An ethnic studies course may fulfill a social studies, language arts, arts, math, or science credit if the course meets the applicable state academic standards. An ethnic studies course may fulfill an elective credit if the course meets applicable local academic standards or other requirements. 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 2027-2028 school year in accordance with state academic standards. new text end

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

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

new text begin Subd. 3. new text end

new text begin Department of Education. new text end

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

new text begin (1) support school district and charter school implementation of ethnic studies courses that fulfill ethnic studies standards through activities such as assistance with increased completion of the Minnesota Common Course Catalog, hosting an annual implementation support symposium, and regular updates and lessons learned; 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) support and provide tools for 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) provide resources and examples of how a dedicated coordinator for ethnic studies can facilitate higher quality implementation of ethnic studies; 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 examples of implementation supports 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 and district and school staff, including an ethnic studies coordinator, to implement ethnic studies requirements; 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 EFFECTIVE DATE. new text end

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

Sec. 15.

new text begin [120B.252] HOLOCAUST, GENOCIDE OF INDIGENOUS PEOPLES, AND OTHER GENOCIDE EDUCATION. new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) "Holocaust and genocide studies" means interdisciplinary teaching and learning about the causes, impacts, and legacies of the Holocaust, other genocides, and incidents of mass violence. new text end

new text begin (b) "Holocaust" means the systematic, state-sponsored persecution and murder of 6,000,000 Jews by the Nazi regime and its allies and collaborators. new text end

new text begin (c) "Genocide" means an internationally recognized crime where acts are committed with the intent to destroy, in whole or in part, a national, ethnic, racial, or religious group. Acts of genocide, as defined by the United Nations and the Rome Statute, include the following categories: new text end

new text begin (1) killing members of the group; new text end

new text begin (2) causing serious bodily or mental harm to members of the group; new text end

new text begin (3) deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; new text end

new text begin (4) imposing measures intended to prevent births within the group; or new text end

new text begin (5) forcibly transferring children of the group to another group. new text end

new text begin Genocide also means a series of purposeful actions by a perpetrator or perpetrators to destroy a collectivity through mass or selective murders of group members and suppressing the biological and social reproduction of the collectivity. The perpetrator or perpetrators may represent the state of the victim, another state, or another collectivity. new text end

new text begin (d) "Incidents of mass violence" means extreme violence deliberately inflicted on a large scale on civilians or noncombatants by state or nonstate actors. Incidents of mass violence encompass the international crimes of genocide, crimes against humanity, war crimes, and terrorism. new text end

new text begin (e) "Center for Holocaust and Genocide Studies" means the Center for Holocaust and Genocide Studies at the University of Minnesota. new text end

new text begin Subd. 2. new text end

new text begin Requirements. new text end

new text begin (a) A school district must, at a minimum, offer as part of its social studies curriculum for middle and high school education on the Holocaust, genocide of Indigenous Peoples, and other genocides. Curriculum must: new text end

new text begin (1) examine the history of the genocide of Indigenous Peoples and Indigenous removal from Minnesota, including the genocide, dispossession, and forced removal of the Dakota, Ojibwe, and Ho-Chunk; new text end

new text begin (2) analyze the connections between World War II, nationalism, fascism, antisemitism, and the Holocaust; new text end

new text begin (3) analyze how individuals, groups, and societies around the world have been affected by genocide and mass violence, especially those experienced by communities expelled from, resettled in, migrated to, or living in Minnesota; and new text end

new text begin (4) describe and evaluate different responses to genocides and other human rights violations. new text end

new text begin (b) Public schools are strongly encouraged to include in middle and high school social studies curriculum context about the history, culture, and traditions of the communities devastated by the Holocaust, genocide of Indigenous Peoples, other genocides, and incidents of mass violence. new text end

new text begin (c) School districts are strongly encouraged to include the Holocaust, genocide of Indigenous Peoples, other genocides, and incidents of mass violence in middle and high school English language arts curriculum. new text end

new text begin (d) A school district must provide Holocaust and genocide education as part of its curriculum in middle and high school by the 2026-2027 school year in accordance with Department of Education rulemaking on social studies standards and benchmarks. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 16.

Minnesota Statutes 2022, 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 begin average daily attendancedeleted text end new text begin consistent attendancenew text end , high school graduation rates, and high school drop-out rates by age and grade level;

(3) state results on the deleted text begin American College Testdeleted text end new 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. 17.

Minnesota Statutes 2022, 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 end new 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 end new 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 end new 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 end new 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 end new 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 end new 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. 18.

Minnesota Statutes 2022, 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 but no later than October 1.new text end

Sec. 19.

Minnesota Statutes 2022, section 120B.35, subdivision 3, is amended to read:

Subd. 3.

State growth deleted text begin targetdeleted text end new 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 begin current new text end achievement deleted text begin growthdeleted text end that shownew text begin growth relative tonew text end an individual student's prior achievement. Indicators of achievement and prior achievement must be based on highly reliable statewide or districtwide assessments.

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

(b) The commissioner, in consultation with a stakeholder group that includes assessment and evaluation directors, district staff, experts in culturally responsive teaching, and researchers, must implement deleted text begin adeleted text end new 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 proficiencynew text end . The model may be used to advance educators' professional development and replicate programs that succeed in meeting students' diverse learning needs. Data on individual teachers generated under the model are personnel data under section 13.43. The model must allow users to:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Sec. 20.

Minnesota Statutes 2022, 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. 21.

Minnesota Statutes 2022, section 121A.031, subdivision 6, is amended to read:

Subd. 6.

State model policy.

(a) The commissioner, in consultation with the commissioner of human rights, shall develop and maintain a state model policy. A district or school that does not adopt and implement a local policy under subdivisions 3 to 5 must implement and may supplement the provisions of the state model policy. The commissioner must assist districts and schools under this subdivision to implement the state policy. The state model policy must:

(1) define prohibited conduct, consistent with this section;

(2) apply the prohibited conduct policy components in this section;

(3) for a child with a disability, whenever an evaluation by an individualized education program team or a section 504 team indicates that the child's disability affects the child's social skills development or the child is vulnerable to prohibited conduct because of the child's disability, the child's individualized education program or section 504 plan may address the skills and proficiencies the child needs to not engage in and respond to such conduct; and

(4) encourage violence prevention and character development education programs under section 120B.232, subdivision 1.

(b) The commissioner shall develop and post departmental procedures for:

(1) periodically reviewing district and school programs and policies for compliance with this section;

(2) investigating, reporting, and responding to noncompliance with this section, which may include an annual review of plans to improve and provide a safe and supportive school climate; and

(3) allowing students, parents, and educators to file a complaint about noncompliance with the commissioner.

(c) The commissioner must post on the department's website information indicating that when districts and schools allow non-curriculum-related student groups access to school facilities, the district or school must give all student groups equal access to the school facilities regardless of the content of the group members' speech.

new text begin (d) The commissioner must develop and maintain resources to assist a district or school in implementing strategies for creating a positive school climate and use evidence-based, social-emotional learning to prevent and reduce discrimination and other improper conduct. new text end

Sec. 22.

new text begin [121A.0312] MALICIOUS AND SADISTIC CONDUCT. new text end

new text begin (a) For purposes of this section, "malicious and sadistic conduct" means creating a hostile learning environment by acting with the intent to cause harm by intentionally injuring another without just cause or reason or engaging in extreme or excessive cruelty or delighting in cruelty. new text end

new text begin (b) A school board of a district or charter school must adopt a written policy to address malicious and sadistic conduct and sexual exploitation by a district or school staff member, independent contractor, or student enrolled in a public school against a staff member, independent contractor, or student that occurs as described in section 121A.031, subdivision 1, paragraph (a). The policy must prohibit: new text end

new text begin (1) malicious and sadistic conduct involving race, color, creed, national origin, sex, age, marital status, status with regard to public assistance, disability, religion, sexual harassment, and sexual orientation and gender identity, as defined in chapter 363A; and new text end

new text begin (2) sexual exploitation. new text end

new text begin (c) The policy must apply to students, independent contractors, teachers, administrators, and other school personnel; must include at a minimum the components under section 121A.031, subdivision 4, paragraph (a); and must include disciplinary actions for each violation of the policy. Disciplinary actions must conform with collective bargaining agreements and sections 121A.41 to 121A.56. new text end

new text begin (d) The policy must be conspicuously posted throughout each school building, distributed to each district or school employee and independent contractor at the time of hiring or contracting, and included in each school's student handbook on school policies. Each school must develop a process for discussing with students, parents of students, independent contractors, and school employees the policy adopted under this section. new text end

Sec. 23.

new text begin [121A.038] STUDENTS SAFE AT SCHOOL. new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

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

new text begin (b) "Active shooter drill" means an emergency preparedness drill designed to teach students, teachers, school personnel, and staff how to respond in the event of an armed intruder on campus or an armed assailant in the immediate vicinity of the school. An active shooter drill is not an active shooter simulation, nor may an active shooter drill include any sensorial components, activities, or elements which mimic a real life shooting. new text end

new text begin (c) "Active shooter simulation" means an emergency exercise including full-scale or functional exercises, designed to teach adult school personnel and staff how to respond in the event of an armed intruder on campus or an armed assailant in the immediate vicinity of the school which also incorporates sensorial components, activities, or elements mimicking a real life shooting. Activities or elements mimicking a real life shooting include, but are not limited to, simulation of tactical response by law enforcement. An active shooter simulation is not an active shooter drill. new text end

new text begin (d) "Evidence-based" means a program or practice that demonstrates any of the following: new text end

new text begin (1) a statistically significant effect on relevant outcomes based on any of the following: new text end

new text begin (i) strong evidence from one or more well designed and well implemented experimental studies; new text end

new text begin (ii) moderate evidence from one or more well designed and well implemented quasi-experimental studies; or new text end

new text begin (iii) promising evidence from one or more well designed and well implemented correlational studies with statistical controls for selection bias; or new text end

new text begin (2) a rationale based on high-quality research findings or positive evaluations that the program or practice is likely to improve relevant outcomes, including the ongoing efforts to examine the effects of the program or practice. new text end

new text begin (e) "Full-scale exercise" means an operations-based exercise that is typically the most complex and resource-intensive of the exercise types and often involves multiple agencies, jurisdictions, organizations, and real-time movement of resources. new text end

new text begin (f) "Functional exercises" means an operations-based exercise designed to assess and evaluate capabilities and functions while in a realistic, real-time environment, however, movement of resources is usually simulated. new text end

new text begin Subd. 2. new text end

new text begin Criteria. new text end

new text begin An active shooter drill conducted according to section 121A.037 with students in early childhood through grade 12 must be: new text end

new text begin (1) accessible; new text end

new text begin (2) developmentally appropriate and age appropriate, including using appropriate safety language and vocabulary; new text end

new text begin (3) culturally aware; new text end

new text begin (4) trauma-informed; and new text end

new text begin (5) inclusive of accommodations for students with mobility restrictions, sensory needs, developmental or physical disabilities, mental health needs, and auditory or visual limitations. new text end

new text begin Subd. 3. new text end

new text begin Student mental health and wellness. new text end

new text begin Active shooter drill protocols must include a reasonable amount of time immediately following the drill for teachers to debrief with their students. The opportunity to debrief must be provided to students before regular classroom activity may resume. During the debrief period, students must be allowed to access any mental health services available on campus, including counselors, school psychologists, social workers, or cultural liaisons. An active shooter drill must not be combined or conducted consecutively with any other type of emergency preparedness drill. An active shooter drill must be accompanied by an announcement prior to commencing. The announcement must use concise and age-appropriate language and, at a minimum, inform students there is no immediate danger to life and safety. new text end

new text begin Subd. 4. new text end

new text begin Notice. new text end

new text begin (a) A school district or charter school must provide notice of a pending active shooter drill to every student's parent or legal guardian before an active shooter drill is conducted. Whenever practicable, notice must be provided at least 24 hours in advance of a pending active shooter drill and inform the parent or legal guardian of the right to opt their student out of participating. new text end

new text begin (b) If a student is opted out of participating in an active shooter drill, no negative consequence must impact the student's general school attendance record nor may nonparticipation alone make a student ineligible to participate in or attend school activities. new text end

new text begin (c) The commissioner of education must ensure the availability of alternative safety education for students who are opted out of participating or otherwise exempted from an active shooter drill. Alternative safety education must provide essential safety instruction through less sensorial safety training methods and must be appropriate for students with mobility restrictions, sensory needs, developmental or physical disabilities, mental health needs, and auditory or visual limitations. new text end

new text begin Subd. 5. new text end

new text begin Participation in active shooter drills. new text end

new text begin Any student in early childhood through grade 12 must not be required to participate in an active shooter drill that does not meet the criteria in subdivision 2. new text end

new text begin Subd. 6. new text end

new text begin Active shooter simulations. new text end

new text begin A student must not be required to participate in an active shooter simulation. An active shooter simulation must not take place during regular school hours if a majority of students are present, or expected to be present, at the school. A parent or legal guardian of a student in grades 9 through 12 must have the opportunity to opt their student into participating in an active shooter simulation. new text end

new text begin Subd. 7. new text end

new text begin Violence prevention. new text end

new text begin (a) A school district or charter school conducting an active shooter drill must provide students in middle school and high school at least one hour, or one standard class period, of violence prevention training annually. new text end

new text begin (b) The violence prevention training must be evidence-based and may be delivered in-person, virtually, or digitally. Training must, at a minimum, teach students the following: new text end

new text begin (1) how to identify observable warning signs and signals of an individual who may be at risk of harming oneself or others; new text end

new text begin (2) the importance of taking threats seriously and seeking help; and new text end

new text begin (3) the steps to report dangerous, violent, threatening, harmful, or potentially harmful activity. new text end

new text begin (c) By July 1, 2024, the commissioner of public safety and the commissioner of education must jointly develop a list of evidence-based trainings that a school district or charter school may use to fulfill the requirements of this section, including no-cost programming, if any. The agencies must: new text end

new text begin (1) post the list publicly on the Minnesota School Safety Center's website; and new text end

new text begin (2) update the list every two years. new text end

new text begin (d) A school district or charter school must ensure that students have the opportunity to contribute to their school's safety and violence prevention planning, aligned with the recommendations for multihazard planning for schools, including but not limited to: new text end

new text begin (1) student opportunities for leadership related to prevention and safety; new text end

new text begin (2) encouragement and support to students in establishing clubs and programs focused on safety; and new text end

new text begin (3) providing students with the opportunity to seek help from adults and to learn about prevention connected to topics including bullying, sexual harassment, sexual assault, and suicide. new text end

new text begin Subd. 8. new text end

new text begin Board meeting. new text end

new text begin At a regularly scheduled school board meeting, a school board of a district that has conducted an active shooter drill must consider the following: new text end

new text begin (1) the effect of active shooter drills on the safety of students and staff; and new text end

new text begin (2) the effect of active shooter drills on the mental health and wellness of students and staff. new text end

Sec. 24.

new text begin [121A.201] MTSS AND COLLABORATIVE MINNESOTA PARTNERSHIPS TO ADVANCE STUDENT SUCCESS (COMPASS). new text end

new text begin Beginning July 1, 2023, all Minnesota school districts and charter schools must be offered training and support in implementing MTSS through the Department of Education COMPASS team and the Department of Education's regional partners, the Minnesota Service Cooperatives. COMPASS is the state school improvement model providing a statewide system through which all districts and schools may receive support in the areas of literacy, math, social-emotional learning, and mental health within the MTSS framework. The MTSS framework is the state's systemic, continuous school improvement framework for ensuring positive social, emotional, behavioral, developmental, and academic outcomes for every student. MTSS provides access to layered tiers of culturally and linguistically responsive, evidence-based practices. The MTSS framework relies on the understanding and belief that every student can learn and thrive, and it engages an anti-bias and socially just approach to examining policies and practices and ensuring equitable distribution of resources and opportunity. The MTSS systemic framework requires: new text end

new text begin (1) a district-wide infrastructure consisting of effective leaders, collective efficacy among staff, positive school climate, linked teams, and professional learning that supports continuous improvement; new text end

new text begin (2) authentic engagement with families and communities to develop reciprocal relationships and build new opportunities for students together; new text end

new text begin (3) multilayered tiers of culturally and linguistically responsive instruction and support that allows every student the support they need to reach meaningful and rigorous learning standards. Tiers of support include core (Tier 1), supplemental (Tier 2), and intensive (Tier 3) instruction levels; new text end

new text begin (4) valid and reliable assessment tools and processes to assess student and system performance and inform necessary changes; and new text end

new text begin (5) a data-based decision-making approach in which problems are precisely defined and analyzed, solutions address root causes, and implementation is monitored to ensure success. The data-based problem-solving component of the MTSS framework consists of three major subcomponents: accessible and integrated data, decision-making process, and system performance. new text end

Sec. 25.

new text begin [121A.35] SUICIDE PREVENTION INFORMATION; IDENTIFICATION CARDS. new text end

new text begin A school district or charter school that issues an identification card to students in middle school, junior high, or high school must provide contact information for the 988 Suicide and Crisis LifeLine (988 LifeLine), the Crisis Text line, and the county mobile crisis services. The contact information must also be included in the school's student handbook and the student planner if a student planner is custom printed by the school for distribution to students in grades 6 through 12. A nonpublic school is encouraged to issue student identification cards consistent with this paragraph. new text end

Sec. 26.

Minnesota Statutes 2022, 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 dismissing a pupil from school, including but not limited to evidence-based positive behavior interventions and supports, social and emotional services, school-linked mental health services, counseling services, social work services, academic screening for Title 1 services or reading interventions, and alternative education services. 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 2023-2024 school year and later. new text end

Sec. 27.

Minnesota Statutes 2022, 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 2023-2024 school year and later. new text end

Sec. 28.

Minnesota Statutes 2022, section 121A.425, is amended to read:

121A.425 FULL AND EQUITABLE PARTICIPATION IN deleted text begin PRESCHOOL AND PREKINDERGARTENdeleted text end new text begin EARLY LEARNINGnew text end .

Subdivision 1.

Disciplinary dismissals prohibited.

new text begin (a) new text end A pupil enrolled innew text begin the following is not subject to dismissals under this chapter:new text end

new text begin (1)new text end a preschool or prekindergarten program, including deleted text begin a child participating indeleted text end new text begin annew 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 chapterdeleted text end new text begin ; ornew text end

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

new text begin (b) This provision does not apply to a dismissal from school for less than one school day, except as provided under chapter 125A and federal law for a student receiving special education services. new text end

new text begin (c)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 begin the current educational program, including new text end a 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, 2023. new text end

Sec. 29.

Minnesota Statutes 2022, 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 begin provide alternative educational servicesdeleted text end new text begin use nonexclusionary disciplinary policies and practicesnew text end before dismissal proceedingsnew text begin or pupil withdrawal agreementsnew 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 2023-2024 school year and later. new text end

Sec. 30.

Minnesota Statutes 2022, section 121A.46, subdivision 4, is amended to read:

Subd. 4.

new text begin Provision of alternative education services; new text end suspension 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 end Notwithstanding 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 end days.

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. 31.

Minnesota Statutes 2022, 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 2023-2024 school year and later. new text end

Sec. 32.

Minnesota Statutes 2022, 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 begin alternative educational servicesdeleted text end new 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 begin shalldeleted text end new 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 2023-2024 school year and later. new text end

Sec. 33.

Minnesota Statutes 2022, section 121A.47, subdivision 14, is amended to read:

Subd. 14.

Admission or readmission plan.

(a) A school administrator deleted text begin shalldeleted text end new 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 begin maydeleted text end new text begin mustnew text end include measures to improve the pupil's behavior, deleted text begin includingdeleted text end new text begin which may includenew text end completing a character education program, consistent with section 120B.232, subdivision 1, deleted text begin and requiredeleted text end new text begin social and emotional learning, counseling, social work services, mental health services, referrals for special education or 504 evaluation, and evidence-based academic interventions. The plan must include reasonable attempts to obtainnew text end 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 begin one 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 2023-2024 school year and later. new text end

Sec. 34.

Minnesota Statutes 2022, section 121A.53, subdivision 1, is amended to read:

Subdivision 1.

Exclusions and expulsions; new text begin student withdrawals; new text end physical assaults.

new text begin Consistent with subdivision 2, new text end the school board must report through the department electronic reporting system each exclusion or expulsion deleted text begin anddeleted text end new text begin ,new text end each physical assault of a district employee by a deleted text begin studentdeleted text end new 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 begin alternative educational servicesdeleted text end new text begin nonexclusionary disciplinary practicesnew text end , or other sanction, intervention, or resolution in response to the assault given the pupil and the reason for, the effective date, and the duration of the exclusion or expulsion or other sanction, intervention, or resolution. The report must also include the deleted text begin student'sdeleted text end new 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 2023-2024 school year and later. new text end

Sec. 35.

Minnesota Statutes 2022, section 121A.55, is amended to read:

121A.55 POLICIES TO BE ESTABLISHED.

(a) The commissioner of education deleted text begin shalldeleted text end new text begin mustnew text end promulgate guidelines to assist each school board. Each school board deleted text begin shalldeleted text end new 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 end new text begin must include nonexclusionary disciplinary policies and practices consistent with section 121A.41, subdivision 12, and mustnew text end emphasize preventing dismissals through early detection of problems deleted text begin and shalldeleted text end new text begin . The policies mustnew text end be designed to address students' inappropriate behavior from recurring.

new text begin (b) new text end The policies deleted text begin shalldeleted text end new 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 end The new text begin school is responsible for ensuring that new text end alternative 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 end new 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) for a pupil who remains enrolled in the district or is awaiting enrollment in a new district, a school district's continuing responsibility includes reviewing the pupil's schoolwork and grades on a quarterly basis to ensure the pupil is on track for readmission with the pupil's peers. A school district must communicate on a regular basis with the pupil's parent or guardian to ensure that the pupil is completing the work assigned through the alternative educational services as defined in section 121A.41, subdivision 11. These services are required until the pupil enrolls in another school or returns to the same school; 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 end new 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 end new 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 2023-2024 school year and later. new text end

Sec. 36.

Minnesota Statutes 2022, section 121A.58, is amended to read:

121A.58 CORPORAL PUNISHMENTnew text begin ; PRONE RESTRAINT; AND CERTAIN PHYSICAL HOLDSnew text end .

Subdivision 1.

deleted text begin Definitiondeleted text end new text begin Definitionsnew text end .

new text begin (a) new text end For the purpose of this section, "corporal punishment" means conduct involving:

(1) hitting or spanking a person with or without an object; or

(2) unreasonable physical force that causes bodily harm or substantial emotional harm.

new text begin (b) For the purpose of this section, "prone restraint" means placing a child in a face-down position. new text end

Subd. 2.

Corporal punishment not allowed.

An employee or agent of a district shall not inflict corporal punishment or cause corporal punishment to be inflicted upon a pupil to reform unacceptable conduct or as a penalty for unacceptable conduct.

new text begin Subd. 2a. new text end

new text begin Prone restraint and certain physical holds not allowed. new text end

new text begin (a) An employee or agent of a district, including a school resource officer, security personnel, or police officer contracted with a district, shall not use prone restraint. new text end

new text begin (b) An employee or agent of a district, including a school resource officer, security personnel, or police officer contracted with a district, shall not inflict any form of physical holding that restricts or impairs a pupil's ability to breathe; restricts or impairs a pupil's ability to communicate distress; places pressure or weight on a pupil's head, throat, neck, chest, lungs, sternum, diaphragm, back, or abdomen; or results in straddling a pupil's torso. new text end

Subd. 3.

Violation.

Conduct that violates subdivision 2 is not a crime under section 645.241, but may be a crime under chapter 609 if the conduct violates a provision of chapter 609.new text begin Conduct that violates subdivision 2a is not per se corporal punishment under this statute. Nothing in this section or section 125A.0941 precludes the use of reasonable force under section 121A.582.new text end

Sec. 37.

Minnesota Statutes 2022, 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 begin The 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 end The 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. 38.

Minnesota Statutes 2022, 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 end new 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 end new 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 end new text begin (o)new text end the minimum consequences for violations of the code of conduct;

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

deleted text begin (p)deleted text end new 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 end new 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 anddeleted text end

deleted text begin (r)deleted text end new 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 end new 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. 39.

Minnesota Statutes 2022, 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. 40.

Minnesota Statutes 2022, section 121A.61, is amended by adding a subdivision to read:

new text begin Subd. 5. new text end

new text begin School supports. new text end

new text begin (a) A school board is strongly encouraged to adopt a policy that promotes the understanding in school staff that when a student is unable to meet adult expectations it is often because the student lacks the skills to respond to a situation appropriately. A school district must support school staff in using tiered interventions that teach students skills and prioritize relationships between students and teachers. new text end

new text begin (b) A school board is strongly encouraged to adopt a policy that discourages teachers and staff from reacting to unwanted student behavior with approaches that take away the student's opportunity to build skills for responding more appropriately. new text end

Sec. 41.

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 not withhold recess from a student based on incomplete schoolwork. new text end

new text begin (e) 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 (f) 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. This information must be available to the public upon request. A school district or charter school is encouraged to use the data in professional development promoting the use of nonexclusionary discipline. new text end

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

Sec. 42.

new text begin [121A.642] PARAPROFESSIONAL TRAINING. new text end

new text begin Subdivision 1. new text end

new text begin Training required. new text end

new text begin A school district or charter school must provide a minimum of eight hours of paid orientation or professional development annually to all paraprofessionals, Title I aides, and other instructional support staff. Six of the eight hours must be completed before the first instructional day of the school year or within 30 days of hire. The orientation or professional development must be relevant to the employee's occupation and may include collaboration time with classroom teachers and planning for the school year. For paraprofessionals who provide direct support to students, at least 50 percent of the professional development or orientation must be dedicated to meeting the requirements of this section. Professional development for paraprofessionals may also address the requirements of section 120B.363, subdivision 3. A school administrator must provide an annual certification of compliance with this requirement to the commissioner. new text end

new text begin Subd. 2. new text end

new text begin Reimbursement for paraprofessional training. new text end

new text begin (a) Beginning in fiscal year 2025, the commissioner of education must reimburse school districts, charter schools, intermediate school districts and other cooperative units, the Perpich Center for Arts Education, and the Minnesota State Academies in the form and manner specified by the commissioner for paraprofessional training costs. new text end

new text begin (b) The paraprofessional reimbursement equals the prior year compensation expenses associated with providing up to eight hours of paid orientation and professional development for each paraprofessional trained under subdivision 1. new text end

new text begin (c) The commissioner may establish procedures to ensure that any costs reimbursed under this section are excluded from other school revenue calculations. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 43.

Minnesota Statutes 2022, section 124D.03, subdivision 3, is amended to read:

Subd. 3.

Pupil application procedures.

new text begin (a) new text end In order that a pupil may attend a school or program in a nonresident district, the pupil's parent or guardian must submit an application to the nonresident district. The pupil's application must identify a reason for enrolling in the nonresident district. The parent or guardian of a pupil must submit a signed application by January 15 for initial enrollment beginning the following school year. The application must be on a form provided by the Department of Education. A particular school or program may be requested by the parent. Once enrolled in a nonresident district, the pupil may remain enrolled and is not required to submit annual or periodic applications. If the student moves to a new resident district, the student retains the seat in the nonresident district, but must submit a new enrollment options form to update the student's information. To return to the resident district or to transfer to a different nonresident district, the parent or guardian of the pupil must provide notice to the resident district or apply to a different nonresident district by January 15 for enrollment beginning the following school year.

new text begin (b) A school district may require a nonresident student enrolled in a program under section 125A.13, or in a preschool program, except for a program under section 124D.151 or Laws 2017, First Special Session chapter 5, article 8, section 9, to follow the application procedures under this subdivision to enroll in kindergarten. A district must allow a nonresident student enrolled in a program under section 124D.151 or Laws 2017, First Special Session chapter 5, article 8, section 9, to remain enrolled in the district when the student enters kindergarten without submitting annual or periodic applications, unless the district terminates the student's enrollment under subdivision 12. new text end

Sec. 44.

Minnesota Statutes 2022, section 124D.03, subdivision 5, is amended to read:

Subd. 5.

Nonresident district procedures.

A district shall notify the parent or guardian in writing by February 15 or within 90 days for applications submitted after January 15 in the case of achievement and integration district transfers whether the application has been accepted or rejected. If an application is rejected, the district must state in the notification the reason for rejection. The parent or guardian must notify the nonresident district by March 1 or within deleted text begin 45deleted text end new text begin ten businessnew text end days whether the pupil intends to enroll in the nonresident district. Notice of intent to enroll in the nonresident district obligates the pupil to attend the nonresident district during the following school year, unless the boards of the resident and the nonresident districts agree in writing to allow the pupil to transfer back to the resident district. If the pupil's parents or guardians change residence to another district, the student does not lose the seat in the nonresident district but the parent or guardian must complete an updated enrollment options form. If a parent or guardian does not notify the nonresident district by the January 15 deadline, if it applies, the pupil may not enroll in that nonresident district during the following school year, unless the boards of the resident and nonresident district agree otherwise. The nonresident district must notify the resident district by March 15 or 30 days later of the pupil's intent to enroll in the nonresident district. The same procedures apply to a pupil who applies to transfer from one participating nonresident district to another participating nonresident district.

Sec. 45.

Minnesota Statutes 2022, 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 must not require a faith statement from a secondary student seeking to enroll in a postsecondary course under this section 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. 46.

Minnesota Statutes 2022, section 124D.09, subdivision 5, is amended to read:

Subd. 5.

Authorization; notification.

Notwithstanding any other law to the contrary, an 11th or 12th grade pupil enrolled in a school or an American Indian-controlled Tribal contract or grant school eligible for aid under section 124D.83, except a foreign exchange pupil enrolled in a district under a cultural exchange program, may apply to an eligible institution, as defined in subdivision 3, to enroll in nonsectarian courses offered by that postsecondary institution. If an institution accepts a secondary pupil for enrollment under this section, the institution shall send written notice to the pupil, the pupil's school or school district, and the commissioner. The notice must indicate the course and hours of enrollment of that pupil. If the pupil enrolls in a course for postsecondary credit, the institution must notifynew text begin :new text end

new text begin (1)new text end the pupil about payment in the customary manner used by the institutiondeleted text begin .deleted text end new text begin ; andnew text end

new text begin (2) the pupil's school as soon as practicable if the pupil withdraws from the course or stops attending the course. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 47.

Minnesota Statutes 2022, 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 deleted text begin shalldeleted text end new text begin mustnew text end 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 deleted text begin shalldeleted text end new text begin mustnew text end determine the number of credits that deleted text begin shalldeleted text end new text begin mustnew text end be granted to a pupil who successfully completes a course. If a comparable course is offered by the district, the school board deleted text begin shalldeleted text end new text begin mustnew text end 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 deleted text begin shall bedeleted text end new text begin isnew text end final.

(c) A school board must adopt a policy regarding weighted grade point averages for any high school or dual enrollment course. 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 deleted text begin shalldeleted text end new text begin mustnew text end provide the school with a copy of the pupil's deleted text begin gradedeleted text end new text begin gradesnew text end in each course taken for secondary credit under this sectionnew text begin , including interim or nonfinal grades earned during the academic termnew text end . 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.

new text begin EFFECTIVE DATE. new text end

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

Sec. 48.

Minnesota Statutes 2022, 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 begin 14deleted text end new text begin ten businessnew text end days of the new text begin postsecondary institution's new text end quarter or semester or who has been absent from the postsecondary institution for the first deleted text begin 15 consecutive schooldeleted text end new text begin ten businessnew text end days of the new text begin postsecondary institution's new text end quarter 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. 49.

new text begin [124D.094] ONLINE INSTRUCTION ACT. new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

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

new text begin (b) "Blended instruction" means a form of digital instruction that occurs when a student learns part time in a supervised physical setting and part time through online instruction under paragraph (f). new text end

new text begin (c) "Digital instruction" means instruction facilitated by technology that offers students an element of control over the time, place, path, or pace of learning and includes blended and online instruction. new text end

new text begin (d) "Enrolling district" means the school district or charter school in which a student is enrolled under section 120A.22, subdivision 4. new text end

new text begin (e) "Online course syllabus" means a written document that identifies the state academic standards taught and assessed in a supplemental online course under paragraph (j); course content outline; required course assessments; instructional methods; communication procedures with students, guardians, and the enrolling district under paragraph (d); and supports available to the student. new text end

new text begin (f) "Online instruction" means a form of digital instruction that occurs when a student learns primarily through digital technology away from a supervised physical setting. new text end

new text begin (g) "Online instructional site" means a site that offers courses using online instruction under paragraph (f) and may enroll students receiving online instruction under paragraph (f). new text end

new text begin (h) "Online teacher" means an employee of the enrolling district under paragraph (d) or the supplemental online course provider under paragraph (k) who holds the appropriate licensure under Minnesota Rules, chapter 8710, and is trained to provide online instruction under paragraph (f). new text end

new text begin (i) "Student" means a Minnesota resident enrolled in a school defined under section 120A.22, subdivision 4, in kindergarten through grade 12 up to the age of 21. new text end

new text begin (j) "Supplemental online course" means an online learning course taken in place of a course provided by the student's enrolling district under paragraph (d). new text end

new text begin (k) "Supplemental online course provider" means 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 is authorized by the Department of Education to provide supplemental online courses under paragraph (j). new text end

new text begin Subd. 2. new text end

new text begin Digital instruction. new text end

new text begin (a) An enrolling district may provide digital instruction, including blended instruction and online instruction, to the district's own enrolled students. Enrolling districts may establish agreements to provide digital instruction, including blended instruction and online instruction, to students enrolled in the cooperating schools. new text end

new text begin (b) When online instruction is provided, an online teacher as defined under subdivision 1, paragraph (h), shall perform all duties of teacher of record under Minnesota Rules, part 8710.0310. Unless the commissioner grants a waiver, a teacher providing online instruction shall not instruct more than 40 students in any one online learning course or section. new text end

new text begin (c) Students receiving online instruction full time shall be reported as enrolled in an online instructional site under subdivision 1, paragraph (g). new text end

new text begin (d) Curriculum used for digital instruction shall be aligned with Minnesota's current academic standards and benchmarks. new text end

new text begin (e) Digital instruction shall be accessible to students under section 504 of the federal Rehabilitation Act and Title II of the federal Americans with Disabilities Act. new text end

new text begin (f) An enrolling district providing digital instruction and a supplemental online course provider shall assist an enrolled student whose family qualifies for the education tax credit under section 290.0674 to acquire computer hardware and educational software so they may participate in digital instruction. Funds provided to a family to support digital instruction or supplemental online courses may only be used for qualifying expenses as determined by the provider. Nonconsumable materials purchased with public education funds remain the property of the provider. Records for any funds provided must be available for review by the public or the department. new text end

new text begin (g) An enrolling district providing digital instruction shall establish and document procedures for determining attendance for membership and keep accurate records of daily attendance under section 120A.21. new text end

new text begin Subd. 3. new text end

new text begin Supplemental online courses. new text end

new text begin (a) Notwithstanding sections 124D.03 and 124D.08 and chapter 124E, procedures for applying to take supplemental online courses other than those offered by the student's enrolling district are as provided in this subdivision. new text end

new text begin (b) Any kindergarten through grade 12 student may apply to take a supplemental online course under subdivision 1, paragraph (j). The student, or the student's parent or guardian for a student under age 17, must submit an application for the proposed supplemental online course or courses. A student may: new text end

new text begin (1) apply to take an online course from a supplemental online course provider that meets or exceeds the academic standards of the course in the enrolling district they are replacing; new text end

new text begin (2) apply to take supplemental online courses for up to 50 percent of the student's scheduled course load; and new text end

new text begin (3) apply to take supplemental online courses no later than 15 school days after the student's enrolling district's term has begun. An enrolling district may waive the 50 percent course enrollment limit or the 15-day time limit. new text end

new text begin (c) A student taking a supplemental online course must have the same access to the computer hardware and education software available in a school as all other students in the enrolling district. new text end

new text begin (d) A supplemental online course provider must have a current, approved application to be listed by the Department of Education as an approved provider. The supplemental online course provider must: new text end

new text begin (1) use an application form specified by the Department of Education; new text end

new text begin (2) notify the student, the student's guardian if they are age 17 or younger, and enrolling district of the accepted application to take a supplemental online course within ten days of receiving a completed application; new text end

new text begin (3) notify the enrolling district of the course title, credits to be awarded, and the start date of the online course. A supplemental online course provider must make the online course syllabus available to the enrolling district; new text end

new text begin (4) request applicable academic support information for the student, including a copy of the IEP, EL support plan, or 504 plan; and new text end

new text begin (5) track student attendance and monitor academic progress and communicate with the student, the student's guardian if they are age 17 or younger, and the enrolling district's designated online learning liaison. new text end

new text begin (e) A supplemental online course 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. The provisions may not discriminate against any protected class or students with disabilities. new text end

new text begin (f) A supplemental online course provider may request that the Department of Education review an enrolling district's written decision to not accept a student's supplemental online course application. The student may participate in the supplemental online course while the application is under review. Decisions shall be final and binding for both the enrolling district and the supplemental online course provider. new text end

new text begin (g) A supplemental online course provider must participate in continuous improvement cycles with the Department of Education. new text end

new text begin Subd. 4. new text end

new text begin Enrolling district. new text end

new text begin (a) An enrolling district may not restrict or prevent a student from applying to take supplemental online courses. new text end

new text begin (b) An enrolling district may request an online course syllabus as defined under subdivision 1, paragraph (e), to review whether the academic standards in the online course meet or exceed the academic standards in the course it would replace at the enrolling district. new text end

new text begin (c) Within 15 days after receiving notice of a student applying to take a supplemental online course, the enrolling district must notify the supplemental online course provider whether the student, the student's guardian, and the enrolling district agree that academic standards in the online course meet or exceed the academic standards in the course it would replace at the enrolling district. If the enrolling district does not agree that the academic standards in the online course meet or exceed the academic standards in the course it would replace at the enrolling district, then: new text end

new text begin (1) the enrolling district must provide a written explanation of the district's decision to the student, the student's guardian, and the supplemental online course provider; and new text end

new text begin (2) the online provider must provide a response to the enrolling district explaining how the course or program meets the graduation requirements of the enrolling district. new text end

new text begin (d) An enrolling district may reduce the course schedule of a student taking supplemental online courses in proportion to the number of supplemental online learning courses the student takes. new text end

new text begin (e) An enrolling district must appoint an online learning liaison who: new text end

new text begin (1) provides information to students and families about supplemental online courses; new text end

new text begin (2) provides academic support information including IEPs, EL support plans, and 504 plans to supplemental online providers; and new text end

new text begin (3) monitors attendance and academic progress, and communicates with supplemental online learning providers, students, families, and enrolling district staff. new text end

new text begin (f) An enrolling district must continue to provide support services to students taking supplemental online courses as they would for any other enrolled student including support for English learners, case management of an individualized education program, and meal and nutrition services for eligible students. new text end

new text begin (g) An online learning student must receive academic credit for completing the requirements of a supplemental online learning course. If a student completes an online learning course that meets or exceeds a graduation standard or the grade progression requirement at the enrolling district, that standard or requirement is met. new text end

new text begin (h) Secondary credits granted to a supplemental online learning student count toward the graduation and credit requirements of the enrolling district. The enrolling district must apply the same graduation requirements to all students, including students taking supplemental online courses. new text end

new text begin (i) An enrolling district must provide access to extracurricular activities for students taking supplemental online courses on the same basis as any other enrolled student. new text end

new text begin Subd. 5. new text end

new text begin Reporting. new text end

new text begin Courses that include blended instruction and online instruction must be reported in the manner determined by the commissioner of education. new text end

new text begin Subd. 6. new text end

new text begin Department of Education. new text end

new text begin (a) The commissioner must establish quality standards to be used for applications and continuous improvement of supplemental online course providers, and by enrolling districts using digital instruction. new text end

new text begin (b) The commissioner must support the enrolling district's development of high-quality digital instruction and monitor implementation. The department must establish and participate in continuous improvement cycles with supplemental online course providers. new text end

new text begin (c) Applications from prospective supplemental online course providers must be reviewed using quality standards and approved or denied within 90 calendar days of receiving a complete application. new text end

new text begin (d) The department may collect a fee not to exceed $250 for reviewing applications by supplemental online course providers or $50 per supplemental course application review request. Funds generated from application review fees shall be used to support high quality digital instruction. new text end

new text begin (e) The department must develop, publish, and maintain a list of supplemental online course providers that the department has reviewed and approved. new text end

new text begin (f) The department may review a complaint about an enrolling district providing digital instruction, or a complaint about a supplemental online course provider based on the provider's response to notice of a violation. If the department determines that an enrolling district providing digital instruction or a supplemental online course provider violated a law or rule, the department may: new text end

new text begin (1) create a compliance plan for the provider; or new text end

new text begin (2) withhold funds from the provider under this section and sections 124E.25 and 127A.42. The department must notify an online learning provider in writing about withholding funds and provide detailed calculations. new text end

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

new text begin Subd. 7. new text end

new text begin Financial arrangements. new text end

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

new text begin (b) The initial online supplemental 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 supplemental average daily membership times .88. new text end

new text begin (c) No online supplemental average daily membership shall be generated if the student: new text end

new text begin (1) does not complete the online learning course; or new text end

new text begin (2) is enrolled in an online course provided by the enrolling district. new text end

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

Sec. 50.

Minnesota Statutes 2022, 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. 51.

Minnesota Statutes 2022, section 124D.231, is amended to read:

124D.231 FULL-SERVICE COMMUNITY SCHOOLS.

Subdivision 1.

Definitions.

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

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

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

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

new text begin (d) "Community-wide full-service community school leadership team" means a district-level team that is responsible for guiding the vision, policy, resource alignment, implementation, oversight, and goal setting for community school programs within the district. This team shall include representatives from the district, including teachers, school leaders, students, and family members from the eligible schools; community members; system-level partners that include representatives from government agencies, relevant unions, and nonprofit and other community-based partners; and, if applicable, the full-service community school initiative director. new text end

new text begin (e) "Full-service community school initiative director" means a director responsible for coordinating districtwide administrative and leadership assistance to community school sites and site coordinators, including serving as chairperson for the district's community-wide full-service community school leadership team; site coordinator support; data gathering and evaluation; administration of partnership and data agreements, contracts, and procurement; and grant administration. new text end

deleted text begin (d)deleted text end new text begin (f)new text end "High-quality child care or early childhood education programming" means educational programming for preschool-aged children that is grounded in research, consistent with best practices in the field, and provided by licensed teachers.

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

deleted text begin (f)deleted text end new text begin (h)new text end "Site coordinator" deleted text begin is an individualdeleted text end new text begin means a full-time staff member serving one eligible schoolnew text end who is responsible for deleted text begin aligningdeleted text end new text begin the identification, implementation, and coordination ofnew text end programming deleted text begin withdeleted text end new text begin to addressnew text end the needs of the school community identified in the baseline analysis.

Subd. 2.

Full-service community school program.

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

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

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

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

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

new text begin (2) $200,000 annually for each eligible school for up to three years of implementation of a full-service community school plan, pursuant to paragraphs (f) and (g). new text end School sites receiving funding under this section shall hire or contract with a partner agency to hire a site coordinator to coordinate services at each covered school site.new text begin Districts or charter schools receiving funding under this section for three or more schools shall provide or contract with a partner agency to provide a full-service community school initiative director.new text end

deleted text begin (c) Of grants awarded, implementation funding of up to $20,000 must be available for up to one year for planning for school sites. At the end of this period, the school must submit a full-service community school plan, pursuant to paragraph (g). If the site decides not to use planning funds, the plan must be submitted with the application. deleted text end

deleted text begin (d)deleted text end new text begin (c)new text end The commissioner shall consider additional school factors when dispensing funds including: schools with significant populations of students receiving free or reduced-price lunches; significant homeless and highly mobile rates; deleted text begin anddeleted text end equity among urban, suburban, and greater Minnesota schoolsnew text begin ; and demonstrated success implementing full-service community school programmingnew text end .

deleted text begin (e)deleted text end new text begin (d)new text end A school site must establish a new text begin full-service community new text end school leadership team responsible for developing school-specific programming goals, assessing program needs, and overseeing the process of implementing expanded programming deleted text begin at each covered sitedeleted text end . The school leadership team shall have deleted text begin betweendeleted text end new text begin at leastnew text end 12 deleted text begin to 15deleted text end members and shall meet the following requirements:

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

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

deleted text begin (f)deleted text end new text begin (e)new text end School sites must complete a baseline analysis prior to deleted text begin beginning programming asdeleted text end new text begin the creation ofnew text end a full-service community schoolnew text begin plannew text end . The analysis shall include:

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

(i) identification of challenges facing the school;

(ii) analysis of the student body, including:

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

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

(C) number of students who are homeless or highly mobile; deleted text begin anddeleted text end

(D) number and percentage of students receiving free or reduced-price lunch and the needs of these students;new text begin andnew text end

new text begin (E) number and percentage of students by race and ethnicity; new text end

(iii) analysis of enrollment and retention rates for students with disabilities, English learners, homeless and highly mobile students, and students receiving free or reduced-price lunch;

(iv) analysis of suspension and expulsion data, including the justification for such disciplinary actions and the degree to which particular populations, includingdeleted text begin ,deleted text end but not limited todeleted text begin ,deleted text end new text begin American Indian students andnew text end students of color, students with disabilities, students who are English learners, and students receiving free or reduced-price lunch are represented among students subject to such actions;

(v) analysis of school achievement data disaggregated by major demographic categories, includingdeleted text begin ,deleted text end but not limited todeleted text begin ,deleted text end race, ethnicity, English learner status, disability status, and free or reduced-price lunch status;

(vi) analysis of current parent engagement strategies and their success; and

(vii) evaluation of the need for and availability of deleted text begin wraparound servicesdeleted text end new text begin full-service community school activitiesnew text end , including, but not limited to:

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

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

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

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

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

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

(2) a baseline analysis of community assets deleted text begin and a strategic plan for utilizing and aligning identified assets. This analysis should include, but is not limited to, adeleted text end new text begin , includingnew text end documentation of individuals in the community, faith-based organizations, community and neighborhood associations, colleges, hospitals, libraries, businesses, and social service agencies deleted text begin whodeleted text end new text begin thatnew text end may be able to provide support and resources; and

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

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

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

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

deleted text begin (g)deleted text end new text begin (f)new text end Each school site receiving funding under this section must deleted text begin establishdeleted text end new text begin develop a full-service community school plan that utilizes and aligns district and community assets and establishes services innew text end at least two of the following types of programming:

(1) early childhood:

(i) early childhood education; and

(ii) child care services;

(2) academic:

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

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

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

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

(v) specialized instructional support services;

(3) parental involvement:

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

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

(iii) parenting education activities;

(4) mental and physical health:

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

(ii) juvenile crime prevention and rehabilitation programs;

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

(iv) developmentally appropriate physical education;

(v) nutrition services;

(vi) primary health and dental care; and

(vii) mental health counseling services;

(5) community involvement:

(i) service and service-learning opportunities;

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

(iii) homeless prevention services;

(6) positive discipline practices; and

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

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

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

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

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

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

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

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

(7) plan for school leadership team development.

Subd. 3.

Full-service community school review.

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

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

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

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

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

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

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

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

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

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

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

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

(12) assessment of community stakeholder satisfaction;

(13) assessment of institutional partner satisfaction;

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

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

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

(b) Reports submitted under this section shall be evaluated by the commissioner with respect to the following criteria:

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

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

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

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

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

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

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

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

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

Sec. 52.

new text begin [124D.475] CREDIT FOR EMPLOYMENT WITH HEALTH CARE PROVIDERS. new text end

new text begin Consistent with the career and technical pathways program, a student in grade 11 or 12 who is employed by an institutional long-term care or licensed assisted living facility, a home and community-based services and supports provider, a hospital or health system clinic, or a child care center may earn up to two elective credits each year toward graduation under section 120B.024, subdivision 1, paragraph (a), clause (7), at the discretion of the enrolling school district or charter school. A student may earn one elective credit for every 350 hours worked, including hours worked during the summer. A student who is employed by an eligible employer must submit an application, in the form or manner required by the school district or charter school, for elective credit to the school district or charter school in order to receive elective credit. The school district or charter school must verify the hours worked with the employer before awarding elective credit. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 53.

Minnesota Statutes 2022, section 124D.59, subdivision 2a, is amended to read:

Subd. 2a.

English learner; new text begin limited or new text end interrupted formal education.

Consistent with subdivision 2, an English learner deleted text begin includes an English learnerdeleted text end with deleted text begin andeleted text end new text begin limited ornew text end interrupted formal education new text begin is an English learner under subdivision 2 new text end who deleted text begin meets three of the following five requirements:deleted 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 new text begin has at least two fewer years of schooling than the English learner's peers when entering school in the United States. new text end

Sec. 54.

Minnesota Statutes 2022, 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)new text begin , and a pupil with a disability until the pupil is 22 years of agenew text end , 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 having substance use disorder;

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

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

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

(8) has experienced mental health problems;

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

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

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

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

(b) A pupil deleted text begin otherwise 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 end new 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. 55.

Minnesota Statutes 2022, section 124D.68, subdivision 3, is amended to read:

Subd. 3.

Eligible programs.

(a) A pupil who is eligible according to subdivision 2 may enroll in a state-approved alternative program under sections 123A.05 to 123A.08.

(b) A pupil who is eligible according to subdivision 2 and who is a high school junior or senior may enroll in postsecondary courses under section 124D.09.

(c) A pupil who is eligible under subdivision 2, may enroll in any public elementary or secondary education program.

(d) A pupil who is eligible under subdivision 2, may enroll in any nonpublic, nonsectarian school that has contracted with the serving school district to provide educational services. However, notwithstanding other provisions of this section, only a pupil who is eligible under subdivision 2, clause (12), may enroll in a contract alternative school that is specifically structured to provide educational services to such a pupil.

(e) A pupil who is between the ages of deleted text begin 16deleted text end new text begin 17new text end and 21 may enroll in any adult basic education programs approved under section 124D.52 and operated under the community education program contained in section 124D.19.

Sec. 56.

Minnesota Statutes 2022, 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) instruction in ethnic studies, as defined in section 120B.25, 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 end new text begin (e)new text end Among other requirements, an eligible district must implement effective, research-based interventions that include deleted text begin formativedeleted text end new text begin multiple measures ofnew text end assessment deleted text begin practicesdeleted text end new text begin and engagement in ordernew text end to deleted text begin reduce thedeleted text end new text begin eliminate academicnew text end disparities deleted text begin in student academic performance among the specific categories of students as measured by student progress and growth on state reading and math assessments anddeleted text end new text begin for students impacted by racial, gender, linguistic, and economic inequitiesnew text end as aligned with section 120B.11.

deleted text begin (c)deleted text end new 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. 57.

Minnesota Statutes 2022, section 124D.862, subdivision 8, is amended to read:

Subd. 8.

Commissioner authority to withhold revenue.

(a) The commissioner must review the results of each district's integration and achievement plan by August 1 at the end of the third year of implementing the plan and determine if the district met its goals.

(b) If a district met its goals, it may submit a new three-year plan to the commissioner for review.

(c) If a district has not met its goals, the commissioner must:

(1) deleted text begin develop adeleted text end new text begin guide thenew text end district new text begin in the development of an new text end improvement plan and timelinedeleted text begin , in consultation with the affected district,deleted text end that identifies strategies and practices designed to meet the district's goals under this section and section 120B.11; and

(2) use up to 20 percent of the district's integration revenue, until the district's goals are reached, to implement the improvement plan.

Sec. 58.

Minnesota Statutes 2022, section 125A.08, is amended to read:

125A.08 INDIVIDUALIZED EDUCATION PROGRAMS.

(a) At the beginning of each school year, each school district shall have in effect, for each child with a disability, an individualized education program.

(b) As defined in this section, every district must ensure the following:

(1) all students with disabilities are provided the special instruction and services which are appropriate to their needs. Where the individualized education program team has determined appropriate goals and objectives based on the student's needs, including the extent to which the student can be included in the least restrictive environment, and where there are essentially equivalent and effective instruction, related services, or assistive technology devices available to meet the student's needs, cost to the district may be among the factors considered by the team in choosing how to provide the appropriate services, instruction, or devices that are to be made part of the student's individualized education program. The individualized education program team shall consider and may authorize services covered by medical assistance according to section 256B.0625, subdivision 26. Before a school district evaluation team makes a determination of other health disability under Minnesota Rules, part 3525.1335, subparts 1 and 2, item A, subitem (1), the evaluation team must seek written documentation of the student's medically diagnosed chronic or acute health condition signed by a licensed physician or a licensed health care provider acting within the scope of the provider's practice. The student's needs and the special education instruction and services to be provided must be agreed upon through the development of an individualized education program. The program must address the student's need to develop skills to live and work as independently as possible within the community. The individualized education program team must consider positive behavioral interventions, strategies, and supports that address behavior needs for children. During grade 9, the program must address the student's needs for transition from secondary services to postsecondary education and training, employment, community participation, recreation, and leisure and home living. In developing the program, districts must inform parents of the full range of transitional goals and related services that should be considered. The program must include a statement of the needed transition services, including a statement of the interagency responsibilities or linkages or both before secondary services are concluded. If the individualized education program meets the plan components in section 120B.125, the individualized education program satisfies the requirement and no additional transition plan is needed;

(2) children with a disability under age five and their families are provided special instruction and services appropriate to the child's level of functioning and needs;

(3) children with a disability and their parents or guardians are guaranteed procedural safeguards and the right to participate in decisions involving identification, assessment including assistive technology assessment, and educational placement of children with a disability;

(4) eligibility and needs of children with a disability are determined by an initial evaluation or reevaluation, which may be completed using existing data under United States Code, title 20, section 33, et seq.;

(5) to the maximum extent appropriate, children with a disability, including those in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with a disability from the regular educational environment occurs only when and to the extent that the nature or severity of the disability is such that education in regular classes with the use of supplementary services cannot be achieved satisfactorily;

(6) in accordance with recognized professional standards, testing and evaluation materials, and procedures used for the purposes of classification and placement of children with a disability are selected and administered so as not to be racially or culturally discriminatory; and

(7) the rights of the child are protected when the parents or guardians are not known or not available, or the child is a ward of the state.

(c) For all paraprofessionals employed to work in programs whose role in part is to provide direct support to students with disabilities, the school board in each district shall ensure that:

(1) before or beginning at the time of employment, each paraprofessional must develop sufficient knowledge and skills in emergency procedures, building orientation, roles and responsibilities, confidentiality, vulnerability, and reportability, among other things, to begin meeting the needs, especially disability-specific and behavioral needs, of the students with whom the paraprofessional works;

new text begin (2) within five days of beginning to work alone with an individual student with a disability, the assigned paraprofessional must be either given paid time, or time during the school day, to review a student's individualized education program or be briefed on the student's specific needs by appropriate staff; new text end

deleted text begin (2)deleted text end new text begin (3)new text end annual training opportunities are required to enable the paraprofessional to continue to further develop the knowledge and skills that are specific to the students with whom the paraprofessional works, including understanding disabilities, the unique and individual needs of each student according to the student's disability and how the disability affects the student's education and behavior, following lesson plans, and implementing follow-up instructional procedures and activities; and

deleted text begin (3)deleted text end new text begin (4)new text end a districtwide process obligates each paraprofessional to work under the ongoing direction of a licensed teacher and, where appropriate and possible, the supervision of a school nurse.

(d) A school district may conduct a functional behavior assessment as defined in Minnesota Rules, part 3525.0210, subpart 22, as a stand-alone evaluation without conducting a comprehensive evaluation of the student in accordance with prior written notice provisions in section 125A.091, subdivision 3a. A parent or guardian may request that a school district conduct a comprehensive evaluation of the parent's or guardian's student.

Sec. 59.

new text begin INNOVATIVE INCUBATOR SERVICE-LEARNING GRANTS. new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

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

new text begin (b) "Eligible school" means a school district or school site operated by a school district, charter school, or Tribal contract or grant school eligible for state aid under Minnesota Statutes, section 124D.83, or cooperative unit under Minnesota Statutes, section 123A.24, subdivision 2. new text end

new text begin (c) "Eligible service-learning partnership" means a partnership that includes an eligible school and at least one community-based organization, community education program, state or federal agency, or political subdivision. An eligible service-learning partnership may include other individuals or entities, such as a postsecondary faculty member or institution, parent, other community member, local business or business organization, or local media representative. A school district member in an eligible service-learning partnership may participate in the partnership through a community education program established under Minnesota Statutes, section 124D.19. new text end

new text begin Subd. 2. new text end

new text begin Establishment; eligibility criteria; application requirements. new text end

new text begin (a) A technical assistance and grant program is established to initiate or expand and strengthen innovative service-learning opportunities for students in kindergarten through grade 12; increase student engagement and academic achievement; help close the academic achievement gap and the community, college, and career opportunity gaps; and create a positive school climate and safer schools and communities. new text end

new text begin (b) At least one teacher, administrator, or program staff member and at least one service-learning specialist, service-learning coordinator, curriculum specialist, or other qualified employee employed by an eligible school and designated to develop and share expertise in implementing service-learning best practices must work with students to form a student-adult partnership. Before developing and submitting a grant application to the department, a participating student must work with at least one adult who is part of the initial partnership to identify a need or opportunity to pursue through a service-learning partnership and invite at least one partner to collaborate in developing and submitting a grant application. The fiscal agent for the grant to an eligible service-learning partnership is an eligible school that is a member of the partnership or has a program that is a member of the partnership. new text end

new text begin (c) An eligible service-learning partnership receiving an innovation service-learning grant must: new text end

new text begin (1) include at least two or more enrolled students; two or more school employees of an eligible school in accordance with paragraph (b); and an eligible community-based organization, community education program, state or federal agency, or political subdivision; and new text end

new text begin (2) assist students to: new text end

new text begin (i) actively participate in service-learning experiences that meet identified student and community needs or opportunities; new text end

new text begin (ii) operate collaboratively with service-learning partnership members; new text end

new text begin (iii) align service-learning experiences with at least one state or local academic standard, which may include a local career and technical education standard; new text end

new text begin (iv) apply students' knowledge and skills in their community and help solve community problems or address community opportunities; new text end

new text begin (v) foster students' civic engagement; and new text end

new text begin (vi) explore or pursue career pathways and support career and college readiness. new text end

new text begin (d) An eligible service-learning partnership interested in receiving a grant must apply to the commissioner of education in the form and manner determined by the commissioner. The partnership must work with an eligible school. Consistent with this subdivision, the application must describe the eligible service-learning partnership plan to: new text end

new text begin (1) incorporate student-designed and student-led service-learning into the school curriculum or specific courses or across subject areas; new text end

new text begin (2) provide students with instruction and experiences using service-learning best practices during the regular school day with an option to supplement their service-learning experiences outside of the school day; new text end

new text begin (3) align service-learning experiences with at least one state or local academic standard, which may include a local career or technical education standard, and at least one goal of the world's best workforce in accordance with Minnesota Statutes, section 120B.11, or the state plan submitted and approved under the most recent reauthorization of the Elementary and Secondary Education Act; new text end

new text begin (4) make implementing service-learning best practices an educational priority; new text end

new text begin (5) provide student-designed, student-led service-learning experiences that help meet community needs or develop or advance community opportunities; and new text end

new text begin (6) identify at least one eligible school teacher, administrator, or program staff member and at least one service-learning specialist, service-learning coordinator, curriculum specialist, or other qualified eligible school employee designated to develop and share expertise in implementing service-learning best practices to work with students to form a student-adult partnership that includes at least one community-based organization, community education program, state or federal agency, or political subdivision. new text end

new text begin Subd. 3. new text end

new text begin Innovation grants. new text end

new text begin The commissioner of education must award up to 32 grants of up to $50,000 each to allow eligible partnerships to provide student-designed, student-led service-learning opportunities consistent with this section. Grant awards must be equitably distributed throughout Minnesota by congressional district. The commissioner may designate start-up or leader grant categories with differentiated maximum grant dollar amounts up to $50,000. A grantee designated as a leader grantee may be required to meet additional leader grant requirements as established by the commissioner in the grant application criteria developed by the commissioner. In order to receive a grant, a partnership must provide a 50 percent match in funds or in-kind contributions unless the commissioner waives the match requirement for an applicant serving a high number of students whose families meet federal poverty guidelines. A partnership grantee must allocate the grant amount according to its grant application. The partnership must convey 50 percent of the actual grant amount to at least one community-based organization, community education program, state or federal agency, or political subdivision to help implement or defray the direct costs of carrying out the service-learning strategies and activities described in the partnership's grant application. new text end

new text begin Subd. 4. new text end

new text begin Report. new text end

new text begin A grantee must report to the commissioner on the educational and developmental outcomes of participating students and the eligible school's progress toward meeting at least one goal of the world's best workforce goals in accordance with Minnesota Statutes, section 120B.11, or the state plan submitted and approved under the most recent reauthorization of the Elementary and Secondary Education Act. A grantee must report on the community outcomes achieved through student service-learning experiences and the corresponding student service activities. The commissioner must submit a report on participating student and community outcomes under this section to the legislative committees with jurisdiction over kindergarten through grade 12 education by February 15, 2025. new text end

Sec. 60.

new text begin ETHNIC STUDIES WORKING GROUP. new text end

new text begin Subdivision 1. new text end

new text begin Working group established. new text end

new text begin (a) The Ethnic Studies Working Group is established to advise the commissioner of education on an ethnic studies framework and resources necessary to implement ethnic studies requirements under Minnesota Statutes, section 120B.251. The commissioner must appoint members of the working group by April 1, 2024, with input from the Minnesota Ethnic Studies Coalition. new text end

new text begin (b) The Ethnic Studies Working Group must have 25 members with a demonstrated commitment to ethnic studies, as follows: new text end

new text begin (1) five community members with a demonstrated commitment to ethnic studies or education about Minnesota's racial, ethnic, religious, national origin, gender, sexual orientation, or cultural diversity; new text end

new text begin (2) four public school students in grades 11 and 12; new text end

new text begin (3) three parents or guardians of public kindergarten through grade 12 students; new text end

new text begin (4) three Minnesota-based, college-level faculty experts in ethnic studies; new text end

new text begin (5) three ethnic studies high school teachers; new text end

new text begin (6) four teachers with experience teaching ethnic studies to students in kindergarten to grade 8; and new text end

new text begin (7) three school board members or school administrators. new text end

new text begin (c) Demographics of the working group 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, disability 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 working group must review available ethnic studies instructional resources in order to: new text end

new text begin (1) develop an ethnic studies framework with advisory guidelines for ethnic studies courses required under Minnesota Statutes, section 120B251; 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 requirements and standards; new text end

new text begin (4) identify or develop instructional resources that school districts and charter schools may use in accordance with Minnesota Statutes, section 120B.251; and new text end

new text begin (5) complete other tasks the working group considers pertinent to supporting the ability of teachers and school district staff to facilitate the successful implementation of the ethnic studies requirements under Minnesota Statutes, section 120B.251. new text end

new text begin (b) By October 31, 2024, the working group must provide the ethnic studies framework and other recommendations related to ethnic studies to the commissioner of education. new text end

new text begin Subd. 3. new text end

new text begin Meetings. new text end

new text begin The working group must convene on at least a bimonthly basis and must hold the first meeting no later than May 1, 2024. 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 working group. 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.

new text begin COMPUTER SCIENCE EDUCATION ADVANCEMENT PROGRAM. new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) "Computer science" means the study of computers and algorithmic processes, including their principles, their hardware and software designs, their implementation, and their impact on society. new text end

new text begin (b) "Computer science courses and content" means courses at: new text end

new text begin (1) elementary and middle schools that teach computer science as standalone implementations or embedded in other subjects; and new text end

new text begin (2) high schools that teach computer science as standalone courses and focus on teaching students how to create new technologies. new text end

new text begin (c) "High-quality computer science educator training" means activities that: new text end

new text begin (1) clarify the conceptual foundations of computer science; new text end

new text begin (2) teach research-based practices, including hands-on and inquiry-based learning; new text end

new text begin (3) are primarily intended for existing teachers with or without prior exposure to computer science with options for advanced training for teachers; and new text end

new text begin (4) align to existing integrated computer science standards in Minnesota or nationally recognized standards, including the Computer Science Teachers' Association's kindergarten through grade 12 computer science education standards. new text end

new text begin (d) "High-quality computer science professional learning providers" means institutions of higher education, nonprofits, other state-funded entities, or private entities that have successfully designed, implemented, and scaled high-quality computer science professional learning for teachers as defined in paragraph (c). new text end

new text begin (e) "STEAM" means science, technology, engineering, arts, and mathematics. new text end

new text begin Subd. 2. new text end

new text begin Computer science education supervisor. new text end

new text begin The Department of Education must employ a computer science supervisor dedicated to: new text end

new text begin (1) the implementation of this section and the implementation of the computer science education strategic plan developed by the working group under subdivision 3; new text end

new text begin (2) outreach to districts that need additional supports to create or advance their computer science programs; and new text end

new text begin (3) supporting districts in using existing and available resources for districts to create and advance their computer science programs. new text end

new text begin Subd. 3. new text end

new text begin Computer science working group. new text end

new text begin (a) The Department of Education shall establish a computer science education working group to develop a state strategic plan for long-term and sustained growth of computer science education in all kindergarten through grade 12 school districts and charter schools. The commissioner of education must appoint members of the working group by October 1, 2023. new text end

new text begin (b) Demographics of the working group must be inclusive and represent the diversity of the state, including but not limited to racial, ethnic, and geographic diversity, and diversity related to gender and sexual orientation. new text end

new text begin (c) Meetings of the advisory committee are subject to the Open Meeting Law under Minnesota Statutes, chapter 13D. new text end

new text begin (d) The computer science education advisory committee shall consist of the following members: new text end

new text begin (1) the commissioner of education or the commissioner's designee; new text end

new text begin (2) the commissioner of higher education or the commissioner's designee; new text end

new text begin (3) one representative of the Professional Educator Licensing and Standards Board; new text end

new text begin (4) one representative of the Computer Science Teachers Association of Minnesota; new text end

new text begin (5) one representative from the business community employing computer scientists or technologists; new text end

new text begin (6) one representative from the Minnesota Technology Association; new text end

new text begin (7) one representative from a nonprofit organization working with students and teachers in computer science; new text end

new text begin (8) one representative from the Minnesota Association of School Administrators; new text end

new text begin (9) one representative from Education Minnesota; new text end

new text begin (10) one representative from the Minnesota Association of Colleges for Teacher Education; new text end

new text begin (11) one representative from CSforAll Minnesota; new text end

new text begin (12) one licensed library media specialist; new text end

new text begin (13) one representative from the Minnesota School Boards Association; new text end

new text begin (14) one representative from SciMathMN; new text end

new text begin (15) one representative from the Tribal Nations Education Committee; new text end

new text begin (16) one high school student enrolled in a school with fewer than 1,000 students and one high school student enrolled in a school with more than 1,000 students; and new text end

new text begin (17) four computer science teachers that teach at schools of different sizes, including at least one teacher of students in kindergarten to grade 5, one teacher of students in grades 6 to 8, and one teacher of students in grades 9 to 12, and one career and technical education teacher. new text end

new text begin (e) The computer science education working group shall develop a state strategic plan for a statewide computer science education program that includes but is not limited to: new text end

new text begin (1) a statement of purpose that describes the objectives or goals the Department of Education will accomplish by implementing a computer science education program, the strategies by which those goals will be achieved, and a timeline for achieving those goals; new text end

new text begin (2) a summary of the current state landscape for kindergarten through grade 12 computer science education, including diversity of students taking these courses; new text end

new text begin (3) the creation or expansion of flexible options to license computer science teachers, which may include approval codes, technical permits, ancillary licenses, and standard licenses; new text end

new text begin (4) a description of how the state will support the expansion of computer science education opportunities in every public school and public charter school in the state within five years, with a focus on ensuring equitable access; new text end

new text begin (5) identifying high-quality computer science professional learning providers for teachers; new text end

new text begin (6) an ongoing evaluation process that is overseen by the Department of Education; new text end

new text begin (7) proposed rules that incorporate the principles of the state strategic plan into the state's public education system as a whole; new text end

new text begin (8) recommendations for long-term expansion and sustainability of computer science education, including: new text end

new text begin (i) implementation of a requirement that every kindergarten through grade 12 public school and public charter school employs at least one certified or endorsed computer science teacher, which may be met through multiple approved processes for certification and endorsement, including but not limited to endorsing a certified teacher as determined by the Professional Educator Licensing and Standards Board endorsed in another subject area; new text end

new text begin (ii) expansion of a high school credit equivalency for computer science; new text end

new text begin (iii) the development of standalone kindergarten through grade 12 standards for computer science; and new text end

new text begin (iv) training preservice teachers in computer science education; and new text end

new text begin (9) a description of existing gaps in computer science education access, participation, and success by geography and subgroup of students and a description of how to equitably address these gaps. new text end

new text begin (f) By February 29, 2024, the Department of Education shall publish the proposed state strategic plan for public feedback. new text end

new text begin (g) By March 22, 2024, the Department of Education shall present the adopted state strategic plan described in paragraph (c) to the chairs of the legislative committees with jurisdiction over education. new text end

new text begin (h) The commissioner of education, or the commissioner of education's designee, may approve updates and changes to the state strategic plan described in paragraph (c) as necessary for the successful implementation of kindergarten through grade 12 computer science education. new text end

new text begin (i) The Department of Education shall update the legislative committees with jurisdiction over education on all changes to the strategic plan described in paragraph (c) approved by the commissioner of education's designee since the last presentation to each respective entity. new text end

new text begin Subd. 4. new text end

new text begin Computer science educator training and capacity building. new text end

new text begin (a) The Department of Education shall develop and implement, or award grants or subcontract with eligible entities, for the development and implementation of high-quality, coordinated teacher recruitment and educator training programs for computer science courses and content as defined in subdivision 1 and aligned to the state strategic plan as developed under subdivision 3. new text end

new text begin (b) For the purposes of this subdivision, eligible entities include: new text end

new text begin (1) a consortium of local educational agencies in the state; and new text end

new text begin (2) high-quality computer science professional learning providers, including institutions of higher education in the state that are reasonably accessible geographically to all Minnesota educators, nonprofits, other state-funded entities, or private entities working in partnership with a consortium of local educational agencies. new text end

new text begin (c) For purposes of this subdivision, eligible uses of funding include: new text end

new text begin (1) high-quality professional learning opportunities for kindergarten through grade 12 computer science content that: new text end

new text begin (i) are created and delivered in a consistent manner across the state; new text end

new text begin (ii) are made available with no out-of-pocket expenses to educators, including teachers, counselors, administrators, and other district employees as approved by the Department of Education, schools, and school districts; new text end

new text begin (iii) are made available asynchronously online, in person, and online or hybrid as determined appropriate by the Department of Education; and new text end

new text begin (iv) include introductory, intermediate, and advanced trainings aligned to the kindergarten through grade 12 academic standards or, as necessary, other standards approved by the Department of Education, specified for each of the grade bands kindergarten through grade 2, grades 3 to 5, grades 6 to 8, and grades 9 to 12; new text end

new text begin (2) professional learning opportunities for educators of students in grades 9 to 12 that may include trainings for advanced placement, international baccalaureate, and concurrent enrollment credit computer science courses; new text end

new text begin (3) travel expenses for kindergarten through grade 12 computer science teachers: new text end

new text begin (i) for attending training opportunities under clauses (1) and (2); and new text end

new text begin (ii) deemed appropriate and approved by the commissioner of education, or the commissioner of education's designee; new text end

new text begin (4) any future credentialing for kindergarten through grade 12 computer science teachers, including Career and Technical Education and academic endorsements; new text end

new text begin (5) supports for kindergarten through grade 12 computer science professional learning, including mentoring and coaching; new text end

new text begin (6) creation and deployment of resources to promote training opportunities and recruitment of kindergarten through grade 12 computer science teachers; new text end

new text begin (7) creation or purchase of resources to support implementation approved by the commissioner of education, or the commissioner of education's designee; new text end

new text begin (8) creation and deployment of resources to promote learning opportunities or recruit students to engage in the learning opportunities; new text end

new text begin (9) development of teacher credentialing programs; new text end

new text begin (10) planning for districts to implement or expand computer science education opportunities; and new text end

new text begin (11) employment, or grant for employment, of personnel or contractors to oversee the statewide initiative, develop programs and trainings, and deliver training opportunities under clause (1). new text end

new text begin (d) As a condition of receiving any funding through grants or subcontracts, eligible entities must submit an application to the Department of Education. The application must, at a minimum, address how the entity will: new text end

new text begin (1) reach new and existing teachers with little to no computer science background; new text end

new text begin (2) attract and support educators from schools that currently do not have established computer science education programs; new text end

new text begin (3) use research- or evidence-based practices for high-quality professional development; new text end

new text begin (4) focus the professional learning on the conceptual foundations of computer science; new text end

new text begin (5) reach and support subgroups underrepresented in computer science; new text end

new text begin (6) provide teachers with concrete experience through hands-on, inquiry-based practices; new text end

new text begin (7) accommodate the particular teacher and student needs in each district and school; and new text end

new text begin (8) ensure that participating districts begin offering courses or content within the same or subsequent school year after the teacher receives the professional learning. new text end

new text begin (e) The Department of Education shall prioritize the following applications: new text end

new text begin (1) consortiums of local educational agencies that are working in partnership with providers of high-quality professional learning for kindergarten through grade 12 computer science; new text end

new text begin (2) proposals that describe strategies to increase enrollment overall, including but not limited to subgroups of students that are traditionally underrepresented in computer science; and new text end

new text begin (3) proposals from rural or urban areas with a low penetration of kindergarten through grade 12 computer science offerings, including local education consortiums within these areas. new text end

new text begin (f) The award recipient shall report, for all funding received under this section annually, at a minimum: new text end

new text begin (1) the number of teachers: new text end

new text begin (i) trained within each elementary, middle, and high school; and new text end

new text begin (ii) trained within trainings offered as outlined in paragraph (c), clause (1), item (iv); new text end

new text begin (2) the number of trainings offered in advanced placement, international baccalaureate, and concurrent enrollment credit computer science courses; and new text end

new text begin (3) the number of teachers, and percentage of teachers trained, that started implementing computer science courses limited to middle and high school implementation. new text end

new text begin (g) The Department of Education shall make these reports public. The publicly released data shall not include student-level personally identifiable information. new text end

new text begin Subd. 5. new text end

new text begin Teacher preparation. new text end

new text begin On and after July 1, 2027, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in computer science as applied to student learning and classroom instruction that are grade-level and subject-area appropriate. new text end

new text begin Subd. 6. new text end

new text begin Computer science education data collection. new text end

new text begin (a) The Department of Education shall require all high schools to report data and information about computer science course offerings and enrollment. new text end

new text begin (b) The Department of Education shall develop a plan for the secure and regular reporting of computer science course offerings and enrollment data from schools with kindergarten to grade 8 bands within 90 days of enactment of this act. new text end

new text begin (c) Data collected in processes described in paragraphs (a) and (b) should be disaggregated by gender, race, ethnicity, free and reduced-price lunch status, Individuals with Disabilities Education Act status, 504 status, and English language learner status. new text end

new text begin Subd. 7. new text end

new text begin Adoption of rules. new text end

new text begin The Department of Education and Professional Educator Standards and Licensing Board may adopt rules under this section, including rules for flexible options to license computer science teachers, approval codes, technical permits, ancillary licenses, and standard licenses. new text end

Sec. 62.

new text begin PILOT PROGRAM TO IMPROVE EDUCATIONAL OUTCOMES AND ACCOUNTABILITY. new text end

new text begin Subdivision 1. new text end

new text begin Program goal. new text end

new text begin (a) A pilot program is established to support Pillsbury United Communities in developing a framework to evaluate school performance in improving educational outcomes for students. Participation in the pilot program is limited to up to eight high schools within the group of charter schools authorized by Pillsbury United Communities that apply to participate in the pilot program. The framework must: new text end

new text begin (1) establish goals for each participating school based on engagement with students, families, and community leaders; new text end

new text begin (2) support schools in continuing improvement efforts; and new text end

new text begin (3) use data to measure performance of students beyond tests scores, graduation rates, and the world's best workforce goals. new text end

new text begin (b) The performance measures under Minnesota Statutes, section 120B.11, subdivision 1a, do not apply to a school participating in the pilot program, and participating schools are not required to submit reports under Minnesota Statutes, section 120B.11, to the Department of Education while the school is participating in the pilot program. A school participating in the pilot must continue to administer the Minnesota Comprehensive Assessments in accordance with Minnesota Statutes, section 120B.30. new text end

new text begin (c) School goals established under the framework may include, but are not limited to: new text end

new text begin (1) student attendance or engagement with coursework; new text end

new text begin (2) reading or math growth as measured by a locally adopted assessment; new text end

new text begin (3) participation in college-level coursework or an industry-recognized program; new text end

new text begin (4) student participation in community engagement activities; new text end

new text begin (5) family participation in conferences with teachers; and new text end

new text begin (6) school board completion of training to improve governance. new text end

new text begin Subd. 2. new text end

new text begin Performance measures. new text end

new text begin For each school in the pilot program, the equity-focused framework must: new text end

new text begin (1) measure total enrollment, including the percentage of enrolled students disaggregated by characteristics of race and ethnicity, gender, age, economic disadvantage, disability, homelessness, number of schools attended, foster-system involvement, or other categories required by the department; new text end

new text begin (2) describe basic needs support provided by the school to students, family members, and community members; new text end

new text begin (3) measure the number of students who receive support of the following types of social-emotional and mental health support: (i) individual meetings with licensed mental health professionals; (ii) peer support groups; (iii) referrals to community resources; and (iv) other social-emotional and mental health services provided by the school; new text end

new text begin (4) describe flexible, personalized, and innovative instruction provided by the school; new text end

new text begin (5) describe culturally and real-life relevant curriculum provided by the school, including students learning about the experiences of People of Color through a contextually accurate history of Minnesota's Indigenous people; new text end

new text begin (6) measure the number and percentage of students provided opportunities for student identity development, including cultural identity; new text end

new text begin (7) measure the number and percentage of students provided opportunities for student career exploration and preparation; new text end

new text begin (8) measure the number and percentage of students participating in at least one extracurricular activity; new text end

new text begin (9) measure the number of restorative-justice interventions and the number of suspensions and expulsions per school; new text end

new text begin (10) describe family engagement practices by the school; new text end

new text begin (11) describe community engagement practices by the school; and new text end

new text begin (12) describe teacher and staff training about antiracism, anti-bias, or equity, and the average weekly time provided for teacher collaboration. new text end

new text begin Subd. 3. new text end

new text begin Report. new text end

new text begin By September 1, 2025, Pillsbury United Communities must report to the legislative committees with jurisdiction over kindergarten through grade 12 education data on school and student performance measurements based on the goals established for each participating school. The report must identify the percentage of each goal that each school attained. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 63.

new text begin WORKING GROUP ON EDUCATION ON THE HOLOCAUST, GENOCIDE OF INDIGENOUS PEOPLES, AND OTHER GENOCIDES. new text end

new text begin Subdivision 1. new text end

new text begin Working group established. new text end

new text begin (a) The Working Group on Education on the Holocaust, Genocide of Indigenous Peoples, and Other Genocides is established to advise the commissioner of education and develop resources necessary to implement requirements for education on the Holocaust, genocide of Indigenous Peoples, and other genocides. The commissioner must appoint members of the working group by April 1, 2024, based on the guidance and recommendations from the cochairs of the working group. new text end

new text begin (b) The Working Group on Education on the Holocaust, Genocide of Indigenous Peoples, and Other Genocides must have a minimum of 12 members, but no more than 21 members, consisting of the following members: new text end

new text begin (1) at least one representative, who shall cochair the working group, from the Center for Holocaust and Genocide Studies; new text end

new text begin (2) at least one representative, who shall cochair the working group, with expertise in training middle and high school teachers in Holocaust and other genocide education; new text end

new text begin (3) at least one representative from the Tribal Nations Education Committee; new text end

new text begin (4) at least one representative from a Minnesota college or university with academic expertise in the genocide of Indigenous Peoples in Minnesota or in the Americas and throughout the world; new text end

new text begin (5) at least one additional representative from a Minnesota college or university other than the Center for Holocaust and Genocide Studies with academic expertise in the Holocaust and genocide studies; new text end

new text begin (6) at least one representative from a Minnesota teacher licensure program with expertise in the Holocaust, genocide of Indigenous Peoples, and other genocide studies; new text end

new text begin (7) at least three representatives from Minnesota-based nonprofit organizations, community groups, sovereign nations, or institutions of higher education whose missions include educating about and honoring the victims and survivors of displacement, genocide, and mass violence; new text end

new text begin (8) at least one public middle or high school social studies teacher with experience teaching the Holocaust, genocide of Indigenous Peoples, or other genocides in the classroom; new text end

new text begin (9) at least one public middle or high school English language arts teacher with experience teaching the Holocaust, genocide of Indigenous Peoples, or other genocides in the classroom; and new text end

new text begin (10) at least one public middle or high school student with a demonstrated interest in learning about the Holocaust, genocide of Indigenous Peoples, or other genocides. new text end

new text begin (c) At the discretion of the commissioner and in consultation with the working group cochairs, the working group may include additional experts in the fields of Holocaust and genocide studies, genocide of Indigenous Peoples or other genocides, Minnesota history, social studies education, or English language arts education, and community members with a particular interest in education on the Holocaust, genocide of Indigenous Peoples, and other genocides. new text end

new text begin Subd. 2. new text end

new text begin Working group duties. new text end

new text begin (a) The working group must: new text end

new text begin (1) advise the commissioner during the development of the social studies glossary regarding the definitions of "Holocaust," "genocide," and "incidents of mass violence"; new text end

new text begin (2) identify professional learning opportunities for teachers and public school district staff, including opportunities for continuing education to facilitate implementation of education requirements under Minnesota Statutes, section 120B.252; new text end

new text begin (3) identify training materials, strategies, skills, content, and resources for teachers and public school district staff to successfully implement the education requirements under Minnesota Statutes, section 120B.252; new text end

new text begin (4) develop model lesson plans that teachers and public school district staff may use to successfully implement the education requirements under Minnesota Statutes, section 120B.252; new text end

new text begin (5) create a work plan that outlines the timeline to fulfill the duties of the working group under this subdivision; new text end

new text begin (6) provide to the commissioner of education a list of recommended professional learning opportunities, resources, strategies, skills, content, model lesson plans, and other materials developed under this subdivision by May 1, 2025; new text end

new text begin (7) coordinate with the commissioner to update the material and resources. The commissioner must make all reasonable efforts to make the recommended materials publicly available on the department's website by September 1, 2025, and in coordination with the working group, must update the materials and resources; and new text end

new text begin (8) by November 15, 2025, submit to the chairs and ranking minority members of the committees of the senate and the house of representatives with primary jurisdiction over kindergarten through grade 12 education policy and finance a report containing a list of resources and materials provided to the commissioner of education for the commissioner to make available to public school districts implementing requirements for education on the Holocaust, genocide of Indigenous Peoples, and other genocides. new text end

new text begin (b) The working group may: new text end

new text begin (1) conduct a survey of the current state of education on the Holocaust, genocide of Indigenous Peoples, and other genocides in Minnesota public school districts with a focus on teacher preparedness, access and utilization of resources, and additional surveys of the state of education on the Holocaust, genocide of Indigenous Peoples, and other genocides following the conclusion of the 2024-2025 school year; new text end

new text begin (2) carry out any other tasks that it considers pertinent to support the ability of teachers and public school district staff to facilitate the successful implementation of education requirements under Minnesota Statutes, section 120B.252; and new text end

new text begin (3) apply for and accept grants and receive gifts, donations, and other financial support from private sources for the purposes of carrying out its work under this section. new text end

new text begin Subd. 3. new text end

new text begin Working group meetings. new text end

new text begin The working group must convene on at least a bimonthly basis and must hold the first meeting no later than September 1, 2024. 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 working group. new text end

new text begin Subd. 5. new text end

new text begin Expiration. new text end

new text begin This section expires November 15, 2025, or the date upon which the working group report required under subdivision 2 is submitted to the legislature, whichever is later. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 64.

new text begin APPROPRIATIONS. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin Achievement and integration aid. new text end

new text begin (a) For achievement and integration aid under Minnesota Statutes, section 124D.862: new text end

new text begin $ new text end new text begin 83,330,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 84,232,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $8,172,000 for 2023 and $75,158,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $8,350,000 for 2024 and $75,882,000 for 2025. new text end

new text begin Subd. 3. new text end

new text begin Alliance of Chicanos, Hispanics, and Latin Americans. new text end

new text begin (a) For a grant to the Alliance of Chicanos, Hispanics, and Latin Americans (ACHLA) for the Juntos Club to support English language learners, low-income students, migrant students, and Latinx students with improving English and math proficiency: new text end

new text begin $ new text end new text begin 300,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 200,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The base for fiscal year 2026 and later is $0. new text end

new text begin Subd. 4. new text end

new text begin Alternative programs. new text end

new text begin (a) For a grant to the Minnesota Association of Alternative Programs STARS (Success, Teamwork, Achievement, Recognition, and Self-Esteem) program to help students in alternative programs develop employment, academic, and social skills and support student participation in trainings and conferences: new text end

new text begin $ new text end new text begin 50,000 new text end new text begin ..... new text end new text begin 2024 new text end

new text begin (b) Up to three percent of the appropriation is available for grant administration. new text end

new text begin Subd. 5. new text end

new text begin BARR Center. new text end

new text begin (a) For grants to the Building Assets, Reducing Risks (BARR) Center, to deliver an evidence-based, research-validated program to schools: new text end

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

new text begin (b) Consistent with Minnesota Statutes, section 127A.20, the BARR Center must apply for the grants in the form and manner specified by the commissioner of education. The BARR Center must deliver an evidence-based, research-validated program that provides school coaching support, professional development, and curriculum and resources over a three-year period to each qualifying school site. new text end

new text begin (c) The BARR Center must select at least 18 schools to participate in the program. The schools must be geographically balanced among urban, suburban, and rural schools, and serve high concentrations of students in poverty or high concentrations of underrepresented students, including students who are from Black, Indigenous, and People of Color communities. new text end

new text begin (d) The grants to the BARR Center must be directed toward: new text end

new text begin (1) improving student social and emotional skills and engagement in school; new text end

new text begin (2) increasing opportunity and academic achievement for students of color and those experiencing poverty; new text end

new text begin (3) improving teacher satisfaction and effectiveness; and new text end

new text begin (4) increasing the number of students who earn a high school diploma. new text end

new text begin (e) Up to three percent of the appropriation is available for grant administration. new text end

new text begin (f) This is a onetime appropriation and is available until June 30, 2026. new text end

new text begin Subd. 6. new text end

new text begin Charter school building lease aid. new text end

new text begin (a) For building lease aid under Minnesota Statutes, section 124E.22: new text end

new text begin $ new text end new text begin 94,320,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 98,166,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $9,047,000 for 2023 and $85,273,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $9,474,000 for 2024 and $88,692,000 for 2025. new text end

new text begin Subd. 7. new text end

new text begin College entrance examination reimbursement. new text end

new text begin (a) To reimburse districts for the costs of college entrance examination fees for students who are eligible for free or reduced-price meals who take the ACT or SAT test under Minnesota Statutes, section 120B.30, subdivision 1, paragraph (e): new text end

new text begin $ new text end new text begin 1,011,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,011,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin Subd. 8. new text end

new text begin COMPASS and MTSS. new text end

new text begin (a) To support the development and implementation of the MTSS framework and the Collaborative Minnesota Partnerships to Advance Student Success (COMPASS) school improvement model: new text end

new text begin $ new text end new text begin 13,500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 13,500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Of this amount, $5,000,000 each year is to support implementation of MTSS and COMPASS. Funds must be used to support increased capacity at the Department of Education and the Minnesota Service Cooperatives for implementation supports. new text end

new text begin (c) Of this amount, $5,000,000 each year is reserved for grants to school districts, charter schools, and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2, for implementation of MTSS, including: hiring local MTSS coordinators; deferring costs for personnel to participate in cohort activities and professional learning; and piloting a Department of Education One Plan, the consolidation of multiple reporting structures to streamline various applications, reports, and submissions by school districts and charter schools. Up to five percent of this amount is available for program and grant administration. new text end

new text begin (d) Of this amount, $3,000,000 each year must be used to develop a regional network focusing on mathematics to provide dedicated mathematics trainers and coaches to train regional support staff from the Minnesota Service Cooperatives to support school leaders and teachers to implement evidence-based instructional strategies in mathematics. Funds may also be used to host an annual Mathematics Standards-Based Instructional Institute. new text end

new text begin (e) Of this amount, $500,000 each year is for the University of Minnesota Center for Applied Research and Educational Improvement to support implementation and evaluation of the MTSS framework. new text end

new text begin (f) Support for school districts, charter schools, and cooperative units under this subdivision may include but is not limited to: new text end

new text begin (1) partnering with the Minnesota Service Cooperatives to support districts in implementing COMPASS to support schools in the areas of literacy, math, social-emotional learning, and mental health using the MTSS framework; new text end

new text begin (2) providing support to districts and charter schools identified under Minnesota Statutes, section 120B.11; new text end

new text begin (3) providing support to districts and charter schools in streamlining various applications, reports, and submissions to the Department of Education through One Plan; new text end

new text begin (4) providing training, guidance, and implementation resources for MTSS, including a universal screening process approved by the Department of Education to identify students who may be at risk of experiencing academic, behavioral, and social-emotional development difficulties; new text end

new text begin (5) providing guidance to convene school-based teams to analyze data provided by screenings and resources for related identification, instruction, and intervention methods; new text end

new text begin (6) dyslexia screening and intervention that are evidence-based; new text end

new text begin (7) requiring school districts and charter schools to provide parents of students identified in screenings with notice of screening findings and related support information; new text end

new text begin (8) requiring districts and charter schools to provide at-risk students with interventions and to monitor the effectiveness of these interventions and student progress; and new text end

new text begin (9) developing and annually reporting findings regarding the implementation of MTSS. new text end

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

new text begin Subd. 9. new text end

new text begin Computer science education advancement. new text end

new text begin (a) For computer science advancement: new text end

new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Of this amount, $150,000 is for the computer science supervisor. new text end

new text begin (c) Eligible uses of the appropriation include expenses related to the implementation of article 2, section 61, and expenses related to the development, advancement, and promotion of kindergarten through grade 12 computer science education. new text end

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

new text begin Subd. 10. new text end

new text begin Concurrent enrollment aid. new text end

new text begin (a) For concurrent enrollment aid under Minnesota Statutes, section 124D.091: new text end

new text begin $ new text end new text begin 4,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 4,000,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

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

new text begin Subd. 11. new text end

new text begin Early childhood literacy programs. new text end

new text begin (a) For early childhood literacy programs under Minnesota Statutes, section 119A.50, subdivision 3: new text end

new text begin $ new text end new text begin 7,950,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 7,950,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Up to $7,950,000 each year is for leveraging federal and private funding to support AmeriCorps members serving in the Minnesota reading corps program established by ServeMinnesota, including costs associated with training and teaching early literacy skills to children ages three through grade 3 and evaluating the impact of the program under Minnesota Statutes, sections 124D.38, subdivision 2, and 124D.42, subdivision 6. new text end

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

new text begin Subd. 12. new text end

new text begin Educational outcomes and accountability pilot program. new text end

new text begin (a) For a grant to Pillsbury United Communities to implement a framework to improve educational outcomes and accountability in accordance with article 2, section 62: new text end

new text begin $ new text end new text begin 150,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 150,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The department may retain up to five percent of the appropriation to administer the grant. new text end

new text begin (c) This is a onetime appropriation. new text end

new text begin (d) The appropriation is available until June 30, 2026. new text end

new text begin Subd. 13. new text end

new text begin Ethnic studies community consultation. new text end

new text begin To consult with community members throughout Minnesota on the development of ethnic studies curricula, resources, and implementation support: new text end

new text begin $ new text end new text begin 150,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 150,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 14. new text end

new text begin Ethnic studies school grants. new text end

new text begin (a) For competitive grants to school districts and charter schools to develop, evaluate, and implement ethnic studies courses: new text end

new text begin $ new text end new text begin 700,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 700,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The commissioner must consult with the Ethnic Studies Working Group to develop criteria for the grants. new text end

new text begin (c) Up to five percent of the appropriation is available for grant administration. new text end

new text begin Subd. 15. new text end

new text begin Examination fees; teacher training and support programs. new text end

new text begin (a) For students' advanced placement and international baccalaureate examination fees under Minnesota Statutes, section 120B.13, subdivision 3, and the training and related costs for teachers and other interested educators under Minnesota Statutes, section 120B.13, subdivision 1: new text end

new text begin $ new text end new text begin 4,500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 4,500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The advanced placement program shall receive 75 percent of the appropriation each year and the international baccalaureate program shall receive 25 percent of the appropriation each year. The department, in consultation with representatives of the advanced placement and international baccalaureate programs selected by the Advanced Placement Advisory Council and International Baccalaureate Minnesota, respectively, shall determine the amounts of the expenditures each year for examination fees and training and support programs for each program. new text end

new text begin (c) Notwithstanding Minnesota Statutes, section 120B.13, subdivision 1, at least $500,000 each year is for teachers to attend subject matter summer training programs and follow-up support workshops approved by the advanced placement or international baccalaureate programs. The amount of the subsidy for each teacher attending an advanced placement or international baccalaureate summer training program or workshop shall be the same. The commissioner shall determine the payment process and the amount of the subsidy. new text end

new text begin (d) The commissioner shall pay all examination fees for all students of low-income families under Minnesota Statutes, section 120B.13, subdivision 3, and to the extent of available appropriations, shall also pay examination fees for students sitting for an advanced placement examination, international baccalaureate examination, or both. new text end

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

new text begin Subd. 16. new text end

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

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

new text begin $ new text end new text begin 7,500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 7,500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Of this amount, priority must be given to programs in the following order: new text end

new text begin (1) current grant recipients issued under Minnesota Statutes, section 124D.231; new text end

new text begin (2) schools identified as low-performing under the federal Every Student Succeeds Act; and new text end

new text begin (3) any other applicants. new text end

new text begin (c) Up to two percent of the appropriation is available for grant administration. new text end

new text begin (d) The base for fiscal year 2026 and later is $5,000,000. new text end

new text begin Subd. 17. new text end

new text begin Girls Taking Action. new text end

new text begin (a) For a grant to the Girls Taking Action program to enable Girls Taking Action to continue to provide and expand metropolitan-area school and community-based programs that encourage and support low-income girls of color: new text end

new text begin $ new text end new text begin 1,500,000 new text end new text begin ..... new text end new text begin 2024 new text end

new text begin (b) Of the appropriated funds, $1,000,000 must be used to sustain 16 current Girls Taking Action program sites, and to expand to an additional four sites in inner-ring suburban communities with growing ethnic diversity among students. new text end

new text begin (c) Of the appropriated funds, $500,000 must be used to sustain three community-based Girls Taking Action programs for Asian, East African, and Latina girls in Hennepin, Ramsey, and Dakota Counties, and to expand an additional two community-based programs in these counties to reach Native American and African American girls. new text end

new text begin (d) Girls Taking Action programs supported by these funds must include programs focused on: new text end

new text begin (1) increasing academic performance, high school graduation rates, and enrollment in postsecondary education for girls faced with social, demographic, racial, and economic barriers and challenges; new text end

new text begin (2) increasing mentoring opportunities, literacy, career development, positive community engagement, and the number of qualified female employees of color in the workforce pipeline, particularly in science, technology, engineering, and mathematics fields; new text end

new text begin (3) providing coaching, mentoring, health and wellness counseling, resources to girls whose experience with sexual assault has negatively impacted their academics and behavior, and culturally sensitive therapy resources and counseling services to sexual assault victims; and new text end

new text begin (4) increasing financial literacy and knowledge of options for financing college or postsecondary education. new text end

new text begin (e) Up to three percent of the appropriation is available for grant administration. new text end

new text begin (f) This is a onetime appropriation. Any balance in the first year does not cancel but is available in the second year. new text end

new text begin Subd. 18. new text end

new text begin Grants to increase science, technology, engineering, and math course offerings. new text end

new text begin (a) For grants to schools to encourage low-income and other underserved students to participate in advanced placement and international baccalaureate programs according to Minnesota Statutes, section 120B.132: new text end

new text begin $ new text end new text begin 250,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 250,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) To the extent practicable, the commissioner must distribute grant funds equitably among geographic areas in the state, including schools located in greater Minnesota and in the seven-county metropolitan area. new text end

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

new text begin Subd. 19. new text end

new text begin Implementation of education on the Holocaust, genocide of Indigenous Peoples, and other genocides. new text end

new text begin For implementation of requirements for education on the Holocaust, genocide of Indigenous Peoples, and other genocides under Minnesota Statutes, section 120B.252: new text end

new text begin $ new text end new text begin 75,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 75,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 20. new text end

new text begin Innovation service learning grants. new text end

new text begin (a) For innovative service-learning grants under article 2, section 59: new text end

new text begin $ new text end new text begin 1,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin (c) The base for fiscal year 2026 and later is $0. new text end

new text begin Subd. 21. new text end

new text begin Interdistrict desegregation or integration transportation grants. new text end

new text begin For interdistrict desegregation or integration transportation grants under Minnesota Statutes, section 124D.87: new text end

new text begin $ new text end new text begin 14,992,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 16,609,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 22. new text end

new text begin Junior Achievement North. new text end

new text begin (a) For a grant to Junior Achievement North to expand access to its financial literacy programming for elementary and secondary students: new text end

new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The grant awarded under this section must be consistent with the procedures for evidence-based education grants under Minnesota Statutes, section 127A.20. new text end

new text begin (c) Junior Achievement North must use the grant proceeds to expand the number of students who participate in Junior Achievement North's financial literacy programs, career readiness programs, and entrepreneurship programs with a focus on expanding opportunities for underserved students. To the extent practicable, programming must be provided in an equitable manner to students in greater Minnesota. new text end

new text begin (d) In addition to other reporting requirements, and subject to Minnesota Statutes, section 3.195, by February 1 of each year Junior Achievement North receives an appropriation, Junior Achievement North must report to the chairs and ranking minority members of the legislative committees with jurisdiction over education on activities funded by this appropriation. The report must include but is not limited to: information about the operations of Junior Achievement North, including its most recent audit; a description of the financial literacy, career readiness, and entrepreneurship programs offered during the year; participation and demographic information about the students and schools served by the program; and a description of partnerships with other financial literacy organizations. new text end

new text begin (e) The base for fiscal year 2026 and later is $0. new text end

new text begin Subd. 23. new text end

new text begin Literacy incentive aid. new text end

new text begin (a) For literacy incentive aid under Minnesota Statutes, section 124D.98: new text end

new text begin $ new text end new text begin 42,234,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 42,502,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $4,606,000 for 2023 and $37,628,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $4,180,000 for 2024 and $38,322,000 for 2025. new text end

new text begin Subd. 24. new text end

new text begin Minnesota Alliance of Boys and Girls Clubs. new text end

new text begin (a) For a grant to the Minnesota Alliance of Boys and Girls Clubs to support the establishment and expansion of Boys and Girls Clubs in Minnesota beyond existing service areas to support after-school and summer programming that address learning loss: new text end

new text begin $ new text end new text begin 2,500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 2,500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The grant recipient must take into consideration multiple factors, including need, feasibility, and community engagement when determining where to establish and expand Boys and Girls Clubs programming. Need may be analyzed using available data from the department. Feasibility must be determined by proximity to supporting organizations, staffing capabilities, and access to adequate facilities. The grant recipient must take into consideration community engagement and interest in programming as important elements for the desired sustainability of programming beyond the project's funding period. new text end

new text begin (c) To receive a grant under this section, the Minnesota Alliance of Boys and Girls Clubs must receive a 25 percent match from nonstate funds. new text end

new text begin (d) Up to three percent of the appropriation is available for grant administration. new text end

new text begin (e) This is a onetime appropriation. new text end

new text begin Subd. 25. new text end

new text begin Minnesota Center for the Book programming. new text end

new text begin (a) For grants to the entity designated by the Library of Congress as the Minnesota Center for the Book to provide statewide programming related to the Minnesota Book Awards and for additional programming throughout the state related to the Center for the Book designation: new text end

new text begin $ new text end new text begin 200,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 200,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Up to three percent of the appropriation is available for grant administration. new text end

new text begin Subd. 26. new text end

new text begin Minnesota Council on Economic Education. new text end

new text begin (a) For a grant to the Minnesota Council on Economic Education: new text end

new text begin $ new text end new text begin 200,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 200,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The grant must be used to: new text end

new text begin (1) provide professional development to kindergarten through grade 12 teachers implementing state graduation standards in learning areas related to economic education; and new text end

new text begin (2) support the direct-to-student ancillary economic and personal finance programs that teachers supervise and coach. new text end

new text begin (c) By February 15 of each year following the receipt of a grant, the Minnesota Council on Economic Education must report to the commissioner of education the number and type of in-person and online teacher professional development opportunities provided by the Minnesota Council on Economic Education or its affiliated state centers. The report must include a description of the content, length, and location of the programs; the number of preservice and licensed teachers receiving professional development through each of these opportunities; and summaries of evaluations of teacher professional opportunities. new text end

new text begin (d) The Department of Education must pay the full amount of the grant to the Minnesota Council on Economic Education by August 15 of each fiscal year for which the grant is appropriated. The Minnesota Council on Economic Education must submit its fiscal reporting in the form and manner specified by the commissioner. The commissioner may request additional information as necessary. new text end

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

new text begin (f) The base for fiscal year 2026 and later is $0. new text end

new text begin Subd. 27. new text end

new text begin Minnesota Independence College and Community. new text end

new text begin (a) For transfer to the Office of Higher Education for grants to Minnesota Independence College and Community for tuition reduction and institutional support: new text end

new text begin $ new text end new text begin 625,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 625,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin (c) By January 15 of each year, Minnesota Independence College and Community must submit a report detailing expenditures, activities, and outcomes to the commissioner and the chairs and ranking minority members of the legislative committees with primary jurisdiction over kindergarten through grade 12 education. new text end

new text begin Subd. 28. new text end

new text begin Minnesota math corps. new text end

new text begin (a) For the Minnesota math corps program under Minnesota Statutes, section 124D.42, subdivision 9: new text end

new text begin $ new text end new text begin 1,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,000,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin Subd. 29. new text end

new text begin Minnesota Principals Academy. new text end

new text begin (a) For grants to the University of Minnesota College of Education and Human Development for the operation of the Minnesota Principals Academy: new text end

new text begin $ new text end new text begin 200,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 200,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Of these amounts, $50,000 must be used to pay the costs of attendance for principals and school leaders from schools identified for intervention under the state's accountability system as implemented to comply with the federal Every Student Succeeds Act. To the extent funds are available, the Department of Education is encouraged to use up to $200,000 of federal Title II funds to support additional participation in the Principals Academy by principals and school leaders from schools identified for intervention under the state's accountability system as implemented to comply with the federal Every Student Succeeds Act. new text end

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

new text begin Subd. 30. new text end

new text begin Museums and education centers. new text end

new text begin (a) For grants to museums and education centers: new text end

new text begin $ new text end new text begin 1,241,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,241,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) $500,000 each year is for the Minnesota Children's Museum. new text end

new text begin (c) $50,000 each year is for the Children's Museum of Rochester. new text end

new text begin (d) $41,000 each year is for the Minnesota Academy of Science. new text end

new text begin (e) $100,000 each year is for The Bakken Museum, Minneapolis. new text end

new text begin (f) $50,000 each year is for the Headwaters Science Center. new text end

new text begin (g) $50,000 each year is for The Works Museum, Bloomington. new text end

new text begin (h) $50,000 each year is for the WonderTrek Children's Museum, Brainerd-Baxter. new text end

new text begin (i) $50,000 each year is for the Otter Cove Children's Museum, Fergus Falls. new text end

new text begin (j) $50,000 each year is for the Children's Discovery Museum, Grand Rapids. new text end

new text begin (k) $50,000 each year is for the Wheel and Cog Children's Museum, Hutchinson. new text end

new text begin (l) $50,000 each year is for the Village Children's Museum, Willmar. new text end

new text begin (m) $50,000 each year is for the Duluth Children's Museum, Duluth. new text end

new text begin (n) $50,000 each year is for the Children's Museum of Southern Minnesota, Mankato. new text end

new text begin (o) $50,000 each year is for the Great River Children's Museum, St. Cloud. new text end

new text begin (p) $50,000 each year is for the Children's Discovery Museum, Breckenridge. new text end

new text begin (q) A recipient of a grant under this subdivision must use the funds to encourage and increase access for historically underserved communities. new text end

new text begin (r) Up to three percent of the appropriation is available for grant administration. new text end

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

new text begin (t) The base for fiscal year 2026 and later is $1,791,000. Of this amount, $691,000 is for the museums and amounts indicated in paragraphs (b) to (e), $60,000 is for the museum in paragraph (f), $600,000 is for the museums in paragraphs (g) to (l) in the amount of $100,000 per museum, and $440,000 is for the museums in paragraphs (m) to (p) in the amount of $110,000 per museum. new text end

new text begin Subd. 31. new text end

new text begin Nonexclusionary discipline. new text end

new text begin (a) For grants to school districts and charter schools to provide training for school staff on nonexclusionary disciplinary practices: new text end

new text begin $ new text end new text begin 1,750,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,750,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Grants are to develop training and to work with schools to train staff on nonexclusionary disciplinary practices that maintain the respect, trust, and attention of students and help keep students in classrooms. These funds may also be used for grant administration. new text end

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

new text begin (d) Up to five percent of the appropriation is available for grant administration. new text end

new text begin Subd. 32. new text end

new text begin Online music instruction grant. new text end

new text begin (a) For a grant to MacPhail Center for Music for the online music instruction program: new text end

new text begin $ new text end new text begin 300,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The MacPhail Center for Music must use the grant funds received under this subdivision to: new text end

new text begin (1) partner with schools and early childhood centers to provide online music instruction to students and children for the purpose of increasing student self-confidence, providing students with a sense of community, and reducing individual stress. In applying for the grant, MacPhail Center for Music must commit to providing at least a 30 percent match of the funds allocated. MacPhail Center for Music must also include in the application the measurable outcomes the applicant intends to accomplish with the grant funds; new text end

new text begin (2) partner with schools or early childhood centers that are designated Title I schools or centers or are located in rural Minnesota, and may use the funds in consultation with the music or early childhood educators in each school or early childhood center to provide individual or small group music instruction, sectional ensembles or other group music activities, music workshops, or early childhood music activities. At least half of the online music programs must be in partnership with schools or early childhood centers located in rural Minnesota. MacPhail Center for Music may use the funds awarded to supplement or enhance an existing online music program within a school or early childhood center that meets the criteria described in this clause; and new text end

new text begin (3) contract with a third-party entity to evaluate the success of the online music program. The evaluation must include interviews with the music educators and students at the schools and early childhood centers where an online music program was established. The results of the evaluation must be submitted to the commissioner of education and to the chairs and ranking minority members of the legislative committees with jurisdiction over education policy and finance by December 15, 2026. new text end

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

new text begin (d) The base for fiscal year 2026 is $0. new text end

new text begin Subd. 33. new text end

new text begin P-TECH schools. new text end

new text begin (a) For P-TECH support grants under Minnesota Statutes, section 124D.093, subdivision 5: new text end

new text begin $ new text end new text begin 791,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 791,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The amounts in this subdivision are for grants, including to a public-private partnership that includes Independent School District No. 535, Rochester. new text end

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

new text begin Subd. 34. new text end

new text begin Paraprofessional training. new text end

new text begin (a) For compensation associated with paid orientation and professional development for paraprofessionals under Minnesota Statutes, section 121A.642: new text end

new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 7,230,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2025 appropriation includes $0 for 2024 and $7,230,000 for 2025. new text end

new text begin Subd. 35. new text end

new text begin Recovery program grants. new text end

new text begin (a) For recovery program grants under Minnesota Statutes, section 124D.695: new text end

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

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

new text begin Subd. 36. new text end

new text begin Sanneh Foundation. new text end

new text begin (a) For grants to the Sanneh Foundation: new text end

new text begin $ new text end new text begin 1,500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Up to three percent of the appropriation is available for grant administration. new text end

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

new text begin Subd. 37. new text end

new text begin ServeMinnesota program. new text end

new text begin (a) For funding ServeMinnesota programs under Minnesota Statutes, sections 124D.37 to 124D.45: new text end

new text begin $ new text end new text begin 900,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 900,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) A grantee organization may provide health and child care coverage to the dependents of each participant enrolled in a full-time ServeMinnesota program to the extent such coverage is not otherwise available. new text end

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

new text begin Subd. 38. new text end

new text begin Starbase MN. new text end

new text begin (a) For a grant to Starbase MN for a rigorous science, technology, engineering, and math program providing students in grades 4 through 6 with a multisensory learning experience and a hands-on curriculum in an aerospace environment using state-of-the-art technology: new text end

new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin Subd. 39. new text end

new text begin Statewide testing and reporting system. new text end

new text begin (a) For the statewide testing and reporting system under Minnesota Statutes, section 120B.30: new text end

new text begin $ new text end new text begin 10,892,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 10,892,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin Subd. 40. new text end

new text begin Student organizations. new text end

new text begin (a) For student organizations: new text end

new text begin $ new text end new text begin 1,084,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,084,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) $68,000 each year is for student organizations serving health occupations (HOSA). new text end

new text begin (c) $100,000 each year is for student organizations serving trade and industry occupations (Skills USA, secondary and postsecondary). new text end

new text begin (d) $122,000 each year is for student organizations serving business occupations (BPA, secondary and postsecondary). new text end

new text begin (e) $322,000 each year is for student organizations serving agriculture occupations (FFA, PAS). new text end

new text begin (f) $185,000 each year is for student organizations serving family and consumer science occupations (FCCLA). Notwithstanding Minnesota Rules, part 3505.1000, subparts 28 and 31, the student organizations serving FCCLA shall continue to serve students younger than grade 9. new text end

new text begin (g) $202,000 each year is for student organizations serving marketing occupations (DECA and DECA collegiate). new text end

new text begin (h) $85,000 each year is for the Minnesota Foundation for Student Organizations. Of this amount, $30,000 each year must be used for direct support of underserved and special student populations. new text end

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

new text begin Subd. 41. new text end

new text begin Walkabouts program. new text end

new text begin (a) For a grant to the regional centers of excellence to provide an evidence-based, standards-aligned, kinesthetic learning platform using physical activity to teach math, English, language arts, and literacy standards for prekindergarten through grade 5 to improve academic performance and social-emotional learning: new text end

new text begin $ new text end new text begin 250,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 250,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The regional centers of excellence must provide the ActivEd Walkabouts program at no cost to schools. A school must apply for participation in the program in the form and manner determined by the regional centers of excellence. To the extent practicable, the regional centers of excellence must select schools that are identified for support under the state accountability system and that are geographically distributed equitably throughout the state. new text end

new text begin (c) The base for fiscal year 2026 and later is $0. new text end

Sec. 65.

new text begin REVISOR INSTRUCTION. new text end

new text begin The revisor of statutes shall renumber each section of Minnesota Statutes listed in column A with the number listed in column B. The revisor shall also make necessary cross-reference changes consistent with the renumbering. The revisor shall also make any technical language and other changes necessitated by the renumbering and cross-reference changes in this act. new text end

new text begin Column A new text end new text begin Column B new text end

new text begin General Requirements Statewide Assessments new text end

new text begin 120B.30, subdivision 1a, paragraph (h) new text end new text begin 120B.30, subdivision 1 new text end
new text begin 120B.30, subdivision 1, paragraph (q) new text end new text begin 120B.30, subdivision 2 new text end
new text begin 120B.30, subdivision 1a, paragraph (g) new text end new text begin 120B.30, subdivision 3 new text end
new text begin 120B.30, subdivision 1b new text end new text begin 120B.30, subdivision 4 new text end
new text begin 120B.30, subdivision 1, paragraph (n) new text end new text begin 120B.30, subdivision 5, paragraph (a) new text end
new text begin 120B.30, subdivision 1, paragraph (a) new text end new text begin 120B.30, subdivision 5, paragraph (b) new text end
new text begin 120B.30, subdivision 1a, paragraph (e) new text end new text begin 120B.30, subdivision 6, paragraph (a) new text end
new text begin 120B.30, subdivision 2, paragraph (a) new text end new text begin 120B.30, subdivision 6, paragraph (b) new text end
new text begin 120B.30, subdivision 2, paragraph (b), clauses (1) and (2) new text end new text begin 120B.30, subdivision 6, paragraph (c) new text end
new text begin 120B.30, subdivision 2 new text end new text begin 120B.30, subdivision 6, paragraph (d) new text end
new text begin 120B.30, subdivision 4 new text end new text begin 120B.30, subdivision 7 new text end
new text begin 120B.30, subdivision 5 new text end new text begin 120B.30, subdivision 8 new text end
new text begin 120B.30, subdivision 6 new text end new text begin 120B.30, subdivision 9 new text end
new text begin 120B.30, subdivision 1, paragraph (e) new text end new text begin 120B.30, subdivision 10 new text end

new text begin General Requirements Test Design new text end

new text begin 120B.30, subdivision 1a, paragraph (a), clauses (1) to (5) new text end new text begin 120B.301, subdivision 1 new text end
new text begin 120B.30, subdivision 1, paragraph (a) new text end new text begin 120B.301, subdivision 2 new text end
new text begin 120B.30, subdivision 1, paragraph (b) new text end new text begin 120B.301, subdivision 3, paragraph (a) new text end
new text begin 120B.30, subdivision 1, paragraph (n) new text end new text begin 120B.301, subdivision 3, paragraph (b) new text end
new text begin 120B.30, subdivision 1a, paragraph (b) new text end new text begin 120B.301, subdivision 3, paragraph (c) new text end
new text begin 120B.30, subdivision 1a, paragraph (c), clauses (1) and (2) new text end new text begin 120B.301, subdivision 3, paragraph (d) new text end

new text begin Assessment Graduation Requirements new text end

new text begin 120B.30, subdivision 1, paragraph (c), clauses (1) and (2) new text end new text begin 120B.304, subdivision 1 new text end
new text begin 120B.30, subdivision 1, paragraph (d) new text end new text begin 120B.304, subdivision 2 new text end
new text begin 120B.30, subdivision 1, paragraph (i) new text end new text begin 120B.304, subdivision 3 new text end

new text begin Assessment Reporting Requirements new text end

new text begin 120B.30, subdivision 1a, paragraph (f), clauses (1) to (3) new text end new text begin 120B.305, subdivision 1 new text end
new text begin 120B.30, subdivision 1a, paragraph (d), clauses (1) to (4) new text end new text begin 120B.305, subdivision 2, paragraph (a) new text end
new text begin 120B.30, subdivision 1, paragraph (m) new text end new text begin 120B.305, subdivision 2, paragraph (b) new text end
new text begin 120B.30, subdivision 1, paragraph (n) new text end new text begin 120B.305, subdivision 2, paragraph (c) new text end
new text begin 120B.30, subdivision 1, paragraph (o), clauses (1) to (4) new text end new text begin 120B.305, subdivision 3, paragraph (a) new text end
new text begin 120B.30, subdivision 3 new text end new text begin 120B.305, subdivision 3, paragraph (b) new text end

new text begin District Assessment Requirements new text end

new text begin 120B.301, paragraphs (a) to (c) new text end new text begin 120B.306, subdivision 1 new text end
new text begin 120B.304, paragraphs (a) and (b) new text end new text begin 120B.306, subdivision 2 new text end

new text begin College and Career Readiness new text end

new text begin 120B.30, subdivision 1, paragraph (p) new text end new text begin 120B.307, subdivision 1 new text end
new text begin 120B.30, subdivision 1, paragraph (d) new text end new text begin 120B.307, subdivision 2 new text end
new text begin 120B.30, subdivision 1, paragraph (f) new text end new text begin 120B.307, subdivision 3 new text end
new text begin 120B.30, subdivision 1, paragraph (g) new text end new text begin 120B.307, subdivision 4, paragraph (a) new text end
new text begin 120B.30, subdivision 1, paragraph (h) new text end new text begin 120B.307, subdivision 4, paragraph (b) new text end
new text begin 120B.30, subdivision 1, paragraph (j) new text end new text begin 120B.307, subdivision 4, paragraph (c) new text end
new text begin 120B.30, subdivision 1, paragraph (k) new text end new text begin 120B.307, subdivision 4, paragraph (d) new text end
new text begin 120B.30, subdivision 1, paragraph (l) new text end new text begin 120B.307, subdivision 4, paragraph (e) new text end

Sec. 66.

new text begin REPEALER. new text end

new text begin Minnesota Statutes 2022, sections 120B.02, subdivision 3; 120B.35, subdivision 5; and 124D.095, subdivisions 1, 2, 3, 4, 5, 6, 7, and 8, new text end new text begin are repealed. new text end

ARTICLE 3

THE READ ACT

Section 1.

new text begin [120B.1117] TITLE; THE READ ACT. new text end

new text begin Sections 120B.1117 to 120B.124 may be cited as the "Reading to Ensure Academic Development Act" or the "Read Act." new text end

Sec. 2.

new text begin [120B.1118] READ ACT DEFINITIONS. new text end

new text begin Subdivision 1. new text end

new text begin Read Act. new text end

new text begin For purposes of sections 120B.1117 to 120B.124, the following terms have the meanings given. new text end

new text begin Subd. 2. new text end

new text begin CAREI. new text end

new text begin "CAREI" means the Center for Applied Research and Educational Improvement at the University of Minnesota. new text end

new text begin Subd. 3. new text end

new text begin District. new text end

new text begin "District" means a school district, charter school, or cooperative unit as defined in section 123A.24, subdivision 2. new text end

new text begin Subd. 4. new text end

new text begin Evidence-based. new text end

new text begin "Evidence-based" means the instruction or item described is based on reliable, trustworthy, and valid evidence and has demonstrated a record of success in increasing students' reading competency in the areas of phonological and phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension. 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 end

new text begin Subd. 5. new text end

new text begin Fluency. new text end

new text begin "Fluency" means the ability of students to read text accurately, automatically, and with proper expression. new text end

new text begin Subd. 6. new text end

new text begin Foundational reading skills. new text end

new text begin "Foundational reading skills" includes phonological and phonemic awareness, phonics and decoding, and fluency. Foundational reading skills appropriate to each grade level must be mastered in kindergarten, grade 1, grade 2, and grade 3. Struggling readers in grades 4 and above who do not demonstrate mastery of grade-level foundational reading skills must continue to receive explicit, systematic instruction to reach mastery. new text end

new text begin Subd. 7. new text end

new text begin Literacy specialist. new text end

new text begin "Literacy specialist" means a person licensed by the Professional Educator Licensing and Standards Board as a teacher of reading, a special education teacher, or a kindergarten through grade 6 teacher, who has completed professional development approved by the Department of Education in structured literacy. A literacy specialist employed by the department under section 120B.123, subdivision 7, or by a district as a literacy lead, is not required to complete the approved training before August 30, 2025. new text end

new text begin Subd. 8. new text end

new text begin Literacy lead. new text end

new text begin "Literacy lead" means a literacy specialist with expertise in working with educators as adult learners. A district literacy lead must support the district's implementation of the Read Act; provide support to school-based coaches; support the implementation of structured literacy, interventions, curriculum delivery, and teacher training; assist with the development of personal learning plans; and train paraprofessionals and other support staff to support classroom literacy instruction. A literacy lead may be employed by one district, jointly by two or more districts, or may provide services to districts through a partnership with the regional service cooperatives or another district. new text end

new text begin Subd. 9. new text end

new text begin MTSS. new text end

new text begin "Multitiered system of support" or "MTSS" means a systemic, continuous improvement framework for ensuring positive social, emotional, behavioral, developmental, and academic outcomes for every student. The MTSS framework provides access to layered tiers of culturally and linguistically responsive, evidence-based practices and relies on the understanding and belief that every student can learn and thrive. Through a MTSS at the core (Tier 1), supplemental (Tier 2), and intensive (Tier 3) levels, educators provide high quality, evidence-based instruction and intervention that is matched to a student's needs; progress is monitored to inform instruction and set goals and data is used for educational decision making. new text end

new text begin Subd. 10. new text end

new text begin Oral language. new text end

new text begin "Oral language," also called "spoken language," includes speaking and listening, and consists of five components: phonology, morphology, syntax, semantics, and pragmatics. new text end

new text begin Subd. 11. new text end

new text begin Phonemic awareness. new text end

new text begin "Phonemic awareness" means the ability to notice, think about, and manipulate individual sounds in spoken syllables and words. new text end

new text begin Subd. 12. new text end

new text begin Phonics instruction. new text end

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

new text begin Subd. 13. new text end

new text begin Progress monitoring. new text end

new text begin "Progress monitoring" means using data collected to inform whether interventions are working. Progress monitoring involves ongoing monitoring of progress that quantifies rates of improvement and informs instructional practice and the development of individualized programs using state-approved screening that is reliable and valid for the intended purpose. new text end

new text begin Subd. 14. new text end

new text begin Reading comprehension. new text end

new text begin "Reading comprehension" means a function of word recognition skills and language comprehension skills. It is an active process that requires intentional thinking during which meaning is constructed through interactions between the 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. new text end

new text begin Subd. 15. new text end

new text begin Structured literacy. new text end

new text begin "Structured literacy" means an approach to reading instruction in which teachers carefully structure important literacy skills, concepts, and the sequence of instruction to facilitate children's literacy learning and progress. Structured literacy is characterized by the provision of systematic, explicit, sequential, and diagnostic instruction in phonemic awareness, phonics, fluency, vocabulary and oral language development, and reading comprehension. new text end

new text begin Subd. 16. new text end

new text begin Three-cueing system. new text end

new text begin "Three-cueing system," also known as "meaning structure visual (MSV)," means a method that teaches students to use meaning, structure and syntax, and visual cues when attempting to read an unknown word. new text end

new text begin Subd. 17. new text end

new text begin Vocabulary development. new text end

new text begin "Vocabulary development" means the process of acquiring new words. A robust vocabulary improves all areas of communication, including listening, speaking, reading, and writing. Vocabulary growth is directly related to school achievement and is a strong predictor for reading success. new text end

Sec. 3.

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

120B.12 deleted text begin READING PROFICIENTLY NO LATER THAN THE END OF GRADE 3deleted text end new text begin READ ACT GOAL AND INTERVENTIONSnew text end .

Subdivision 1.

Literacy goal.

new text begin (a) new text end The legislature seeks to have every child reading at or above grade level deleted text begin no later than the end of grade 3, including English learners, and that teachers provide comprehensive, scientifically baseddeleted text end new text begin every year, beginning in kindergarten, and to support multilingual learners and students receiving special education services in achieving their individualized reading goals. By the 2026-2027 school year, districts must provide evidence-based new text end reading instruction deleted text begin consistent with section 122A.06, subdivision 4deleted text end new text begin through a focus on student mastery of the foundational reading skills of phonemic awareness, phonics, and fluency, as well as the development of oral language, vocabulary, and reading comprehension skills. Students must receive evidence-based instruction that is proven to effectively teach children to read, consistent with sections 120B.1117 to 120B.124new text end .

new text begin (b) To meet this goal, each district must provide teachers and instructional support staff with responsibility for teaching reading with training on evidence-based reading instruction that is approved by the Department of Education by the deadlines provided in this subdivision. The commissioner may grant a district an extension to the deadlines in this paragraph. Beginning July 1, 2024, a district must provide access to the training required under section 120B.123, subdivision 5, to: new text end

new text begin (1) intervention teachers working with students in kindergarten through grade 12; new text end

new text begin (2) all classroom teachers of students in kindergarten through grade 3 and children in prekindergarten programs; new text end

new text begin (3) special education teachers; new text end

new text begin (4) curriculum directors; new text end

new text begin (5) instructional support staff who provide reading instruction; and new text end

new text begin (6) employees who select literacy instructional materials for a district. new text end

new text begin (c) All other teachers and instructional staff required to receive training under the Read Act must complete the training no later than July 1, 2027. new text end

new text begin (d) Districts are strongly encouraged to adopt a MTSS framework. The framework should include a process for monitoring student progress, evaluating program fidelity, and analyzing student outcomes and needs in order to design and implement ongoing evidenced-based instruction and interventions. new text end

Subd. 2.

Identification; report.

(a) deleted text begin Each school district must identify before the end ofdeleted text end new text begin Twice per year, each school district must screen every student enrolled innew text end kindergarten, grade 1, deleted text begin anddeleted text end grade 2 deleted text begin all students who are not reading at grade leveldeleted text end new text begin , and grade 3 using a screening tool approved by the Department of Educationnew text end . Students deleted text begin identified as not reading at grade level by the end ofdeleted text end new text begin enrolled innew text end kindergarten, grade 1, deleted text begin anddeleted text end grade 2new text begin , and grade 3, including multilingual learners and students receiving special education services,new text end must be new text begin universally new text end screeneddeleted text begin , in a locally determined manner,deleted text end new text begin for mastery of foundational reading skills, including phonemic awareness, phonics, decoding, fluency, oral language, andnew text end for characteristics of dyslexianew text begin as measured by a screening tool approved by the Department of Educationnew text end .new text begin The screening for characteristics of dyslexia may be integrated with universal screening for mastery of foundational skills and oral language. A district must submit data on student performance in kindergarten, grade 1, grade 2, and grade 3 on foundational reading skills, including phonemic awareness, phonics, decoding, fluency, and oral language to the Department of Education in the annual local literacy plan submission due on June 15.new text end

(b) Students in deleted text begin grade 3 or higher who demonstrate a reading difficulty to a classroom teacherdeleted text end new text begin grades 4 and above, including multilingual learners and students receiving special education services, who do not demonstrate mastery of foundational reading skills, including phonemic awareness, phonics, decoding, fluency, and oral language,new text end must be screeneddeleted text begin , in a locally determined manner,deleted text end new text begin using a screening tool approved by the Department of Educationnew text end for characteristics of dyslexiadeleted text begin , unless a different reason for the reading difficulty deleted text end deleted text begin has been identifieddeleted text end new text begin , and must continue to receive evidence-based instruction, interventions, and progress monitoring until the students achieve grade-level proficiencynew text end .new text begin A parent, in consultation with a teacher, may opt a student out of the literacy screener if the parent and teacher decide that continuing to screen would not be beneficial to the student. In such limited cases, the student must continue to receive progress monitoring and literacy interventions.new text end

(c) Reading deleted text begin assessmentsdeleted text end new text begin screenersnew text end in English, and in the predominant languages of district students where practicable, must identify and evaluate students' areas of academic need related to literacy. The district also must monitor the progress and provide reading instruction appropriate to the specific needs of deleted text begin Englishdeleted text end new text begin multilingualnew text end learners. The district must use deleted text begin a locally adopteddeleted text end new text begin an approvednew text end , developmentally appropriate, and culturally responsive deleted text begin assessmentdeleted text end new text begin screenernew text end and annually report summary deleted text begin assessmentdeleted text end new text begin screenernew text end results to the commissioner by deleted text begin July 1deleted text end new text begin June 15 in the form and manner determined by the commissionernew text end .

(d) The district also must deleted text begin annually report to the commissioner by July 1deleted text end new text begin include in its literacy plan under subdivision 4a,new text end a summary of the district's efforts to screen deleted text begin anddeleted text end new text begin ,new text end identifynew text begin , and provide interventions tonew text end students who demonstrate characteristics of dyslexia deleted text begin usingdeleted text end new text begin as measured by anew text end screening deleted text begin tools such as those recommended by the department's dyslexia specialistdeleted text end new text begin tool approved by the Department of Education. Districts are strongly encouraged to use the MTSS frameworknew text end . With respect to students screened or identified under paragraph (a), the report must include:

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

(2) the number of students new text begin universally new text end screened for that reporting year; deleted text begin anddeleted text end

(3) the number of students demonstrating characteristics of dyslexia for that yeardeleted text begin .deleted text end new text begin ; andnew text end

deleted text begin (e) A studentdeleted text end new text begin (4) an explanation of how studentsnew text end identified under this subdivision deleted text begin must bedeleted text end new text begin arenew text end provided with alternate instruction new text begin and interventions new text end under section 125A.56, subdivision 1.

Subd. 2a.

Parent notification and involvement.

new text begin A district must administer a reading screener to students in kindergarten through grade 3 within the first six weeks of the school year, and again within the last six weeks of the school year. new text end Schools, at least deleted text begin annuallydeleted text end new text begin biannually after administering each screenernew text end , must give the parent of each student who is not reading at or above grade level timely information about:

(1) the student's reading proficiency as measured by a deleted text begin locally adopted assessmentdeleted text end new text begin screener approved by the Department of Educationnew text end ;

(2) reading-related services currently being provided to the student and the student's progress; and

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

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

Subd. 3.

Intervention.

(a) For each student identified under subdivision 2, the district shall provide reading intervention to accelerate student growth and reach the goal of reading at or above grade level by the end of the current grade and school year. new text begin A district is encouraged to provide reading intervention through a MTSS framework. new text end If a student does not read at or above grade level by the end of deleted text begin grade 3deleted text end new text begin the current school yearnew text end , the district must continue to provide reading intervention until the student reads at grade level. District intervention methods shall encourage family engagement and, where possible, collaboration with appropriate school and community programsdeleted text begin . Intervention methodsdeleted text end new text begin that specialize in evidence-based instructional practices and measure mastery of foundational reading skills, including phonemic awareness, phonics, decoding, fluency, and oral language. By the 2025-2026 school year, intervention programs must be taught by an intervention teacher or special education teacher who has successfully completed training in evidence-based reading instruction approved by the Department of Education. Interventionnew text end may includedeleted text begin ,deleted text end but deleted text begin aredeleted text end new text begin isnew text end not limited todeleted text begin ,deleted text end requiring new text begin student new text end attendance in summer school, intensified reading instruction that may require that the student be removed from the regular classroom for part of the school day, extended-day programs, or programs that strengthen students' cultural connections.

(b) A deleted text begin schooldeleted text end district or charter school is strongly encouraged to provide a personal learning plan for a student who is unable to demonstrate grade-level proficiency, as measured by the statewide reading assessment in grade 3new text begin or a screener identified by the Department of Education under section 120B.123new text end . The district or charter school must determine the format of the personal learning plan in collaboration with the student's educators and other appropriate professionals. The school must develop the learning plan in consultation with the student's parent or guardian. The personal learning plan must new text begin include targeted instruction that is evidence-based and ongoing progress monitoring, and new text end address knowledge gaps and skill deficiencies through strategies such as specific exercises and practices during and outside of the regular school day, new text begin group interventions, new text end periodic assessmentsnew text begin or screenersnew text end , and reasonable timelines. The personal learning plan may include grade retention, if it is in the student's best interestnew text begin ; a student may not be retained solely due to delays in literacy or not demonstrating grade-level proficiencynew text end . A school must maintain and regularly update and modify the personal learning plan until the student reads at grade level. This paragraph does not apply to a student under an individualized education program.

Subd. 4.

Staff development.

new text begin (a) A district must provide training on evidence-based reading instruction to teachers and instructional staff in accordance with subdivision 1, paragraph (b). The training must include teaching in the areas of phonemic awareness, phonics, vocabulary development, reading fluency, reading comprehension, and culturally and linguistically responsive pedagogy. new text end

new text begin (b) new text end Each district shall use the data under subdivision 2 to identify the staff development needs so that:

(1) elementary teachers are able to implement deleted text begin comprehensive, scientifically based reading and oral languagedeleted text end new text begin explicit, systematic, evidence-basednew text end instruction in the five reading areas of phonemic awareness, phonics, fluency, vocabulary, and comprehensionnew text begin with emphasis on mastery of foundational reading skillsnew text end as defined in section deleted text begin 122A.06, subdivision 4,deleted text end new text begin 120B.1118 new text end and other literacy-related areas including writing until the student achieves grade-level reading new text begin and writing new text end proficiency;

(2) elementary teachers have sufficient training to provide deleted text begin comprehensive, scientifically based readingdeleted text end new text begin students with evidence-based readingnew text end and oral language instruction that meets students' developmental, linguistic, and literacy needs using the intervention methods or programs selected by the district for the identified students;

(3) licensed teachers employed by the district have regular opportunities to improve reading and writing instruction;

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

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

new text begin (c) A district must provide staff in early childhood programs sufficient training to provide children in early childhood programs with explicit, systematic instruction in phonological and phonemic awareness; oral language, including listening comprehension; vocabulary; and letter-sound correspondence. new text end

Subd. 4a.

Local literacy plan.

(a) Consistent with this section, a school district must adopt a local literacy plan to have every child reading at or above grade level deleted text begin no later than the end of grade 3, including English learnersdeleted text end new text begin every year beginning in kindergarten and to support multilingual learners and students receiving special education services in achieving their individualized reading goals. A district must update and submit the plan to the commissioner by June 15 each yearnew text end . The plan must be consistent with deleted text begin section 122A.06, subdivision 4deleted text end new text begin the Read Actnew text end , and include the following:

(1) a process to assess students' new text begin foundational reading skills, oral language, and new text end level of reading proficiency and deleted text begin data to support the effectiveness of an assessment used to screen and identify a student's level of reading proficiencydeleted text end new text begin the screeners used, by school site and grade level, under section 120B.123new text end ;

(2) a process to notify and involve parents;

(3) a description of how schools in the district will determine the deleted text begin properdeleted text end new text begin targetednew text end reading new text begin instruction that is evidence-based and includes an new text end intervention strategy for a student and the process for intensifying or modifying the reading strategy in order to obtain measurable reading progress;

(4) evidence-based intervention methods for students who are not reading at or above grade level and progress monitoring to provide information on the effectiveness of the intervention; deleted text begin anddeleted text end

(5) identification of staff development needs, including a deleted text begin programdeleted text end new text begin plannew text end to meet those needsdeleted text begin .deleted text end new text begin ;new text end

new text begin (6) the curricula used by school site and grade level; new text end

new text begin (7) a statement of whether the district has adopted a MTSS framework; new text end

new text begin (8) student data using the measures of foundational literacy skills and mastery identified by the Department of Education for the following students: new text end

new text begin (i) students in kindergarten through grade 3; new text end

new text begin (ii) students who demonstrate characteristics of dyslexia; and new text end

new text begin (iii) students in grades 4 to 12 who are identified as not reading at grade level; and new text end

new text begin (9) the number of teachers and other staff that have completed training approved by the department. new text end

(b) The district must post its literacy plan on the official school district websitenew text begin and submit it to the commissioner of education using the template developed by the commissioner of education beginning June 15, 2024new text end .

new text begin (c) By March 1, 2024, the commissioner of education must develop a streamlined template for local literacy plans that meets the requirements of this subdivision and requires all reading instruction and teacher training in reading instruction to be evidence-based. The template must require a district to report information using the student categories required in the commissioner's report under paragraph (d). The template must focus district resources on improving students' foundational reading skills while reducing paperwork requirements for teachers. new text end

new text begin (d) By December 1, 2025, the commissioner of education must submit a report to the legislative committees with jurisdiction over prekindergarten through grade 12 education summarizing the local literacy plans submitted to the commissioner. The summary must include the following information: new text end

new text begin (1) the number of teachers and other staff that have completed training approved by the Department of Education; new text end

new text begin (2) by school site and grade, the screeners used at the beginning and end of the school year and the reading curriculum used; and new text end

new text begin (3) by school site and grade, using the measurements of foundational literacy skills and mastery identified by the department, both aggregated data and disaggregated data using the student categories under section 120B.35, subdivision 3, paragraph (a), clause (2). new text end

Subd. 5.

deleted text begin Commissionerdeleted text end new text begin Approved screenersnew text end .

The commissioner deleted text begin shalldeleted text end new text begin mustnew text end recommend to districts multiple deleted text begin assessmentdeleted text end new text begin screeningnew text end tools to assist districts and teachers with identifying students under subdivision 2new text begin and to assess students' reading proficiency. The commissioner must identify screeners that may be used for both purposes. A district must administer an approved screener according to section 120B.123, subdivision 1new text end . deleted text begin The commissioner shall also make available examples of nationally recognized and research-based instructional methods or programs to districts to provide comprehensive, scientifically based reading instruction and intervention under this section.deleted text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 4.

Minnesota Statutes 2022, section 120B.122, subdivision 1, is amended to read:

Subdivision 1.

Purpose.

The department must employ a dyslexia specialist to provide technical assistance for dyslexia and related disorders and to serve as the primary source of information and support for schools in addressing the needs of students with dyslexia and related disorders. The dyslexia specialist shall also act to increase professional awareness and instructional competencies to meet the educational needs of students with dyslexia or identified with risk characteristics associated with dyslexia and shall develop implementation guidance and make recommendations to the commissioner consistent with deleted text begin section 122A.06, subdivision 4deleted text end new text begin sections 120B.1117 to 120B.124new text end , to be used to assist general education teachers and special education teachers to recognize educational needs and to improve literacy outcomes for students with dyslexia or identified with risk characteristics associated with dyslexia, including recommendations related to increasing the availability of online and asynchronous professional development programs and materials.

Sec. 5.

new text begin [120B.123] READ ACT IMPLEMENTATION. new text end

new text begin Subdivision 1. new text end

new text begin Screeners. new text end

new text begin A district must administer an approved evidence-based reading screener to students in kindergarten through grade 3 within the first six weeks of the school year, and again within the last six weeks of the school year. The screener must be one of the screening tools approved by the Department of Education. A district must identify any screener it uses in the district's annual literacy plan, and submit screening data with the annual literacy plan by June 15. new text end

new text begin Subd. 2. new text end

new text begin Progress monitoring. new text end

new text begin A district must implement progress monitoring, as defined in section 120B.1118, for a student not reading at grade level. new text end

new text begin Subd. 3. new text end

new text begin Curriculum. new text end

new text begin A district must use evidence-based curriculum and intervention materials at each grade level that are designed to ensure student mastery of phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension. Starting July 1, 2023, when a district purchases new literacy curriculum, or literacy intervention or supplementary materials, the curriculum or materials must be evidence-based as defined in section 120B.1118. new text end

new text begin Subd. 4. new text end

new text begin MTSS Framework. new text end

new text begin A district is encouraged to use a data-based decision-making process within the MTSS framework to determine the evidence-based core reading instruction and Tier 2 or Tier 3 intervention required to meet a student's identified needs. new text end

new text begin Subd. 5. new text end

new text begin Professional development. new text end

new text begin A district must provide training from a menu of approved evidence-based training programs to all reading intervention teachers, literacy specialists, and other teachers and staff identified in section 120B.12, subdivision 1, paragraph (b), by July 1, 2025; and by July 1, 2027, to other teachers in the district, prioritizing teachers who work with students with disabilities, English learners, and students who qualify for the graduation incentives program under section 124D.68. The commissioner of education may grant a district an extension to the deadlines in this subdivision. new text end

new text begin Subd. 6. new text end

new text begin Literacy lead. new text end

new text begin (a) By August 30, 2025, a district must employ or contract with a literacy lead, or be actively supporting a designated literacy specialist through the process of becoming a literacy lead. A board may satisfy the requirements of this subdivision by contracting with another school board or cooperative unit under section 123A.24 for the services of a literacy lead by August 30, 2025. new text end

new text begin (b) A district literacy lead must collaborate with district administrators and staff to support the district's implementation of requirements under the Read Act. new text end

new text begin Subd. 7. new text end

new text begin Department of Education. new text end

new text begin (a) By July 1, 2023, the department must make available to districts a list of approved evidence-based screeners in accordance with section 120B.12. A district must use an approved screener to assess students' mastery of foundational reading skills in accordance with section 120B.12. new text end

new text begin (b) The Department of Education must partner with CAREI as required under section 120B.124 to approve professional development programs, subject to final determination by the department. After the implementation partnership under section 120B.124 ends, the department must continue to regularly provide districts with information about professional development opportunities available throughout the state on reading instruction that is evidence-based. new text end

new text begin (c) The department must identify training required for a literacy lead and literacy specialist employed by a district or Minnesota service cooperatives. new text end

new text begin (d) The department must employ a literacy specialist to provide support to districts implementing the Read Act and coordinate duties assigned to the department under the Read Act. The literacy specialist must work on state efforts to improve literacy tracking and implementation. new text end

new text begin (e) The department must develop a template for a local literacy plan in accordance with section 120B.12, subdivision 4a. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 6.

new text begin [120B.124] READ ACT IMPLEMENTATION PARTNERSHIP. new text end

new text begin Subdivision 1. new text end

new text begin Resources. new text end

new text begin The Department of Education must partner with CAREI for two years beginning July 1, 2023, until August 30, 2025, to support implementation of the Read Act. The department and CAREI must jointly: new text end

new text begin (1) identify at least five literacy curricula and supporting materials that are evidence-based or focused on structured literacy by 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, to the extent practicable, 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 is not required to use an approved curriculum, unless the curriculum was purchased with state funds that require a curriculum to be selected from a list of approved curricula; new text end

new text begin (2) identify at least three professional development programs that focus on the five pillars of literacy and the components of structured literacy by 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; new text end

new text begin (3) identify evidence-based literacy intervention materials for students in kindergarten through grade 12; new text end

new text begin (4) develop an evidence-based literacy lead training program that trains literacy specialists throughout Minnesota to support schools' efforts in screening, measuring growth, monitoring progress, and implementing interventions in accordance with subdivision 1; new text end

new text begin (5) identify measures of foundational literacy skills and mastery that a district must report on a local literacy plan; new text end

new text begin (6) provide guidance to districts about best practices in literacy instruction, and practices that are not evidence-based; new text end

new text begin (7) develop MTSS model plans that districts may adopt to support efforts to screen, identify, intervene, and monitor the progress of students not reading at grade level; and new text end

new text begin (8) ensure that teacher professional development options and MTSS framework trainings are geographically equitable by supporting trainings through the regional service cooperatives. new text end

new text begin Subd. 2. new text end

new text begin Reconsideration. new text end

new text begin The department and CAREI must provide districts an opportunity to request that the department and CAREI add to the list of curricula or professional development programs a specific curriculum or professional development program. The department must publish the request for reconsideration procedure on the department website. A request for reconsideration must demonstrate that the curriculum or professional development program meets the requirements of the Read Act, is evidence-based, and has structured literacy components; or that the screener accurately measures literacy growth, monitors progress, and accurately assesses effective reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. The department and CAREI must review the request for reconsideration and approve or deny the request within 60 days. new text end

new text begin Subd. 3. new text end

new text begin Support. new text end

new text begin The department and CAREI must support district efforts to implement the Read Act by: new text end

new text begin (1) issuing guidance for teachers on implementing curriculum that is evidence-based, or focused on structured literacy; new text end

new text begin (2) providing teachers accessible options for evidence-based professional development focused on structured literacy; new text end

new text begin (3) providing districts with guidance on adopting MTSS; and new text end

new text begin (4) providing districts with literacy implementation guidance and support. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 7.

Minnesota Statutes 2022, section 122A.092, subdivision 5, is amended to read:

Subd. 5.

Reading strategies.

(a) A teacher preparation provider approved by the Professional Educator Licensing and Standards Board to prepare persons for classroom teacher licensure must include in its teacher preparation programs deleted text begin research-baseddeleted text end new text begin evidence-basednew text end best practices in reading, consistent with deleted text begin section 122A.06, subdivision 4deleted text end new text begin sections 120B.1117 to 120B.124new text end , deleted text begin thatdeleted text end new text begin including instruction on phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension. Instruction on reading mustnew text end enable the licensure candidate to teach reading in the candidate's content areas. Teacher candidates must be instructed in using students' native languages as a resource in creating effective differentiated instructional strategies for English learners developing literacy skills. A teacher preparation provider also must prepare early childhood and elementary teacher candidates for Tier 3 and Tier 4 teaching licenses under sections 122A.183 and 122A.184, respectively, for the portion of the examination under section 122A.185, subdivision 1, paragraph (c), covering assessment of reading instruction.

(b) Board-approved teacher preparation programs for teachers of elementary education must require instruction in applying deleted text begin comprehensive, scientifically based ordeleted text end evidence-based, deleted text begin anddeleted text end structurednew text begin literacynew text end reading instruction programs that:

(1) teach students to read using foundational knowledge, practices, and strategies consistent with deleted text begin section 122A.06, subdivision 4deleted text end new text begin sections 120B.1117 to 120B.124new text end , new text begin with emphasis on mastery of foundational reading skills new text end so that deleted text begin alldeleted text end students achieve continuous progress in reading; and

(2) teach specialized instruction in reading strategies, interventions, and remediations that enable students of all ages and proficiency levelsnew text begin , including multilingual learners and students demonstrating characteristics of dyslexia,new text end to become proficient readers.

(c) Board-approved teacher preparation programs for teachers of elementary education, early childhood education, special education, and reading intervention must include instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation programs may consult with the Department of Education, including the dyslexia specialist under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia must be modeled on practice standards of the International Dyslexia Association, and must address:

(1) the nature and symptoms of dyslexia;

(2) resources available for students who show characteristics of dyslexia;

(3) evidence-based instructional strategies for students who show characteristics of dyslexia, including the structured literacy approach; and

(4) outcomes of intervention and lack of intervention for students who show characteristics of dyslexia.

(d) Nothing in this section limits the authority of a school district to select a school's reading program or curriculum.

Sec. 8.

Minnesota Statutes 2022, section 122A.187, subdivision 5, is amended to read:

Subd. 5.

Reading preparation.

The Professional Educator Licensing and Standards Board must adopt rules that require all licensed teachers who are renewing a Tier 3 or Tier 4 teaching license under sections 122A.183 and 122A.184, respectively, to include in the renewal requirements further reading preparation, consistent with deleted text begin section 122A.06, subdivision 4deleted text end new text begin sections 120B.1117 to 120B.124new text end . The rules do not take effect until they are approved by law. Teachers who do not provide direct instruction including, at least, counselors, school psychologists, school nurses, school social workers, audiovisual directors and coordinators, and recreation personnel are exempt from this section.

Sec. 9.

Minnesota Statutes 2022, section 124D.42, subdivision 8, is amended to read:

Subd. 8.

Minnesota reading corps program.

(a) A Minnesota reading corps program is established to provide ServeMinnesota AmeriCorps members with a data-based problem-solving model of literacy instruction to use in helping to train local Head Start program providers, other prekindergarten program providers, and staff in schools with students in kindergarten through grade 3 to evaluate and teach early literacy skills, including deleted text begin comprehensive, scientifically based readingdeleted text end new text begin evidence-based literacynew text end instruction under deleted text begin section 122A.06, subdivision 4deleted text end new text begin sections 120B.1117 to 120B.124new text end , to children age 3 to grade 3new text begin and interventions for children in kindergarten to grade 12new text end .

(b) Literacy programs under this subdivision must comply with the provisions governing literacy program goals and data use under section 119A.50, subdivision 3, paragraph (b).

(c) The commission must submit a biennial report to the committees of the legislature with jurisdiction over kindergarten through grade 12 education that records and evaluates program data to determine the efficacy of the programs under this subdivision.

Sec. 10.

Minnesota Statutes 2022, section 124D.98, is amended by adding a subdivision to read:

new text begin Subd. 5. new text end

new text begin Literacy incentive aid uses. new text end

new text begin A school district must use its literacy incentive aid to support implementation of evidence-based reading instruction. The following are eligible uses of literacy incentive aid: new text end

new text begin (1) training for kindergarten through grade 3 teachers, early childhood educators, special education teachers, reading intervention teachers working with students in kindergarten through grade 12, curriculum directors, and instructional support staff that provide reading instruction, on using evidence-based screening and progress monitoring tools; new text end

new text begin (2) evidence-based training using a training program approved by the Department of Education; new text end

new text begin (3) employing or contracting with a literacy lead, as defined in section 120B.1118; new text end

new text begin (4) materials, training, and ongoing coaching to ensure reading interventions under section 125A.56, subdivision 1, are evidence-based; and new text end

new text begin (5) costs of substitute teachers to allow teachers to complete required training during the teachers' contract day. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 11.

new text begin APPROPRIATIONS; READ ACT. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin CAREI. new text end

new text begin (a) To contract with the Center for Applied Research and Educational Improvement at the University of Minnesota for the Read Act implementation partnership under section 120B.124: new text end

new text begin $ new text end new text begin 4,200,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) This appropriation is available until June 30, 2026. new text end

new text begin (c) The base for fiscal year 2026 and later is $0. new text end

new text begin Subd. 3. new text end

new text begin Read Act curriculum and intervention materials reimbursement. new text end

new text begin (a) To reimburse school districts, charter schools, and cooperative units for evidence-based literacy supports for children in prekindergarten through grade 12 based on structured literacy: new text end

new text begin $ new text end new text begin 35,000,000 new text end new text begin ..... new text end new text begin 2024 new text end

new text begin (b) The commissioner must use this appropriation to reimburse school districts, charter schools, and cooperatives for approved evidence-based structured literacy curriculum and supporting materials, and intervention materials purchased after July 1, 2021. An applicant must apply for the reimbursement in the form and manner determined by the commissioner. new text end

new text begin (c) The commissioner must report to the legislative committees with jurisdiction over kindergarten through grade 12 education the districts, charter schools, and cooperative units that receive literacy grants and the amounts of each grant, by January 15, 2025, according to Minnesota Statutes, section 3.195. new text end

new text begin (d) A school district, charter school, or cooperative unit must purchase curriculum and instructional materials that reflect diverse populations. new text end

new text begin (e) Of this amount, up to $250,000 is available for grant administration. new text end

new text begin (f) This is a onetime appropriation and is available until June 30, 2028. new text end

new text begin Subd. 4. new text end

new text begin Read Act professional development. new text end

new text begin (a) For evidence-based training on structured literacy for teachers working in school districts, charter schools, and cooperatives: new text end

new text begin $ new text end new text begin 34,950,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Of the amount in paragraph (a), $18,000,000 is for regional literacy networks and $16,700,000 is for statewide training. The department must use the funding to develop regional literacy networks as a partnership between the department and the Minnesota service cooperatives, and to administer statewide training based in structured literacy to be offered free to school districts and charter schools and facilitated by the regional literacy networks and the department. The regional literacy networks must focus on implementing comprehensive literacy reform efforts based on structured literacy. Each regional literacy network must add a literacy lead position and establish a team of trained literacy coaches to facilitate evidence-based structured literacy training opportunities and ongoing supports to school districts and charter schools in each of their regions. new text end

new text begin (c) Of the amount in paragraph (a), $250,000 is for administration. new text end

new text begin (d) If funds remain unspent on July 1, 2026, the commissioner must expand eligibility for approved training to include principals and other district, charter school, or cooperative administrators. new text end

new text begin (e) The commissioner must report to the legislative committees with jurisdiction over kindergarten through grade 12 education the number of teachers from each district who received approved structured literacy training using funds under this subdivision, and the amounts awarded to districts, charter schools, or cooperatives. new text end

new text begin (f) The regional literacy networks and staff at the Department of Education must provide ongoing support to school districts, charter schools, and cooperatives implementing evidence-based literacy instruction. new text end

new text begin (g) This appropriation is available until June 30, 2028. The base for fiscal year 2026 and later is $7,750,000, of which $6,500,000 is for the regional literacy networks and $1,250,000 is for statewide training. new text end

new text begin Subd. 5. new text end

new text begin Department literacy specialist. new text end

new text begin (a) For a full-time literacy specialist at the Department of Education: new text end

new text begin $ new text end new text begin $250,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin $250,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The base for fiscal year 2026 and later is $250,000. new text end

Sec. 12.

new text begin REPEALER. new text end

new text begin Minnesota Statutes 2022, section 122A.06, subdivision 4, new text end new text begin is repealed. new text end

ARTICLE 4

AMERICAN INDIAN EDUCATION

Section 1.

Minnesota Statutes 2022, 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 begin ordeleted 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 end new text begin ; ornew text end

new text begin (r) with federally recognized Tribal Nations about Tribally enrolled or descendant students to the extent necessary for the Tribal Nation and school district or charter school to support the educational attainment of the student. new text end

Sec. 2.

Minnesota Statutes 2022, 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 begin Columbus Daydeleted text end new 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. 3.

Minnesota Statutes 2022, 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 begin anddeleted text end

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

new text begin (6) representatives from the Tribal Nations Education Committee and Tribal Nations and communities in Minnesota, including both Anishinaabe and Dakota. 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. 4.

Minnesota Statutes 2022, section 120B.021, subdivision 4, as amended by Laws 2023, chapter 17, section 1, is amended to read:

Subd. 4.

Revisions and reviews required.

(a) The commissioner of education must revise deleted text begin and appropriately embed technology and information literacy standards consistent with recommendations from school media specialists intodeleted text end 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. The commissioner must include the contributions of Minnesota American Indian Tribes and communitiesnew text begin , including urban Indigenous communities,new text end as related to the academic standards during the review and revision of the required academic standards.new text begin The commissioner must embed Indigenous education for all students consistent with recommendations from Tribal Nations and urban Indigenous communities in Minnesota regarding the contributions of American Indian Tribes and communities in Minnesota into the state's academic standards during the review and revision of the required academic standards. The recommendations to embed Indigenous education for all students includes but is not limited to American Indian experiences in Minnesota, including Tribal histories, Indigenous languages, sovereignty issues, cultures, treaty rights, governments, socioeconomic experiences, contemporary issues, and current events.new text end

(b) 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.

(c) 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.

(d) 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.

(e) 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.

(f) 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.

(g) The commissioner must implement a review of the academic standards and related benchmarks in physical education beginning in the 2026-2027 school year and every ten years thereafter.

(h) 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.

new text begin (i) The commissioner of education must embed technology and information literacy standards consistent with recommendations from school media specialists into the state's academic standards and graduation requirements. new text end

new text begin (j) The commissioner of education must embed ethnic studies as related to the academic standards during the review and revision of the required academic standards. new text end

Sec. 5.

Minnesota Statutes 2022, section 120B.021, is amended by adding a subdivision to read:

new text begin Subd. 5. new text end

new text begin Indigenous education for all students. new text end

new text begin To support implementation of Indigenous education for all students, the commissioner must: new text end

new text begin (1) provide historically accurate, Tribally endorsed, culturally relevant, community-based, contemporary, and developmentally appropriate resources. Resources to implement standards must include professional development and must demonstrate an awareness and understanding of the importance of accurate, high-quality materials about the histories, languages, cultures, and governments of local Tribes; new text end

new text begin (2) provide resources to support all students learning about the histories, languages, cultures, governments, and experiences of their American Indian peers and neighbors. Resources to implement standards across content areas must be developed to authentically engage all students and support successful learning; and new text end

new text begin (3) conduct a needs assessment by December 31, 2023. The needs assessment must fully inform the development of future resources for Indigenous education for all students by using information from American Indian Tribes and communities in Minnesota, including urban Indigenous communities, Minnesota's Tribal Nations Education Committee, schools and districts, students, and educational organizations. The commissioner must submit a report on the findings and recommendations from the needs assessment to the chairs and ranking minority members of legislative committees with jurisdiction over education; to the American Indian Tribes and communities in Minnesota, including urban Indigenous communities; and to all schools and districts in the state by February 1, 2024. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 6.

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

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) For purposes of this section, the 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 Inuit, 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

new text begin Subd. 2. new text end

new text begin Prohibition on American Indian mascots. new text end

new text begin (a) Starting September 1, 2025, 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 school, district, or school within the district, unless the school has obtained an exemption under subdivision 3. new text end

new text begin (b) The prohibition in paragraph (a) does not apply to a public school located within the reservation of a federally recognized Tribal Nation in Minnesota, where at least 95 percent of students meet the state definition of American Indian student. new text end

new text begin Subd. 3. new text end

new text begin Exemption. new text end

new text begin A public school may seek an exemption to subdivision 2 by submitting a request in writing to all 11 federally recognized Tribal Nations in Minnesota and to the Tribal Nations Education Committee by September 1, 2023. The exemption is denied if any of the 11 Tribal Nations or the Tribal Nations Education Committee oppose the exemption by December 15, 2023. A public school whose request for an exemption is denied must comply with subdivision 2 by September 1, 2025. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 7.

Minnesota Statutes 2022, section 122A.63, is amended by adding a subdivision to read:

new text begin Subd. 10. new text end

new text begin Minnesota Indian teacher training program account. new text end

new text begin (a) An account is established in the special revenue fund known as the "Minnesota Indian teacher training program account." new text end

new text begin (b) Funds appropriated for the Minnesota Indian teacher training program under this section must be transferred to the Minnesota Indian teacher training program account in the special revenue fund. new text end

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

new text begin (d) Up to $75,000 annually is appropriated to the commissioner for costs associated with administering and monitoring the program under this section. new text end

Sec. 8.

Minnesota Statutes 2022, 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, as defined by the state on October 1 of the previous school year. new text end

Sec. 9.

Minnesota Statutes 2022, 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 begin American Indian new text end pupils;

(2) support the academic achievement of American Indian deleted text begin studentsdeleted text end new 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. 10.

Minnesota Statutes 2022, section 124D.74, subdivision 3, is amended to read:

Subd. 3.

Enrollment of other children; shared time enrollment.

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

Sec. 11.

Minnesota Statutes 2022, section 124D.74, subdivision 4, is amended to read:

Subd. 4.

Location of programs.

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

Sec. 12.

Minnesota Statutes 2022, 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 (a) A district or participating school that conducts American Indian education programs under sections 124D.71 to 124D.82 must provide American Indian culture and language classes if: (1) at least five percent of students are American Indian students; or (2) 100 or more students are American Indian students. new text end

new text begin (b) For purposes of this subdivision, "American Indian students" means students identified by the state count of American Indian students on October 1 of the previous school year. new text end

Sec. 13.

Minnesota Statutes 2022, section 124D.76, is amended to read:

124D.76 deleted text begin COMMUNITY COORDINATORS, INDIAN HOME/SCHOOL LIAISONSdeleted text end new text begin AMERICAN INDIAN EDUCATION PROGRAM COORDINATORSnew 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 begin whichdeleted text end new 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 begin community coordinators or Indian home/school liaisons if there aredeleted text end new text begin dedicated American Indian education program coordinators in a district withnew text end 100 or more new text begin state-identified new text end American Indian students enrolled in the district. deleted text begin Community coordinators shalldeleted text end new 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 begin shalldeleted text end new 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. 14.

Minnesota Statutes 2022, section 124D.78, is amended to read:

124D.78 PARENT AND COMMUNITY PARTICIPATION.

Subdivision 1.

Parent committee.

deleted text begin School boards and American Indian schoolsdeleted text end new text begin School districts, charter schools, Tribal contract schools, and the respective school boardsnew text end must provide for the maximum involvement of parents of new text begin American Indian new text end children enrolled in new text begin American Indian new text end education programs, programs for elementary and secondary grades, special education programs, and support services. Accordingly, deleted text begin the board of a school districtdeleted text end new text begin school districts, charter schools, and Tribal contract schoolsnew text end in which there are ten or morenew text begin state-identifiednew text end American Indian students enrolled deleted text begin and each American Indian schooldeleted text end must establish an American Indian deleted text begin educationdeleted 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 begin educationdeleted 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 begin The school board or American Indian schooldeleted text end new text begin School districts, charter schools, and Tribal contract schoolsnew text end must ensure that programs are planned, operated, and evaluated with the involvement of and in consultation with parents of new text begin the American Indian new text end students served by the programs.

Subd. 2.

deleted text begin Resolution of concurrencedeleted text end new text begin Annual compliancenew text end .

Prior to March 1, the deleted text begin school board or American Indian school must submit to the department a copy of a resolution adopted by the American Indian education parent advisory committee.deleted text end deleted 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 end new text begin American Indian Parent Advisory Committee 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, they issue a vote and resolution of concurrence. If they find that the needs of American Indian students are not being met, they 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 is formally reflected on documentation provided by the Department of Education and must be submitted annually on March 1. new text end

new text begin 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. The resolution must be accompanied by Parent Advisory Committee meeting minutes that show they have been appraised by the district on the goals of the Indian Education Program Plan and the measurement of progress toward those goals. new text end

Subd. 3.

Membership.

The American Indian deleted text begin educationdeleted text end Parent Advisory Committee must be composed of parentsnew text begin or guardiansnew text end of new text begin American Indian new text end children eligible to be enrolled in American Indian education programs; new text begin American Indian new text end secondary students deleted text begin eligible to be serveddeleted text end ;new text begin American Indian family members of students eligible to be enrolled in American Indian education programs;new text end American Indian language and culture education teachers and paraprofessionals; American Indian teachers;new text begin American Indian district employees; American Indiannew text end counselors; adult American Indian people enrolled in educational programs; and deleted text begin representatives from community groups. Adeleted text end new text begin American Indian community members. Thenew text end majority of each committee must be new text begin the new text end parents new text begin or guardians new text end ofnew text begin the American Indiannew text end children enrolled or eligible to be enrolled in the programs. deleted text begin The 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 begin an American Indian schooldeleted text end new text begin a Tribal contract schoolnew text end consists of parents of children attending the school, that membership or board may serve also as the American Indian deleted text begin educationdeleted 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, 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 school districts, charter schools, and Tribal contract schools for the subsequent school year. new text end

Sec. 15.

Minnesota Statutes 2022, section 124D.79, subdivision 2, is amended to read:

Subd. 2.

Technical assistance.

The commissioner shall provide technical assistance 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, deleted text begin anddeleted text end the development of materials for American Indian education programsnew text begin , and the annual report of American Indian student data using the state countnew text end .

Sec. 16.

Minnesota Statutes 2022, section 124D.791, subdivision 4, is amended to read:

Subd. 4.

Duties; powers.

The new text begin American new text end Indian education director shall:

(1) deleted text begin serve as the liaison for the departmentdeleted text end new text begin work collaboratively and in conjunctionnew text end with the new text begin Tribal Liaison, the new text end Tribal Nations Education Committee, the 11 Tribal deleted text begin communitiesdeleted text end new text begin nationsnew text end in 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. 17.

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 a graduation ceremony. 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. 18.

Minnesota Statutes 2022, section 124D.81, is amended to read:

124D.81 AMERICAN INDIAN EDUCATION AID.

Subdivision 1.

Procedures.

A school district, charter school,new text begin cooperative unit as defined in section 123A.24, subdivision 2,new text end or American Indian-controlled Tribal contract or grant school enrolling at least 20 American Indian studentsnew text begin identified by the state countnew text end on October 1 of the previous school year deleted text begin and operating an American Indian education program according to section 124D.74deleted text end is eligible fornew text begin Americannew text end Indian education aid if it meets the requirements of this section. Programs may provide for contracts for the provision of program components by nonsectarian nonpublic, community, Tribal, charter, or alternative schools. The commissioner shall prescribe the form and manner of application for aids, and no aid shall be made for a program not complying with the requirements of sections 124D.71 to 124D.82.

Subd. 2.

Plans.

To deleted text begin qualify fordeleted text end new text begin receivenew text end aid, an eligible district, charter school,new text begin cooperative unit as defined in section 123A.24, subdivision 2,new text end or Tribal contract school must develop and submit a plan for approval by the Indian education director that shall:

(a) Identify the measures to be used to meet the requirements of sections 124D.71 to 124D.82;

(b) Identify the activities, methods and programs to meet the identified educational needs of the children to be enrolled in the program;

(c) Describe how district goals and objectives as well as the objectives of sections 124D.71 to 124D.82 are to be achieved;

(d) Demonstrate that required and elective courses as structured do not have a discriminatory effect within the meaning of section 124D.74, subdivision 5;

(e) Describe how each school program will be organized, staffed, coordinated, and monitored; and

(f) Project expenditures for programs under sections 124D.71 to 124D.82.

Subd. 2a.

American Indian education aid.

(a) The American Indian education aid for an eligible districtnew text begin , cooperative unit,new text end or Tribal contract school equals the greater of (1) the sum of deleted text begin $20,000deleted text end new text begin $40,000new text end plus the product of deleted text begin $358deleted text end new text begin $500new text end times the difference between the number of American Indian students enrolled on October 1 of the previous school year and 20; or (2) if the district or school received a grant under this section for fiscal year 2015, the amount of the grant for fiscal year 2015.

(b) Notwithstanding paragraph (a), the American Indian education aid must not exceed the districtnew text begin , cooperative unit,new text end or Tribal contract school's actual expenditure according to the approved plan under subdivision 2new text begin , except as provided in subdivision 2bnew text end .

new text begin Subd. 2b. new text end

new text begin Carry forward of funds. new text end

new text begin Notwithstanding section 16A.28, if a school district or Tribal contract school does not expend the full amount of the American Indian education aid in accordance with the plan in the designated fiscal year, the school district or Tribal contract school may carry forward and expend up to half of the remaining funds in the first six months of the following fiscal year, and is not subject to an aid reduction if: new text end

new text begin (1) the district is otherwise following the plan submitted and approved under subdivision 2; new text end

new text begin (2) the American Indian Parent Advisory Committee for the school is aware of and has approved the carry forward and has concurred with the district's educational offerings extended to American Indian students under section 124D.78; new text end

new text begin (3) the funds carried over are used in accordance with section 124D.74, subdivision 1; and new text end

new text begin (4) by April 1, the district reports to the Department of Education American Indian education director the reason the aid was not expended in the designated fiscal year, and describes how the district intends to expend the funds in the following fiscal year. The district must report this information in the form and manner determined by the commissioner. new text end

Subd. 3.

Additional requirements.

Each districtnew text begin or cooperative unitnew text end receiving aid under this section must each year conduct a count of American Indian children in the schools of the district; test for achievement; identify the extent of other educational needs of the children to be enrolled in the American Indian education program; and classify the American Indian children by grade, level of educational attainment, age and achievement. Participating schools must maintain records concerning the needs and achievements of American Indian children served.

Subd. 4.

Nondiscrimination; testing.

In accordance with recognized professional standards, all testing and evaluation materials and procedures utilized for the identification, testing, assessment, and classification of American Indian children must be selected and administered so as not to be racially or culturally discriminatory and must be valid for the purpose of identifying, testing, assessing, and classifying American Indian children.

Subd. 5.

Records.

Participating schools deleted text begin anddeleted text end new text begin ,new text end districtsnew text begin , and cooperative unitsnew text end must keep records and afford access to them as the commissioner finds necessary to ensure that American Indian education programs are implemented in conformity with sections 124D.71 to 124D.82. Each school districtnew text begin , cooperative unit,new text end or participating school must keep accurate, detailed, and separate revenue and expenditure accounts for deleted text begin pilotdeleted text end American Indian education programs funded under this section.

Subd. 6.

Money from other sources.

A districtnew text begin , cooperative unit,new text end or participating school providing American Indian education programs shall be eligible to receive moneys for these programs from other government agencies and from private sources when the moneys are available.

Subd. 7.

Exceptions.

Nothing in sections 124D.71 to 124D.82 shall be construed as prohibiting a districtnew text begin , cooperative unit,new text end or school from implementing an American Indian education program which is not in compliance with sections 124D.71 to 124D.82 if the proposal and plan for that program is not funded pursuant to this section.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment for aid for fiscal year 2024 and later. new text end

Sec. 19.

Minnesota Statutes 2022, section 126C.05, subdivision 19, is amended to read:

Subd. 19.

Online learning students.

(a) The average daily membership for a public school pupil new text begin or a pupil enrolled in a school authorized to receive Tribal contract or grant aid under section 124D.83 new text end generating online learning average daily membership according to section deleted text begin 124D.095, subdivision 8,deleted text end new text begin 124D.094, subdivision 7,new text end 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 deleted text begin 124D.095, subdivision 8,deleted text end new text begin 124D.094, subdivision 7,new text end paragraph (b).

(b) When the sum of the average daily membership under paragraph (a) and the adjusted online learning average daily membership under section deleted text begin 124D.095, subdivision 8,deleted text end new text begin 124D.094, subdivision 7,new text end 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 deleted text begin 124D.095, subdivision 8,deleted text end new text begin 124D.094, subdivision 7,new text end paragraph (b), shall be reduced by any remaining excess over the maximum.

Sec. 20.

Minnesota Statutes 2022, section 144.4165, is amended to read:

144.4165 TOBACCO PRODUCTS PROHIBITED IN PUBLIC SCHOOLS.

new text begin (a) new text end No 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 end Nothing 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 begin An American Indian student may carry a medicine pouch containing loose tobacco intended as observance of traditional spiritual or cultural practices. new text end For purposes of this section, an Indian is a person who is a member of an Indian Tribe as defined in section 260.755, subdivision 12.

new text begin EFFECTIVE DATE. new text end

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

Sec. 21.

new text begin APPROPRIATIONS. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin American Indian education aid. new text end

new text begin (a) For American Indian education aid under Minnesota Statutes, section 124D.81, subdivision 2a: new text end

new text begin $ new text end new text begin 17,949,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 19,266,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $1,159,000 for 2023 and $16,790,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $1,865,000 for 2024 and $17,401,000 for 2025. new text end

new text begin Subd. 3. new text end

new text begin Minnesota Indian teacher training program grants. new text end

new text begin (a) For joint grants to assist people who are American Indian to become teachers under Minnesota Statutes, section 122A.63: new text end

new text begin $ new text end new text begin 2,210,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 600,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) This appropriation is subject to the requirements under Minnesota Statutes, section 122A.63, subdivision 10. new text end

new text begin Subd. 4. new text end

new text begin Native language revitalization grants to schools. new text end

new text begin (a) For grants to school districts and charter schools to offer language instruction in Dakota and Anishinaabe languages or another language indigenous to the United States or Canada: new text end

new text begin $ new text end new text begin 7,500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 7,500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Grant amounts are to be determined based upon the number of schools within a district implementing language courses. Eligible expenses include costs for teachers, program supplies, and curricular resources. new text end

new text begin (c) Up to five percent of the grant amount is available for grant administration and monitoring. new text end

new text begin (d) Up to $300,000 each year is for administrative and programmatic capacity at the Department of Education. new text end

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

new text begin Subd. 5. new text end

new text begin Tribal contract school aid. new text end

new text begin (a) For Tribal contract school aid under Minnesota Statutes, section 124D.83: new text end

new text begin $ new text end new text begin 2,585,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 2,804,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $255,000 for 2023 and $2,330,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $258,000 for 2024 and $2,546,000 for 2025. new text end

ARTICLE 5

TEACHERS

Section 1.

Minnesota Statutes 2022, section 120A.414, subdivision 2, is amended to read:

Subd. 2.

Plan.

A school boardnew text begin , including the board of a charter school,new text end may adopt an e-learning day plan after deleted text begin consultingdeleted text end new text begin meeting and negotiatingnew text end with the exclusive representative of the teachers. deleted text begin Adeleted text end new text begin If a charter school's teachers are not represented by an exclusive representative, thenew text end charter school may adopt an e-learning day plan after consulting with its teachers. The plan must include accommodations for students without Internet access at home and for digital device access for families without the technology or an insufficient amount of technology for the number of children in the household. A school's e-learning day plan must provide accessible options for students with disabilities under chapter 125A.

Sec. 2.

new text begin [120B.101] CURRICULUM. new text end

new text begin No school district or charter school may discriminate against or discipline a teacher or principal on the basis of incorporating into curriculum contributions of persons in a federally protected class or state protected class when the included contribution is in alignment with standards and benchmarks adopted under sections 120B.021 and 120B.023. new text end

Sec. 3.

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" has the meaning given in section 120B.11, subdivision 1. 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" has the meaning given in section 120B.11, subdivision 1. new text end

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

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

new text begin Subd. 3. new text end

new text begin Applications and grant awards. new text end

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

new text begin Subd. 4. new text end

new text begin Description. new text end

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

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

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

new text begin Subd. 5. new text end

new text begin Report. new text end

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

Sec. 4.

new text begin [120B.117] INCREASING PERCENTAGE OF TEACHERS OF COLOR AND AMERICAN INDIAN TEACHERS IN MINNESOTA. new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin This section sets short-term and long-term attainment goals for increasing the percentage of teachers of color and who are American Indian teachers in Minnesota and for ensuring all students have equitable access to effective and racially and ethnically diverse teachers who reflect the diversity of students. The goals and report required under this section are important for meeting attainment goals for the world's best workforce under section 120B.11, achievement and integration under section 124D.861, and higher education attainment under section 135A.012, all of which have been established to close persistent opportunity and achievement gaps that limit students' success in school and life and impede the state's economic growth. new text end

new text begin Subd. 2. new text end

new text begin Equitable access to racially and ethnically diverse teachers. new text end

new text begin The percentage of teachers in Minnesota who are of color or who are American Indian should increase at least two percentage points per year to have a teaching workforce that more closely reflects the state's increasingly diverse student population and to ensure all students have equitable access to effective and diverse teachers by 2040. new text end

new text begin Subd. 3. new text end

new text begin Rights not created. new text end

new text begin The attainment goal in this section is not to the exclusion of any other goals and does not confer a right or create a claim for any person. new text end

new text begin Subd. 4. new text end

new text begin Reporting. new text end

new text begin Beginning in 2024 and every even-numbered year thereafter, the Professional Educator Licensing and Standards Board must collaborate with the Department of Education and the Office of Higher Education to publish a summary report of each of the programs they administer and any other programs receiving state appropriations that have or include an explicit purpose of increasing the racial and ethnic diversity of the state's teacher workforce to more closely reflect the diversity of students. The report must include programs under sections 122A.59, 122A.63, 122A.635, 122A.70, 122A.73, 124D.09, 124D.861, 136A.1274, 136A.1276, and 136A.1791, along with any other programs or initiatives that receive state appropriations to address the shortage of teachers of color and American Indian teachers. The board must, in coordination with the Office of Higher Education and Department of Education, provide policy and funding recommendations related to state-funded programs to increase the recruitment, preparation, licensing, hiring, and retention of racially and ethnically diverse teachers and the state's progress toward meeting or exceeding the goals of this section. The report must include recommendations for state policy and funding needed to achieve the goals of this section, plans for sharing the report and activities of grant recipients, and opportunities among grant recipients of various programs to share effective practices with each other. The 2024 report must include a recommendation of whether a state advisory council should be established to address the shortage of racially and ethnically diverse teachers and what the composition and charge of such an advisory council would be if established. The board must consult with the Indian Affairs Council and other ethnic councils along with other community partners, including students of color and American Indian students, in developing the report. By November 3 of each odd-numbered year, the board must submit the report to the chairs and ranking minority members of the legislative committees with jurisdiction over education and higher education policy and finance. The report must be available to the public on the board's website. 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. 5.

new text begin [122A.04] LICENSE REQUIRED. new text end

new text begin Pursuant to section 120A.22, subdivision 10, a teacher must hold a field license or a permission aligned to the content area and scope of the teacher's assignment to provide instruction in a public school, including a charter school. new text end

Sec. 6.

Minnesota Statutes 2022, section 122A.06, subdivision 1, is amended to read:

Subdivision 1.

Scope.

For the purpose of sections deleted text begin 122A.05deleted text end new text begin 122A.04new text end to 122A.093deleted text begin ,deleted text end new text begin and 122A.15 to 122A.33, new text end the terms defined in this section have the meanings given them, unless another meaning is clearly indicated.

Sec. 7.

Minnesota Statutes 2022, section 122A.06, subdivision 2, is amended to read:

Subd. 2.

Teacher.

"Teacher" means a classroom teacher or other similar professional employee required new text begin by law new text end to hold a license from the Professional Educator Licensing and Standards Board.

Sec. 8.

Minnesota Statutes 2022, section 122A.06, subdivision 5, is amended to read:

Subd. 5.

Field.

A "fieldnew text begin ,new text end " new text begin "licensure area," new text end or "subject area" means the content area in which a teacher may become licensed to teach.

Sec. 9.

Minnesota Statutes 2022, section 122A.06, subdivision 6, is amended to read:

Subd. 6.

Shortage area.

"Shortage area" means:

(1) licensure fields and economic development regions reported by the deleted text begin commissioner of education or thedeleted text end Professional Educator Licensing and Standards Board as experiencing a teacher shortage; and

(2) economic development regions where deleted text begin there is a shortage of licensed teachers who reflect the racial or ethnic diversity of students in the region.deleted text end new text begin the aggregate percentage of Indigenous teachers and teachers of color in the region is lower than the aggregate percentage of kindergarten through grade 12 Indigenous students and students of color in that region. Only individuals who close the gap between these percentages qualify as filling a shortage by this definition.new text end

Sec. 10.

Minnesota Statutes 2022, section 122A.06, subdivision 7, is amended to read:

Subd. 7.

Teacher preparation program.

"Teacher preparation program" means a program approved by the Professional Educator Licensing and Standards Board for the purpose of preparing individuals for a specific teacher licensure field in Minnesota. deleted text begin Teacher preparation programs include traditional programs delivered by postsecondary institutions, alternative teacher preparation programs, and nonconventional teacher preparation programs.deleted text end

Sec. 11.

Minnesota Statutes 2022, section 122A.06, subdivision 8, is amended to read:

Subd. 8.

Teacher preparation program provider.

"Teacher preparation program provider" or "unit" means an entity that has primary responsibility for overseeing and delivering a teacher preparation program.new text begin Teacher preparation program providers include institutes of higher education, school districts, charter schools, or nonprofit corporations organized under chapter 317A.new text end

Sec. 12.

Minnesota Statutes 2022, section 122A.06, is amended by adding a subdivision to read:

new text begin Subd. 9. new text end

new text begin District. new text end

new text begin "District" means a school district or charter school. new text end

Sec. 13.

Minnesota Statutes 2022, section 122A.06, is amended by adding a subdivision to read:

new text begin Subd. 10. new text end

new text begin Transfer pathway. new text end

new text begin "Transfer pathway" means an established pathway to licensure between a two-year college or Tribal college, and a board-approved teacher preparation provider. new text end

Sec. 14.

Minnesota Statutes 2022, section 122A.09, subdivision 4, is amended to read:

Subd. 4.

Licensingnew text begin and approvalnew text end .

new text begin (a)new text end The Professional Educator Licensing and Standards Board must license teachers, as defined in section 122A.15, subdivision 1, except for supervisory personnel, as defined in section 122A.15, subdivision 2. The board must not delegate its authority to make all licensing decisions with respect to deleted text begin candidatesdeleted text end new text begin applicantsnew text end for teacher licensure. The board must evaluate deleted text begin candidatesdeleted text end new text begin applicantsnew text end for compliance with statutory or rule requirements for licensure and develop licensure verification requirements.

new text begin (b) The Professional Educator Licensing and Standards Board must approve teacher preparation providers seeking to prepare applicants for teacher licensure in Minnesota. new text end

Sec. 15.

Minnesota Statutes 2022, section 122A.09, subdivision 6, is amended to read:

Subd. 6.

Register of persons licensed.

The deleted text begin executive director of thedeleted text end Professional Educator Licensing and Standards Board must keep a record of the proceedings of and a register of all persons licensed pursuant to the provisions of this chapter. The register must show the name, deleted text begin address,deleted text end new text begin licenses and permissions held, including renewals, andnew text end license number deleted text begin and the renewal of the licensedeleted text end . deleted text begin The board must on July 1, of each year or as soon thereafter as is practicable, compile a list of such duly licensed teachers. A copy of the registerdeleted text end new text begin This listnew text end must be available deleted text begin during business hours at the office of the board to any interested persondeleted text end new text begin on the board's websitenew text end .

Sec. 16.

Minnesota Statutes 2022, section 122A.09, subdivision 9, is amended to read:

Subd. 9.

Professional Educator Licensing and Standards Board must adopt rules.

(a) The Professional Educator Licensing and Standards Board must adopt rules subject to the provisions of chapter 14 to implement sections 120B.363, 122A.05 to 122A.09, 122A.092, 122A.16, 122A.17, 122A.18, 122A.181, 122A.182, 122A.183, 122A.184, 122A.185, 122A.187, 122A.188, new text begin 122A.19, new text end 122A.20, 122A.21, 122A.23, 122A.26, 122A.28, deleted text begin anddeleted text end 122A.29new text begin , and 124D.72new text end .

(b) The board must adopt rules relating to fields of licensurenew text begin and grade levels that a licensed teacher may teachnew text end , including a process for granting permission to a licensed teacher to teach in a field that is different from the teacher's field of licensure without change to the teacher's license tier level.

deleted text begin (c) The board must adopt rules relating to the grade levels that a licensed teacher may teach. deleted text end

deleted text begin (d)deleted text end new text begin (c)new text end If a rule adopted by the board is in conflict with a session law or statute, the law or statute prevails. Terms adopted in rule must be clearly defined and must not be construed to conflict with terms adopted in statute or session law.

deleted text begin (e)deleted text end new text begin (d)new text end The board must include a description of a proposed rule's probable effect on teacher supply and demand in the board's statement of need and reasonableness under section 14.131.

deleted text begin (f)deleted text end new text begin (e)new text end The board must adopt rules only under the specific statutory authority.

Sec. 17.

Minnesota Statutes 2022, section 122A.09, subdivision 10, is amended to read:

Subd. 10.

Permissions.

(a) Notwithstanding subdivision 9 and sections 14.055 and 14.056, the Professional Educator Licensing and Standards Board may grant waivers to its rules upon application by a school district or a charter school for purposes of implementing experimental programs in learning or management.

(b) To enable a school district or a charter school to meet the needs of students enrolled in an alternative education program and to enable licensed teachers instructing those students to satisfy content area licensure requirements, the Professional Educator Licensing and Standards Board deleted text begin annuallydeleted text end may permit a licensed teacher teaching in an alternative education program to instruct students in a content area for which the teacher is not licensed, consistent with paragraph (a).

(c) A special education license permission issued by the Professional Educator Licensing and Standards Board for a primary employer's low-incidence region is valid in all low-incidence regions.

(d) deleted text begin A candidatedeleted text end new text begin An applicantnew text end that has obtained career and technical education certification may apply for a Tier 1 license under section 122A.181. Consistent with section 136F.361, the Professional Educator Licensing and Standards Board must strongly encourage approved deleted text begin college or university-baseddeleted text end teacher preparation programs throughout Minnesota to develop alternative pathways for certifying and licensing high school career and technical education instructors and teachers, allowing such deleted text begin candidatesdeleted text end new text begin applicantsnew text end to meet certification and licensure standards that demonstrate their content knowledge, classroom experience, and pedagogical practices and their qualifications based on a combination of occupational testing, professional certification or licensure, and long-standing work experience.

Sec. 18.

Minnesota Statutes 2022, section 122A.091, subdivision 1, is amended to read:

Subdivision 1.

Teacher and administrator preparation and performance data; report.

(a) The Professional Educator Licensing and Standards Board and the Board of School Administrators, in cooperation with deleted text begin board-adopteddeleted text end new text begin board-approvednew text end 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 deleted text begin Junedeleted text end new text begin Julynew text end 1 must update and post the reported summary preparation and performance data on teachers and administrators from the preceding school years on deleted text begin a website hosted jointly by the boardsdeleted text end new text begin their respective websitesnew text end .

(b) Publicly reported summary data on teacher preparation deleted text begin programsdeleted text end new text begin providersnew text end must include:

deleted text begin (1) student entrance requirements for each Professional Educator Licensing and Standards Board-approved program, including grade point average for enrolling students in the preceding year; deleted text end

deleted text begin (2) the average board-adopted skills examination or ACT or SAT scores of students entering the program in the preceding year; deleted text end

deleted text begin (3)deleted text end new text begin (1)new text end summary data on deleted text begin facultydeleted text end new text begin teacher educatornew text end qualificationsdeleted text begin , including at least the content areas of faculty undergraduate and graduate degreesdeleted text end and their years of experience either as deleted text begin kindergartendeleted text end new text begin birthnew text end through grade 12 classroom teachers or school administrators;

deleted text begin (4) the average time resident and nonresident program graduates in the preceding year needed to complete the program; deleted text end

new text begin (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; new text end

deleted text begin (5)deleted text end new text begin (3)new text end the current number and percentage of deleted text begin studentsdeleted text end new text begin program completersnew text end by program who deleted text begin graduated,deleted text end received a deleted text begin standard Minnesota teaching license, anddeleted text end new text begin 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;new text end

new text begin (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; new text end

new text begin (5) the current number and percentage of program completers whonew text end 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) deleted text begin the number of content area credits and other credits by undergraduate program that students in the preceding school year needed to complete to graduatedeleted text end new text begin 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 individualnew text end ;

deleted text begin (7) students' pass rates on skills and subject matter exams required for graduation in each program and licensure area in the preceding school year; deleted text end

deleted text begin (8)deleted text end new text begin (7) board-adoptednew text end survey results measuring deleted text begin student and graduate satisfaction with the programdeleted text end new text begin initial licensure program quality and structurenew text end 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;

deleted text begin (9) a standard measure of the satisfaction ofdeleted text end new text begin (8) board-adopted survey results fromnew text end school principals or deleted text begin supervising teachers with the student teachers assigned to a school or supervising teacherdeleted text end new text begin supervisors on initial licensure program quality and structurenew text end ; and

deleted text begin (10) information under subdivision 3, paragraphs (a) and (b)deleted text end new text begin (9) the number and percentage of program completers who met or exceeded the state threshold score on the board-adopted teacher performance assessmentnew 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.

Sec. 19.

Minnesota Statutes 2022, section 122A.091, subdivision 2, is amended to read:

Subd. 2.

Teacher preparation program reporting.

deleted text begin (a)deleted text end By December 31, 2018, and annually thereafter, the Professional Educator Licensing and Standards Board shall report and publish on its website the cumulative summary results of at least three consecutive years of data reported to the board under subdivision 1, paragraph (b). Where the data are sufficient to yield statistically reliable information and the results would not reveal personally identifiable information about an individual teacher, the board shall report the data by teacher preparation program.

deleted text begin (b) The Professional Educator Licensing and Standards Board must report annually to the chairs and ranking minority members of the legislative committees with jurisdiction over kindergarten through grade 12 education, the following information: deleted text end

deleted text begin (1) the total number of teacher candidates during the most recent school year taking a board-adopted skills examination; deleted text end

deleted text begin (2) the number who achieve a qualifying score on the examination; deleted text end

deleted text begin (3) the number who do not achieve a qualifying score on the examination; and deleted text end

deleted text begin (4) the candidates who have not passed a content or pedagogy exam. deleted text end

deleted text begin The information reported under this paragraph must be disaggregated by categories of race, ethnicity, and eligibility for financial aid. The report must be submitted in accordance with section 3.195. deleted text end

Sec. 20.

Minnesota Statutes 2022, section 122A.15, subdivision 1, is amended to read:

Subdivision 1.

Teachers.

The term "teachers" for the purpose of licensure, means all persons employed in a public school or education district or by a service cooperative as members of the instructional, supervisory, and support staff including superintendents, principals, supervisors, secondary vocational and other classroom teachers, librarians, new text begin school new text end counselors, school psychologists, school nurses, school social workers, audio-visual directors and coordinators, recreation personnel, media generalists, media supervisors, and deleted text begin speech therapistsdeleted text end new text begin school speech-language pathologists. This definition does not apply to sections 122A.05 to 122A.093new text end .

Sec. 21.

Minnesota Statutes 2022, section 122A.18, subdivision 1, is amended to read:

Subdivision 1.

Authority to license.

(a) The Professional Educator Licensing and Standards Board must issue the following teacher licenses to deleted text begin candidatesdeleted text end new text begin applicantsnew text end who meet the qualifications prescribed by this chapter:

(1) Tier 1 license under section 122A.181;

(2) Tier 2 license under section 122A.182;

(3) Tier 3 license under section 122A.183; and

(4) Tier 4 license under section 122A.184.

(b) The Board of School Administrators must license supervisory personnel as defined in section 122A.15, subdivision 2, except for athletic coaches.

(c) The Professional Educator Licensing and Standards Board and the Department of Education must enter into a data sharing agreement to share:

(1) educational data at the E-12 level for the limited purpose of program approval and improvement for teacher education programs. The program approval process must include targeted redesign of teacher preparation programs to address identified E-12 student areas of concern; and

(2) data in the staff automated reporting system for the limited purpose of managing and processing funding to school districts and other entities.

(d) The Board of School Administrators and the Department of Education must enter into a data sharing agreement to share educational data at the E-12 level for the limited purpose of program approval and improvement for education administration programs. The program approval process must include targeted redesign of education administration preparation programs to address identified E-12 student areas of concern.

(e) For purposes of the data sharing agreements under paragraphs (c) and (d), the Professional Educator Licensing and Standards Board, Board of School Administrators, and Department of Education may share private data, as defined in section 13.02, subdivision 12, on teachers and school administrators. The data sharing agreements must not include educational data, as defined in section 13.32, subdivision 1, but may include summary data, as defined in section 13.02, subdivision 19, derived from educational data.

Sec. 22.

Minnesota Statutes 2022, section 122A.18, subdivision 2, is amended to read:

Subd. 2.

Support personnel qualifications.

The Professional Educator Licensing and Standards Board must issue licenses and credentials under its jurisdiction to persons the board finds to be qualified and competent for support personnel positions in accordance with section deleted text begin 120B.36deleted text end new text begin 120B.363new text end .

Sec. 23.

Minnesota Statutes 2022, section 122A.18, subdivision 10, is amended to read:

Subd. 10.

Licensure via portfolio.

(a) The Professional Educator Licensing and Standards Board must adopt rules establishing a process for an eligible deleted text begin candidatedeleted text end new text begin applicantnew text end to obtain deleted text begin any teacherdeleted text end new text begin an initial Tier 3new text end license deleted text begin under subdivision 1deleted text end , or to add a licensure fielddeleted text begin ,deleted text end new text begin to a Tier 3 or Tier 4 licensenew text end via portfolio. The portfolio licensure application process must be consistent with the requirements in this subdivision.

(b) deleted text begin A candidatedeleted text end new text begin An applicantnew text end for deleted text begin adeleted text end new text begin an initial Tier 3new text end license new text begin via portfolio new text end must submit to the board one portfolio demonstrating pedagogical competence and one portfolio demonstrating content competence.

(c) deleted text begin A candidatedeleted text end new text begin An applicantnew text end seeking to add a licensure field new text begin via portfolio new text end must submit to the board one portfolio demonstrating content competence for each licensure field the candidate seeks to add.

(d) The board must notify deleted text begin a candidatedeleted text end new text begin an applicantnew text end who submits a portfolio under paragraph (b) or (c) within 90 calendar days after the portfolio is received whether or not the portfolio is approved. If the portfolio is not approved, the board must deleted text begin immediatelydeleted text end inform the deleted text begin candidatedeleted text end new text begin applicantnew text end how to revise the portfolio to successfully demonstrate the requisite competence. The deleted text begin candidatedeleted text end new text begin applicantnew text end may resubmit a revised portfolio at any time and the board must approve or disapprove the revised portfolio within 60 calendar days of receiving it.

(e) deleted text begin A candidatedeleted text end new text begin An applicantnew text end must pay a fee for a portfolio in accordance with section 122A.21, subdivision 4.

Sec. 24.

Minnesota Statutes 2022, section 122A.18, is amended by adding a subdivision to read:

new text begin Subd. 11. new text end

new text begin Staff Automated Reporting. new text end

new text begin The Professional Educator Licensing and Standards Board shall collect data on educators' employment and assignments from all school districts and charter schools. The report may include data on educators' demographics and licensure. new text end

Sec. 25.

Minnesota Statutes 2022, section 122A.181, subdivision 1, is amended to read:

Subdivision 1.

Application requirements.

The Professional Educator Licensing and Standards Board must approve deleted text begin a request from a district or charter school to issue a Tier 1 license in a specified content area to a candidatedeleted text end new text begin an application for a Tier 1 license in a specified content areanew text end if:

new text begin (1) the application has been submitted jointly by the applicant and the district; new text end

new text begin (2) the application has been paid for by the district or the applicant; new text end

deleted text begin (1)deleted text end new text begin (3)new text end the deleted text begin candidatedeleted text end new text begin applicantnew text end meets the professional requirement in subdivision 2;

deleted text begin (2)deleted text end new text begin (4)new text end the district or charter school affirms that the deleted text begin candidatedeleted text end new text begin applicantnew text end has the necessary skills and knowledge to teach in the specified content area; deleted text begin anddeleted text end

deleted text begin (3)deleted text end new text begin (5)new text end the district or charter school demonstrates thatdeleted text begin :deleted text end

deleted text begin (i)deleted text end a criminal background check under section 122A.18, subdivision 8, has been completed on the deleted text begin candidatedeleted text end new text begin applicantnew text end ; and

deleted text begin (ii)deleted text end new text begin (6)new text end the district or charter school has posted the teacher position but was unable to hire an acceptable teacher with a Tier 2, 3, or 4 license for the position.

Sec. 26.

Minnesota Statutes 2022, section 122A.181, subdivision 2, is amended to read:

Subd. 2.

Professional requirements.

(a) deleted text begin A candidatedeleted text end new text begin An applicantnew text end for a Tier 1 license must have a bachelor's degree to teach a class or course outside a career and technical education or career pathways course of study.

(b) deleted text begin A candidatedeleted text end new text begin An applicantnew text end for a Tier 1 license must have one of the following credentials in a relevant content area to teach a class in a career and technical education or career pathways course of study:

(1) an associate's degree;

(2) a professional certification; or

(3) five years of relevant work experience.

Sec. 27.

Minnesota Statutes 2022, section 122A.181, is amended by adding a subdivision to read:

new text begin Subd. 2a. new text end

new text begin Exemptions from a bachelor's degree. new text end

new text begin (a) The following applicants for a Tier 1 license are exempt from the requirement to hold a bachelor's degree in subdivision 2: new text end

new text begin (1) an applicant for a Tier 1 license to teach career and technical education or career pathways courses of study if the applicant has: new text end

new text begin (i) an associate's degree; new text end

new text begin (ii) a professional certification; or new text end

new text begin (iii) five years of relevant work experience; new text end

new text begin (2) an applicant for a Tier 1 license to teach world languages and culture pursuant to Minnesota Rules, part 8710.4950, if the applicant is a native speaker of the language; and new text end

new text begin (3) an applicant for a Tier 1 license in the performing or visual arts pursuant to Minnesota Rules, parts 8710.4300, dance and theatre; 8710.4310, dance; 8710.4320, theatre; 8710.4650, vocal music and instrumental music; and 8710.4900, visual arts, if the applicant has at least five years of relevant work experience. new text end

new text begin (b) The Professional Educator Licensing and Standards Board must adopt rules regarding the qualifications and determinations for applicants exempt from paragraph (a). new text end

Sec. 28.

Minnesota Statutes 2022, section 122A.181, subdivision 3, is amended to read:

Subd. 3.

Term of license and renewal.

(a) The Professional Educator Licensing and Standards Board must issue an initial Tier 1 license for a term of one year. A Tier 1 license may be renewed subject to paragraphs (b) and (c). deleted text begin The board may submit written comments to the district or charter school that requested the renewal regarding the candidate.deleted text end

(b) The Professional Educator Licensing and Standards Board must renew a Tier 1 license if:

(1) the district or charter school requesting the renewal demonstrates that it has posted the teacher position but was unable to hire an acceptable teacher with a Tier 2, 3, or 4 license for the position;

(2) the teacher holding the Tier 1 license took a content examination in accordance with section 122A.185 and submitted the examination results to the teacher's employing district or charter school within one year of the board approving the request for the initial Tier 1 license;

(3) the teacher holding the Tier 1 license participated in cultural competency training consistent with section 120B.30, subdivision 1, paragraph (q), within one year of the board approving the request for the initial Tier 1 license; and

(4) the teacher holding the Tier 1 license met the mental illness training renewal requirement under section 122A.187, subdivision 6.

The requirement in clause (2) does not apply to a teacher that teaches a class in a career and technical education or career pathways course of study.

(c) A Tier 1 license must not be renewed more than three times, unless the requesting district or charter school can show good cause for additional renewals. A Tier 1 license issued to teach (1) a class or course in a career and technical education or career pathway course of study or (2) in a shortage area, as defined in section 122A.06, subdivision 6, may be renewed without limitation.

Sec. 29.

Minnesota Statutes 2022, section 122A.181, subdivision 4, is amended to read:

Subd. 4.

Application.

The Professional Educator Licensing and Standards Board must acceptnew text begin and reviewnew text end applications for a Tier 1 teaching license beginning July 1 of the school year for which the license is requested deleted text begin and must issue or deny the Tier 1 teaching license deleted text end deleted text begin within 30 days of receiving the completed applicationdeleted text end new text begin ; at the board's discretion, the board may begin to accept and review applications before July 1new 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. 30.

Minnesota Statutes 2022, section 122A.181, subdivision 5, is amended to read:

Subd. 5.

Limitations on license.

(a) A Tier 1 license is limited to the content matter indicated on the application for the initial Tier 1 license under subdivision 1, clause (2), and limited to the district or charter school that requested the initial Tier 1 license.

(b) A Tier 1 license does not bring an individual within the definition of a teacher for purposes of section 122A.40, subdivision 1, or 122A.41, subdivision 1, clause (a).

deleted text begin (c) A Tier 1 license does not bring an individual within the definition of a teacher under section 179A.03, subdivision 18. deleted text end

Sec. 31.

Minnesota Statutes 2022, section 122A.182, subdivision 1, is amended to read:

Subdivision 1.

Requirements.

deleted text begin (a)deleted text end The Professional Educator Licensing and Standards Board must approve deleted text begin a request from a district or charter school to issuedeleted text end new text begin an application fornew text end a Tier 2 license in a specified content area deleted text begin to a candidatedeleted text end if:

deleted text begin (1) the candidate meets the educational or professional requirements in paragraph (b) or (c); deleted text end

deleted text begin (2) the candidate: deleted text end

deleted text begin (i) has completed the coursework required under subdivision 2; deleted text end

deleted text begin (ii) is enrolled in a Minnesota-approved teacher preparation program; or deleted text end

deleted text begin (iii) has a master's degree in the specified content area; and deleted text end

deleted text begin (3) the district or charter school demonstrates that a criminal background check under section 122A.18, subdivision 8, has been completed on the candidate. deleted text end

deleted text begin (b) A candidate for a Tier 2 license must have a bachelor's degree to teach a class outside a career and technical education or career pathways course of study. deleted text end

deleted text begin (c) A candidate for a Tier 2 license must have one of the following credentials in a relevant content area to teach a class or course in a career and technical education or career pathways course of study: deleted text end

deleted text begin (1) an associate's degree; deleted text end

deleted text begin (2) a professional certification; or deleted text end

deleted text begin (3) five years of relevant work experience. deleted text end

new text begin (1) the application has been submitted jointly by the applicant and the district; new text end

new text begin (2) the application has been paid for by the district or the applicant; new text end

new text begin (3) the applicant holds a bachelor's degree, unless specifically exempt by statute or rule; new text end

new text begin (4) the district demonstrates that a criminal background check under section 122A.18, subdivision 8, has been completed for the applicant; and new text end

new text begin (5) the applicant: new text end

new text begin (i) has completed a state-approved teacher preparation program; new text end

new text begin (ii) is enrolled in a Minnesota-approved teacher preparation program; or new text end

new text begin (iii) has a master's degree in the specified content area. new text end

Sec. 32.

Minnesota Statutes 2022, section 122A.182, is amended by adding a subdivision to read:

new text begin Subd. 2a. new text end

new text begin Exemptions from a bachelor's degree. new text end

new text begin (a) The following applicants for a Tier 2 license are exempt from the requirement to hold a bachelor's degree in subdivision 1: new text end

new text begin (1) an applicant for a Tier 2 license to teach career and technical education or career pathways courses of study when the applicant has: new text end

new text begin (i) an associate's degree; new text end

new text begin (ii) a professional certification; or new text end

new text begin (iii) five years of relevant work experience; new text end

new text begin (2) an applicant for a Tier 2 license to teach world languages and culture pursuant to Minnesota Rules, part 8710.4950, when the applicant is a native speaker of the language; and new text end

new text begin (3) an applicant for a Tier 2 license in the performing or visual arts pursuant to Minnesota Rules, parts 8710.4300, dance and theatre; 8710.4310, dance; 8710.4320, theatre; 8710.4650, vocal music and instrumental music; and 8710.4900, visual arts, when the applicant has at least five years of relevant work experience. new text end

new text begin (b) The Professional Educator Licensing and Standards Board must adopt rules regarding the qualifications and determinations for applicants exempt from the requirement to hold a bachelor's degree in subdivision 1. new text end

Sec. 33.

Minnesota Statutes 2022, section 122A.182, is amended by adding a subdivision to read:

new text begin Subd. 2b. new text end

new text begin Temporary eligibility for renewal. new text end

new text begin (a) From July 1, 2023, until June 30, 2024, the Professional Educator Licensing and Standards Board must approve an application for a Tier 2 license that meets the coursework requirement under subdivision 2, and other requirements under subdivision 1, clauses (1), (2), (3), and (4). new text end

new text begin (b) For the 2023-2024, 2024-2025, and 2025-2026 school years only, the Professional Educator Licensing and Standards Board must approve an application to renew a Tier 2 license for an applicant that met the Tier 2 requirements in effect at the time the first Tier 2 license was issued. Nothing in this subdivision modifies the renewal requirements in subdivision 3. new text end

Sec. 34.

Minnesota Statutes 2022, section 122A.182, subdivision 4, is amended to read:

Subd. 4.

Application.

The Professional Educator Licensing and Standards Board must accept applications for a Tier 2 teaching license beginning July 1 of the school year for which the license is requested deleted text begin and must issue or deny the Tier 2 teaching license within 30 days of receiving the completed applicationdeleted text end .new text begin At the board's discretion, the board may begin to accept and review applications before July 1.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. 35.

Minnesota Statutes 2022, section 122A.183, subdivision 1, is amended to read:

Subdivision 1.

Requirements.

(a) The Professional Educator Licensing and Standards Board must issue a Tier 3 license to deleted text begin a candidatedeleted text end new text begin an applicantnew text end who provides information sufficient to demonstrate all of the following:

deleted text begin (1) the candidate meets the educational or professional requirements in paragraphs (b) and (c); deleted text end

deleted text begin (2)deleted text end new text begin (1)new text end the deleted text begin candidatedeleted text end new text begin applicantnew text end has obtained a passing score on the required licensure exams under section 122A.185; deleted text begin anddeleted text end

new text begin (2) the applicant holds a bachelor's degree, unless specifically exempt by statute or rule; and new text end

(3) the deleted text begin candidatedeleted text end new text begin applicantnew text end has completed the coursework required under subdivision 2.

deleted text begin (b) A candidate for a Tier 3 license must have a bachelor's degree to teach a class or course outside a career and technical education or career pathways course of study. deleted text end

deleted text begin (c) A candidate for a Tier 3 license must have one of the following credentials in a relevant content area to teach a class or course in a career and technical education or career pathways course of study: deleted text end

deleted text begin (1) an associate's degree; deleted text end

deleted text begin (2) a professional certification; or deleted text end

deleted text begin (3) five years of relevant work experience. deleted text end

deleted text begin In consultation with the governor's Workforce Development Board established under section 116L.665, the board must establish a list of qualifying certifications, and may add additional professional certifications in consultation with school administrators, teachers, and other stakeholders. deleted text end

new text begin (b) The board must issue a Tier 3 license to an applicant who: new text end

new text begin (1) has completed student teaching comparable to the student teaching expectations in Minnesota; new text end

new text begin (2) has obtained a passing score on the required licensure exams under section 122A.185; and new text end

new text begin (3) has completed either: new text end

new text begin (i) a teacher preparation program from a culturally specific Minority Serving Institution in the United States, such as Historically Black Colleges and Universities, Tribal Colleges and Universities, or Hispanic-Serving Institutions, including those in Puerto Rico; or new text end

new text begin (ii) a university teacher preparation program in another country. new text end

Sec. 36.

Minnesota Statutes 2022, section 122A.183, subdivision 2, is amended to read:

Subd. 2.

Coursework.

deleted text begin A candidatedeleted text end new text begin An applicantnew text end for a Tier 3 license must meet the coursework requirement by demonstrating one of the following:

(1) completion of a Minnesota-approved teacher preparation program;

(2) completion of a state-approved teacher preparation program that includes field-specific student teaching equivalent to field-specific student teaching in Minnesota-approved teacher preparation programs. The field-specific student teaching requirement does not apply to deleted text begin a candidatedeleted text end new text begin an applicantnew text end that has two years ofnew text begin field-specificnew text end teaching experience;

(3) submission of a content-specific licensure portfolio;

(4) a professional teaching license from another state, evidence that the deleted text begin candidate'sdeleted text end new text begin applicant'snew text end license is in good standing, and two years ofnew text begin field-specificnew text end teaching experience; or

(5) three years of teaching experience under a Tier 2 license and evidence of summative teacher evaluations that did not result in placing or otherwise keeping the teacher on an improvement process pursuant to section 122A.40, subdivision 8, or section 122A.41, subdivision 5.

Sec. 37.

Minnesota Statutes 2022, section 122A.183, is amended by adding a subdivision to read:

new text begin Subd. 2a. new text end

new text begin Exemptions from a bachelor's degree. new text end

new text begin (a) The following applicants for a Tier 3 license are exempt from the requirement to hold a bachelor's degree in subdivision 1: new text end

new text begin (1) an applicant for a Tier 3 license to teach career and technical education or career pathways courses of study when the applicant has: new text end

new text begin (i) an associate's degree; new text end

new text begin (ii) a professional certification; or new text end

new text begin (iii) five years of relevant work experience; new text end

new text begin (2) an applicant for a Tier 3 license to teach world languages and culture pursuant to Minnesota Rules, part 8710.4950, when the applicant is a native speaker of the language; and new text end

new text begin (3) an applicant for a Tier 3 license in the performing or visual arts pursuant to Minnesota Rules, parts 8710.4300, dance and theatre; 8710.4310, dance; 8710.4320, theatre; 8710.4650, vocal music and instrumental music; and 8710.4900, visual arts, when the applicant has at least five years of relevant work experience. new text end

new text begin (b) The Professional Educator Licensing and Standards Board must adopt rules regarding the qualifications and determinations for applicants exempt from the requirement to hold a bachelor's degree in subdivision 1. new text end

Sec. 38.

Minnesota Statutes 2022, section 122A.184, subdivision 1, is amended to read:

Subdivision 1.

Requirements.

The Professional Educator Licensing and Standards Board must issue a Tier 4 license to deleted text begin a candidatedeleted text end new text begin an applicantnew text end who provides information sufficient to demonstrate all of the following:

(1) the deleted text begin candidatedeleted text end new text begin applicantnew text end meets all requirements for a Tier 3 license under section 122A.183, and has completed a teacher preparation program under section 122A.183, subdivision 2, clause (1) or (2);

(2) the deleted text begin candidatedeleted text end new text begin applicantnew text end has at least three years ofnew text begin field-specificnew text end teaching experience deleted text begin in Minnesotadeleted text end new text begin as a teacher of recordnew text end ;

(3) the deleted text begin candidatedeleted text end new text begin applicantnew text end has obtained a passing score on all required licensure exams under section 122A.185; and

deleted text begin (4) the candidate's most recent summative teacher evaluation did not result in placing or otherwise keeping the teacher in an improvement process pursuant to section 122A.40, subdivision 8, or 122A.41, subdivision 5. deleted text end

new text begin (4) if the applicant previously held a Tier 3 license under section 122A.183, the applicant has completed the renewal requirements in section 122A.187. new text end

Sec. 39.

Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:

Subdivision 1.

Tests.

deleted text begin (a) The Professional Educator Licensing and Standards Board must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted examination of skills in reading, writing, and mathematics before being granted a Tier 4 teaching license under section 122A.184 to provide direct instruction to pupils in elementary, secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier 3 license to provide direct instruction to pupils in elementary, secondary, or special education programs if candidates meet the other requirements in section 122A.181, 122A.182, or 122A.183, respectively. deleted text end

deleted text begin (b)deleted text end new text begin (a)new text end The board must adopt rules requiring deleted text begin candidatesdeleted text end new text begin applicantsnew text end for Tier 3 and Tier 4 licenses to pass an examinationnew text begin or performance assessmentnew text end of general pedagogical knowledge and examinations new text begin or assessments new text end of licensure field specific content.new text begin An applicant is exempt from the examination requirements if the applicant completed:new text end

new text begin (1) a board-approved teacher preparation program; new text end

new text begin (2) licensure via portfolio pursuant to section 122A.18, subdivision 10, and the portfolio has been approved; or new text end

new text begin (3) a state-approved teacher preparation program in another state and passed licensure examinations in that state, if applicable.new text end The content examination requirement does not apply if no relevant content exam exists.

deleted text begin (c) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must pass test items assessing the candidates' knowledge, skill, and ability in comprehensive, scientifically based reading instruction under section 122A.06, subdivision 4, knowledge and understanding of the foundations of reading development, development of reading comprehension and reading assessment and instruction, and the ability to integrate that knowledge and understanding into instruction strategies under section 122A.06, subdivision 4. deleted text end

deleted text begin (d) The requirement to pass a board-adopted reading, writing, and mathematics skills examination does not apply to nonnative English speakers, as verified by qualified Minnesota school district personnel or Minnesota higher education faculty, who, after meeting the content and pedagogy requirements under this subdivision, apply for a teaching license to provide direct instruction in their native language or world language instruction under section 120B.022, subdivision 1. deleted text end

new text begin (b) 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 end

Sec. 40.

Minnesota Statutes 2022, section 122A.185, subdivision 4, is amended to read:

Subd. 4.

Remedial assistance.

deleted text begin (a) A board-approved teacher preparation program must make available upon request remedial assistance that includes a formal diagnostic component to persons enrolled in their institution who did not achieve a qualifying score on a board-adopted skills examination, including those for whom English is a second language. The teacher preparation programs must make available assistance in the specific academic areas of candidates' deficiency. deleted text end

deleted text begin (b)deleted text end School districts may make available upon request deleted text begin similar,deleted text end appropriatedeleted text begin ,deleted text end and timely remedial assistance that includes a formal diagnostic component to those persons employed by the district who deleted text begin completed their teacher education program, whodeleted text end did not achieve a qualifying score on a board-adopted skills examination, and who received a Tier 1, Tier 2, or Tier 3 license under section 122A.181, 122A.182, or 122A.183, respectively, to teach in Minnesota.

Sec. 41.

Minnesota Statutes 2022, section 122A.187, subdivision 1, is amended to read:

Subdivision 1.

License form requirements.

Each license issued under this chapter must bear the date of issue and the name of the state-approved teacher training provider or alternative teaching program, as applicable. Licenses must expire and be renewed according to rules adopted by the Professional Educator Licensing and Standards Board or the Board of School Administrators. deleted text begin The rules adopted by the Professional Educator Licensing and Standards Board for renewing a Tier 3 or Tier 4 license under sections 122A.183 and 122A.184, respectively, must include showing satisfactory evidence of successful teaching or administrative experience for at least one school year during the period covered by the license in grades or subjects for which the license is valid or completing such additional preparation as required under this section, or as the Professional Educator Licensing and Standards Board prescribes.deleted text end The Board of School Administrators shall establish requirements for renewing the licenses of supervisory personnel except athletic coaches. deleted text begin The Professional Educator Licensing and Standards Board shall establish requirements for renewing the licenses of athletic coaches.deleted text end

Sec. 42.

Minnesota Statutes 2022, section 122A.187, is amended by adding a subdivision to read:

new text begin Subd. 7. new text end

new text begin American Indian history and culture. new text end

new text begin The Professional Educator Licensing and Standards Board must adopt rules that require all licensed teachers renewing their license under sections 122A.181 to 122A.184 to include in the renewal requirements professional development in the cultural heritage and contemporary contributions of American Indians, with particular emphasis on Minnesota Tribal Nations. new text end

Sec. 43.

Minnesota Statutes 2022, section 122A.19, subdivision 4, is amended to read:

Subd. 4.

Teacher preparation programs.

(a) For the purpose of licensing bilingual and English as a second language teachers, the board may approve new text begin teacher preparation new text end programs deleted text begin at colleges or universitiesdeleted text end designed for their training.

(b) Programs that prepare English as a second language teachers must provide instruction in implementing research-based practices designed specifically for English learners. The programs must focus on developing English learners' academic language proficiency in English, including oral academic language, giving English learners meaningful access to the full school curriculum, developing culturally relevant teaching practices appropriate for immigrant students, and providing more intensive instruction and resources to English learners with lower levels of academic English proficiency and varied needs, consistent with section 124D.59, subdivisions 2 and 2a.

Sec. 44.

Minnesota Statutes 2022, section 122A.26, subdivision 2, is amended to read:

Subd. 2.

Exceptions.

new text begin (a) new text end A person who teaches in a community education program deleted text begin whichdeleted text end new text begin thatnew text end qualifies for aid pursuant to section 124D.52 shall continue to meet licensure requirements as a teacher. A person who teaches in an early childhood and family education program deleted text begin whichdeleted text end new text begin thatnew text end is offered through a community education program and deleted text begin whichdeleted text end new text begin thatnew text end qualifies for community education aid pursuant to section 124D.20 or early childhood and family education aid pursuant to section 124D.135 shall continue to meet licensure requirements as a teacher. A person who teaches in a community education course deleted text begin whichdeleted text end new text begin thatnew text end is offered for credit for graduation to persons under 18 years of age shall continue to meet licensure requirements as a teacher.

new text begin (b) new text end A person who teaches a driver training course deleted text begin whichdeleted text end new text begin thatnew text end is offered through a community education program to persons under 18 years of age shall be licensed by the Professional Educator Licensing and Standards Board or be subject to section 171.35. A license deleted text begin whichdeleted text end new text begin thatnew text end is required for an instructor in a community education program pursuant to this deleted text begin subdivisiondeleted text end new text begin paragraphnew text end shall not be construed to bring an individual within the definition of a teacher for purposes of section 122A.40, subdivision 1, or 122A.41, subdivision 1, deleted text begin clausedeleted text end new text begin paragraphnew text end (a).

Sec. 45.

Minnesota Statutes 2022, section 122A.40, subdivision 3, is amended to read:

Subd. 3.

Hiring, dismissing.

new text begin (a) new text end School boards must hire or dismiss teachers at duly called meetings. Where a husband and wife, brother and sister, or two brothers or sisters, constitute a quorum, no contract employing a teacher shall be made or authorized except upon the unanimous vote of the full board. A teacher related by blood or marriage, within the fourth degree, computed by the civil law, to a board member shall not be employed except by a unanimous vote of the full board. The initial employment of the teacher in the district must be by written contract, signed by the teacher and by the chair and clerk. All subsequent employment of the teacher in the district must be by written contract, signed by the teacher and by the chair and clerk, except where there is a master agreement covering the employment of the teacher. Contracts for teaching or supervision of teaching can be made only with qualified teachers. A teacher shall not be required to reside within the employing district as a condition to teaching employment or continued teaching employment.

new text begin (b) A school district must annually report to the Professional Educator Licensing and Standards Board: (1) all new teacher hires and terminations, including layoffs, by race and ethnicity; and (2) the reasons for all teacher resignations and requested leaves of absence. The report must not include data that would personally identify individuals. new text end

Sec. 46.

Minnesota Statutes 2022, section 122A.40, subdivision 5, is amended to read:

Subd. 5.

Probationary period.

(a) The first three consecutive years of a teacher's first teaching experience in Minnesota in a single district deleted text begin isdeleted text end new text begin arenew text end deemed to be a probationary period of employment, and, the probationary period in each district in which the teacher is thereafter employed shall be one year. The school board must adopt a plan for written evaluation of teachers during the probationary period that is consistent with subdivision 8. Evaluation must occur at least three times periodically throughout each school year for a teacher performing services during that school year; the first evaluation must occur within the first 90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops, and other staff development opportunities and days on which a teacher is absent from school must not be included in determining the number of school days on which a teacher performs services. Except as otherwise provided in paragraph (b), during the probationary period any annual contract with any teacher may or may not be renewed as the school board shall see fit. However, the board must give any such teacher whose contract it declines to renew for the following school year written notice to that effect before July 1. If the teacher requests reasons for any nonrenewal of a teaching contract, the board must give the teacher its reason in writing, including a statement that appropriate supervision was furnished describing the nature and the extent of such supervision furnished the teacher during the employment by the board, within ten days after receiving such request. The school board may, after a hearing held upon due notice, discharge a teacher during the probationary period for cause, effective immediately, under section 122A.44.

(b) A board must discharge a probationary teacher, effective immediately, upon receipt of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's license has been revoked due to a conviction for child abuse or sexual abuse.

(c) A probationary teacher whose first three years of consecutive employment are interrupted for active military service and who promptly resumes teaching consistent with federal reemployment timelines for uniformed service personnel under United States Code, title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes of paragraph (a).

(d) A probationary teacher whose first three years of consecutive employment are interrupted for maternity, paternity, or medical leave and who resumes teaching within 12 months of when the leave began is considered to have a consecutive teaching experience for purposes of paragraph (a) if the probationary teacher completes a combined total of three years of teaching service immediately before and after the leave.

(e) A probationary teacher must complete at least deleted text begin 120deleted text end new text begin 90new text end days of teaching service each year during the probationary period. Days devoted to parent-teacher conferences, teachers' workshops, and other staff development opportunities and days on which a teacher is absent from school do not count as days of teaching service under this paragraph.

new text begin (f) Notwithstanding any law to the contrary, a teacher who has taught for three consecutive years in a single school district or single charter school in Minnesota or another state must serve a probationary period of no longer than one year in a Minnesota school district. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for collective bargaining agreements effective July 1, 2023, and thereafter. new text end

Sec. 47.

Minnesota Statutes 2022, section 122A.40, subdivision 8, is amended to read:

Subd. 8.

Development, evaluation, and peer coaching for continuing contract teachers.

(a) To improve student learning and success, a school board and an exclusive representative of the teachers in the district, consistent with paragraph (b), may develop a teacher evaluation and peer review process for probationary and continuing contract teachers through joint agreement. If a school board and the exclusive representative of the teachers do not agree to an annual teacher evaluation and peer review process, then the school board and the exclusive representative of the teachers must implement the state teacher evaluation plan under paragraph (c). The process must include having trained observers serve as peer coaches or having teachers participate in professional learning communities, consistent with paragraph (b).

(b) To develop, improve, and support qualified teachers and effective teaching practices, improve student learning and success, and provide all enrolled students in a district or school with improved and equitable access to more effective and diverse teachers, the annual evaluation process for teachers:

(1) must, for probationary teachers, provide for all evaluations required under subdivision 5;

(2) must establish a three-year professional review cycle for each teacher that includes an individual growth and development plan, a peer review process, and at least one summative evaluation performed by a qualified and trained evaluator such as a school administrator. For the years when a tenured teacher is not evaluated by a qualified and trained evaluator, the teacher must be evaluated by a peer review;

(3) must deleted text begin be based on professional teaching standards established in ruledeleted text end new text begin include a rubric of performance standards for teacher practice that: (i) is based on professional teaching standards established in rule; (ii) includes culturally responsive methodologies; and (iii) provides common descriptions of effectiveness using at least three levels of performancenew text end ;

(4) must coordinate staff development activities under sections 122A.60 and 122A.61 with this evaluation process and teachers' evaluation outcomes;

(5) may provide time during the school day and school year for peer coaching and teacher collaboration;

(6) may include job-embedded learning opportunities such as professional learning communities;

(7) may include mentoring and induction programs for teachers, including teachers who are members of populations underrepresented among the licensed teachers 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;

(8) must include an option for teachers to develop and present a portfolio demonstrating evidence of reflection and professional growth, consistent with section 122A.187, subdivision 3, and include teachers' own performance assessment based on student work samples and examples of teachers' work, which may include video among other activities for the summative evaluation;

(9) must use data from valid and reliable assessments aligned to state and local academic standards and must use state and local measures of student growth and literacy that may include value-added models or student learning goals to determine 35 percent of teacher evaluation results;

(10) must use longitudinal data on student engagement and connection, and other student outcome measures explicitly aligned with the elements of curriculum for which teachers are responsible, including academic literacy, oral academic language, and achievement of content areas of English learners;

(11) must require qualified and trained evaluators such as school administrators to perform summative evaluations and ensure school districts and charter schools provide for effective evaluator training specific to teacher development and evaluation;

(12) must give teachers not meeting professional teaching standards under clauses (3) through (11) support to improve through a teacher improvement process that includes established goals and timelines; and

(13) must discipline a teacher for not making adequate progress in the teacher improvement process under clause (12) that may include a last chance warning, termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline a school administrator determines is appropriate.

Data on individual teachers generated under this subdivision are personnel data under section 13.43. The observation and interview notes of peer coaches may only be disclosed to other school officials with the consent of the teacher being coached.

(c) The department, in consultation with parents who may represent parent organizations and teacher and administrator representatives appointed by their respective organizations, representing the Professional Educator Licensing and Standards Board, the Minnesota Association of School Administrators, the Minnesota School Boards Association, the Minnesota Elementary and Secondary Principals Associations, Education Minnesota, and representatives of the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota Chamber of Commerce, and Minnesota postsecondary institutions with research expertise in teacher evaluation, must create and publish a teacher evaluation process that complies with the requirements in paragraph (b) and applies to all teachers under this section and section 122A.41 for whom no agreement exists under paragraph (a) for an annual teacher evaluation and peer review process. The teacher evaluation process created under this subdivision does not create additional due process rights for probationary teachers under subdivision 5.

(d) Consistent with the measures of teacher effectiveness under this subdivision:

(1) for students in kindergarten through grade 4, a school administrator must not place or approve the placement of a student in the classroom of a teacher who is in the improvement process referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the prior year, that student was in the classroom of a teacher who received discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that grade; and

(2) for students in grades 5 through 12, a school administrator must not place or approve the placement of a student in the classroom of a teacher who is in the improvement process referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the prior year, that student was in the classroom of a teacher who received discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that subject area and grade.

All data created and used under this paragraph retains its classification under chapter 13.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2025. new text end

Sec. 48.

Minnesota Statutes 2022, section 122A.41, subdivision 2, is amended to read:

Subd. 2.

Probationary period; discharge or demotion.

(a) deleted text begin All teachers in the public schools in cities of the first class during the first three years of consecutive employment shall be deemed to be in a probationary period of employment during which period any annual contract with any teacher may, or may not, be renewed as the school board, after consulting with the peer review committee charged with evaluating the probationary teachers under subdivision 3, shall see fit.deleted text end new text begin The first three consecutive years of a teacher's first teaching experience in Minnesota in a single district are deemed to be a probationary period of employment, and the probationary period in each district in which the teacher is thereafter employed shall be one year.new text end The school site management team or the school board if there is no school site management team, shall adopt a plan for a written evaluation of teachers during the probationary period according to subdivisions 3 and 5. Evaluation by the peer review committee charged with evaluating probationary teachers under subdivision 3 shall occur at least three times periodically throughout each school year for a teacher performing services during that school year; the first evaluation must occur within the first 90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops, and other staff development opportunities and days on which a teacher is absent from school shall not be included in determining the number of school days on which a teacher performs services. The school board may, during such probationary period, discharge or demote a teacher for any of the causes as specified in this code. A written statement of the cause of such discharge or demotion shall be given to the teacher by the school board at least 30 days before such removal or demotion shall become effective, and the teacher so notified shall have no right of appeal therefrom.

(b) A probationary teacher whose first three years of consecutive employment are interrupted for active military service and who promptly resumes teaching consistent with federal reemployment timelines for uniformed service personnel under United States Code, title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes of paragraph (a).

(c) A probationary teacher whose first three years of consecutive employment are interrupted for maternity, paternity, or medical leave and who resumes teaching within 12 months of when the leave began is considered to have a consecutive teaching experience for purposes of paragraph (a) if the probationary teacher completes a combined total of three years of teaching service immediately before and after the leave.

(d) A probationary teacher must complete at least deleted text begin 120deleted text end new text begin 90new text end days of teaching service each year during the probationary period. Days devoted to parent-teacher conferences, teachers' workshops, and other staff development opportunities and days on which a teacher is absent from school do not count as days of teaching service under this paragraph.

new text begin (e) Notwithstanding any law to the contrary, a teacher who has taught for three consecutive years in a single school district or single charter school in Minnesota or another state must serve a probationary period of no longer than one year in a Minnesota school district. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for collective bargaining agreements effective July 1, 2023, and thereafter. new text end

Sec. 49.

Minnesota Statutes 2022, section 122A.41, subdivision 5, is amended to read:

Subd. 5.

Development, evaluation, and peer coaching for continuing contract teachers.

(a) To improve student learning and success, a school board and an exclusive representative of the teachers in the district, consistent with paragraph (b), may develop an annual teacher evaluation and peer review process for probationary and nonprobationary teachers through joint agreement. If a school board and the exclusive representative of the teachers in the district do not agree to an annual teacher evaluation and peer review process, then the school board and the exclusive representative of the teachers must implement the state teacher evaluation plan developed under paragraph (c). The process must include having trained observers serve as peer coaches or having teachers participate in professional learning communities, consistent with paragraph (b).

(b) To develop, improve, and support qualified teachers and effective teaching practices and improve student learning and success, and provide all enrolled students in a district or school with improved and equitable access to more effective and diverse teachers, the annual evaluation process for teachers:

(1) must, for probationary teachers, provide for all evaluations required under subdivision 2;

(2) must establish a three-year professional review cycle for each teacher that includes an individual growth and development plan, a peer review process, and at least one summative evaluation performed by a qualified and trained evaluator such as a school administrator;

(3) must deleted text begin be based on professional teaching standards established in ruledeleted text end new text begin include a rubric of performance standards for teacher practice that: (i) is based on professional teaching standards established in rule; (ii) includes culturally responsive methodologies; and (iii) provides common descriptions of effectiveness using at least three levels of performancenew text end ;

(4) must coordinate staff development activities under sections 122A.60 and 122A.61 with this evaluation process and teachers' evaluation outcomes;

(5) may provide time during the school day and school year for peer coaching and teacher collaboration;

(6) may include job-embedded learning opportunities such as professional learning communities;

(7) may include mentoring and induction programs for teachers, including teachers who are members of populations underrepresented among the licensed teachers 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;

(8) must include an option for teachers to develop and present a portfolio demonstrating evidence of reflection and professional growth, consistent with section 122A.187, subdivision 3, and include teachers' own performance assessment based on student work samples and examples of teachers' work, which may include video among other activities for the summative evaluation;

(9) must use data from valid and reliable assessments aligned to state and local academic standards and must use state and local measures of student growth and literacy that may include value-added models or student learning goals to determine 35 percent of teacher evaluation results;

(10) must use longitudinal data on student engagement and connection and other student outcome measures explicitly aligned with the elements of curriculum for which teachers are responsible, including academic literacy, oral academic language, and achievement of English learners;

(11) must require qualified and trained evaluators such as school administrators to perform summative evaluations and ensure school districts and charter schools provide for effective evaluator training specific to teacher development and evaluation;

(12) must give teachers not meeting professional teaching standards under clauses (3) through (11) support to improve through a teacher improvement process that includes established goals and timelines; and

(13) must discipline a teacher for not making adequate progress in the teacher improvement process under clause (12) that may include a last chance warning, termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline a school administrator determines is appropriate.

Data on individual teachers generated under this subdivision are personnel data under section 13.43. The observation and interview notes of peer coaches may only be disclosed to other school officials with the consent of the teacher being coached.

(c) The department, in consultation with parents who may represent parent organizations and teacher and administrator representatives appointed by their respective organizations, representing the Professional Educator Licensing and Standards Board, the Minnesota Association of School Administrators, the Minnesota School Boards Association, the Minnesota Elementary and Secondary Principals Associations, Education Minnesota, and representatives of the Minnesota Assessment Group, the Minnesota Business Partnership, the Minnesota Chamber of Commerce, and Minnesota postsecondary institutions with research expertise in teacher evaluation, must create and publish a teacher evaluation process that complies with the requirements in paragraph (b) and applies to all teachers under this section and section 122A.40 for whom no agreement exists under paragraph (a) for an annual teacher evaluation and peer review process. The teacher evaluation process created under this subdivision does not create additional due process rights for probationary teachers under subdivision 2.

(d) Consistent with the measures of teacher effectiveness under this subdivision:

(1) for students in kindergarten through grade 4, a school administrator must not place or approve the placement of a student in the classroom of a teacher who is in the improvement process referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the prior year, that student was in the classroom of a teacher who received discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that grade; and

(2) for students in grades 5 through 12, a school administrator must not place or approve the placement of a student in the classroom of a teacher who is in the improvement process referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the prior year, that student was in the classroom of a teacher who received discipline pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that subject area and grade.

All data created and used under this paragraph retains its classification under chapter 13.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2025. new text end

Sec. 50.

Minnesota Statutes 2022, section 122A.41, is amended by adding a subdivision to read:

new text begin Subd. 16. new text end

new text begin Reporting of hires and terminations. new text end

new text begin A school district must annually report to the Professional Educator Licensing and Standards Board: (1) all new teacher hires and terminations, including layoffs, by race and ethnicity; and (2) the reasons for all teacher resignations and requested leaves of absence. The report must not include data that would personally identify individuals. new text end

Sec. 51.

Minnesota Statutes 2022, section 122A.415, subdivision 4, is amended to read:

Subd. 4.

Basic alternative teacher compensation aid.

(a) The basic alternative teacher compensation aid for a school with a plan approved under section 122A.414, subdivision 2b, equals 65 percent of the alternative teacher compensation revenue under subdivision 1. The basic alternative teacher compensation aid for a charter school with a plan approved under section 122A.414, subdivisions 2a and 2b, equals $260 times the number of pupils enrolled in the school on October 1 of the previous year, or on October 1 of the current year for a charter school in the first year of operation, times the ratio of the sum of the alternative teacher compensation aid and alternative teacher compensation levy for all participating school districts to the maximum alternative teacher compensation revenue for those districts under subdivision 1.

(b) Notwithstanding paragraph (a) and subdivision 1, the state total basic alternative teacher compensation aid entitlement must not exceed deleted text begin $75,840,000 for fiscal year 2016 anddeleted text end $88,118,000 for fiscal year deleted text begin 2017deleted text end new text begin 2023; $88,461,000 for fiscal year 2024; $88,461,000 for fiscal year 2025; and $89,486,000 for fiscal year 2026new text end and later. The commissioner must limit the amount of alternative teacher compensation aid approved under this section so as not to exceed these limits by not approving new participants or by prorating the aid among participating districts, intermediate school districts, school sites, and charter schools. The commissioner may also reallocate a portion of the allowable aid for the biennium from the second year to the first year to meet the needs of approved participants.

(c) Basic alternative teacher compensation aid for an intermediate district or other cooperative unit equals $3,000 times the number of licensed teachers employed by the intermediate district or cooperative unit on October 1 of the previous school year.

Sec. 52.

new text begin [122A.441] SHORT-CALL SUBSTITUTE TEACHER PILOT PROGRAM. new text end

new text begin (a) A school district or charter school and applicant may jointly request the Professional Educator Licensing and Standards Board approve an application for a short-call substitute teaching license. The application information must sufficiently demonstrate the following: new text end

new text begin (1) the applicant: new text end

new text begin (i) holds a minimum of an associate's degree or equivalent and has or will receive substitute training from the school district or charter school; or new text end

new text begin (ii) holds a minimum of a high school diploma or equivalent and has been employed as an education support personnel or paraprofessional within the district or charter school for at least one academic year; and new text end

new text begin (2) the school district or charter school has obtained the results of a background check completed in accordance with section 123B.03. new text end

new text begin (b) The Professional Educator Licensing and Standards Board may issue a temporary teaching license under this section pending a background check under section 122A.18, subdivision 8, and may immediately suspend or revoke the license upon receiving background check information. An applicant submitting an application for a short-call substitute teaching license in accordance with section 122A.18, subdivision 7a, paragraph (a), must not be required to complete a joint application with a district and must not be issued a license pending a background check under section 122A.18, subdivision 8. new text end

new text begin (c) The board may prioritize short-call substitute teaching license applications to expedite the review process. new text end

new text begin (d) A school district or charter school must provide a substitute teacher who receives a substitute teaching license through the pilot program with substitute teacher training. The board may remove a school district or charter school from the pilot program for failure to provide the required training. new text end

new text begin (e) A school district or charter school must not require an employee to apply for a substitute teaching license, or retaliate against an employee that does not apply for a substitute teaching license under the pilot program. new text end

new text begin (f) A school district or charter school must compensate an employee working as a short-call substitute teacher under the pilot program with the greater of $200 per day or the employee's regular rate of pay. new text end

new text begin (g) This section expires on June 30, 2025. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 and 2024-2025 school years only. new text end

Sec. 53.

Minnesota Statutes 2022, section 122A.59, is amended to read:

122A.59 COME TEACH IN MINNESOTA HIRING BONUSES.

Subdivision 1.

Purpose.

This section establishes a program to support districts and schools recruiting and offering hiring bonuses for deleted text begin licenseddeleted text end teachers who are American Indian or a person of color from another state or country in order to meet staffing needs in shortage areas in deleted text begin economic development regions indeleted text end Minnesota.

Subd. 2.

Eligibility.

A district or school must verify that the hiring bonus is given to deleted text begin teachers licensed indeleted text end new text begin persons fromnew text end another statenew text begin or countrynew text end who:

(1) new text begin immediately new text end qualify for a Tier deleted text begin 3 or Tier 4deleted text end new text begin 2 or highernew text end Minnesota license;

(2) have moved to deleted text begin the economic development region indeleted text end Minnesota deleted text begin where they were hireddeleted text end ; and

(3) belong to a racial or ethnic group that is underrepresented among teachers compared to students in the district or school under section 120B.35, subdivision 3, paragraph (b), clause (2).

Subd. 3.

Bonus amount.

A district or school may offer a deleted text begin signingdeleted text end new text begin hiringnew text end and retention bonus of a minimum of deleted text begin $2,500deleted text end new text begin $4,000new text end and a maximum of deleted text begin $5,000deleted text end new text begin $8,000new text end to a teacher who meets the eligibility requirements. A teacher who meets the eligibility requirements and meets a licensure shortage area in the economic development region of the state where the school is located may be offered a deleted text begin signingdeleted text end new text begin hiringnew text end bonus of a minimum of deleted text begin $4,000deleted text end new text begin $5,000new text end and a maximum of deleted text begin $8,000deleted text end new text begin $10,000new text end . A teacher must be paid half of the bonus when starting employment and half after completing four years of service in the hiring district or school if the teacher has demonstrated teaching effectiveness and is not on a professional improvement plan under section 122A.40, subdivision 8, paragraph (b), clause (12) or (13), or section 122A.41, subdivision 5, paragraph (b), clause (12) or (13), or is not being considered for termination for a reason listed in section 122A.40, subdivision 9, including a teacher hired by a school district located in a city of the first class. A teacher who does not complete their first school year upon receiving a hiring bonus must repay the hiring bonus.new text begin A teacher must have a Tier 3 or Tier 4 Minnesota teaching license to qualify for the second half of the bonus. A district must prorate the second half of the bonus if the eligible teacher is nonrenewed due to reasons not having to do with teaching effectiveness or misconduct.new text end

Subd. 4.

Administration.

new text begin (a) new text end The commissioner must establish a process for districts or schools to seek reimbursement for hiring bonuses given to teachers in shortage areas moving to and working in Minnesota schools experiencing specific shortages. The commissioner must provide guidance for districts to seek repayment of a hiring bonus from a teacher who does not complete the first year of employment. The department may conduct a pilot program with a small number of teachers during the 2022-2023 biennium to establish feasibility. The department must submit a report by December 1, 2022, to the chairs and ranking minority members of the legislative committees with jurisdiction over kindergarten through grade 12 education detailing the effectiveness of the program and recommendations for improvement in future years.

new text begin (b) The commissioner may award participating districts and schools additional funds to administer the program, including out-of-state recruiting efforts and retention activities. The commissioner may allow participating districts and schools to reserve up to five percent of Come Teach in Minnesota funding to administer the program, including for out-of-state recruiting efforts and retention activities. new text end

Subd. 5.

Come Teach in Minnesota Hiring Bonus program account.

(a) An account is established in the special revenue fund known as the "Come Teach in Minnesota Hiring Bonus program account."

(b) Funds appropriated for the Come Teach in Minnesota Hiring Bonus program under this section must be transferred to the Come Teach in Minnesota Hiring Bonus program account in the special revenue fund.

(c) Money in the account is annually appropriated to the commissioner for hiring bonuses under this section. Any returned funds are available to be regranted.

(d) Up to $35,000 annually is appropriated to the commissioner for costs associated with developing and administering the program under this section.

new text begin EFFECTIVE DATE. new text end

new text begin The amendment to subdivision 2 is effective retroactively from July 1, 2022. The amendments to subdivisions 1, 3, and 4 are effective the day following final enactment. new text end

Sec. 54.

new text begin [122A.631] SUPPORTING HERITAGE LANGUAGE AND CULTURE TEACHERS. new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin The purpose of this section is to increase the number of heritage language and culture teachers in Minnesota. new text end

new text begin Subd. 2. new text end

new text begin Definitions. new text end

new text begin "Heritage language and culture teachers" means teachers with a connection to a community's language and culture who use this connection to support students as they learn academic content or the language and culture of that particular community. new text end

new text begin Subd. 3. new text end

new text begin Eligibility. new text end

new text begin Applicants for the heritage language and culture licensure pathway program must: new text end

new text begin (1) hold a current license issued by the Professional Educator Licensing and Standards Board or meet the criteria for licensure in section 122A.181; and new text end

new text begin (2) seek initial, dual, or additional licensure in a heritage language. new text end

new text begin Subd. 4. new text end

new text begin Heritage language and culture teacher licensure pathway program. new text end

new text begin (a) The Professional Educator Licensing and Standards Board shall develop a program to support initial and additional licensure for heritage language and culture teachers. The program must include: new text end

new text begin (1) a yearlong mentorship program; new text end

new text begin (2) monthly meetings where applicants receive guidance on completing the portfolio process from a portfolio liaison, dedicated specifically to facilitating this program; new text end

new text begin (3) a stipend to cover substitute teachers when meetings take place during the school day; new text end

new text begin (4) a waiver for all portfolio and licensure testing fees; and new text end

new text begin (5) a portfolio review committee created by the board. new text end

new text begin (b) For applicants seeking an initial license in a world language and culture, the applicant must demonstrate meeting the standards of effective practice in Minnesota Rules, part 8710.2000 and content-specific pedagogical standards in Minnesota Rules, part 8710.4950, through the portfolio process. new text end

new text begin (c) For applicants seeking a dual license, the applicant must demonstrate meeting the standards of effective practice in Minnesota Rules, part 8710.2000, content-specific pedagogical standards in Minnesota Rules, part 8710.4950, and all standards for the chosen dual license through the portfolio process. new text end

new text begin (d) For applicants seeking an additional license in a world language and culture, the applicant must demonstrate meeting the content-specific pedagogical standards in Minnesota Rules, part 8710.4950. new text end

new text begin Subd. 5. new text end

new text begin Heritage language and culture educators seeking a world language license. new text end

new text begin Heritage language and culture teachers seeking a world language and culture license pursuant to Minnesota Rules, part 8710.4950, who demonstrate proficiency through one of the following may use this proficiency to evidence meeting the required content-specific world language and culture standards, which do not include content-specific pedagogical standards, for licensure in their heritage language: new text end

new text begin (1) passing a board-adopted assessment; new text end

new text begin (2) holding a certificate to serve as a translator or interpreter; or new text end

new text begin (3) completing an undergraduate or postbaccalaureate degree from an accredited university where the majority of coursework was taught via the non-English instructional language. new text end

Sec. 55.

Minnesota Statutes 2022, section 122A.635, is amended to read:

122A.635 COLLABORATIVE URBAN AND GREATER MINNESOTA EDUCATORS OF COLOR GRANT PROGRAM.

Subdivision 1.

Establishment.

The Professional Educator Licensing and Standards Board must award competitive grants to increase the number of teacher candidates new text begin who are new text end of color or who are American Indian,new text begin complete teacher preparation programs,new text end and meet the requirements for a Tier 3 license under section 122A.183. Eligibility for a grant under this section is limited to public or private higher education institutions that offer a teacher preparation program approved by the Professional Educator Licensing and Standards Board.

Subd. 2.

Competitive grants.

(a) The Professional Educator Licensing and Standards Board must award competitive grants new text begin to a variety of higher education institution types new text end under this sectionnew text begin . The board must require an applicant institution to submit a plan describing how it would use grant funds to increase the number of teachers who are of color or who are American Indian, and must award grantsnew text end based on the following criterianew text begin , listed in descending order of prioritynew text end :

deleted text begin (1) the number of teacher candidates being supported in the program who are of color or who are American Indian; deleted text end

deleted text begin (2)deleted text end new text begin (1)new text end program outcomes, including graduation or program completion ratesdeleted text begin ,deleted text end new text begin andnew text end licensure new text begin recommendation new text end ratesdeleted text begin , and placement ratesdeleted text end new text begin for candidates who are of color or who are American Indian compared to all candidates enrolled in a teacher preparation program at the institutionnew text end and, for each outcome measure, the number of deleted text begin thosedeleted text end teacher candidates new text begin who are new text end of color or who are American Indian; deleted text begin anddeleted text end

deleted text begin (3) the percent of racially and ethnically diverse teacher candidates enrolled in the institution compared to: deleted text end

deleted text begin (i) the total percent of students of color and American Indian students enrolled at the institution, regardless of major; and deleted text end

deleted text begin (ii) the percent of underrepresented racially and ethnically diverse teachers in the economic development region of the state where the institution is located and where a shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5. deleted text end

new text begin (2) the extent to which an institution's plan is clear in describing how the institution would use grant funds for implementing explicit research-based practices to provide programmatic support to teacher candidates who are of color or who are American Indian. Plans for grant funds may include: new text end

new text begin (i) recruiting more racially and ethnically diverse candidates for admission to teacher preparation programs; new text end

new text begin (ii) providing differentiated advising, mentoring, or other supportive community-building activities in addition to what the institution provides to all candidates enrolled in the institution; new text end

new text begin (iii) providing academic tutoring or support to help teacher candidates pass required assessments; and new text end

new text begin (iv) providing for program staffing expenses; new text end

new text begin (3) an institution's plan to provide direct financial assistance as scholarships or stipends within the allowable dollar range determined by the board under subdivision 3, paragraph (b), to teacher candidates who are of color or who are American Indian; new text end

deleted text begin (b) The board must give priority in awarding grants under this section to institutions that received grants under Laws 2017, First Special Session chapter 5, article 2, section 57, subdivision 27, and have demonstrated continuing success at recruiting, retaining, graduating, and inductingdeleted text end new text begin (4) whether the institution has previously received a competitive grant under this section and has demonstrated positive outcomes from the use of grant funds for efforts helpingnew text end teacher candidates new text begin who are new text end of color or who are American Indiandeleted text begin .deleted text end new text begin to enroll in and successfully complete teacher preparation programs and be recommended for licensure;new text end

new text begin (5) geographic diversity among the institutions. In order to expand the number of grant recipients throughout the state, whenever there is at least a 20 percent increase in the base appropriation for this grant program, the board must prioritize awarding grants to institutions outside of the Twin Cities metropolitan area.new text end If the board awards a deleted text begin competitivedeleted text end grant based on the criteria in paragraph (a) to a program that has not previously received funding, the board must thereafter give priority to the program equivalent to other programs deleted text begin given priority under this paragraph.deleted text end new text begin that have received grants and demonstrated positive outcomes; andnew text end

new text begin (6) the percentage of racially and ethnically diverse teacher candidates enrolled in the institution compared to: new text end

new text begin (i) the aggregate percentage of students of color and American Indian students enrolled in the institution, regardless of major; and new text end

new text begin (ii) the percentage of underrepresented racially and ethnically diverse teachers in the economic development region of the state where the institution is located and where a shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5. new text end

new text begin (b) The board must not penalize an applicant institution in the grant review process for using grant funds only to provide direct financial support to teacher candidates if that is the institution's priority and the institution uses other resources to provide programmatic support to candidates. new text end

(c) The board must determine award amounts for new text begin development, new text end maintenance deleted text begin anddeleted text end new text begin , ornew text end expansion of programs based new text begin only new text end onnew text begin the degree to which applicants meet the criteria in this subdivision,new text end the number of candidatesnew text begin who are of color or who are American Indiannew text end supported by an applicant program, deleted text begin sustaining support for those candidates,deleted text end and funds available.

new text begin (d) The board must determine grant awards in part by multiplying the number of teacher candidates to be provided direct financial assistance by the average amount the institution proposes per candidate that is within the allowable dollar range. After assessing an institution's adherence to grant criteria and funds available, the board may grant an institution a lower average amount per candidate and the institution may decide to award less per candidate or provide financial assistance to fewer candidates within the allowable range. Additionally, an institution may use up to 25 percent of the awarded grant funds to provide programmatic support as described in paragraph (a), clause (3). If the board does not award an applicant institution's full request, the board must allow the institution to modify how it uses grant funds to maximize program outcomes consistent with the requirements of this section. new text end

Subd. 3.

Grant program administration.

new text begin (a) new text end The Professional Educator Licensing and Standards Board may enter into an interagency agreement with the Office of Higher Education. The agreement may include a transfer of funds to the Office of Higher Education to help establish and administer the competitive grant process. The board must award grants to institutions located in various economic development regions throughout the state, but must not predetermine the number of institutions to be awarded grants under this section or set a limit for the amount that any one institution may receive as part of the competitive grant application process.

new text begin (b) The board must establish a standard allowable dollar range for the amount of direct financial assistance an applicant institution may provide to each candidate. To determine the range, the board may collect de-identified data from institutions that received a grant during the previous grant period and calculate the average scholarship amount awarded to all candidates across all institutions using the most recent fiscal year data available. The calculation may be used to determine a scholarship range that is no more than 25 percent of this amount and no less than half the average of this amount. The purpose of direct financial assistance is to assist candidates matriculating through completing licensure programs if they demonstrate financial need after considering other grants and scholarships provided. new text end

new text begin (c)new text end All grants must be awarded by August 15 of the fiscal year in which the grants are to be used deleted text begin except that, for initial competitive grants awarded for fiscal year 2020, grants must be awarded by September 15deleted text end . An institution that receives a grant under this section may use the grant funds over a two- to four-year period to new text begin sustain new text end supportnew text begin fornew text end teacher candidatesnew text begin at any stage from recruitment and program admission to graduation and licensure applicationnew text end .

Subd. 4.

Report.

(a) By deleted text begin Januarydeleted text end new text begin Augustnew text end 15 of each year, an institution awarded a grant under this section must prepare for the deleted text begin legislature and thedeleted text end board a detailed report regarding the expenditure of grant funds, including the amounts used to recruit, retain, and deleted text begin inductdeleted text end new text begin supportnew text end teacher candidates of color or deleted text begin who aredeleted text end American Indiannew text begin teacher candidates to complete programs and be recommended for licensurenew text end . The report must includenew text begin :new text end

new text begin (1)new text end the total number of teacher candidates of colordeleted text begin , disaggregated by race or ethnic group, whodeleted text end new text begin and American Indian teacher candidates who:new text end

new text begin (i) are enrolled in the institution; new text end

new text begin (ii) are supported by grant funds with direct financial assistance during the academic reporting year; new text end

new text begin (iii) are supported with other programmatic supports; new text end

new text begin (iv)new text end are recruited deleted text begin to the institution, aredeleted text end new text begin andnew text end newly admitted to deleted text begin thedeleted text end new text begin anew text end licensure programdeleted text begin , are enrolled in thedeleted text end new text begin ;new text end

new text begin (v) are enrolled in a licensure program; new text end

new text begin (vi) have completed anew text end licensure programdeleted text begin , have completed student teaching, have graduated, are licensed, and are newly employed as Minnesota teachers in their licensure field. A grant recipient must reportdeleted text end new text begin ; andnew text end

new text begin (vii) were recommended for licensure in the field for which they were prepared; new text end

new text begin (2)new text end the total number of teacher candidates of color or deleted text begin who aredeleted text end American Indiannew text begin teacher candidatesnew text end at each stage from deleted text begin recruitmentdeleted text end new text begin program admissionnew text end to deleted text begin licensed teachingdeleted text end new text begin licensure recommendationnew text end as a percentage of deleted text begin totaldeleted text end new text begin allnew text end candidates seeking the same licensure at the institutiondeleted text begin .deleted text end new text begin ; andnew text end

new text begin (3) a brief narrative describing the successes and challenges of efforts proposed in the grant application to support candidates with grant funds, and lessons learned for future efforts. new text end

(b) new text begin By November 1 of each year, new text end the board must post a report on its website summarizing the activities and outcomes of grant recipients and results that promote sharing of effective practices new text begin and lessons learned new text end among grant recipients.

Sec. 56.

Minnesota Statutes 2022, section 122A.69, is amended to read:

122A.69 PRACTICE OR STUDENT TEACHERS.

The Professional Educator Licensing and Standards Board may, by agreements with teacher preparation institutions, arrange for classroom experience in the district for practice or student teachers deleted text begin who have completed at least two years ofdeleted text end new text begin innew text end an approved teacher preparation program. Such practice and student teachers must be appropriately supervised by a fully qualified teacher under rules adopted by the board. A practice or student teacher must be placed with a cooperating licensed teacher who has at least three years of teaching experience and is not in the improvement process under section 122A.40, subdivision 8, paragraph (b), clause (12), or 122A.41, subdivision 5, paragraph (b), clause (12). Practice and student teachers are employees of the school district in which they are rendering services for purposes of workers' compensation; liability insurance, if provided for other district employees under section 123B.23; and legal counsel under section 123B.25.

Sec. 57.

Minnesota Statutes 2022, section 122A.70, is amended to read:

122A.70 TEACHER MENTORSHIP AND RETENTION OF EFFECTIVE TEACHERS.

Subdivision 1.

Teacher mentoring, induction, and retention programs.

(a) School districts must develop teacher mentoring programs for teachers new to the profession or district, including teaching residents, teachers of color, teachers who are American Indian, teachers in license shortage areas, teachers with special needs, or experienced teachers in need of peer coaching.

(b) Teacher mentoring programs must be included in or aligned with districts' teacher evaluation and peer review processes under sections 122A.40, subdivision 8, and 122A.41, subdivision 5. A district may use staff development revenue under section 122A.61, special grant programs established by the legislature, or another funding source to pay a stipend to a mentor who may be a current or former teacher who has taught at least three years and is not on an improvement plan. deleted text begin Other initiatives using such funds or funds available under sections 124D.861 and 124D.862 may include:deleted text end

deleted text begin (1) additional stipends as incentives to mentors of color or who are American Indian; deleted text end

deleted text begin (2) financial supports for professional learning community affinity groups across schools within and between districts for teachers from underrepresented racial and ethnic groups to come together throughout the school year. For purposes of this section, "affinity groups" are groups of educators who share a common racial or ethnic identity in society as persons of color or who are American Indian; deleted text end

deleted text begin (3) programs for induction aligned with the district or school mentorship program during the first three years of teaching, especially for teachers from underrepresented racial and ethnic groups; or deleted text end

deleted text begin (4) grants supporting licensed and nonlicensed educator participation in professional development, such as workshops and graduate courses, related to increasing student achievement for students of color and American Indian students in order to close opportunity and achievement gaps. deleted text end

deleted text begin (c) A school or district that receives a grant must negotiate additional retention strategies or protection from unrequested leave of absences in the beginning years of employment for teachers of color and teachers who are American Indian. Retention strategies may include providing financial incentives for teachers of color and teachers who are American Indian to work in the school or district for at least five years and placing American Indian educators at sites with other American Indian educators and educators of color at sites with other educators of color to reduce isolation and increase opportunity for collegial support. deleted text end

Subd. 2.

Board grants.

The Professional Educator Licensing and Standards Board must make grant application forms available to sites interested in developingnew text begin , sustaining,new text end or expanding a mentorship program. A school districtdeleted text begin ; adeleted text end new text begin ornew text end group of school districtsdeleted text begin ; a coalition of districts, teachers, and teacher education institutions; ordeleted text end new text begin ,new text end a new text begin school or new text end coalition of schools, new text begin or a coalition of new text end teachersdeleted text begin , or nonlicensed educatorsdeleted text end may apply for a program grant. new text begin A higher education institution or nonprofit organization may partner with a grant applicant but is not eligible as a sole applicant for grant funds. new text end The Professional Educator Licensing and Standards Board, in consultation with the teacher mentoring task force, must approve or disapprove the applications. To the extent possible, the approved applications must reflect effective mentoring, professional development, and retention components, and be geographically distributed throughout the state. The Professional Educator Licensing and Standards Board must encourage the selected sites to consider the use of its assessment procedures.

new text begin Subd. 2a. new text end

new text begin Funded work. new text end

new text begin (a) Grant funds may be used for the following: new text end

new text begin (1) additional stipends as incentives to mentors who are of color or who are American Indian; new text end

new text begin (2) financial supports for professional learning community affinity groups across schools within and between districts for educators from underrepresented racial and ethnic groups to come together throughout the school year. For purposes of this section, "affinity groups" means groups of licensed and nonlicensed educators who share a common racial or ethnic identity in society as persons who are of color or who are American Indian; new text end

new text begin (3) programs for induction aligned with the district or school mentorship program during the first three years of teaching, especially for teachers from underrepresented racial and ethnic groups; new text end

new text begin (4) professional development focused on ways to close opportunity and achievement gaps for students of color and American Indian students; or new text end

new text begin (5) for teachers of color and American Indian teachers, graduate courses toward a first master's degree in a field related to their licensure or toward an additional license. new text end

new text begin (b) A charter school or district that receives a grant must negotiate additional retention strategies or protection from unrequested leaves of absence in the beginning years of employment for teachers who are of color or who are American Indian. Retention strategies may include providing financial incentives for teachers of color and teachers who are American Indian to work in the school or district for at least five years and placing American Indian educators at sites with other American Indian educators and educators of color at sites with other educators of color to reduce isolation and increase opportunity for collegial support. new text end

Subd. 3.

Criteria for selection.

new text begin (a) new text end At a minimum, applicants for grants under subdivision 2 must express commitment to:

(1) allow staff participation;

(2) assess skills of both beginning and mentor teachers;

(3) provide appropriate in-service to needs identified in the assessment;

(4) provide leadership to the effort;

(5) cooperate with higher education institutionsnew text begin or teacher educatorsnew text end ;

(6) provide facilities and other resources;

(7) share findings, materials, and techniques with other school districts; and

(8) retain teachers of color and teachers who are American Indian.

new text begin (b) The Professional Educator Licensing and Standards Board must give priority to applications to fund programs to induct, mentor, and retain Tier 2 or Tier 3 teachers who are of color or who are American Indian, and Tier 2 or Tier 3 teachers in licensure shortage areas within the applicant's economic development region. new text end

Subd. 4.

Additional funding.

Grant applicants must seek additional funding and assistance from sources such as school districts, postsecondary institutions, foundations, and the private sector.

Subd. 5.

Program implementation.

new text begin A grant recipient may use grant funds on implementing activities over a period of time up to 24 months. new text end New and expanding mentorship sites that receive a board grant under subdivision 2 to design, develop, implement, and evaluate their program must participate in activities that support program development and implementation.

new text begin Subd. 5a. new text end

new text begin Grant program administration. new text end

new text begin The Professional Educator Licensing and Standards Board may enter into an interagency agreement with the Office of Higher Education or the Department of Education. The agreement may include a transfer of funds to the Office of Higher Education or the Department of Education to help administer the competitive grant process. new text end

Subd. 6.

Report.

By deleted text begin Junedeleted text end new text begin Septembernew text end 30 of each year after receiving a grant, recipients must submit a report to the Professional Educator Licensing and Standards Board on program efforts that describes mentoring and induction activities and assesses the impact of these programs on teacher effectiveness and retention.new text begin The board must publish a summary report for the public and submit the report to the committees of the legislature with jurisdiction over kindergarten through grade 12 education policy and finance in accordance with section 3.302 by November 30 of each year.new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 58.

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

Subd. 2.

Grow Your Own district programs.

(a) A school districtnew text begin , charter school, or cooperative unit under section 123A.24, subdivision 2,new text end may apply for a grant for a deleted text begin Professional Educator Licensing and Standards Board-approveddeleted text end teacher preparation programnew text begin that meets the requirements of paragraph (c) to establish a Grow Your Own pathway for adults to obtain their first professional teaching licensenew text end . The grant recipient must use at least 80 percent of grant funds to provide tuition scholarships or stipends to enable school district employees or community members affiliated with a school district, who are of color or American Indian and who seek a teaching license, to participate in the teacher preparation program.new text begin Grant funds may also be used to pay for teacher licensure exams and licensure fees.new text end

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

new text begin (c) A grantee must partner with: new text end

new text begin (1) a Professional Educator Licensing and Standards Board-approved teacher preparation program; new text end

new text begin (2) a Council for the Accreditation of Educator Preparation-accredited teacher preparation program from a private, not for profit, institution of higher education; or new text end

new text begin (3) an institution that has an articulated transfer pathway with a board-approved teacher preparation program. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2024. new text end

Sec. 59.

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

Subd. 3.

Grants for programs serving secondary school students.

(a) deleted text begin In addition to grants for developing and offering dual-credit postsecondary course options in schools for "Introduction to Teaching" or "Introduction to Education" courses under section 124D.09, subdivision 10,deleted text end A school district or charter school may apply for grants under this section to offer other innovative programs that encourage secondary school students, especially students of color and American Indian students, to pursue teaching. To be eligible for a grant under this subdivision, deleted text begin a school district or charter schooldeleted text end new text begin an applicantnew text end must ensure that the aggregate percentage of secondary school students of color and American Indian students participating in the program is equal to or greater than the aggregate percentage of students of color and American Indian students in the school district deleted text begin ordeleted text end new text begin ,new text end charter schoolnew text begin , or cooperative unitnew text end .

(b) A grant recipient must use grant funds awarded under this subdivision for:

(1) supporting future teacher clubs or service-learning opportunities that provide middle and high school students with experiential learning that supports the success of younger students or peers and increases students' interest in pursuing a teaching career;

new text begin (2) developing and offering postsecondary enrollment options for "Introduction to Teaching" or "Introduction to Education" courses consistent with section 124D.09, subdivision 10, that meet degree requirements for teacher licensure; new text end

deleted text begin (2)deleted text end new text begin (3)new text end providing direct support, including wrap-around services, for students who are of color or American Indian to enroll and be successful in postsecondary enrollment options courses under section 124D.09 that would meet degree requirements for teacher licensure; or

deleted text begin (3)deleted text end new text begin (4)new text end offering scholarships to graduating high school students who are of color or American Indian to enroll in board-approved undergraduate teacher preparation programs at a college or university in Minnesota.

new text begin (c) The maximum grant award under this subdivision is $500,000. The commissioner may consider the number of participants a grant recipient intends to support when determining a grant amount. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2024. new text end

Sec. 60.

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

Subd. 5.

Grow Your Own program account.

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

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

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

(d) Up to deleted text begin $100,000deleted text end new text begin $175,000new text end annually is appropriated to the commissioner for costs associated with administering and monitoring the program under this section.

Sec. 61.

new text begin [122A.731] SPECIAL EDUCATION TEACHER PIPELINE PROGRAM. 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 administer a grant program to develop a pipeline of trained, licensed Tier 3 or Tier 4 special education teachers. A school district, charter school, or cooperative unit under section 123A.24, subdivision 2, may apply for a grant under this section. An applicant must partner with: new text end

new text begin (1) a Professional Educator Licensing and Standards Board-approved teacher preparation program; new text end

new text begin (2) a Council for the Accreditation of Educator Preparation-accredited teacher preparation program from a private, not for profit, institution of higher education; or new text end

new text begin (3) an institution that has an articulated transfer pathway with a board-approved teacher preparation program. new text end

new text begin Subd. 2. new text end

new text begin Grant uses. new text end

new text begin (a) A grant recipient must use grant funds to support participants who are employed by the grant recipient as either a paraprofessional or other unlicensed staff, or a teacher with a Tier 1 or Tier 2 license, and demonstrate a willingness to be a special education teacher after completing the program. new text end

new text begin (b) A grant recipient may use grant funds for: new text end

new text begin (1) tuition assistance or stipends for participants; new text end

new text begin (2) supports for participants, including mentoring, licensure test preparation, and technology support; or new text end

new text begin (3) participant recruitment. new text end

new text begin Subd. 3. new text end

new text begin Grant procedure. new text end

new text begin (a) Applicants must apply for a grant under this section in the form and manner specified by the commissioner. new text end

new text begin (b) In awarding grants, the commissioner must prioritize funding for training to allow participants holding a Tier 1 or Tier 2 special education license to obtain a Tier 3 special education license. new text end

new text begin (c) To the extent that there are sufficient applications, the commissioner must, to the extent practicable, award an equal number of grants between applicants in greater Minnesota and applicants in the metropolitan area. new text end

new text begin Subd. 4. new text end

new text begin Report. new text end

new text begin Within one year of receiving grant funds, and for each year that a recipient receives grant funds, a grant recipient must report to the commissioner in the form and manner determined by the commissioner the number of participants in the program and how grant funds were used. The commissioner must publish an annual report that identifies the grant recipients and summarizes how grant funds are used. new text end

new text begin Subd. 5. new text end

new text begin Special education teacher pipeline program account. new text end

new text begin (a) An account is established in the special revenue fund known as the special education teacher pipeline program account. new text end

new text begin (b) Funds appropriated for the special education teacher pipeline program under this section must be transferred to the special educator teacher pipeline program account in the special revenue fund. new text end

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

new text begin (d) Up to $175,000 annually is appropriated to the commissioner for costs associated with administering and monitoring the program under this section. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 62.

Minnesota Statutes 2022, section 123B.147, subdivision 3, is amended to read:

Subd. 3.

Duties; evaluation.

(a) The principal shall provide administrative, supervisory, and instructional leadership services, under the supervision of the superintendent of schools of the district and according to the policies, rules, and regulations of the school board, for the planning, management, operation, and evaluation of the education program of the building or buildings to which the principal is assigned.

(b) To enhance a principal'snew text begin culturally responsivenew text end leadership skills and support and improve teaching practices, school performance, and student achievement for diverse student populations, including at-risk students, children with disabilities, English learners, and gifted students, among others, a district must develop and implement a performance-based system for annually evaluating school principals assigned to supervise a school building within the district. The evaluation must be designed to improve teaching and learning by supporting the principal in shaping the school's professional environment and developing teacher quality, performance, and effectiveness. The annual evaluation must:

(1) support and improve a principal's instructional leadership, organizational management, and professional development, and strengthen the principal's capacity in the areas of instruction, supervision, evaluation, and teacher development;

new text begin (2) support and improve a principal's culturally responsive leadership practices that create inclusive and respectful teaching and learning environments for all students, families, and employees; new text end

deleted text begin (2)deleted text end new text begin (3)new text end include formative and summative evaluations based on multiple measures of student progress toward career and college readiness;

deleted text begin (3)deleted text end new text begin (4)new text end be consistent with a principal's job description, a district's long-term plans and goals, and the principal's own professional multiyear growth plans and goals, all of which must support the principal's leadership behaviors and practices, rigorous curriculum, school performance, and high-quality instruction;

deleted text begin (4)deleted text end new text begin (5)new text end include on-the-job observations and previous evaluations;

deleted text begin (5)deleted text end new text begin (6)new text end allow surveys to help identify a principal's effectiveness, leadership skills and processes, and strengths and weaknesses in exercising leadership in pursuit of school success;

deleted text begin (6)deleted text end new text begin (7)new text end use longitudinal data on student academic growth as 35 percent of the evaluation and incorporate district achievement goals and targets;

deleted text begin (7)deleted text end new text begin (8)new text end be linked to professional development that emphasizes improved teaching and learning, curriculum and instruction, student learning, new text begin culturally responsive leadership practices, new text end and a collaborative professional culture; and

deleted text begin (8)deleted text end new text begin (9)new text end for principals not meeting standards of professional practice or other criteria under this subdivision, implement a plan to improve the principal's performance and specify the procedure and consequence if the principal's performance is not improved.

The provisions of this paragraph are intended to provide districts with sufficient flexibility to accommodate district needs and goals related to developing, supporting, and evaluating principals.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2024. new text end

Sec. 63.

new text begin [124D.901] STUDENT SUPPORT PERSONNEL AID. new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin For the purposes of this section, the following terms have the meanings given: new text end

new text begin (1) "new position" means a student support services personnel full-time or part-time position not under contract by a school district, charter school, or cooperative unit at the start of the 2022-2023 school year; new text end

new text begin (2) "part-time position" means a student support services personnel position less than 1.0 full-time equivalent at the start of the 2022-2023 school year; new text end

new text begin (3) "American Rescue Plan Act" means the federal American Rescue Plan Act of 2021, Public Law 117-2, that awarded funds; and new text end

new text begin (4) "student support services personnel" means an individual licensed to serve as a school counselor, school psychologist, school social worker, school nurse, or chemical dependency counselor in Minnesota. new text end

new text begin Subd. 2. new text end

new text begin Purpose. new text end

new text begin The purpose of student support personnel aid is to: new text end

new text begin (1) address shortages of student support services personnel within Minnesota schools; new text end

new text begin (2) decrease caseloads for existing student support services personnel to ensure effective services; new text end

new text begin (3) ensure that students receive effective student support services and integrated and comprehensive services to improve prekindergarten through grade 12 academic, physical, social, and emotional outcomes supporting career and college readiness and effective school mental health services; new text end

new text begin (4) ensure that student support services personnel serve within the scope and practice of their training and licensure; new text end

new text begin (5) fully integrate learning supports, instruction, assessment, data-based decision making, and family and community engagement within a comprehensive approach that facilitates interdisciplinary collaboration; and new text end

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

new text begin Subd. 3. new text end

new text begin Student support personnel aid. new text end

new text begin (a) The initial student support personnel aid for a school district equals the greater of the student support personnel allowance times the adjusted pupil units at the district for the current fiscal year or $40,000. The initial student support personnel aid for a charter school equals the greater of the student support personnel allowance times the adjusted pupil units at the charter school for the current fiscal year or $20,000. new text end

new text begin (b) The cooperative student support personnel aid for a school district that is a member of an intermediate school district or other cooperative unit that serves students equals the greater of the cooperative student support allowance times the adjusted pupil units at the district for the current fiscal year or $40,000. If a district is a member of more than one cooperative unit that serves students, the revenue must be allocated among the cooperative units. new text end

new text begin (c) The student support personnel allowance equals $11.94 for fiscal year 2024, $17.08 for fiscal year 2025, and $48.73 for fiscal year 2026 and later. new text end

new text begin (d) The cooperative student support allowance equals $0.60 for fiscal year 2024, $0.85 for fiscal year 2025, and $2.44 for fiscal year 2026 and later. new text end

new text begin (e) Notwithstanding paragraphs (a) and (b), the student support personnel aid must not exceed the district's, charter school's, or cooperative unit's actual expenditures. new text end

new text begin Subd. 4. new text end

new text begin Allowed uses. new text end

new text begin (a) Aid under this section must be used to hire new positions for student support services personnel or increase a current position that is less than 1.0 full-time equivalent to a greater number of service hours or make permanent a position hired using onetime resources awarded through the federal Coronavirus Aid Relief and Economic Security Act, the federal Consolidated Appropriations Act, the federal Division M-Coronavirus Response and Relief Supplemental Appropriations Act, or the federal American Rescue Plan Act, or to maintain a position that would otherwise be eliminated. new text end

new text begin (b) Cooperative student support personnel aid must be transferred to the intermediate district or other cooperative unit of which the district is a member and used to hire new positions for student support services personnel or increase a current position that is less than 1.0 full-time equivalent to a greater number of service hours or make permanent a position hired using onetime resources awarded through the American Rescue Plan Act at the intermediate district or cooperative unit. new text end

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

new text begin Subd. 5. new text end

new text begin Report required. new text end

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

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

new text begin (2) student health; new text end

new text begin (3) attendance rates; new text end

new text begin (4) academic achievement; new text end

new text begin (5) career and college readiness; and new text end

new text begin (6) postsecondary completion rates. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 64.

new text begin APPROPRIATIONS; DEPARTMENT OF EDUCATION. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin Agricultural educator grants. new text end

new text begin (a) For agricultural educator grants under Laws 2017, First Special Session chapter 5, article 2, section 51: new text end

new text begin $ new text end new text begin 250,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 250,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin Subd. 3. new text end

new text begin Alternative teacher compensation aid. new text end

new text begin (a) For alternative teacher compensation aid under Minnesota Statutes, section 122A.415, subdivision 4: new text end

new text begin $ new text end new text begin 88,443,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 88,430,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $8,824,000 for fiscal year 2023 and $79,619,000 for fiscal year 2024. new text end

new text begin (c) The 2025 appropriation includes $8,846,000 for fiscal year 2024 and $79,584,000 for fiscal year 2025. new text end

new text begin Subd. 4. new text end

new text begin Black Men Teach Twin Cities. new text end

new text begin (a) For a grant to Black Men Teach Twin Cities for the purposes listed in paragraph (c): new text end

new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Black Men Teach Twin Cities must use the grant to establish partnerships with public elementary schools with a goal of increasing the number of black male teachers to 20 percent of the teachers at each school site. To the extent possible, Black Men Teach Twin Cities must include sites in greater Minnesota, suburban areas, and urban settings. new text end

new text begin (c) The grant money may be used for: new text end

new text begin (1) scholarships for aspiring teachers; new text end

new text begin (2) student teacher stipends; new text end

new text begin (3) mentoring activities; new text end

new text begin (4) professional development, with an emphasis on early literacy training, including best practices associated with the science of reading; and new text end

new text begin (5) stipends for housing to allow a teacher to live closer to the teacher's school. new text end

new text begin (d) Black Men Teach Twin Cities must provide a detailed report to the chairs and ranking minority members of the legislative committees with jurisdiction over kindergarten through grade 12 education and higher education by January 15 of each year following the year of the grant describing how the grant funds were used. The report must describe the progress made toward the goal of increasing the number of Black male teachers at each school site, identify the strategies used to recruit Black teachers, and describe barriers Black men face in the teaching profession. The report must be filed in accordance with Minnesota Statutes, section 3.195. new text end

new text begin (e) Up to three percent of the appropriation is available for grant administration. new text end

new text begin Subd. 5. new text end

new text begin Closing educational opportunity gaps grants. new text end

new text begin (a) To support schools in their efforts to close opportunity gaps under Minnesota Statutes, section 120B.113: new text end

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

new text begin (b) The department may retain up to five percent of this appropriation to administer the grant program. new text end

new text begin (c) The base for fiscal year 2026 and later is $0. new text end

new text begin Subd. 6. new text end

new text begin Coalition to Increase Teachers of Color and American Indian Teachers. new text end

new text begin (a) To the Board of Directors of the Minnesota Humanities Center for a grant to the Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota for nonlobbying activities and general operating expenses that support the recruitment and retention of racially and ethnically diverse teachers underrepresented in the state's workforce: new text end

new text begin $ new text end new text begin 100,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 100,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin Subd. 7. new text end

new text begin Come Teach in Minnesota hiring bonuses. new text end

new text begin (a) For the Come Teach in Minnesota hiring bonuses program under Minnesota Statutes, section 122A.59: new text end

new text begin $ new text end new text begin 200,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 400,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) This appropriation is subject to the requirements under Minnesota Statutes, section 122A.59, subdivision 5. new text end

new text begin Subd. 8. new text end

new text begin Concurrent enrollment teacher training program. new text end

new text begin (a) For the concurrent enrollment teacher partnership under Minnesota Statutes, section 122A.76: new text end

new text begin $ new text end new text begin 375,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 375,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin Subd. 9. new text end

new text begin Expanded concurrent enrollment grants. new text end

new text begin (a) For grants to institutions offering "Introduction to Teaching" or "Introduction to Education" courses under Minnesota Statutes, section 124D.09, subdivision 10, paragraph (b): new text end

new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Up to five percent of the grant amount is available for grant administration and monitoring. new text end

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

new text begin Subd. 10. new text end

new text begin Grow Your Own pathways to teacher licensure grants. new text end

new text begin (a) For grants to develop, continue, or expand Grow Your Own new teacher programs under Minnesota Statutes, section 122A.73, to develop a teaching workforce that more closely reflects the state's increasingly diverse student population and ensure all students have equitable access to effective and diverse teachers: new text end

new text begin $ new text end new text begin 25,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 25,000,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin (c) The base for fiscal year 2026 and later is $31,954,000. new text end

new text begin Subd. 11. new text end

new text begin Reimbursements for teacher licensing and exam fees. new text end

new text begin (a) For reducing financial burdens for aspiring teachers by funding costs associated with Minnesota teacher licensing exams and first professional teacher license fees for newly graduated teachers: new text end

new text begin $ new text end new text begin 1,400,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The commissioner must establish a process for newly licensed teachers to be reimbursed for expenses related to: new text end

new text begin (1) application fees to the board for initial licensure; and new text end

new text begin (2) exam fees for required licensure exams to obtain a teaching license in Minnesota. new text end

new text begin (c) Up to $50,000 is available for administration, including contracts. new text end

new text begin (d) This is a onetime appropriation and is available until June 30, 2027. new text end

new text begin Subd. 12. new text end

new text begin Special education teacher pipeline. new text end

new text begin (a) For grants to develop special education teacher pipelines across Minnesota under Minnesota Statutes, section 122A.731: new text end

new text begin $ new text end new text begin 20,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 10,000,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) This appropriation is subject to the requirements under Minnesota Statutes, section 122A.731, subdivision 5. new text end

new text begin (c) The base for fiscal year 2026 is $0 and the base for fiscal year 2027 is $10,000,000. new text end

new text begin Subd. 13. new text end

new text begin Statewide teacher mentoring program. new text end

new text begin (a) For a statewide teacher induction and mentoring program: new text end

new text begin $ new text end new text begin 9,940,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Funds may be used for: new text end

new text begin (1) competitive grants to Minnesota regional partners, including institutions of higher education, regional service cooperatives, other district or charter collaboratives, and professional organizations, to provide mentoring supports for new teachers, on-the-ground training, technical assistance, and networks or communities of practice for local new teachers, districts, and charter schools to implement Minnesota's induction model; new text end

new text begin (2) competitive grants to school districts to fund Teacher of Record mentorships to Tier 1 special education teachers, including training and supervision; and new text end

new text begin (3) contracts with national content experts and research collaboratives to assist in developing Minnesota's induction model, to provide ongoing training to mentors and principals, and to evaluate the program over time. new text end

new text begin (c) Up to five percent of the appropriation is available for grant administration. new text end

new text begin (d) This is a onetime appropriation and is available until June 30, 2027. new text end

new text begin Subd. 14. new text end

new text begin Student support personnel aid. new text end

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

new text begin $ new text end new text begin 29,138,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 35,270,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $0 for fiscal year 2023 and $29,138,000 for fiscal year 2024. new text end

new text begin (c) The 2025 appropriation includes $3,237,000 for fiscal year 2024 and $32,033,000 for fiscal year 2025. new text end

new text begin Subd. 15. new text end

new text begin Student support personnel workforce pipeline. new text end

new text begin (a) For a grant program to develop a student support personnel workforce pipeline focused on increasing school psychologists, school nurses, school counselors, and school social workers of color and Indigenous providers, professional respecialization, recruitment, and retention: new text end

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

new text begin (b) Of the amount in paragraph (a), $150,000 is for providing support to school nurses across the state. new text end

new text begin (c) To the extent practicable, the pipeline grants must be used to support equal numbers of students pursuing careers as school psychologists, school nurses, school counselors, and school social workers. new text end

new text begin (d) For grants awarded under this subdivision to school psychologists, the following terms have the meanings given: new text end

new text begin (1) "eligible designated trainee" means an individual enrolled in a NASP-approved or APA-accredited school psychology program granting educational specialist certificates or doctoral degrees in school psychology; new text end

new text begin (2) "practica" means an educational experience administered and evaluated by the graduate training program, with university and site supervision by appropriately credentialed school psychologists, to develop trainees' competencies to provide school psychological services based on the graduate program's goals and competencies relative to accreditation and licensure requirements; and new text end

new text begin (3) "eligible employment" means a paid position within a school or local education agency directly related to the training program providing direct or indirect school psychology services. Direct services include assessment, intervention, prevention, or consultation services to students or their family members and educational staff. Indirect services include supervision, research and evaluation, administration, program development, technical assistance, or professional learning to support direct services. new text end

new text begin (e) Grants awarded to school psychologists must be used for: new text end

new text begin (1) the provision of paid, supervised, and educationally meaningful practica in a public school setting for an eligible designated trainee enrolled in a qualifying program within the grantee's institution; new text end

new text begin (2) to support student recruitment and retention to enroll and hire an eligible designated trainee for paid practica in public school settings; and new text end

new text begin (3) oversight of trainee practica and professional development by the qualifying institution to ensure the qualifications and conduct by an eligible designated trainee meet requirements set forth by the state and accrediting agencies. new text end

new text begin (f) Upon successful completion of the graduate training program, grants awarded to school psychologists must maintain eligible employment within Minnesota for a minimum period of one-year full-time equivalent for each academic year of paid traineeship under the grant program. new text end

new text begin (g) Up to $150,000 of the appropriation is available for grant administration. new text end

new text begin Subd. 16. new text end

new text begin Teacher residency program. new text end

new text begin (a) For the teacher residency program that meets the requirements of Minnesota Rules, part 8705.2100, subpart 2, item D, subitem (5), unit (g): new text end

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

new text begin (b) Up to three percent of the appropriation is available for grant administration. new text end

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

Sec. 65.

new text begin APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND STANDARDS BOARD. new text end

new text begin Subdivision 1. new text end

new text begin Professional Educator Licensing and Standards Board. new text end

new text begin The sums indicated in this section are appropriated from the general fund to the Professional Educator Licensing and Standards Board for the fiscal years designated. new text end

new text begin Subd. 2. new text end

new text begin Alternative pathways support position. new text end

new text begin To fund a new position at the Professional Educator Licensing and Standards Board to support candidates through alternative pathway programs, including the licensure via portfolio process, and to support districts, charter schools, and educational cooperatives to become alternative preparation providers: new text end

new text begin $ new text end new text begin 150,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 150,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 3. new text end

new text begin Collaborative urban and greater Minnesota educators of color grants. new text end

new text begin (a) For collaborative urban and greater Minnesota educators of color competitive grants under Minnesota Statutes, section 122A.635: new text end

new text begin $ new text end new text begin 5,440,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 5,440,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The board may retain up to $100,000 of the appropriation amount to monitor and administer the grant program. new text end

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

new text begin Subd. 4. new text end

new text begin Heritage language and culture teachers. new text end

new text begin To support an additional licensure pathway program for heritage language and culture teachers under Minnesota Statutes, section 122A.631, including funding for a portfolio liaison and funding for substitute teachers on meeting days, portfolio fees, licensure fees, and licensure exam fees for 50 program participants: new text end

new text begin $ new text end new text begin 208,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 208,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 5. new text end

new text begin Licensure via portfolio online platform. new text end

new text begin To complete the licensure via portfolio online platform to streamline the portfolio submission and review process: new text end

new text begin $ new text end new text begin 150,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 150,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 6. new text end

new text begin Mentoring, induction, and retention incentive program grants for teachers of color. new text end

new text begin (a) To develop and expand mentoring, induction, and retention programs designed for teachers of color or American Indian teachers under Minnesota Statutes, section 122A.70: new text end

new text begin $ new text end new text begin 3,500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 3,500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Any balance does not cancel but is available in the following fiscal year. new text end

new text begin (c) The base for grants under Minnesota Statutes, section 122A.70, for fiscal year 2026 and later is $4,500,000, of which at least $3,500,000 each fiscal year is for grants to develop and expand mentoring, induction, and retention programs designed for teachers of color or American Indian teachers. new text end

new text begin (d) The board may retain up to three percent of the appropriation amount to monitor and administer the grant program. new text end

new text begin Subd. 7. new text end

new text begin Pathway preparation grants. new text end

new text begin (a) For grants to support teachers holding a Tier 2 license and seeking a Tier 3 license: new text end

new text begin $ new text end new text begin 400,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 400,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The following are eligible for grants under this subdivision: new text end

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

new text begin (2) charter schools; new text end

new text begin (3) service cooperatives; and new text end

new text begin (4) partnerships between one or more teacher preparation providers, school districts, or charter schools. new text end

new text begin (c) Grant funds must be used to support teachers holding a Tier 2 license and seeking a Tier 3 license through completion of a teacher preparation program or the licensure via portfolio process. A grant recipient must provide teachers holding a Tier 2 license with professional development, mentorship, and coursework aligned to state standards for teacher licensure. new text end

new text begin (d) The Professional Educator Licensing and Standards Board may collaborate with the Department of Education and the Office of Higher Education to administer the grant program. new text end

new text begin (e) The board may retain up to three percent of the appropriation amount to monitor and administer the grant. new text end

new text begin Subd. 8. new text end

new text begin Removing barriers to licensure. new text end

new text begin (a) For rulemaking and technology changes related to tiered licensure changes: new text end

new text begin $ new text end new text begin 77,000 new text end new text begin ..... new text end new text begin 2024 new text end

new text begin (b) This is a onetime appropriation. new text end

new text begin Subd. 9. new text end

new text begin Reports on increasing percentage of teachers of color and American Indian teachers. new text end

new text begin (a) To complete reports on state-funded programs to increase the percentage of teachers of color and American Indian teachers in Minnesota schools in accordance with Minnesota Statutes, section 120B.117, and process reports under Minnesota Statutes, sections 122A.40, subdivision 3, and 122A.41, subdivision 16: new text end

new text begin $ new text end new text begin 20,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 10. new text end

new text begin Teacher recruitment marketing campaign. new text end

new text begin (a) To develop two contracts to develop and implement an outreach and marketing campaign under this subdivision: new text end

new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 500,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The Professional Educator Licensing and Standards Board must issue a request for proposals to develop and implement an outreach and marketing campaign to elevate the profession and recruit teachers, especially teachers of color and American Indian teachers. Outreach efforts should include and support current and former Teacher of the Year finalists interested in being recruitment fellows to encourage prospective educators throughout the state. The board may renew a grant contract with a prior recipient if it determines sufficient deliverables were achieved and the plans of the firm or organization are more promising than proposals from other entities. new text end

new text begin (c) The outreach and marketing campaign must focus on increasing interest in teaching in Minnesota public schools for the following individuals: new text end

new text begin (1) high school and college students of color or American Indian students who have not chosen a career path; or new text end

new text begin (2) adults from racial or ethnic groups underrepresented in the teacher workforce who may be seeking to change careers. new text end

new text begin (d) The board must award two $250,000 grants each year to firms or organizations that demonstrate capacity to reach wide and varied audiences of prospective teachers based on a work plan with quarterly deliverables. Preferences should be given to firms or organizations that are led by people of color and that have people of color working on the campaign with a proven record of success. The grant recipients must recognize current pathways or programs to become a teacher and must partner with educators, schools, institutions, and racially diverse communities. The grant recipients are encouraged to provide in-kind contributions or seek funds from nonstate sources to supplement the grant award. new text end

new text begin (e) The board may use no more than three percent of the appropriation amount to administer the program under this subdivision, and may have an interagency agreement with the Department of Education including transfer of funds to help administer the program. new text end

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

Sec. 66.

new text begin REVISOR INSTRUCTION. new text end

new text begin The revisor of statutes shall replace the terms "candidate" or "candidates" with "applicant" or "applicants" wherever they appear in Minnesota Statutes, sections 122A.09, 122A.18, 122A.181, 122A.182, 122A.183, 122A.184, 122A.185, 122A.188, 122A.21, and 122A.28. new text end

Sec. 67.

new text begin REPEALER. new text end

new text begin (a) new text end new text begin Minnesota Statutes 2022, sections 122A.07, subdivision 2a; 122A.091, subdivisions 3 and 6; and 122A.18, subdivision 7c, new text end new text begin are repealed. new text end

new text begin (b) new text end new text begin Minnesota Rules, part 8710.0500, subparts 8 and 11, new text end new text begin are repealed. new text end

new text begin (c) new text end new text begin Minnesota Statutes 2022, section 122A.182, subdivision 2, new text end new text begin is repealed. new text end

new text begin EFFECTIVE DATE. new text end

new text begin Paragraph (c) is effective July 1, 2024. new text end

ARTICLE 6

CHARTER SCHOOLS

Section 1.

Minnesota Statutes 2022, section 124E.02, is amended to read:

124E.02 DEFINITIONS.

(a) For purposes of this chapter, the terms defined in this section have the meanings given them.

(b) "Affidavit" means a written statement the authorizer submits to the commissioner for approval to establish a charter school under section 124E.06, subdivision 4, attesting to its review and approval process before chartering a school.

(c) "Affiliate" means a person that directly or indirectly, through one or more intermediaries, controls, is controlled by, or is under common control with another person.

new text begin (d) "Charter management organization" or "CMO" means any nonprofit or for-profit entity that contracts with a charter school board of directors to provide, manage, or oversee all or substantially all of a school's education program or a school's administrative, financial, business, or operational functions. new text end

deleted text begin (d)deleted text end new text begin (e)new text end "Control" means the ability to affect the management, operations, or policy actions or decisions of a person, whether by owning voting securities, by contract, or otherwise.

new text begin (f) "Educational management organization" or "EMO" means a nonprofit or for-profit entity that provides, manages or oversees all or substantially all of the education program, or the school's administrative, financial, business, or operational functions. new text end

deleted text begin (e)deleted text end new text begin (g)new text end "Immediate family" means an individual whose relationship by blood, marriage, adoption, or partnership is no more remote than first cousin.

new text begin (h) "Market need and demand study" means a study that includes the following for the proposed locations of the school or additional site: new text end

new text begin (1) current and projected demographic information; new text end

new text begin (2) student enrollment patterns; new text end

new text begin (3) information on existing schools and types of educational programs currently available; new text end

new text begin (4) characteristics of proposed students and families; new text end

new text begin (5) availability of properly zoned and classified facilities; and new text end

new text begin (6) quantification of existing demand for the school or site. new text end

deleted text begin (f)deleted text end new text begin (i)new text end "Person" means an individual or entity of any kind.

deleted text begin (g)deleted text end new text begin (j)new text end "Related party" means an affiliate or immediate relative of the other interested party, an affiliate of an immediate relative who is the other interested party, or an immediate relative of an affiliate who is the other interested party.

deleted text begin (h)deleted text end new text begin (k)new text end For purposes of this chapter, the terms defined in section 120A.05 have the same meanings.

Sec. 2.

Minnesota Statutes 2022, section 124E.03, subdivision 2, is amended to read:

Subd. 2.

Certain federal, state, and local requirements.

(a) A charter school shall meet all federal, state, and local health and safety requirements applicable to school districts.

(b) A school must comply with statewide accountability requirements governing standards and assessments in chapter 120B.

(c) A charter school must comply with the Minnesota Public School Fee Law, sections 123B.34 to 123B.39.

(d) A charter school is a district for the purposes of tort liability under chapter 466.

(e) A charter school must comply with the Pledge of Allegiance requirement under section 121A.11, subdivision 3.

(f) A charter school and charter school board of directors must comply with chapter 181 governing requirements for employment.

(g) A charter school must comply with continuing truant notification under section 260A.03.

(h) A charter school must develop and implement a teacher evaluation and peer review process under section 122A.40, subdivision 8, paragraph (b), clauses (2) to (13), and place students in classrooms in accordance with section 122A.40, subdivision 8, paragraph (d). The teacher evaluation process in this paragraph does not create any additional employment rights for teachers.

(i) A charter school must adopt a policy, plan, budget, and process, consistent with section 120B.11, to review curriculum, instruction, and student achievement and strive for the world's best workforce.

(j) A charter school is subject to and must comply with the Pupil Fair Dismissal Act, sections 121A.40 to 121A.56new text begin and 121A.575new text end .

Sec. 3.

Minnesota Statutes 2022, section 124E.03, is amended by adding a subdivision to read:

new text begin Subd. 9. new text end

new text begin English learners. new text end

new text begin A charter school is subject to and must comply with the Education for English Learners Act under sections 124D.58 to 124D.64 as though the charter school were a district. new text end

Sec. 4.

Minnesota Statutes 2022, section 124E.05, subdivision 4, is amended to read:

Subd. 4.

Application content.

(a) To be approved as an authorizer, an applicant must include in its application to the commissioner at least the following:

(1) how the organization carries out its mission by chartering schools;

(2) a description of the capacity of the organization to serve as an authorizer, including the positions allocated to authorizing duties, the qualifications for those positions, the full-time equivalencies of those positions, and the financial resources available to fund the positions;

(3) the application and review process the authorizer uses to decide whether to grant charters;

(4) the type of contract it arranges with the schools it charters to meet the provisions of section 124E.10;

(5) the process for overseeing the school, consistent with clause (4), to ensure that the schools chartered comply with applicable law and rules and the contract;

(6) the criteria and process the authorizer uses to approve applications adding grades or sites under section 124E.06, subdivision 5;

(7) the process for renewing or terminating the school's charter based on evidence showing the academic, organizational, and financial competency of the school, including its success in increasing student achievement and meeting the goals of the charter school agreement; and

(8) an assurance specifying that the organization is committed to serving as an authorizer deleted text begin for the full five-year termdeleted text end new text begin until the commissioner terminates the organization's ability to authorize charter schools under subdivision 6 or the organization formally withdraws as an approved authorizer under subdivision 7new text end .

(b) Notwithstanding paragraph (a), an authorizer that is a school district may satisfy the requirements of paragraph (a), clauses (1) and (2), and any requirement governing a conflict of interest between an authorizer and its charter schools or ongoing evaluation or continuing education of an administrator or other professional support staff by submitting to the commissioner a written promise to comply with the requirements.

Sec. 5.

Minnesota Statutes 2022, section 124E.05, subdivision 7, is amended to read:

Subd. 7.

Withdrawal.

If the governing board of an approved authorizer votes to withdraw as an approved authorizer for a reason unrelated to any cause under deleted text begin section 124E.10, subdivision 4deleted text end new text begin subdivision 6new text end , the authorizer must notify all its chartered schools and the commissioner in writing by March 1 of its intent to withdraw as an authorizer on June 30 in the next calendar yeardeleted text begin , regardless of when the authorizer's five-year term of approval endsdeleted text end . Upon notification of the schools and commissioner, the authorizer must provide a letter to the school for distribution to families of students enrolled in the school that explains the decision to withdraw as an authorizer. The commissioner may approve the transfer of a charter school to a new authorizer under section 124E.10, subdivision 5.

Sec. 6.

Minnesota Statutes 2022, section 124E.06, subdivision 1, is amended to read:

Subdivision 1.

Individuals eligible to organize.

(a) An authorizer, after receiving an application from a charter school developer, may charter either a licensed teacher under section 122A.18, subdivision 1, or a group of individuals that includes one or more licensed teachers under section 122A.18, subdivision 1, to operate a school subject to the commissioner's approval of the authorizer's affidavit under subdivision 4.

(b) "Application" under this section means the charter school business plan a charter school developer submits to an authorizer for approval to establish a charter school. This application must include:

(1) the deleted text begin school developer'sdeleted text end new text begin proposed school'snew text end :

(i) mission deleted text begin statementdeleted text end new text begin and vision statementsnew text end ;

(ii) deleted text begin schooldeleted text end purposesnew text begin and goalsnew text end ;

(iii) new text begin educational new text end program designnew text begin and how the program will improve student learning, success, and achievementnew text end ;

new text begin (iv) plan to address the social and emotional learning needs of students and student support services; new text end

new text begin (v) plan to provide special education management and services; new text end

new text begin (vi) plan for staffing the school with appropriately qualified and licensed personnel; new text end

deleted text begin (iv)deleted text end new text begin (vii)new text end financial plan;

deleted text begin (v)deleted text end new text begin (viii)new text end governance and management structurenew text begin and plannew text end ; deleted text begin anddeleted text end

deleted text begin (vi) background and experience; deleted text end

new text begin (ix) market need and demand study; and new text end

new text begin (x) plan for ongoing outreach and dissemination of information about the school's offerings and enrollment procedure to families that reflect the diversity of Minnesota's population and targeted groups under section 124E.17, subdivision 1, paragraph (a); new text end

new text begin (2) the school developer's experience and background, including criminal history and bankruptcy background checks; new text end

deleted text begin (2)deleted text end new text begin (3)new text end any other information the authorizer requests; and

deleted text begin (3)deleted text end new text begin (4)new text end a "statement of assurances" of legal compliance prescribed by the commissioner.

(c) An authorizer shall not approve an application submitted by a charter school developer under paragraph (a) if the application does not comply with subdivision 3, paragraph (e), and section 124E.01, subdivision 1. The commissioner shall not approve an affidavit submitted by an authorizer under subdivision 4 if the affidavit does not comply with subdivision 3, paragraph (e), and section 124E.01, subdivision 1.

Sec. 7.

Minnesota Statutes 2022, section 124E.06, subdivision 4, is amended to read:

Subd. 4.

Authorizer's affidavit; approval process.

(a) Before an operator may establish and operate a school, the authorizer must file an affidavit with the commissioner stating its intent to charter a school. An authorizer must file a separate affidavit for each school it intends to charter. An authorizer must file an affidavit at least 14 months before July 1 of the year the new charter school plans to serve students. The affidavit must state:

(1) the terms and conditions under which the authorizer would charter a schoolnew text begin , including a market need and demand studynew text end ; and

(2) how the authorizer intends to oversee:

(i) the fiscal and student performance of the charter school; and

(ii) compliance with the terms of the written contract between the authorizer and the charter school board of directors under section 124E.10, subdivision 1.

(b) The commissioner must approve or disapprove the authorizer's affidavit within 60 business days of receiving the affidavit. If the commissioner disapproves the affidavit, the commissioner shall notify the authorizer of the deficiencies in the affidavit and the authorizer then has 20 business days to address the deficiencies. The commissioner must notify the authorizer of the commissioner's final approval or final disapproval within 15 business days after receiving the authorizer's response to the deficiencies in the affidavit. If the authorizer does not address deficiencies to the commissioner's satisfaction, the commissioner's disapproval is final. An authorizer who fails to obtain the commissioner's approval is precluded from chartering the school that is the subject of this affidavit.

Sec. 8.

Minnesota Statutes 2022, section 124E.06, subdivision 5, is amended to read:

Subd. 5.

Adding grades or sites.

(a) A charter school may apply to the authorizer to amend the school charter to add grades or primary enrollment sites beyond those defined in the original affidavit approved by the commissioner. After approving the school's application, the authorizer shall submit a supplemental affidavit in the form and manner prescribed by the commissioner. The authorizer must file a supplemental affidavit to the commissioner by October 1 to be eligible to add grades or sites in the next school year. The supplemental affidavit must document to the authorizer's satisfaction:

(1) the need for the additional grades or sites with supporting long-range enrollment projections;

(2) a longitudinal record of student academic performance and growth on statewide assessments under chapter 120B or on other academic assessments that measure longitudinal student performance and growth approved by the charter school's board of directors and agreed upon with the authorizer;

(3) a history of sound school finances and a plan to add grades or sites that sustains the school's finances; deleted text begin anddeleted text end

(4) board capacity to administer and manage the additional grades or sitesdeleted text begin .deleted text end new text begin ; and new text end

new text begin (5) for site expansion, a market need and demand study. new text end

(b) The commissioner shall have 30 business days to review and comment on the supplemental affidavit. The commissioner shall notify the authorizer in writing of any deficiencies in the supplemental affidavit and the authorizer then has 20 business days to address any deficiencies in the supplemental affidavit to the commissioner's satisfaction. The commissioner must notify the authorizer of final approval or final disapproval within 15 business days after receiving the authorizer's response to the deficiencies in the affidavit. The school may not add grades or sites until the commissioner has approved the supplemental affidavit. The commissioner's approval or disapproval of a supplemental affidavit is final.

Sec. 9.

Minnesota Statutes 2022, section 124E.10, subdivision 1, is amended to read:

Subdivision 1.

Contents.

(a) To authorize a charter school, the authorizer and the charter school board of directors must sign a written contract within 45 business days of the commissioner's approval of the authorizer's affidavit. The authorizer shall submit a copy of the charter contract to the commissioner within ten business days after the contract is signed by the contracting parties. The contract must include at least the following:

(1) a declaration that the charter school will carry out the primary purpose in section 124E.01, subdivision 1, and indicate how the school will report its implementation of the primary purpose to its authorizer;

(2) a declaration of the additional purpose or purposes in section 124E.01, subdivision 1, that the school intends to carry out and indicate how the school will report its implementation of those purposes to its authorizer;

(3) a description of the school program and the specific academic and nonacademic outcomes that pupils must achieve;

(4) a statement of new text begin the school's new text end admission policies and procedures;

(5) a school governance, management, and administration plan;

(6) signed agreements from charter school board members to comply with the federal and state laws governing organizational, programmatic, and financial requirements applicable to charter schools;

(7) the criteria, processes, and procedures the authorizer will use to monitor and evaluate the fiscal, operational, and academic performance, consistent with subdivision 3, paragraphs (a) and (b);

(8) for contract renewal, the formal written performance evaluation that is a prerequisite for reviewing a charter contract under subdivision 3;

(9) types and amounts of insurance liability coverage the charter school must obtain, consistent with section 124E.03, subdivision 2, paragraph (d);

(10) consistent with section 124E.09, paragraph (d), a provision to indemnify and hold harmless from any suit, claim, or liability arising from any charter school operation:

(i) the authorizer and its officers, agents, and employees; and

(ii) notwithstanding section 3.736, the commissioner and department officers, agents, and employees;

(11) the term of the contract, which, for an initial contract, may be up to five years plus a preoperational planning period, or for a renewed contract or a contract with a new authorizer after a transfer of authorizers, may be up to five years, if warranted by the school's academic, financial, and operational performance;

(12) how the charter school board of directors or the charter school operators will provide special instruction and services for children with a disability under sections 125A.03 to 125A.24, and 125A.65, and a description of the financial parameters within which the charter school will provide the special instruction and services to children with a disability;

(13) the specific conditions for contract renewal that identify the performance of all students under the primary purpose of section 124E.01, subdivision 1, as the most important factor in determining whether to renew the contract; and

(14) the additional purposes under section 124E.01, subdivision 1, and related performance obligations under clause (7) contained in the charter contract as additional factors in determining whether to renew the contract.

(b) In addition to the requirements of paragraph (a), the charter contract must contain the plan for an orderly closing of the school under chapter 317A, that establishes the responsibilities of the school board of directors and the authorizer, whether the closure is a termination for cause, a voluntary termination, or a nonrenewal of the contract. The plan must establish who is responsible for:

(1) notifying the commissioner, school district in which the charter school is located, and parents of enrolled students about the closure;

(2) providing parents of enrolled students information and assistance to enable the student to re-enroll in another school;

(3) transferring student records under section 124E.03, subdivision 5, paragraph (b), to the student's resident school district; and

(4) closing financial operations.

(c) A charter school must design its programs to at least meet the outcomes adopted by the commissioner for public school students, including world's best workforce goals under section 120B.11, subdivision 1. In the absence of the commissioner's requirements governing state standards and benchmarks, the school must meet the outcomes contained in the contract with the authorizer. The achievement levels of the outcomes contained in the contract may exceed the achievement levels of any outcomes adopted by the commissioner for public school students.

Sec. 10.

Minnesota Statutes 2022, section 124E.11, is amended to read:

124E.11 ADMISSION REQUIREMENTS AND ENROLLMENT.

(a) A charter school, including its preschool or prekindergarten program established under section 124E.06, subdivision 3, paragraph (b), may limit admission to:

(1) pupils within an age group or grade level;

(2) pupils who are eligible to participate in the graduation incentives program under section 124D.68; or

(3) residents of a specific geographic area in which the school is located when the majority of students served by the school are members of underserved populations.

(b) A charter school, including its preschool or prekindergarten program established under section 124E.06, subdivision 3, paragraph (b), deleted text begin shalldeleted text end new text begin mustnew text end enroll an eligible pupil who submits a timely application, unless the number of applications exceeds the capacity of a program, class, grade level, or building. In this case, pupils must be accepted by lot. The charter school must develop and publish, including on its website, a lottery policy and process that it must use when accepting pupils by lot.

(c) new text begin Admission to a charter school must be free to any eligible pupil who resides within the state. A charter school must give enrollment preference to a Minnesota resident pupil over pupils that do not reside in Minnesota. A charter school must require a pupil who does not reside in Minnesota to annually apply to enroll in accordance with paragraphs (a) to (f). new text end A charter school deleted text begin shalldeleted text end new text begin mustnew text end give enrollment preference to a sibling of an enrolled pupil and to a foster child of that pupil's parents and may give preference for enrolling children of the school's staff before accepting other pupils by lot. A charter school that is located in Duluth township in St. Louis County and admits students in kindergarten through grade 6 must give enrollment preference to students residing within a five-mile radius of the school and to the siblings of enrolled children. deleted text begin A charter school may give enrollment preference to children currently enrolled in the school's free preschool or prekindergarten program under section 124E.06, subdivision 3, paragraph (b), who are eligible to enroll in kindergarten in the next school year.deleted text end

(d) A person deleted text begin shalldeleted text end new text begin maynew text end not be admitted to a charter school (1) as a kindergarten pupil, unless the pupil is at least five years of age on September 1 of the calendar year in which the school year for which the pupil seeks admission commences; or (2) as a first grade student, unless the pupil is at least six years of age on September 1 of the calendar year in which the school year for which the pupil seeks admission commences or has completed kindergarten; except that a charter school may establish and publish on its website a policy for admission of selected pupils at an earlier age, consistent with the enrollment process in paragraphs (b) and (c).

(e) Except as permitted in deleted text begin paragraph (d)deleted text end new text begin paragraphs (d) and (i)new text end , a charter school, including its preschool or prekindergarten program established under section 124E.06, subdivision 3, paragraph (b), may not limit admission to pupils on the basis of intellectual ability, measures of achievement or aptitude, or athletic ability and may not establish any criteria or requirements for admission that are inconsistent with this section.

(f) The charter school deleted text begin shalldeleted text end new text begin mustnew text end not distribute any services or goods of value to students, parents, or guardians as an inducement, term, or condition of enrolling a student in a charter school.

(g) Once a studentnew text begin who resides in Minnesotanew text end is enrolled in the schoolnew text begin in kindergarten through grade 12new text end , new text begin or in the school's free preschool or prekindergarten program under section 124E.06, subdivision 3, paragraph (b), new text end the student is considered enrolled in the school until the student formally withdraws or is expelled under the Pupil Fair Dismissal Act in sections 121A.40 to 121A.56.

(h) A charter school with at least 90 percent of enrolled students who are eligible for special education services and have a primary disability of deaf or hard-of-hearing may enroll prekindergarten pupils with a disability under section 126C.05, subdivision 1, paragraph (a), and must comply with the federal Individuals with Disabilities Education Act under Code of Federal Regulations, title 34, section 300.324, subsection (2), clause (iv).

new text begin (i) A charter school serving at least 90 percent of enrolled students who are eligible for special education services and have a primary disability of deaf, deafblind, or hard-of-hearing may give enrollment preference to students who are eligible for special education services and have a primary disability of deaf, deafblind, or hard-of-hearing. The charter school may not limit admission based on the student's eligibility for additional special education services. new text end

Sec. 11.

Minnesota Statutes 2022, section 124E.12, subdivision 1, is amended to read:

Subdivision 1.

Teachers.

A charter schoolnew text begin , excluding its preschool or prekindergarten program established under section 124E.06, subdivision 3,new text end must employ or contract with necessary teachers, as defined by section deleted text begin 122A.15, subdivision 1,deleted text end new text begin 122A.06, subdivision 2, or contract with a cooperative formed under chapter 308A to provide necessary teachers,new text end who hold valid licenses to perform the particular service for which they are employed in the school. new text begin A charter school's preschool or prekindergarten program must employ or contract with teachers knowledgeable in early childhood curriculum content, assessment, native and English language programs, and instruction established under section 124E.06, subdivision 3. new text end The commissioner may reduce the charter school's state aid under section 127A.43 if the school employs a teacher who is not appropriately licensed or approved by the Professional Educator Licensing and Standards Board. The school may employ necessary employees who are not required to hold teaching licenses to perform duties other than teaching and may contract for other services. The school may discharge teachers and nonlicensed employees. The charter school board is subject to section 181.932 governing whistle-blowers. When offering employment to a prospective employee, a charter school must give that employee a written description of the terms and conditions of employment and the school's personnel policies.

Sec. 12.

Minnesota Statutes 2022, section 124E.13, subdivision 1, is amended to read:

Subdivision 1.

Leased space.

A charter school may lease space from: an independent or special school board; other public organization; private, nonprofit, nonsectarian organization; private property owner; or a sectarian organization if the leased space is constructed as a school facility. new text begin In all cases, the eligible lessor must also be the building owner. new text end The commissioner must review and approve or disapprove leases in a timely manner to determine eligibility for lease aid under section 124E.22.

Sec. 13.

Minnesota Statutes 2022, section 124E.13, subdivision 3, is amended to read:

Subd. 3.

Affiliated nonprofit building corporation.

(a) An affiliated nonprofit building corporation may purchase, expand, or renovate an existing facility to serve as a school or may construct a new school facility. deleted text begin Adeleted text end new text begin Onenew text end charter school may organize an affiliated nonprofit building corporationnew text begin that serves only that charter schoolnew text end if the charter school:

(1) has operated for at least six consecutive years;

(2) as of June 30, has a net positive unreserved general fund balance in the preceding three fiscal years;

(3) has long-range strategic and financial plans that include enrollment projections for at least five years;

(4) completes a feasibility study of facility options that outlines the benefits and costs of each option; and

(5) has a plan that describes project parameters and budget.

(b) An affiliated nonprofit building corporation under this subdivision must:

(1) be incorporated under section 317A;

(2) comply with applicable Internal Revenue Service regulations, including regulations for "supporting organizations" as defined by the Internal Revenue Service;

(3) post on the school website the name, mailing address, bylaws, minutes of board meetings, and names of the current board of directors of the affiliated nonprofit building corporation;

(4) submit to the commissioner a copy of its annual audit by December 31 of each year; and

(5) comply with government data practices law under chapter 13.

(c) An affiliated nonprofit building corporation must not serve as the leasing agent for property or facilities it does not own. A charter school that leases a facility from an affiliated nonprofit building corporation that does not own the leased facility is ineligible to receive charter school lease aid. The state is immune from liability resulting from a contract between a charter school and an affiliated nonprofit building corporation.

(d) The board of directors of the charter school must ensure the affiliated nonprofit building corporation complies with all applicable legal requirements. The charter school's authorizer must oversee the efforts of the board of directors of the charter school to ensure legal compliance of the affiliated building corporation. A school's board of directors that fails to ensure the affiliated nonprofit building corporation's compliance violates its responsibilities and an authorizer must consider that failure when evaluating the charter school.

Sec. 14.

Minnesota Statutes 2022, section 124E.16, is amended to read:

124E.16 REPORTS.

Subdivision 1.

Audit report.

(a) A charter school is subject to the same financial audits, audit procedures, and audit requirements as a district, except as required under this subdivision. Audits must be conducted in compliance with generally accepted governmental auditing standards, the federal Single Audit Act, if applicable, and section 6.65 governing auditing procedures. A charter school is subject to and must comply with sections 15.054; 118A.01; 118A.02; 118A.03; 118A.04; 118A.05; 118A.06 governing government property and financial investments; and sections 471.38; 471.391; 471.392; and 471.425 governing municipal contracting. The audit must comply with the requirements of sections 123B.75 to 123B.83 governing school district finance, except when the commissioner and authorizer approve a deviation made necessary because of school program finances. The commissioner, state auditor, legislative auditor, or authorizer may conduct financial, program, or compliance audits. A charter school in statutory operating debt under sections 123B.81 to 123B.83 must submit a plan under section 123B.81, subdivision 4.

(b) The charter school must submit an audit report to the commissioner and its authorizer annually by December 31.

(c) The charter school, with the assistance of the auditor conducting the audit, must include with the report, as supplemental information: (1) a copy ofnew text begin a newnew text end management deleted text begin agreementsdeleted text end new text begin agreement or an amendment to a current agreementnew text end with a deleted text begin charter management organization or an educational management organization and (2) service agreements or contracts over the lesser of $100,000 or ten percent of the school's most recent annual audited expendituresdeleted text end new text begin CMO or EMO signed during the audit year; and (2) a copy of a service agreement or contract with a company or individual totaling over five percent of the audited expenditures for the most recent audit yearnew text end . The agreements must detail the terms of the agreement, including the services provided and the annual costs for those services. deleted text begin If the entity that provides the professional services to the charter school is exempt from taxation under section 501 of the Internal Revenue Code of 1986, that entity must file with the commissioner by February 15 a copy of the annual return required under section 6033 of the Internal Revenue Code of 1986.deleted text end

(d) A charter school independent audit report shall include audited financial data of an affiliated building corporation under section 124E.13, subdivision 3, or other component unit.

(e) If the audit report finds that a material weakness exists in the financial reporting systems of a charter school, the charter school must submit a written report to the commissioner explaining how the charter school will resolve that material weakness. An auditor, as a condition of providing financial services to a charter school, must agree to make available information about a charter school's financial audit to the commissioner and authorizer upon request.

Subd. 2.

Annual public reports.

(a) A charter school must publish an annual report approved by the board of directors. The annual report must at least include information on school enrollment, student attrition, governance and management, staffing, finances, new text begin management agreements with a CMO or EMO, new text end academic performance, innovative practices and implementation, and future plans. A charter school may combine this report with the reporting required under section 120B.11 governing the world's best workforce. A charter school must post the annual report on the school's official website. A charter school also must distribute the annual report by publication, mail, or electronic means to its authorizer, school employees, and parents and legal guardians of students enrolled in the charter school. The reports are public data under chapter 13.

(b) An authorizer must submit an annual public report in a manner specified by the commissioner by January 15 for the previous school year ending June 30 that shall at least include key indicators of school academic, operational, and financial performance. The report is part of the system to evaluate authorizer performance under section 124E.05, subdivision 5.

new text begin Subd. 3. new text end

new text begin Public accounting and reporting CMO and EMO agreements. new text end

new text begin (a) A charter school that enters into a management agreement with a CMO or EMO must: new text end

new text begin (1) publish on the charter school website for at least 20 business days the proposed final agreement for public review and comment before the school board may adopt the contract or agreement. Any changes made to the posted agreement during the public review period or any proposed amendments to the agreement once adopted must be posted for 20 business days before the board may adopt the amendments to the contract; new text end

new text begin (2) annually publish on the charter school website a statement of assurance that no member of the school board, staff, or any agent of the school has been promised or received any form of compensation or gifts from the CMO or EMO and that no board member, employee, or agent of the CMO or EMO or any of the organization affiliates or providers serve on the charter school board; and new text end

new text begin (3) conduct an independent review and evaluation of the services provided by the CMO or EMO and publish the evaluation on the school's website at least 30 business days before the end of the current contract. new text end

new text begin (b) A management agreement with a CMO or EMO must contain the following: new text end

new text begin (1) the term of the contract, not to exceed five years; new text end

new text begin (2) the total dollar value of the contract including the annual projected costs of services; new text end

new text begin (3) a description and terms of the services to be provided during the term of the contract; new text end

new text begin (4) notice that a charter school closure during the term of the contract by action of the authorizer or the school's board results in the balance of the current contract becoming null and void; new text end

new text begin (5) an annual statement of assurance to the charter school board that the CMO or EMO provided no compensation or gifts to any charter school board member, staff member, or agent of the charter school; new text end

new text begin (6) an annual statement of assurance that no charter school board member, employee, contractor, or agent of the CMO or EMO or any affiliated organization is a board member of the charter school or any other charter school; new text end

new text begin (7) the policies and protocols that meet federal and state laws regarding student and personnel data collection, usage, access, retention, disclosure and destruction, and indemnification and warranty provisions in case of data breaches by the CMO or EMO; and new text end

new text begin (8) an annual assurance that all assets purchased on behalf of the charter school using public funds remain assets of the school. new text end

new text begin (c) The CMO or EMO must annually provide the charter school board a financial report by July 31 that accounts for income and expenditures for the previous fiscal year using the account categories in uniform financial accounting and reporting standards. new text end

new text begin (d) Any agreement with a CMO or EMO containing any of the following provisions is null and void: new text end

new text begin (1) restrictions on the charter school's ability to operate a school upon termination of the agreement; new text end

new text begin (2) restrictions on the annual or total amount of the school's operating surplus or fund balance; new text end

new text begin (3) authorization to allow a CMO or EMO to withdraw funds from a charter school account; or new text end

new text begin (4) authorization to allow a CMO or EMO to loan funds to the charter school. new text end

new text begin (e) A CMO or EMO or its affiliates, employees, or agents may not contract with, be employed by, or serve on the board of an authorizer. An authorizer or its affiliates, employees, or agents may not contract with, be employed by, serve as a paid consultant for, or serve as a board member of a CMO or EMO. new text end

Sec. 15.

Minnesota Statutes 2022, section 124E.25, subdivision 1a, is amended to read:

Subd. 1a.

School closures; payments.

(a) Notwithstanding subdivision 1 and section 127A.45, for a charter school ceasing operation on or before June 30, for the payment periods occurring after the school ceases serving students, the commissioner shall withhold the estimated state aid owed the school. The charter school board of directors and authorizer must submit to the commissioner a closure plan under chapter deleted text begin 308A ordeleted text end 317A, and financial information about the school's liabilities and assets. After receiving the closure plan, financial information, an audit of pupil counts, and documented lease expenditures from the charter school and monitoring special education expenditures, the commissioner may release cash withheld and may continue regular payments up to the current year payment percentages if further amounts are owed. If, based on audits and monitoring, the school received state aid in excess of the amount owed, the commissioner shall retain aid withheld sufficient to eliminate the aid overpayment.

(b) For a charter school ceasing operations before or at the end of a school year, notwithstanding section 127A.45, subdivision 3, the commissioner may make preliminary final payments after the school submits the closure plan, an audit of pupil counts, documented lease expenditures, and Uniform Financial Accounting and Reporting Standards (UFARS) financial data and the commissioner monitors special education expenditures for the final year of operation. The commissioner may make the final payment after receiving audited financial statements under section 123B.77, subdivision 3.

(c) Notwithstanding sections 317A.701 to 317A.791, after closing a charter school and satisfying creditors, remaining cash and investment balances shall be returned by the commissioner to the state general fund.

ARTICLE 7

SPECIAL EDUCATION

Section 1.

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

Subdivision 1.

Age limitations; pupils.

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

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

(c) A pupil who becomes age 21 after enrollment is eligible for continued free public school enrollment until at least one of the following occurs: (1) the first September 1 after the pupil's 21st birthday; (2) the pupil's completion of the graduation requirements; (3) the pupil's withdrawal with no subsequent enrollment within 21 calendar days; deleted text begin ordeleted text end (4) the end of the school yearnew text begin ; or (5) in the case of a student with a disability as defined under section 125A.02, the pupil's 22nd birthdaynew text end .

Sec. 2.

Minnesota Statutes 2022, section 121A.41, subdivision 7, is amended to read:

Subd. 7.

Pupil.

(a) "Pupil" means any student:

(1) without a disability under 21 years of age; or

(2) with a disability under deleted text begin 21deleted text end new text begin 22new text end years old who has not received a regular high school diploma deleted text begin or for a child with a disability who becomes 21 years old during the school year but has not received a regular high school diploma, until the end of that school yeardeleted text end ; and

(3) who remains eligible to attend a public elementary or secondary school.

(b) A "student with a disability" or a "pupil with a disability" has the same meaning as a "child with a disability" under section 125A.02.

Sec. 3.

Minnesota Statutes 2022, section 122A.31, subdivision 1, is amended to read:

Subdivision 1.

Requirements for American sign language/English interpreters.

(a) In addition to any other requirements that a school district establishes, any person employed to provide American sign language/English interpreting or sign transliterating services on a full-time or part-time basis for a school district after July 1, 2000, must:

(1) hold current interpreter deleted text begin anddeleted text end new text begin ornew text end transliterator certificates awarded by the Registry of Interpreters for the Deaf (RID), or the general level interpreter proficiency certificate awarded by the National Association of the Deaf (NAD), or a comparable state certification from the commissioner of educationdeleted text begin ;deleted text end new text begin ,new text end and

deleted text begin (2)deleted text end satisfactorily complete an interpreter/transliterator training program affiliated with an accredited educational institutiondeleted text begin .deleted text end new text begin ; ornew text end

new text begin (2) hold a certified deaf interpreter certification issued by RID. new text end

(b) New graduates of an interpreter/transliterator program affiliated with an accredited education institutionnew text begin or deaf interpreters who have completed 40 hours of RID-approved continuing education unitsnew text end shall be granted a two-year provisional certificate by the commissioner. During the two-year provisional period, the interpreter/transliterator must develop and implement an education plan in collaboration with a mentor under paragraph (c).

(c) A mentor of a provisionally certified interpreter/transliterator must be an interpreter/transliterator who has either NAD level IV or V certification or RID certified interpreter and certified transliterator certification and have at least three years new text begin of new text end interpreting/transliterating experience in any educational setting. The mentor, in collaboration with the provisionally certified interpreter/transliterator, shall develop and implement an education plan designed to meet the requirements of paragraph (a), deleted text begin clause (1),deleted text end and include a weekly on-site mentoring process.

(d) Consistent with the requirements of this paragraph, a person holding a provisional certificate may apply to the commissioner for one time-limited extension. The commissioner, in consultation with the Commission of the Deaf, DeafBlind and Hard of Hearing, must grant the person a time-limited extension of the provisional certificate based on the following documentation:

(1) letters of support from the person's mentor, a parent of a pupil the person serves, the special education director of the district in which the person is employed, and a representative from the regional service center of the deaf and hard-of-hearing;

(2) records of the person's formal education, training, experience, and progress on the person's education plan; and

(3) an explanation of why the extension is needed.

As a condition of receiving the extension, the person must comply with a plan and the accompanying deleted text begin time linedeleted text end new text begin timelinenew text end for meeting the requirements of this subdivision. A committee composed of the deaf and hard-of-hearing state specialist, a representative of the Minnesota Association of Deaf Citizens, a representative of the Minnesota Registry of Interpreters deleted text begin ofdeleted text end new text begin fornew text end the Deaf, and other appropriate deleted text begin personsdeleted text end new text begin committee membersnew text end selected by the commissioner must develop the plan and deleted text begin time linedeleted text end new text begin timelinenew text end for the person receiving the extension.

(e) A school district may employ only an interpreter/transliterator who has been certified under paragraph (a) or (b), or for whom a time-limited extension has been granted under paragraph (d).

new text begin (f) An interpreter who meets the requirements of paragraph (a) or (b) is "essential personnel" as defined in section 125A.76, subdivision 1. new text end

Sec. 4.

Minnesota Statutes 2022, section 123B.92, subdivision 1, is amended to read:

Subdivision 1.

Definitions.

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

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

(1) the sum of:

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

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

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

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

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

(1) Regular transportation is:

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

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

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

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

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

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

(A) academic instruction;

(B) at least four hours per week of parenting instruction; and

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

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

(2) Excess transportation is:

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

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

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

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

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

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

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

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

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

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

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

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

For purposes of computing special education initial aid under section 125A.76, the cost of providing transportation for children with disabilities includes (A) the additional cost of transporting a student in a shelter care facility as defined in section 260C.007, subdivision 30, new text begin a student placed in a family foster home as defined in section 260C.007, subdivision 16b, new text end a homeless student in another district to the school of origin, or a formerly homeless student from a permanent home in another district to the school of origin but only through the end of the academic year; and (B) depreciation on district-owned school buses purchased after July 1, 2005, and used primarily for transportation of pupils with disabilities, calculated according to paragraph (a), clauses (ii) and (iii). Depreciation costs included in the disabled transportation category must be excluded in calculating the actual expenditure per pupil transported in the regular and excess transportation categories according to paragraph (a). For purposes of subitem (A), a school district may transport a child who does not have a school of origin to the same school attended by that child's sibling, if the siblings are homeless or in a shelter care facility.

(5) "Nonpublic nonregular transportation" is:

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

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

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

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

Sec. 5.

Minnesota Statutes 2022, section 124D.128, subdivision 2, is amended to read:

Subd. 2.

Commissioner designation.

(a) A state-approved alternative program designated by the state must be a site. A state-approved alternative program must provide services to students who meet the criteria in section 124D.68 and who are enrolled in:

(1) a district that is served by the state-approved alternative program; or

(2) a charter school located within the geographic boundaries of a district that is served by the state-approved alternative program.

(b) To be designated, a state-approved alternative program must demonstrate to the commissioner that it will:

(1) provide a program of instruction that permits pupils to receive instruction throughout the entire year; and

(2) develop and maintain a separate record system that, for purposes of section 126C.05, permits identification of membership attributable to pupils participating in the program. The record system and identification must ensure that the program will not have the effect of increasing the total average daily membership attributable to an individual pupil as a result of a learning year program. The record system must include the date the pupil originally enrolled in a learning year program, the pupil's grade level, the date of each grade promotion, the average daily membership generated in each grade level, the number of credits or standards earned, and the number needed to graduate.

(c) A student who has not completed a school district's graduation requirements may continue to enroll in courses the student must complete in order to graduate until the student satisfies the district's graduation requirements or the student is 21 years old, whichever comes first.new text begin A student with a disability as set forth in section 125A.02 may continue to enroll in courses until the student graduates with a regular high school diploma or the student is 22 years old, whichever comes first.new text end

Sec. 6.

Minnesota Statutes 2022, 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 having substance use disorder;

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

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

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

(8) has experienced mental health problems;

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

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

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

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

(b) A pupil otherwise 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, new text begin or is a pupil with a disability as set forth in section 125A.02, new text end is eligible to participate in the graduation incentives program under section 124D.68 and in concurrent enrollment courses offered under section 124D.09, subdivision 10, and is funded in the same manner as other pupils under this section.

Sec. 7.

Minnesota Statutes 2022, section 125A.03, is amended to read:

125A.03 SPECIAL INSTRUCTION FOR CHILDREN WITH A DISABILITY.

(a) As defined in paragraph (b), every district must provide special instruction and services, either within the district or in another district, for all children with a disability, including providing required services under Code of Federal Regulations, title 34, section 300.121, paragraph (d), to those children suspended or expelled from school for more than ten school days in that school year, who are residents of the district and who are disabled as set forth in section 125A.02. For purposes of state and federal special education laws, the phrase "special instruction and services" in the state Education Code means a free and appropriate public education provided to an eligible child with disabilities. "Free appropriate public education" means special education and related services that:

(1) are provided at public expense, under public supervision and direction, and without charge;

(2) meet the standards of the state, including the requirements of the Individuals with Disabilities Education Act, Part B or C;

(3) include an appropriate preschool, elementary school, or secondary school education; and

(4) are provided to children ages three through 21 in conformity with an individualized education program that meets the requirements of the Individuals with Disabilities Education Act, subpart A, sections 300.320 to 300.324, and provided to infants and toddlers in conformity with an individualized family service plan that meets the requirements of the Individuals with Disabilities Education Act, subpart A, sections 303.300 to 303.346.

(b) Notwithstanding any age limits in laws to the contrary, special instruction and services must be provided from birth deleted text begin until July 1 after the child with a disability becomes 21 years olddeleted text end new text begin until the child with a disability becomes 22 years oldnew text end but shall not extend beyond secondary school or its equivalent, except as provided in section 124D.68, subdivision 2. Local health, education, and social service agencies must refer children under age five who are known to need or suspected of needing special instruction and services to the school district. Districts with less than the minimum number of eligible children with a disability as determined by the commissioner must cooperate with other districts to maintain a full range of programs for education and services for children with a disability. This section does not alter the compulsory attendance requirements of section 120A.22.

(c) At the board's discretion, a school district that participates in a reciprocity agreement with a neighboring state under section 124D.041 may enroll and provide special instruction and services to a child from an adjoining state whose family resides at a Minnesota address as assigned by the United States Postal Service if the district has completed child identification procedures for that child to determine the child's eligibility for special education services, and the child has received developmental screening under sections 121A.16 to 121A.19.

Sec. 8.

Minnesota Statutes 2022, section 125A.0942, is amended to read:

125A.0942 STANDARDS FOR RESTRICTIVE PROCEDURES.

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; and proposed actions to minimize the use of restrictive proceduresnew text begin ; any disproportionate use of restrictive procedures based on race, gender, or disability status; the role of the school resource officer or police in emergencies and the use of restrictive procedures; and documentation to determine if the standards for using restrictive procedures as described in sections 125A.0941 and 125A.0942 are metnew text end ; 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.

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 programnew text begin or individualized family service plannew text end team, 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 programnew text begin , individualized family service plan,new text end 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 programnew text begin , individualized family service plan,new text end 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 programnew text begin or individualized family service plannew text end meeting when the child's individualized education programnew text begin or individualized family service plannew text end provides for using restrictive procedures in an emergency.

(d) If the individualized education programnew text begin or individualized family service plannew 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 individualized education programnew text begin or individualized family service plannew 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 programnew text begin , individualized family service plan,new text end or behavior intervention plan.

(f) An individualized education programnew text begin or individualized family service plannew text end team may plan for using restrictive procedures and may include these procedures in a child's individualized education programnew text begin , individualized family service plan,new text end 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 programnew text begin , individualized family service plan,new text end or behavior intervention plan shall indicate how the parent wants to be notified when a restrictive procedure is used.

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 anddeleted text end

(iv) a brief record of the child's behavioral and physical status;new text begin andnew text end

new text begin (v) a brief description of the post-use debriefing that occurred as a result of the use of the physical hold or seclusion; 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.

Subd. 4.

Prohibitions.

The following actions or procedures are prohibited:

(1) engaging in conduct prohibited under section 121A.58;

(2) requiring a child to assume and maintain a specified physical position, activity, or posture that induces physical pain;

(3) totally or partially restricting a child's senses as punishment;

(4) presenting an intense sound, light, or other sensory stimuli using smell, taste, substance, or spray as punishment;

(5) denying or restricting a child's access to equipment and devices such as walkers, wheelchairs, hearing aids, and communication boards that facilitate the child's functioning, except when temporarily removing the equipment or device is needed to prevent injury to the child or others or serious damage to the equipment or device, in which case the equipment or device shall be returned to the child as soon as possible;

(6) interacting with a child in a manner that constitutes sexual abuse, neglect, or physical abuse under chapter 260E;

(7) withholding regularly scheduled meals or water;

(8) denying access to bathroom facilities;

(9) physical holding that restricts or impairs a child's ability to breathe, restricts or impairs a child's ability to communicate distress, places pressure or weight on a child's head, throat, neck, chest, lungs, sternum, diaphragm, back, or abdomen, or results in straddling a child's torso; deleted text begin anddeleted text end

(10) prone restraintdeleted text begin .deleted text end new text begin ; andnew text end

new text begin (11) the use of seclusion on children from birth through grade 3 by September 1, 2024. new text end

Subd. 5.

Training for staff.

(a) To meet the requirements of subdivision 1, staff who use restrictive procedures, including paraprofessionals, shall complete training in the following skills and knowledge areas:

(1) positive behavioral interventions;

(2) communicative intent of behaviors;

(3) relationship building;

(4) alternatives to restrictive procedures, including techniques to identify events and environmental factors that may escalate behavior;

(5) de-escalation methods;

(6) standards for using restrictive procedures only in an emergency;

(7) obtaining emergency medical assistance;

(8) the physiological and psychological impact of physical holding and seclusion;

(9) monitoring and responding to a child's physical signs of distress when physical holding is being used;

(10) recognizing the symptoms of and interventions that may cause positional asphyxia when physical holding is used;

(11) district policies and procedures for timely reporting and documenting each incident involving use of a restricted procedure; and

(12) schoolwide programs on positive behavior strategies.

(b) The commissioner, after consulting with the commissioner of human services, must develop and maintain a list of training programs that satisfy the requirements of paragraph (a). The commissioner also must develop and maintain a list of experts to help individualized education programnew text begin or individualized family service plannew text end teams reduce the use of restrictive procedures. The district shall maintain records of staff who have been trained and the organization or professional that conducted the training. The district may collaborate with children's community mental health providers to coordinate trainings.

Subd. 6.

Behavior supports; reasonable force.

(a) School districts are encouraged to establish effective schoolwide systems of positive behavior interventions and supports.

(b) Nothing in this section or section 125A.0941 precludes the use of reasonable force under sections 121A.582; 609.06, subdivision 1; and 609.379. deleted text begin For the 2014-2015 school year and later, districts must collect and submit to the commissioner summary data, consistent with subdivision 3, paragraph (b), on district use of reasonable force that is consistent with the definition of physical holding or seclusion for a child with a disability under this section.deleted text end new text begin Any reasonable force used under sections 121A.582; 609.06, subdivision 1; and 609.379 which intends to hold a child immobile or limit a child's movement where body contact is the only source of physical restraint or confines a child alone in a room from which egress is barred shall be reported to the Department of Education as a restrictive procedure, including physical holding or seclusion used by an unauthorized or untrained staff person. new text end

new text begin (c) By February 1, 2024, the commissioner, in cooperation with stakeholders, must make recommendations to the legislature for urgently ending seclusion in Minnesota schools. The commissioner must consult with interested stakeholders, including parents of students who have been secluded or restrained; advocacy organizations; legal services providers; special education directors; teachers; paraprofessionals; intermediate school districts and cooperative units as defined under section 123A.24, subdivision 2; school boards; day treatment providers; county social services; state human services department staff; mental health professionals; autism experts; and representatives of groups disproportionately affected by restrictive procedures, including People of Color and people with disabilities. The recommendations must include specific dates for ending seclusion by grade or facility. The recommendations must identify existing resources and the new resources necessary for staff capacity, staff training, children's supports, child mental health services, and schoolwide collaborative efforts. new text end

Sec. 9.

Minnesota Statutes 2022, 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 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 authorized to provide online learning instruction under state statutes, the child's district of residence may utilize that state-approved online learning program in fulfilling its educational program responsibility under this section 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 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 authorized to provide online learning instruction under state statutes, the nonresident district may utilize that state-approved online learning program in fulfilling its educational program responsibility under this section 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. 10.

Minnesota Statutes 2022, 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 residencedeleted text begin ,deleted text end new text begin ;new text end at the pupil's residencedeleted text begin ,deleted text end new text begin ; through an authorized online learning program provided by the pupil's resident district, district of open enrollment under section 124D.03, or charter school of enrollment under section 124E.11 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 ornew text begin ,new text end 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. 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 If a pupil's district of residence, district of open enrollment under section 124D.03, or charter school of enrollment under section 124E.11 is authorized to provide online learning instruction under state statutes, the district in which the pupil is placed may utilize that state-approved online learning program in fulfilling its responsibility to provide instruction under this section 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

(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. 11.

Minnesota Statutes 2022, 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 authorized to provide online learning instruction under state statutes, 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 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

(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. 12.

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

Subd. 2c.

Special education aid.

(a) For fiscal year 2020 and later, a district's special education aid equals the sum of the district's special education initial aid under subdivision 2a, the district's cross subsidy reduction aid under subdivision 2e,new text begin special education homeless pupil aid under subdivision 2f,new text end and the district's excess cost aid under section 125A.79, subdivision 5.

(b) Notwithstanding paragraph (a), for fiscal year 2020, the special education aid for a school district, excluding the cross subsidy reduction aid under subdivision 2e,new text begin and excluding special education homeless pupil aid under subdivision 2f,new text end must not exceed the greater of:

(i) the sum of 56 percent of the district's nonfederal special education expenditures plus 100 percent of the district's cost of providing transportation services for children with disabilities under section 123B.92, subdivision 1, paragraph (b), clause (4), plus the adjustment under sections 125A.11 and 127A.47, subdivision 7; or

(ii) the sum of: (A) the product of the district's average daily membership served and the special education aid increase limit and (B) the product of the sum of the special education aid the district would have received for fiscal year 2016 under Minnesota Statutes 2012, sections 125A.76 and 125A.79, as adjusted according to Minnesota Statutes 2012, sections 125A.11 and 127A.47, subdivision 7, the ratio of the district's average daily membership served for the current fiscal year to the district's average daily membership served for fiscal year 2016, and the program growth factor.

(c) Notwithstanding paragraph (a), for fiscal year deleted text begin 2020deleted text end new text begin 2024new text end and later the special education aid, excluding the cross subsidy reduction aid under subdivision 2enew text begin , excluding special education homeless pupil aid under subdivision 2fnew text end , for a school district, not including a charter school or cooperative unit as defined in section 123A.24, must not be less than the lesser of (1) the sum of 90 percent for fiscal year 2020, 85 percent for fiscal year 2021, 80 percent for fiscal year 2022, and 75 percent for fiscal year 2023 and later of the district's nonfederal special education expenditures plus 100 percent of the district's cost of providing transportation services for children with disabilities under section 123B.92, subdivision 1, paragraph (b), clause (4), plus the adjustment under sections 125A.11 and 127A.47, subdivision 7, for that fiscal year or (2) the product of the sum of the special education aid the district would have received for fiscal year 2016 under Minnesota Statutes 2012, sections 125A.76 and 125A.79, as adjusted according to Minnesota Statutes 2012, sections 125A.11 and 127A.47, subdivision 7, the ratio of the district's adjusted daily membership for the current fiscal year to the district's average daily membership for fiscal year 2016, and the minimum aid adjustment factor.

(d) Notwithstanding subdivision 2a and section 125A.79, a charter school in its first year of operation shall generate special education aid based on current year data. A newly formed cooperative unit as defined in section 123A.24 may apply to the commissioner for approval to generate special education aid for its first year of operation based on current year data, with an offsetting adjustment to the prior year data used to calculate aid for programs at participating school districts or previous cooperatives that were replaced by the new cooperative. The department shall establish procedures to adjust the prior year data and fiscal year 2016 old formula aid used in calculating special education aid to exclude costs that have been eliminated for districts where programs have closed or where a substantial portion of the program has been transferred to a cooperative unit.

(e) The department shall establish procedures through the uniform financial accounting and reporting system to identify and track all revenues generated from third-party billings as special education revenue at the school district level; include revenue generated from third-party billings as special education revenue in the annual cross-subsidy report; and exclude third-party revenue from calculation of excess cost aid to the districts.

Sec. 13.

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

Subd. 2e.

Cross subsidy reduction aid.

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

(b) The cross subsidy aid factor equals deleted text begin 2.6 percent for fiscal year 2020 anddeleted text end 6.43 percent for fiscal year deleted text begin 2021deleted text end new text begin 2023; 44 percent for fiscal years 2024, 2025, and 2026; and 50 percent for fiscal year 2027new text end and later.

Sec. 14.

Minnesota Statutes 2022, section 125A.76, is amended by adding a subdivision to read:

new text begin Subd. 2f. new text end

new text begin Special education homeless pupil aid. new text end

new text begin (a) For fiscal year 2024 and later, special education homeless pupil aid must be paid to a school district that is funded for that year based on the district's fiscal year 2016 expenditures calculated under Minnesota Statutes 2012, sections 125A.76 and 125A.79, as adjusted according to Minnesota Statutes 2012, sections 125A.11 and 127A.47, subdivision 7, the ratio of the district's adjusted daily membership for the current fiscal year to the district's average daily membership for fiscal year 2016, and the minimum aid adjustment factor. new text end

new text begin (b) Special education homeless pupil aid equals the greater of zero, or a district's prior year transportation costs under section 123B.92, subdivision 1, paragraph (b), clause (4), items (ii) and (vii), and the additional cost of transporting a student in a shelter care facility as defined in section 260C.007, subdivision 30, a homeless student in another district to the school of origin, or a formerly homeless student from a permanent home in another district to the school of origin but only through the end of the academic year; minus the fiscal year 2016 costs associated with transportation costs under section 123B.92, subdivision 1, paragraph (b), clause (4), items (ii) and (vii), and the additional cost of transporting a student in a shelter care facility as defined in section 260C.007, subdivision 30, a homeless student in another district to the school of origin, or a formerly homeless student from a permanent home in another district to the school of origin, but only through the end of the academic year; adjusted by the ratio of the district's adjusted daily membership for the current fiscal year to the district's average daily membership for fiscal year 2016, and the minimum aid adjustment factor. new text end

Sec. 15.

new text begin [125A.81] SPECIAL EDUCATION SEPARATE SITES AND PROGRAMS AID. new text end

new text begin Subdivision 1. new text end

new text begin Definition. new text end

new text begin For purposes of this section, "special education separate site and program" means a public separate day school facility attended by students with disabilities for 50 percent or more of their school day. new text end

new text begin Subd. 2. new text end

new text begin Eligibility for special education separate sites and programs aid. new text end

new text begin An education cooperative under section 471.59, education district under section 123A.15, service cooperative under section 123A.21, or intermediate school district under section 136D.01 qualifies for additional state funding to special education separate sites and programs for every kindergarten through grade 12 child with a disability, as defined in section 125A.02, served in a special education separate site or program as defined in subdivision 1. new text end

new text begin Subd. 3. new text end

new text begin Uses of special education separate sites and programs aid. new text end

new text begin Additional state funding to special education separate sites and programs under this section may be used for the same purposes as are permitted for state special education aid under section 125A.76. new text end

new text begin Subd. 4. new text end

new text begin Special education separate sites and programs aid. new text end

new text begin For fiscal year 2024 and later, additional state funding to special education separate sites and programs equals $1,689 times the adjusted kindergarten through grade 12 pupil units served in special education separate sites and programs under subdivision 1. 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. 16.

Minnesota Statutes 2022, section 256B.0625, subdivision 26, is amended to read:

Subd. 26.

Special education services.

(a) Medical assistance covers evaluations necessary in making a determination for eligibility for individualized education program and individualized family service plan services and for medical services identified in a recipient's individualized education program and individualized family service plan and covered under the medical assistance state plan. Covered services include occupational therapy, physical therapy, speech-language therapy, clinical psychological services, nursing services, school psychological services, school social work services, personal care assistants serving as management aides, assistive technology devices, transportation services, health assessments, and other services covered under the medical assistance state plan. Mental health services eligible for medical assistance reimbursement must be provided or coordinated through a children's mental health collaborative where a collaborative exists if the child is included in the collaborative operational target population. The provision or coordination of services does not require that the individualized education program be developed by the collaborative.

The services may be provided by a Minnesota school district that is enrolled as a medical assistance provider or its subcontractor, and only if the services meet all the requirements otherwise applicable if the service had been provided by a provider other than a school district, in the following areas: medical necessity; physician's, advanced practice registered nurse's, or physician assistant's orders; documentation; personnel qualifications; and prior authorization requirements. The nonfederal share of costs for services provided under this subdivision is the responsibility of the local school district as provided in section 125A.74. Services listed in a child's individualized education program are eligible for medical assistance reimbursement only if those services meet criteria for federal financial participation under the Medicaid program.

(b) Approval of health-related services for inclusion in the individualized education program does not require prior authorization for purposes of reimbursement under this chapter. The commissioner may require physician, advanced practice registered nurse, or physician assistant review and approval of the plan not more than once annually or upon any modification of the individualized education program that reflects a change in health-related services.

(c) Services of a speech-language pathologist provided under this section are covered notwithstanding Minnesota Rules, part 9505.0390, subpart 1, item L, if the person:

(1) holds a masters degree in speech-language pathology;

(2) is licensed by the Professional Educator Licensing and Standards Board as an educational speech-language pathologist; and

(3) either has a certificate of clinical competence from the American Speech and Hearing Association, has completed the equivalent educational requirements and work experience necessary for the certificate or has completed the academic program and is acquiring supervised work experience to qualify for the certificate.

(d) Medical assistance coverage for medically necessary services provided under other subdivisions in this section may not be denied solely on the basis that the same or similar services are covered under this subdivision.

(e) The commissioner shall develop and implement package rates, bundled rates, or per diem rates for special education services under which separately covered services are grouped together and billed as a unit in order to reduce administrative complexity.

(f) The commissioner shall develop a cost-based payment structure for payment of these services. Only costs reported through the designated Minnesota Department of Education data systems in distinct service categories qualify for inclusion in the cost-based payment structure. The commissioner shall reimburse claims submitted based on an interim rate, and shall settle at a final rate once the department has determined it. The commissioner shall notify the school district of the final rate. The school district has 60 days to appeal the final rate. To appeal the final rate, the school district shall file a written appeal request to the commissioner within 60 days of the date the final rate determination was mailed. The appeal request shall specify (1) the disputed items and (2) the name and address of the person to contact regarding the appeal.

(g) Effective July 1, 2000, medical assistance services provided under an individualized education program or an individual family service plan by local school districts shall not count against medical assistance authorization thresholds for that child.

(h) Nursing services as defined in section 148.171, subdivision 15, and provided as an individualized education program health-related service, are eligible for medical assistance payment if they are otherwise a covered service under the medical assistance program. Medical assistance covers the administration of prescription medications by a licensed nurse who is employed by or under contract with a school district when the administration of medications is identified in the child's individualized education program. The simple administration of medications alone is not covered under medical assistance when administered by a provider other than a school district or when it is not identified in the child's individualized education program.

new text begin (i) School social work services provided by a mental health professional, as defined in section 245I.04, subdivision 2, or a clinical trainee as defined in section 245I.04, subdivision 6, under the supervision of a mental health professional, or mental health practitioner, as defined in section 245I.04, subdivision 4, under the supervision of a mental health professional, are eligible for medical assistance payment. A mental health practitioner performing school social work services under this section must provide services within the mental health practitioner's licensure scope of practice, if applicable, and within the mental health practitioner scope of practice under section 245I.04, subdivision 5. new text end

new text begin (j) Notwithstanding section 245I.10, subdivision 2, a special education evaluation, individualized education program, or individual family service plan may be used to determine medical necessity and eligibility for school social work services under paragraph (i) instead of a diagnostic assessment. new text end

new text begin (k) A school social worker or school providing mental health services under paragraph (i) is not required to be certified to provide children's therapeutic services and supports under section 256B.0943. new text end

new text begin (l) Covered mental health services provided by a school social worker under paragraph (i) include but are not limited to: new text end

new text begin (1) administering and reporting standardized measures; new text end

new text begin (2) care coordination; new text end

new text begin (3) children's mental health crisis assistance, planning, and response services; new text end

new text begin (4) children's mental health clinical care consultation; new text end

new text begin (5) dialectical behavioral therapy for adolescents; new text end

new text begin (6) direction of mental health behavioral aides; new text end

new text begin (7) family psychoeducation; new text end

new text begin (8) individual, family, and group psychotherapy; new text end

new text begin (9) mental health behavioral aide services; new text end

new text begin (10) skills training; and new text end

new text begin (11) treatment plan development and review. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective January 1, 2024, or upon federal approval, whichever is later. The commissioner shall notify the revisor of statutes when federal approval has been obtained. new text end

Sec. 17.

new text begin SPECIFIC LEARNING DISABILITY; RULEMAKING. new text end

new text begin (a) The commissioner of education must begin the rulemaking process to amend Minnesota Rules, part 3525.1341, and establish a stakeholder workgroup to review current specific learning disabilities criteria by December 31, 2023. By June 30, 2024, the workgroup must make recommendations aligned with related state and federal requirements, including: new text end

new text begin (1) removing discrepancy from criteria; new text end

new text begin (2) developing a plan to operationalize changes to criteria to align with current best practices and address concerns of multiple stakeholder groups, including but not limited to administrators, parents, educators, researchers, related services staff, advocates, lawyers, people from Black, Indigenous, and People of Color communities, and immigrant groups; new text end

new text begin (3) providing definitions and clarification of terms and procedures within existing requirements; new text end

new text begin (4) establishing the accountability process, including procedures and targets, for districts and cooperatives to use in evaluating their progress toward implementation of the amended rule; and new text end

new text begin (5) developing an evaluation framework for measuring intended and unintended results of amended criteria. Intended and unintended results may include overidentification and underidentification of particular student groups, delays to referral and identification, transitioning from developmental delay to specific learning disability, consistency of identification across districts and the state, adding unnecessary paperwork, limiting team decision making, or limiting access and progress with intensive and individualized special education support. new text end

new text begin (b) Following the development of recommendations from the stakeholder workgroup, the commissioner must proceed with the rulemaking process and recommended alignment with other existing state and federal law. new text end

new text begin (c) Concurrent with rulemaking, the commissioner must establish technical assistance and training capacity on the amended criteria, and training and capacity building must begin upon final approval of the amended rule. new text end

new text begin (d) The amended rule must go into full effect no later than five years after the proposed revised rules are approved by the administrative law judge. new text end

Sec. 18.

new text begin APPROPRIATIONS. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin Aid for children with disabilities. new text end

new text begin (a) For aid under Minnesota Statutes, section 125A.75, subdivision 3, for children with disabilities placed in residential facilities within the district boundaries for whom no district of residence can be determined: new text end

new text begin $ new text end new text begin 1,674,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,888,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) If the appropriation for either year is insufficient, the appropriation for the other year is available. new text end

new text begin Subd. 3. new text end

new text begin Court-placed special education revenue. new text end

new text begin For reimbursing serving school districts for unreimbursed eligible expenditures attributable to children placed in the serving school district by court action under Minnesota Statutes, section 125A.79, subdivision 4: new text end

new text begin $ new text end new text begin 26,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 27,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 4. new text end

new text begin Special education; regular. new text end

new text begin (a) For special education aid under Minnesota Statutes, section 125A.75: new text end

new text begin $ new text end new text begin 2,271,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 2,434,933,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $229,860,000 for 2023 and $2,041,140,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $287,333,000 for 2024 and $2,147,600,000 for 2025. new text end

new text begin Subd. 5. new text end

new text begin Special education out-of-state tuition. new text end

new text begin For special education out-of-state tuition under Minnesota Statutes, section 125A.79, subdivision 8: new text end

new text begin $ new text end new text begin 250,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 250,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 6. new text end

new text begin Special education separate sites and programs. new text end

new text begin (a) For aid for special education separate sites and programs under Minnesota Statutes, section 125A.81, subdivision 4: new text end

new text begin $ new text end new text begin 4,378,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 5,083,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $0 for 2023 and $4,378,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $486,000 for 2024 and $4,597,000 for 2025. new text end

new text begin Subd. 7. new text end

new text begin Travel for home-based services. new text end

new text begin (a) For aid for teacher travel for home-based services under Minnesota Statutes, section 125A.75, subdivision 1: new text end

new text begin $ new text end new text begin 334,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 348,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $32,000 for 2023 and $302,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $33,000 for 2024 and $315,000 for 2025. new text end

ARTICLE 8

FACILITIES

Section 1.

Minnesota Statutes 2022, section 123B.595, subdivision 1, is amended to read:

Subdivision 1.

Long-term facilities maintenance revenue.

deleted text begin (a) For fiscal year 2017 only, long-term facilities maintenance revenue equals the greater of (1) the sum of (i) $193 times the district's adjusted pupil units times the lesser of one or the ratio of the district's average building age to 35 years, plus the cost approved by the commissioner for indoor air quality, fire alarm and suppression, and asbestos abatement projects under section 123B.57, subdivision 6, with an estimated cost of $100,000 or more per site, plus (ii) for a school district with an approved voluntary prekindergarten program under section 124D.151, the cost approved by the commissioner for remodeling existing instructional space to accommodate prekindergarten instruction, or (2) the sum of (i) the amount the district would have qualified for under Minnesota Statutes 2014, section 123B.57, Minnesota Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591, and (ii) for a school district with an approved voluntary prekindergarten program under section 124D.151, the cost approved by the commissioner for remodeling existing instructional space to accommodate prekindergarten instruction. deleted text end

deleted text begin (b) For fiscal year 2018 only, long-term facilities maintenance revenue equals the greater of (1) the sum of (i) $292 times the district's adjusted pupil units times the lesser of one or the ratio of the district's average building age to 35 years, plus (ii) the cost approved by the commissioner for indoor air quality, fire alarm and suppression, and asbestos abatement projects under section 123B.57, subdivision 6, with an estimated cost of $100,000 or more per site, plus (iii) for a school district with an approved voluntary prekindergarten program under section 124D.151, the cost approved by the commissioner for remodeling existing instructional space to accommodate prekindergarten instruction, or (2) the sum of (i) the amount the district would have qualified for under Minnesota Statutes 2014, section 123B.57, Minnesota Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591, and (ii) for a school district with an approved voluntary prekindergarten program under section 124D.151, the cost approved by the commissioner for remodeling existing instructional space to accommodate prekindergarten instruction. deleted text end

deleted text begin (c) For fiscal year 2019 and later,deleted text end new text begin (a)new text end Long-term facilities maintenance revenue equals the greater of (1) the sum of (i) $380 times the district's adjusted pupil units times the lesser of one or the ratio of the district's average building age to 35 years, plus (ii) the cost approved by the commissioner for indoor air quality, fire alarm and suppression, and asbestos abatement projects under section 123B.57, subdivision 6, with an estimated cost of $100,000 or more per site, plus (iii) for a school district with an approved voluntary prekindergarten program under section 124D.151, the cost approved by the commissioner for remodeling existing instructional space to accommodate prekindergarten instruction, or (2) the sum of (i) the amount the district would have qualified for under Minnesota Statutes 2014, section 123B.57, Minnesota Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591, and (ii) for a school district with an approved voluntary prekindergarten program under section 124D.151, the cost approved by the commissioner for remodeling existing instructional space to accommodate prekindergarten instruction.

deleted text begin (d)deleted text end new text begin (b)new text end Notwithstanding deleted text begin paragraphsdeleted text end new text begin paragraphnew text end (a), deleted text begin (b), and (c),deleted text end a school district that qualified for eligibility under Minnesota Statutes 2014, section 123B.59, subdivision 1, paragraph (a), for fiscal year 2010 remains eligible for funding under this section as a district that would have qualified for eligibility under Minnesota Statutes 2014, section 123B.59, subdivision 1, paragraph (a), for fiscal year 2017 and later.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 2.

Minnesota Statutes 2022, section 123B.595, subdivision 2, is amended to read:

Subd. 2.

Long-term facilities maintenance revenue for a charter school.

deleted text begin (a) For fiscal year 2017 only, long-term facilities maintenance revenue for a charter school equals $34 times the adjusted pupil units. deleted text end

deleted text begin (b) For fiscal year 2018 only, long-term facilities maintenance revenue for a charter school equals $85 times the adjusted pupil units. deleted text end

deleted text begin (c) For fiscal year 2019 and later,deleted text end Long-term facilities maintenance revenue for a charter school equals $132 times the adjusted pupil units.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 3.

Minnesota Statutes 2022, section 123B.595, subdivision 3, is amended to read:

Subd. 3.

Intermediate districts and other cooperative units.

new text begin (a) new text end Upon approval through the adoption of a resolution by each member district school board of an intermediate district or other cooperative deleted text begin unitsdeleted text end new text begin unitnew text end under section 123A.24, subdivision 2, new text begin or a joint powers district under section 471.59, new text end and the approval of the commissioner of education, a school district may include in its authority under this section a proportionate share of the long-term maintenance costs of the intermediate district deleted text begin ordeleted text end new text begin ,new text end cooperative unitnew text begin , or joint powers districtnew text end . The cooperative unit new text begin or joint powers district new text end may issue bonds to finance the project costs or levy for the costsdeleted text begin ,deleted text end using long-term maintenance revenue transferred from member districts to make debt service payments or pay project costsnew text begin or, for leased facilities, pay the portion of lease costs attributable to the amortized cost of long-term facilities maintenance projects completed by the landlordnew text end . Authority under this subdivision is in addition to the authority for individual district projects under subdivision 1.

new text begin (b) The resolution adopted under paragraph (a) may specify which member districts will share the project costs under this subdivision, except that debt service payments for bonds issued by a cooperative unit or joint powers district to finance long-term maintenance project costs must be the responsibility of all member districts. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 4.

Minnesota Statutes 2022, section 123B.595, subdivision 4, is amended to read:

Subd. 4.

Facilities plans.

(a) To qualify for revenue under this section, a school district or intermediate district, not including a charter school, must have a ten-year facility plan adopted by the school board and approved by the commissioner. The plan must include provisions for implementing a health and safety program that complies with health, safety, and environmental regulations and best practices, including indoor air quality management and remediation of lead hazards.new text begin For planning purposes, the plan must also address provisions for providing a gender-neutral single-user restroom at each school site.new text end

(b) The district must annually update the plan, submit the plan to the commissioner for approval by July 31, and indicate whether the district will issue bonds to finance the plan or levy for the costs.

(c) For school districts issuing bonds to finance the plan, the plan must include a debt service schedule demonstrating that the debt service revenue required to pay the principal and interest on the bonds each year will not exceed the projected long-term facilities revenue for that year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 5.

Minnesota Statutes 2022, section 123B.595, subdivision 7, is amended to read:

Subd. 7.

Long-term facilities maintenance equalization revenue.

deleted text begin (a) For fiscal year 2017 only, a district's long-term facilities maintenance equalization revenue equals the lesser of (1) $193 times the adjusted pupil units or (2) the district's revenue under subdivision 1. deleted text end

deleted text begin (b) For fiscal year 2018 only, a district's long-term facilities maintenance equalization revenue equals the lesser of (1) $292 times the adjusted pupil units or (2) the district's revenue under subdivision 1. deleted text end

deleted text begin (c) For fiscal year 2019 and later,deleted text end new text begin (a)new text end A district's long-term facilities maintenance equalization revenue equals the lesser of (1) $380 times the adjusted pupil units or (2) the district's revenue under subdivision 1.

deleted text begin (d)deleted text end new text begin (b)new text end Notwithstanding deleted text begin paragraphsdeleted text end new text begin paragraphnew text end (a) deleted text begin to (c)deleted text end , a district's long-term facilities maintenance equalization revenue must not be less than the lesser of the district's long-term facilities maintenance revenue or the amount of aid the district received for fiscal year 2015 under new text begin Minnesota Statutes 2014, new text end section 123B.59, subdivision 6.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 6.

Minnesota Statutes 2022, section 123B.595, subdivision 8, is amended to read:

Subd. 8.

Long-term facilities maintenance equalized levy.

(a) deleted text begin For fiscal year 2017 and later,deleted text end A district's long-term facilities maintenance equalized levy equals the district's long-term facilities maintenance equalization revenue minus the greater of:

(1) the lesser of the district's long-term facilities maintenance equalization revenue or the amount of aid the district received for fiscal year 2015 under Minnesota Statutes 2014, section 123B.59, subdivision 6; or

(2) the district's long-term facilities maintenance equalization revenue times the greater of (i) zero or (ii) one minus the ratio of its adjusted net tax capacity per adjusted pupil unit in the year preceding the year the levy is certified to 123 percent of the state average adjusted net tax capacity per adjusted pupil unit for all school districts in the year preceding the year the levy is certified.

(b) For purposes of this subdivision, "adjusted net tax capacity" means the value described in section 126C.01, subdivision 2, paragraph (b).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 7.

Minnesota Statutes 2022, section 123B.595, subdivision 8a, is amended to read:

Subd. 8a.

Long-term facilities maintenance unequalized levy.

deleted text begin For fiscal year 2017 and later,deleted text end A district's long-term facilities maintenance unequalized levy equals the difference between the district's revenue under subdivision 1 and the district's equalization revenue under subdivision 7.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 8.

Minnesota Statutes 2022, section 123B.595, subdivision 9, is amended to read:

Subd. 9.

Long-term facilities maintenance equalized aid.

deleted text begin For fiscal year 2017 and later,deleted text end A district's long-term facilities maintenance equalized aid equals its long-term facilities maintenance equalization revenue minus its long-term facilities maintenance equalized levy times the ratio of the actual equalized amount levied to the permitted equalized levy.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 9.

Minnesota Statutes 2022, section 123B.595, subdivision 10, is amended to read:

Subd. 10.

Allowed uses for long-term facilities maintenance revenue.

(a) A district may use revenue under this section for any of the following:

(1) deferred capital expenditures and maintenance projects necessary to prevent further erosion of facilities;

(2) increasing accessibility of school facilities;

(3) health and safety capital projects under section 123B.57; deleted text begin ordeleted text end

new text begin (4) remodeling or constructing a gender-neutral single-user restroom at each school site; or new text end

deleted text begin (4)deleted text end new text begin (5)new text end by board resolution, to transfer money from the general fund reserve for long-term facilities maintenance to the debt redemption fund to pay the amounts needed to meet, when due, principal and interest on general obligation bonds issued under subdivision 5.

(b) A charter school may use revenue under this section for any purpose related to the school.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 10.

Minnesota Statutes 2022, section 123B.595, subdivision 11, is amended to read:

Subd. 11.

Restrictions on long-term facilities maintenance revenue.

Notwithstanding subdivision 10, long-term facilities maintenance revenue may not be used:

(1) for the construction of new facilities, remodeling of existing facilities, or the purchase of portable classroomsnew text begin , except for the costs associated with constructing or remodeling existing facilities to include at least one gender-neutral single-user restroom authorized under subdivision 10new text end ;

(2) to finance a lease purchase agreement, installment purchase agreement, or other deferred payments agreement;

(3) for energy-efficiency projects under section 123B.65, for a building or property or part of a building or property used for postsecondary instruction or administration, or for a purpose unrelated to elementary and secondary education; or

(4) for violence prevention and facility security, ergonomics, or emergency communication devices.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 11.

Minnesota Statutes 2022, section 123B.71, subdivision 9, is amended to read:

Subd. 9.

Information required.

A school board proposing to construct, expand, or remodel a facility that requires a review and comment under subdivision 8 shall submit to the commissioner a proposal containing information including at least the following:

(1) the geographic area and population to be served, preschool through grade 12 student enrollments for the past five years, and student enrollment projections for the next five years;

(2) a list of existing facilities by year constructed, their uses, and an assessment of the extent to which alternate facilities are available within the school district boundaries and in adjacent school districts;

(3) a list of the specific deficiencies of the facility that demonstrate the need for a new or renovated facility to be provided, the process used to determine the deficiencies, a list of those deficiencies that will and will not be addressed by the proposed project, and a list of the specific benefits that the new or renovated facility will provide to the students, teachers, and community users served by the facility;

(4) a description of the project, including the specification of site and outdoor space acreage and square footage allocations for classrooms, laboratories, and support spaces; estimated expenditures for the major portions of the project; and the dates the project will begin and be completed;

new text begin (5) a description of the project's plans for gender-neutral single-user restrooms, locker room privacy stalls, or other spaces with privacy features, including single-user shower stalls, changing stalls, or other single-user facilities; new text end

deleted text begin (5)deleted text end new text begin (6)new text end a specification of the source of financing the project, including applicable statutory citations; the scheduled date for a bond issue or school board action; a schedule of payments, including debt service equalization aid; and the effect of a bond issue on local property taxes by the property class and valuation; and

deleted text begin (6)deleted text end new text begin (7)new text end documents obligating the school district and contractors to comply with items (i) to (vii) in planning and executing the project:

(i) section 471.345 governing municipal contracts;

(ii) sustainable design;

(iii) school facility commissioning under section 123B.72 certifying the plans and designs for the heating, ventilating, air conditioning, and air filtration for an extensively renovated or new facility meet or exceed current code standards, including the ASHRAE air filtration standard 52.1;

(iv) American National Standards Institute Acoustical Performance Criteria, Design Requirements and Guidelines for Schools on maximum background noise level and reverberation times;

(v) State Fire Code;

(vi) chapter 326B governing building codes; and

(vii) consultation with affected government units about the impact of the project on utilities, roads, sewers, sidewalks, retention ponds, school bus and automobile traffic, access to mass transit, and safe access for pedestrians and cyclists.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for review and comments submitted on or after July 1, 2023. new text end

Sec. 12.

Minnesota Statutes 2022, section 126C.10, subdivision 14, is amended to read:

Subd. 14.

Uses of total operating capital revenue.

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

(1) to acquire land for school purposes;

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

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

(4) to improve and repair school sites and buildings, and equip or reequip school buildings with permanent attached fixtures, including library media centersnew text begin and gender-neutral single-user restrooms, locker room privacy stalls, or other spaces with privacy features, including single-user shower stalls, changing stalls, or other single-user facilitiesnew text end ;

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

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

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

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

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

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

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

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

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

(14) to pay principal and interest on state loans for energy conservation according to section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust Fund Act according to sections 298.292 to deleted text begin 298.298deleted text end new text begin 298.297new text end ;

(15) to purchase or lease interactive telecommunications equipment;

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

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

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

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

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

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

(22) to lease or purchase vehicles;

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

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

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

(iii) other classroom information management needs;

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

(25) to pay the costs directly associated with closing a school facility, including moving and storage costs.

new text begin EFFECTIVE DATE. new text end

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

Sec. 13.

Minnesota Statutes 2022, section 126C.40, subdivision 1, is amended to read:

Subdivision 1.

To lease building or land.

(a) When an independent or a special school district or a group of independent or special school districts finds it economically advantageous to rent or lease a building or land for any instructional purposes or for school storage or furniture repair, and it determines that the operating capital revenue authorized under section 126C.10, subdivision 13, is insufficient for this purpose, it may apply to the commissioner for permission to make an additional capital expenditure levy for this purpose. An application for permission to levy under this subdivision must contain financial justification for the proposed levy, the terms and conditions of the proposed lease, and a description of the space to be leased and its proposed use.

(b) The criteria for approval of applications to levy under this subdivision must include: the reasonableness of the price, the appropriateness of the space to the proposed activity, the feasibility of transporting pupils to the leased building or land, conformity of the lease to the laws and rules of the state of Minnesota, and the appropriateness of the proposed lease to the space needs and the financial condition of the district. The commissioner must not authorize a levy under this subdivision in an amount greater than the cost to the district of renting or leasing a building or land for approved purposes. The proceeds of this levy must not be used for custodial or other maintenance services. A district may not levy under this subdivision for the purpose of leasing or renting a district-owned building or site to itself.

(c) For agreements finalized after July 1, 1997, a district may not levy under this subdivision for the purpose of leasing: (1) a newly constructed building used primarily for regular kindergarten, elementary, or secondary instruction; or (2) a newly constructed building addition or additions used primarily for regular kindergarten, elementary, or secondary instruction that contains more than 20 percent of the square footage of the previously existing building.

(d) Notwithstanding paragraph (b), a district may levy under this subdivision for the purpose of leasing or renting a district-owned building or site to itself only if the amount is needed by the district to make payments required by a lease purchase agreement, installment purchase agreement, or other deferred payments agreement authorized by law, and the levy meets the requirements of paragraph (c). A levy authorized for a district by the commissioner under this paragraph may be in the amount needed by the district to make payments required by a lease purchase agreement, installment purchase agreement, or other deferred payments agreement authorized by law, provided that any agreement include a provision giving the school districts the right to terminate the agreement annually without penalty.

(e) The total levy under this subdivision for a district for any year must not exceed $212 times the adjusted pupil units for the fiscal year to which the levy is attributable.

(f) For agreements for which a review and comment have been submitted to the Department of Education after April 1, 1998, the term "instructional purpose" as used in this subdivision excludes expenditures on stadiums.

(g) The commissioner of education may authorize a school district to exceed the limit in paragraph (e) if the school district petitions the commissioner for approval. The commissioner shall grant approval to a school district to exceed the limit in paragraph (e) for not more than five years if the district meets the following criteria:

(1) the school district has been experiencing pupil enrollment growth in the preceding five years;

(2) the purpose of the increased levy is in the long-term public interest;

(3) the purpose of the increased levy promotes colocation of government services; and

(4) the purpose of the increased levy is in the long-term interest of the district by avoiding over construction of school facilities.

(h) A school district that is a member of an intermediate school districtnew text begin or other cooperative unit under section 123A.24, subdivision 2, or a joint powers district under section 471.59new text end may include in its authority under this section the costs associated with leases of administrative and classroom space for deleted text begin intermediate school districtdeleted text end programsnew text begin of the intermediate school district or other cooperative unit under section 123A.24, subdivision 2, or joint powers district under section 471.59new text end . This authority must not exceed $65 times the adjusted pupil units of the member districts. This authority is in addition to any other authority authorized under this section.new text begin The intermediate school district, other cooperative unit, or joint powers district may specify which member districts will levy for lease costs under this paragraph.new text end

deleted text begin (i) In addition to the allowable capital levies in paragraph (a), for taxes payable in 2012 to 2023, a district that is a member of the "Technology and Information Education Systems" deleted text end deleted text begin data processing joint board, that finds it economically advantageous to enter into a lease agreement to finance improvements to a building and land for a group of school districts or special school districts for staff development purposes, may levy for its portion of lease costs attributed to the district within the total levy limit in paragraph (e). The total levy authority under this paragraph shall not exceed $632,000. deleted text end

deleted text begin (j)deleted text end new text begin (i)new text end Notwithstanding paragraph (a), a district may levy under this subdivision for the purpose of leasing administrative space if the district can demonstrate to the satisfaction of the commissioner that the lease cost for the administrative space is no greater than the lease cost for instructional space that the district would otherwise lease. The commissioner must deny this levy authority unless the district passes a resolution stating its intent to lease instructional space under this section if the commissioner does not grant authority under this paragraph. The resolution must also certify that the lease cost for administrative space under this paragraph is no greater than the lease cost for the district's proposed instructional lease.

new text begin (j) Notwithstanding paragraph (a), a district may levy under this subdivision for the district's proportionate share of deferred maintenance expenditures for a district-owned building or site leased to a cooperative unit under section 123A.24, subdivision 2, or a joint powers district under section 471.59 for any instructional purposes or for school storage. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 14.

Minnesota Statutes 2022, section 126C.40, subdivision 6, is amended to read:

Subd. 6.

Lease purchase; installment buys.

(a) Upon application to, and approval by, the commissioner in accordance with the procedures and limits in subdivision 1, paragraphs (a) and (b), a district, as defined in this subdivision, may:

(1) purchase real or personal property under an installment contract or may lease real or personal property with an option to purchase under a lease purchase agreement, by which installment contract or lease purchase agreement title is kept by the seller or vendor or assigned to a third party as security for the purchase price, including interest, if any; and

(2) annually levy the amounts necessary to pay the district's obligations under the installment contract or lease purchase agreement.

(b) The obligation created by the installment contract or the lease purchase agreement must not be included in the calculation of net debt for purposes of section 475.53, and does not constitute debt under other law. An election is not required in connection with the execution of the installment contract or the lease purchase agreement.

(c) The proceeds of the levy authorized by this subdivision must not be used to acquire a facility to be primarily used for athletic or school administration purposes.

(d) For the purposes of this subdivision, "district" means:

(1) Special School District No. 1, Minneapolis, Independent School District No. 625, St. Paul, Independent School District No. 709, Duluth, or Independent School District No. 535, Rochester, if the district's desegregation plan has been determined by the commissioner to be in compliance with Department of Education rules relating to equality of educational opportunity and where the acquisition of property under this subdivision is determined by the commissioner to contribute to the implementation of the desegregation plan; or

(2) other districts eligible for revenue under section 124D.862 if the facility acquired under this subdivision is to be primarily used for a joint program for interdistrict desegregation and the commissioner determines that the joint programs are being undertaken to implement the districts' desegregation plan.

(e) Notwithstanding subdivision 1, the prohibition against a levy by a district to lease or rent a district-owned building to itself does not apply to levies otherwise authorized by this subdivision.

(f) For the purposes of this subdivision, any references in subdivision 1 to building or land shall include personal property.

new text begin (g) Projects funded under this subdivision are subject to review and comment under section 123B.71, subdivision 8, in the same manner as other school construction projects. new text end

Sec. 15.

Minnesota Statutes 2022, section 126C.44, is amended to read:

126C.44 SAFE SCHOOLS deleted text begin LEVYdeleted text end new text begin REVENUEnew text end .

new text begin Subdivision 1. new text end

new text begin Safe schools revenue for school districts. new text end

deleted text begin (a) Each district may make a levy on all taxable property located within the district for the purposes specified in this section. The maximum amount which may be levied for all costs under this section shall be equal to $36 multiplied by the district's adjusted pupil units for the school yeardeleted text end new text begin A school district's safe schools revenue equals its safe schools levynew text end .

new text begin Subd. 2. new text end

new text begin School district safe schools levy. new text end

new text begin A school district's safe schools levy equals $36 times the district's adjusted pupil units for the school year. new text end

new text begin Subd. 3. new text end

new text begin Safe schools revenue for intermediate school districts. new text end

new text begin A school district that is a member of an intermediate school district may include in its levy authority under this section the costs associated with safe schools activities authorized under this section for intermediate school district programs. This authority must not exceed the product of $15 and the adjusted pupil units of the member districts. This authority is in addition to any other authority authorized under this section. Revenue raised under this subdivision must be transferred to the intermediate school district. new text end

new text begin Subd. 4. new text end

new text begin Use of safe schools revenue. new text end

deleted text begin The proceeds of the levydeleted text end new text begin Safe schools revenuenew text end must be reserved and used for directly funding the following purposes or for reimbursing the cities and counties who contract with the district for the following purposes:

(1) to pay the costs incurred for the salaries, benefits, and transportation costs of peace officers and sheriffs for liaison in services in the district's schools;

(2) to pay the costs for a drug abuse prevention program as defined in section 609.101, subdivision 3, paragraph (e), in the elementary schools;

(3) to pay the costs for a gang resistance education training curriculum in the district's schools;

(4) to pay the costs for security in the district's schools and on school property;

(5) to pay the costs for other crime prevention, drug abuse, student and staff safety, voluntary opt-in suicide prevention tools, and violence prevention measures taken by the school district;

(6) to pay costs for licensed school counselors, licensed school nurses, licensed school social workers, licensed school psychologists, and licensed alcohol and substance use disorder counselors to help provide early responses to problems;

(7) to pay for facility security enhancements including laminated glass, public announcement systems, emergency communications devices, and equipment and facility modifications related to violence prevention and facility security;

(8) to pay for costs associated with improving the school climate; deleted text begin ordeleted text end

(9) to pay costs for colocating and collaborating with mental health professionals who are not district employees or contractorsnew text begin ; ornew text end

new text begin (10) to pay for the costs of cybersecurity measures, including updating computer hardware and software, other systems upgrades, and cybersecurity insurance costsnew text end .

(b) For expenditures under paragraph (a), clause (1), the district must initially attempt to contract for services to be provided by peace officers or sheriffs with the police department of each city or the sheriff's department of the county within the district containing the school receiving the services. If a local police department or a county sheriff's department does not wish to provide the necessary services, the district may contract for these services with any other police or sheriff's department located entirely or partially within the school district's boundaries.

deleted text begin (c) A school district that is a member of an intermediate school district may include in its authority under this section the costs associated with safe schools activities authorized under paragraph (a) for intermediate school district programs. This authority must not exceed $15 times the adjusted pupil units of the member districts. This authority is in addition to any other authority authorized under this section. Revenue raised under this paragraph must be transferred to the intermediate school district. deleted 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. 16.

new text begin LEASE LEVY FOR TRANSPORTATION HUB FOR EASTERN CARVER COUNTY SCHOOL DISTRICT. new text end

new text begin Notwithstanding Minnesota Statutes, section 126C.40, subdivision 1, Independent School District No. 112, Eastern Carver County Schools, may lease a transportation hub under Minnesota Statutes, section 126C.40, subdivision 1, if the district demonstrates to the satisfaction of the commissioner of education that the transportation hub will result in significant financial savings for the school district. Levy authority under this section must not exceed the total levy authority under Minnesota Statutes, section 126C.40, subdivision 1, paragraph (e). new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for taxes payable in 2024 and later. new text end

Sec. 17.

new text begin LONG-TERM FACILITIES MAINTENANCE REVENUE ADJUSTMENT. new text end

new text begin Subdivision 1. new text end

new text begin Eligibility. new text end

new text begin A school board that purchases a nonschool facility and converts that facility to a school building may document to the commissioner of education, in the form and manner specified by the commissioner, that the purchase and subsequent remodeling of the facility is less expensive than constructing a new facility for the same space and is eligible for an adjustment to its long-term facilities maintenance revenue according to subdivision 2. new text end

new text begin Subd. 2. new text end

new text begin Inclusion in plan and revenue. new text end

new text begin Notwithstanding Minnesota Statutes, section 123B.595, or any other law to the contrary, an eligible school district under subdivision 1 may include in its long-term facilities maintenance ten-year plan any heating, ventilation, and air conditioning projects necessary to improve air handling performance sufficient to satisfy the requirements for a certificate of occupancy for the space for its intended use as a school facility. The Department of Education must adjust an eligible school district's long-term facilities maintenance revenue to include these costs. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment and applies to a nonschool facility purchased between January 1, 2019, and June 30, 2023. new text end

Sec. 18.

new text begin FUND TRANSFER; MOORHEAD AREA PUBLIC SCHOOLS. new text end

new text begin Notwithstanding Minnesota Statutes, section 123B.595, subdivisions 10 and 11, 123B.79, or 123B.80, on June 30, 2023, Independent School District No. 152, Moorhead Area Public Schools, may permanently transfer up to $5,000,000 from the long term facilities maintenance reserve account in the general fund to the operating capital account in the general fund. Transferred funds must be used to pay for increased costs of constructing, furnishing, and equipping the new Moorhead High School facility. 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. 19.

new text begin APPROPRIATIONS. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin Building and cybersecurity grant program. new text end

new text begin (a) To provide grants to school districts and charter schools to improve building security and cybersecurity: new text end

new text begin $ new text end new text begin 24,332,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) A cooperative unit, school district, or charter school may apply for a grant in the form and manner specified by the commissioner. new text end

new text begin (c) Funds may be used for security-related facility improvements, cybersecurity insurance premiums, and associated costs. new text end

new text begin (d) Up to $100,000 is available for grant administration and monitoring. new text end

new text begin (e) This is a onetime appropriation and is available until June 30, 2027. new text end

new text begin Subd. 3. new text end

new text begin Debt service equalization aid. new text end

new text begin (a) For debt service equalization aid under Minnesota Statutes, section 123B.53, subdivision 6: new text end

new text begin $ new text end new text begin 24,511,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 21,351,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $2,424,000 for 2023 and $22,087,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $2,454,000 for 2024 and $18,897,000 for 2025. new text end

new text begin Subd. 4. new text end

new text begin Equity in telecommunications access. new text end

new text begin (a) For equity in telecommunications access: new text end

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

new text begin (b) If the appropriation amount is insufficient, the commissioner shall reduce the reimbursement rate in Minnesota Statutes, section 125B.26, subdivisions 4 and 5, and the revenue for fiscal years 2024 and 2025 shall be prorated. new text end

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

new text begin Subd. 5. new text end

new text begin Grants for gender-neutral single-user restrooms. new text end

new text begin (a) For grants to school districts for remodeling, constructing, or repurposing space for gender-neutral single-user restrooms: new text end

new text begin $ new text end new text begin 1,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,000,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) A school district or a cooperative unit under Minnesota Statutes, section 123A.24, subdivision 2, may apply for a grant of not more than $75,000 per site under this subdivision in the form and manner specified by the commissioner. The commissioner must award at least one grant under this subdivision to Independent School District No. 709, Duluth, for a demonstration grant for a project awaiting construction. new text end

new text begin (c) The commissioner must ensure that grants are awarded to schools to reflect the geographic diversity of the state. new text end

new text begin (d) Up to $75,000 each year is available for grant administration and monitoring. new text end

new text begin (e) By February 1 of each year, the commissioner must annually report to the committees of the legislature with jurisdiction over education on the number of grants that were awarded each year and the number of grant applications that were unfunded during that year. new text end

new text begin Subd. 6. new text end

new text begin Long-term facilities maintenance equalized aid. new text end

new text begin (a) For long-term facilities maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9: new text end

new text begin $ new text end new text begin 108,045,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 107,894,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $10,821,000 for 2023 and $97,224,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $10,803,000 for 2024 and $97,091,000 for 2025. new text end

ARTICLE 9

NUTRITION AND LIBRARIES

Section 1.

Minnesota Statutes 2022, section 124D.111, subdivision 1a, as amended by Laws 2023, chapter 18, section 1, is amended to read:

Subd. 1a.

School lunch aid amounts.

Each school year, the state must pay participants in the national school lunch program either:

(1) the amount of 12.5 cents for each full paid and free student lunch and 52.5 cents for each reduced-price lunch served to students; or

(2) if the school participates in the free school meals program under subdivision 1c, new text begin the sum of: (i) 12.5 cents for each full paid, reduced-price, and free student lunch; and (ii) new text end the amount specified in subdivision 1d.

new text begin EFFECTIVE DATE. new text end

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

Sec. 2.

Minnesota Statutes 2022, section 124D.111, subdivision 2a, is amended to read:

Subd. 2a.

Federal child and adult care food programnew text begin and federal summer food service programnew text end ; criteria and notice.

new text begin (a) new text end The commissioner must post on the department's website eligibility criteria and application information for nonprofit organizations interested in applying to the commissioner for approval as a multisite sponsoring organization under the federal child and adult care food programnew text begin and federal summer food service programnew text end . The posted criteria and information must inform interested nonprofit organizations about:

(1) the criteria the commissioner uses to approve or disapprove an application, including how an applicant demonstrates financial viability for the Minnesota program, among other criteria;

(2) the commissioner's process and time line for notifying an applicant when its application is approved or disapproved and, if the application is disapproved, the explanation the commissioner provides to the applicant; and

(3) any appeal or other recourse available to a disapproved applicant.

new text begin (b) The commissioner must evaluate financial eligibility as part of the application process. An organization applying to be a prospective sponsor for the federal child and adult food care program or the federal summer food service program must provide documentation of financial viability as an organization. Documentation must include: new text end

new text begin (1) evidence that the organization has operated for at least one year and has filed at least one tax return; new text end

new text begin (2) the most recent tax return submitted by the organization and corresponding forms and financial statements; new text end

new text begin (3) a profit and loss statement and balance sheet or similar financial information; and new text end

new text begin (4) evidence that at least ten percent of the organization's operating revenue comes from sources other than the United States Department of Agriculture child nutrition program and that the organization has additional funds or a performance bond available to cover at least one month of reimbursement claims. 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. 3.

Minnesota Statutes 2022, section 124D.111, subdivision 5, is amended to read:

Subd. 5.

Respectful treatment.

(a) The participant must also provide meals to students in a respectful manner according to the policy adopted under subdivision 1. The participant must ensure that any reminders for payment of outstanding student meal balances do not demean or stigmatize any child participating in the school lunch program, including but not limited to dumping mealsdeleted text begin ,deleted text end new text begin ;new text end withdrawing a meal that has been serveddeleted text begin ,deleted text end new text begin ;new text end announcing or listing students' names publiclydeleted text begin ,deleted text end new text begin ; providing alternative meals not specifically related to dietary needs; providing nonreimbursable meals;new text end or affixing stickers, stamps, or pins. The participant must not impose any other restriction prohibited under section 123B.37 due to unpaid student meal balances. The participant must not limit a student's participation in any school activities, graduation ceremonies, field trips, athletics, activity clubs, or other extracurricular activities or access to materials, technology, or other items provided to students due to an unpaid student meal balance.

(b) If the commissioner or the commissioner's designee determines a participant has violated the requirement to provide meals to participating students in a respectful manner, the commissioner or the commissioner's designee must send a letter of noncompliance to the participant. The participant is required to respond and, if applicable, remedy the practice within 60 days.

new text begin EFFECTIVE DATE. new text end

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

Sec. 4.

Minnesota Statutes 2022, section 124D.1158, as amended by Laws 2023, chapter 18, section 2, is amended to read:

124D.1158 SCHOOL BREAKFAST PROGRAM.

Subdivision 1.

Purpose; eligibility.

(a) The purpose of the school breakfast program is to provide affordable morning nutrition to children so that they can effectively learn.

(b) A school district, charter school, nonpublic school, or other participant in the federal school breakfast program may receive state breakfast aid.

(c) Schools shall encourage all children to eat a nutritious breakfast, either at home or at school, and shall work to eliminate barriers to breakfast participation at school such as inadequate facilities and transportation.

Subd. 3.

Program reimbursement.

Each school year, the state must reimburse each participating school either:

(1) 30 cents for each reduced-price breakfast, 55 cents for each fully paid breakfast served to students in grades 1 to 12, and $1.30 for each fully paid breakfast served to a prekindergarten student enrolled in an approved voluntary prekindergarten program under section 124D.151new text begin , early childhood special education student participating in a program authorized under section 124D.151,new text end or a kindergarten student; or

(2) if the school participates in the free school meals program under section 124D.111, subdivision 1c, state aid as provided in section 124D.111, subdivision 1d.

Subd. 4.

No fees.

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

Sec. 5.

Minnesota Statutes 2022, section 124D.119, is amended to read:

124D.119 SUMMER FOOD SERVICE deleted text begin REPLACEMENT AIDdeleted text end new text begin PROGRAM AND CHILD AND ADULT CARE FOOD PROGRAMnew text end .

new text begin Subdivision 1. new text end

new text begin Summer Food Service Program replacement aid. new text end

deleted text begin Statesdeleted text end new text begin Statenew text end funds are available to compensate department-approved Summer Food new text begin Service new text end Program sponsors. Reimbursement shall be made on December 15 based on total meals served by each sponsor from the end of the school year to the beginning of the next school year on a pro rata basis.

new text begin Subd. 2. new text end

new text begin Child and Adult Care Food Program and Summer Food Service Program sponsor organizations. new text end

new text begin Legally distinct Child and Adult Care Food Program and Summer Food Service Program sites may transfer sponsoring organizations no more than once per year, except under extenuating circumstances including termination of the sponsoring organization's agreement or other circumstances approved by the Department of Education. new text end

new text begin Subd. 3. new text end

new text begin Child and Adult Care Food Program training. new text end

new text begin Prior to applying to sponsor a Child and Adult Care Food Program site, a nongovernmental organization applicant must provide documentation to the Department of Education verifying that staff members have completed program-specific training as designated by the commissioner. new text end

new text begin Subd. 4. new text end

new text begin Summer Food Service Program training. new text end

new text begin Summer Food Service Program providers, including new applicants, must comply with all applicable federal training requirements for their staff. new text end

new text begin Subd. 5. new text end

new text begin Summer Food Service Program locations. new text end

new text begin Consistent with Code of Federal Regulations, title 7, section 225.6(d)(1)(ii), the Department of Education must not approve a new Summer Food Service Program open site that is within a half-mile radius of an existing Summer Food Service Program open site. The department may approve a new Summer Food Service Program open site within a half-mile radius only if the new program will not be serving the same group of children for the same meal type or if there are safety issues that could present barriers to participation. new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 6.

new text begin [124D.901] PUBLIC SCHOOL LIBRARIES AND MEDIA CENTERS. new text end

new text begin A school district or charter school library or school library media center provides equitable and free access to students, teachers, and administrators. new text end

new text begin A school library or school library media center must have the following characteristics: new text end

new text begin (1) ensures every student has equitable access to resources and is able to locate, access, and use resources that are organized and cataloged; new text end

new text begin (2) has a collection development plan that includes but is not limited to materials selection and deselection, a challenged materials procedure, and an intellectual and academic freedom statement; new text end

new text begin (3) is housed in a central location that provides an environment for expanded learning and supports a variety of student interests; new text end

new text begin (4) has technology and Internet access; and new text end

new text begin (5) is served by a licensed school library media specialist or licensed school librarian. new text end

Sec. 7.

Minnesota Statutes 2022, section 134.31, subdivision 1, is amended to read:

Subdivision 1.

Library service.

The state shall, as an integral part of its responsibility for public education, support the provision of library service for every deleted text begin citizendeleted text end new text begin residentnew text end , the development of cooperative programs for the sharing of resources and services among all libraries, and the establishment of jointly operated library services at a single location where appropriate.

Sec. 8.

Minnesota Statutes 2022, section 134.31, subdivision 4a, is amended to read:

Subd. 4a.

Services to people with visual and physical disabilities.

The Minnesota Department of Education shall provide specialized services to people with visual and physical disabilities through the Minnesota Braille and Talking Book Library under a cooperative plan with the National Library deleted text begin Servicesdeleted text end new text begin Servicenew text end for the Blind and deleted text begin Physically Handicappeddeleted text end new text begin Print Disablednew text end of the Library of Congress.

Sec. 9.

Minnesota Statutes 2022, section 134.32, subdivision 4, is amended to read:

Subd. 4.

Special project grants.

It may provide special project grants to assist innovative and experimental library programs including, but not limited to, special services for American Indians and deleted text begin the Spanish-speakingdeleted text end new text begin multilingual learnersnew text end , delivery of library materials to homebound persons, other extensions of library services to persons without access to libraries and projects to strengthen and improve library services.

Sec. 10.

Minnesota Statutes 2022, section 134.34, subdivision 1, is amended to read:

Subdivision 1.

Local support levels.

(a) Regional library basic system support aid shall be provided to any regional public library system where there are at least three participating counties and where each participating city and county is providing for public library service support the lesser of (a) an amount equivalent to .82 percent of the average of the adjusted net tax capacity of the taxable property of that city or county, as determined by the commissioner of revenue for the second, third, and fourth year preceding that calendar year or (b) a per capita amount calculated under the provisions of this subdivision. The per capita amount is established for calendar year 1993 as $7.62. In succeeding calendar years, the per capita amount shall be increased by a percentage equal to one-half of the percentage by which the total state adjusted net tax capacity of property as determined by the commissioner of revenue for the second year preceding that calendar year increases over that total adjusted net tax capacity for the third year preceding that calendar year.

(b) The minimum level of support specified under this subdivision or subdivision 4 shall be certified annually to the participating cities and counties by the Department of Education. If a city or county chooses to reduce its local support in accordance with subdivision 4, paragraph (b) or (c), it shall notify its regional public library system. The regional public library system shall notify the Department of Education that a revised certification is required. The revised minimum level of support shall be certified to the city or county by the Department of Education.

(c) A city which is a part of a regional public library system shall not be required to provide this level of support if the property of that city is already taxable by the county for the support of that regional public library system. In no event shall the Department of Education require any city or county to provide a higher level of support than the level of support specified in this section in order for a system to qualify for regional library basic system support aid. This section shall not be construed to prohibit a city or county from providing a higher level of support for public libraries than the level of support specified in this section.

new text begin (d) The amounts required to be expended under this section are subject to the reduced maintenance of effort requirements under section 275.761. new text end

Sec. 11.

Minnesota Statutes 2022, section 134.355, subdivision 1, is amended to read:

Subdivision 1.

Appropriations.

new text begin (a) new text end Basic system support aid and regional library telecommunications aid provide the appropriations for the basic regional library system.

new text begin (b) For fiscal year 2026 and later, basic system support aid equals the aid entitlement amount for the previous fiscal year times one plus the percent increase in the basic formula allowance under section 126C.10, subdivision 2, from the previous school year to the current school year. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2026 and later. new text end

Sec. 12.

Minnesota Statutes 2022, section 134.355, subdivision 5, is amended to read:

Subd. 5.

Base aid distribution.

deleted text begin Fivedeleted text end new text begin Fifteennew text end percent of the available aid funds shall be paid to each system as base aid for basic system services.

new text begin EFFECTIVE DATE. new text end

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

Sec. 13.

Minnesota Statutes 2022, section 134.355, subdivision 6, is amended to read:

Subd. 6.

Adjusted net tax capacity per capita distribution.

deleted text begin Twenty-fivedeleted text end new text begin Fifteennew text end percent of the available aid funds shall be distributed to regional public library systems based upon the adjusted net tax capacity per capita for each member county or participating portion of a county as calculated for the deleted text begin seconddeleted text end new text begin thirdnew text end year preceding the fiscal year for which aid is provided. Each system's entitlement shall be calculated as follows:

deleted text begin (a)deleted text end new text begin (1)new text end multiply the adjusted net tax capacity per capita for each county or participating portion of a county by .0082deleted text begin .deleted text end new text begin ;new text end

deleted text begin (b)deleted text end new text begin (2)new text end add sufficient aid funds that are available under this subdivision to raise the amount of the county or participating portion of a county with the lowest value calculated according to deleted text begin paragraph (a)deleted text end new text begin clause (1)new text end to the amount of the county or participating portion of a county with the next highest value calculated according to deleted text begin paragraph (a)deleted text end new text begin clause (1)new text end . Multiply the amount of the additional aid funds by the population of the county or participating portion of a countydeleted text begin .deleted text end new text begin ;new text end

deleted text begin (c)deleted text end new text begin (3)new text end continue the process described in deleted text begin paragraph (b)deleted text end new text begin clause (2)new text end by adding sufficient aid funds that are available under this subdivision to the amount of a county or participating portion of a county with the next highest value calculated in deleted text begin paragraph (a)deleted text end new text begin clause (1)new text end to raise it and the amount of counties and participating portions of counties with lower values calculated in deleted text begin paragraph (a)deleted text end new text begin clause (1)new text end up to the amount of the county or participating portion of a county with the next highest value, until reaching an amount where funds available under this subdivision are no longer sufficient to raise the amount of a county or participating portion of a county and the amount of counties and participating portions of counties with lower values up to the amount of the next highest county or participating portion of a countydeleted text begin .deleted text end new text begin ; andnew text end

deleted text begin (d)deleted text end new text begin (4)new text end if the point is reached using the process in deleted text begin paragraphs (b) and (c)deleted text end new text begin clauses (2) and (3)new text end at which the remaining aid funds under this subdivision are not adequate for raising the amount of a county or participating portion of a county and all counties and participating portions of counties with amounts of lower value to the amount of the county or participating portion of a county with the next highest value, those funds are to be divided on a per capita basis for all counties or participating portions of counties that received aid funds under the calculation in deleted text begin paragraphs (b) and (c)deleted text end new text begin clauses (2) and (3)new text end .

new text begin EFFECTIVE DATE. new text end

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

Sec. 14.

Minnesota Statutes 2022, section 134.355, subdivision 7, is amended to read:

Subd. 7.

Population determination.

new text begin A regional public library system's new text end population deleted text begin shall be determined according todeleted text end new text begin must be calculated using the most recent estimate available undernew text end section 477A.011, subdivision 3new text begin , at the time the aid amounts are calculated, which must be by April 1 in the year the calculation is madenew text end .

new text begin EFFECTIVE DATE. new text end

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

Sec. 15.

new text begin [134.356] SCHOOL LIBRARY AID. new text end

new text begin Subdivision 1. new text end

new text begin School library aid. new text end

new text begin For fiscal year 2024 and later, school library aid for a district equals the greater of $16.11 times the district's adjusted pupil units for the school year or $40,000. For fiscal year 2024 and later, school library aid for a charter school equals the greater of $16.11 times the charter school's adjusted pupil units for the school year or $20,000. new text end

new text begin Subd. 2. new text end

new text begin Uses of school library aid. new text end

new text begin School library aid must be reserved and used for directly funding the costs of the following purposes within a library: new text end

new text begin (1) the salaries and benefits of a school library media specialist; new text end

new text begin (2) electronic, computer, and audiovisual equipment; new text end

new text begin (3) information technology infrastructure and digital tools; new text end

new text begin (4) electronic and material resources; or new text end

new text begin (5) furniture, equipment, or supplies. 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. 16.

Laws 2023, chapter 18, section 4, subdivision 2, is amended to read:

Subd. 2.

School lunch.

For school lunch aid under Minnesota Statutes, section 124D.111, including the amounts for the free school meals program:

$ deleted text begin 190,863,000deleted text end
new text begin 190,897,000new text end
..... 2024
$ deleted text begin 197,902,000deleted text end
new text begin 197,936,000new text end
..... 2025

Sec. 17.

Laws 2023, chapter 18, section 4, subdivision 3, is amended to read:

Subd. 3.

School breakfast.

For school breakfast aid under Minnesota Statutes, section 124D.1158:

$ deleted text begin 25,731,000deleted text end
new text begin 25,912,000new text end
..... 2024
$ deleted text begin 26,538,000deleted text end
new text begin 26,719,000new text end
..... 2025

Sec. 18.

new text begin APPROPRIATIONS. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sums indicated in this section are appropriated from the general fund to the Department of Education for the fiscal years designated. Any balance in the first year does not cancel but is available in the second year. new text end

new text begin Subd. 2. new text end

new text begin Basic system support. new text end

new text begin (a) For basic system support aid under Minnesota Statutes, section 134.355: new text end

new text begin $ new text end new text begin 17,570,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 17,570,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $1,357,000 for 2023 and $16,213,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $1,801,000 for 2024 and $15,769,000 for 2025. new text end

new text begin Subd. 3. new text end

new text begin Electronic library for Minnesota. new text end

new text begin For statewide licenses to online databases selected in cooperation with the Minnesota Office of Higher Education for school media centers, public libraries, state government agency libraries, and public or private college or university libraries: new text end

new text begin $ new text end new text begin 900,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 900,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 4. new text end

new text begin Kindergarten milk. new text end

new text begin For kindergarten milk aid under Minnesota Statutes, section 124D.118: new text end

new text begin $ new text end new text begin 659,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 659,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 5. new text end

new text begin Licensed library media specialists. new text end

new text begin (a) For aid to multicounty, multitype library systems to increase the number of licensed library media specialists: new text end

new text begin $ new text end new text begin 1,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The aid awarded under this subdivision must be used for activities associated with increasing the number of licensed library media specialists, including but not limited to conducting a census of licensed library media specialists currently working in Minnesota schools, conducting a needs-based assessment to identify gaps in licensed library media specialist services, providing professional development opportunities for licensed library media specialists, and providing tuition support to candidates seeking to attain school library media specialist licensure. new text end

new text begin (c) This is a onetime appropriation. new text end

new text begin Subd. 6. new text end

new text begin Multicounty, multitype library systems. new text end

new text begin (a) For aid under Minnesota Statutes, sections 134.353 and 134.354, to multicounty, multitype library systems: new text end

new text begin $ new text end new text begin 2,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 2,000,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $130,000 for 2023 and $1,870,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $208,000 for 2024 and $1,792,000 for 2025. new text end

new text begin Subd. 7. new text end

new text begin Regional library telecommunications. new text end

new text begin (a) For regional library telecommunications aid under Minnesota Statutes, section 134.355: new text end

new text begin $ new text end new text begin 2,300,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 2,300,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $230,000 for 2023 and $2,070,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $230,000 for 2024 and $2,070,000 for 2025. new text end

new text begin Subd. 8. new text end

new text begin School library aid. new text end

new text begin (a) For school library aid under Minnesota Statutes, section 134.356: new text end

new text begin $ new text end new text begin 21,435,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 23,799,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $0 for 2023 and $21,435,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $2,382,000 for 2024 and $21,417,000 for 2025. new text end

new text begin Subd. 9. new text end

new text begin Summer school food service replacement. new text end

new text begin For summer school food service replacement aid under Minnesota Statutes, section 124D.119: new text end

new text begin $ new text end new text begin 150,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 150,000 new text end new text begin ..... new text end new text begin 2025 new text end

Sec. 19.

new text begin REVISOR INSTRUCTION. new text end

new text begin The revisor of statutes shall replace the terms "free lunch," "reduced price lunch," "reduced-price lunch," and "free or reduced price lunch" with "free meals," "reduced-price meals," and "free or reduced-price meals" wherever they appear in Minnesota Statutes when used in context with the national school lunch and breakfast programs. new text end

ARTICLE 10

EARLY CHILDHOOD EDUCATION

Section 1.

Minnesota Statutes 2022, section 124D.151, subdivision 6, is amended to read:

Subd. 6.

Participation limits.

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

(b) In reviewing applications under subdivision 5, the commissioner must limit the total number of participants in the voluntary prekindergarten and school readiness plus programs under Laws 2017, First Special Session chapter 5, article 8, section 9, to not more than 7,160 participants for fiscal years deleted text begin 2019, 2020, 2021, 2022, and 2023, and 3,160 participants for fiscal years 2024 and laterdeleted text end new text begin 2023, 2024, and 2025, and 12,360 participants for fiscal year 2026 and laternew 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. 2.

Minnesota Statutes 2022, section 126C.05, subdivision 3, as amended by Laws 2023, chapter 18, section 3, is amended to read:

Subd. 3.

Compensation revenue pupil units.

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

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

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

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

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

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

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

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

(3) .60.

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

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

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

deleted text begin (g)deleted text end new text begin (f)new text end Notwithstanding paragraphs (a) to deleted text begin (f)deleted text end new text begin (e)new text end , for revenue in fiscal year 2025 only, the compensation revenue pupil units for each building in a district equals the greater of the building's actual compensation revenue pupil units computed according to paragraphs (a) to deleted text begin (f)deleted text end new text begin (e)new text end for revenue in fiscal year 2025, or the building's actual compensation revenue pupil units computed according to paragraphs (a) to deleted text begin (f)deleted text end new text begin (e)new text end for revenue in fiscal year 2024.

new text begin EFFECTIVE DATE. new text end

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

Sec. 3.

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

Subd. 2d.

Declining enrollment revenue.

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

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 4.

new text begin APPROPRIATION; VOLUNTARY PREKINDERGARTEN RESERVE. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin Voluntary prekindergarten reserve. new text end

new text begin (a) The commissioner must reserve the following amount for future allocation towards 3,000 voluntary prekindergarten seats: new text end

new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 50,000,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 legislature must provide direction to the commissioner on allocating the money reserved under paragraph (a). new text end

new text begin (c) This is a onetime appropriation and is available until June 30, 2026. new text end

ARTICLE 11

COMMUNITY EDUCATION AND LIFELONG LEARNING

Section 1.

Minnesota Statutes 2022, section 124D.20, subdivision 3, is amended to read:

Subd. 3.

General community education revenue.

The general community education revenue for a district equals deleted text begin $5.23 for fiscal years 2005 and 2006 anddeleted text end $5.42 for fiscal year 2007new text begin through fiscal year 2024 and $6.35 for fiscal year 2025new text end and later, times the greater of 1,335 or the population of the district. The population of the district is determined according to section 275.14.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 2.

Minnesota Statutes 2022, section 124D.20, subdivision 5, is amended to read:

Subd. 5.

Total community education levy.

To obtain total community education revenue, a district may levy the amount raised by a maximum tax rate of 0.94 new text begin percent through fiscal year 2024, 0.375new text end percentnew text begin in fiscal year 2025, 0.3298 percent in fiscal year 2026, and 0.3128 percent in fiscal year 2027 and later,new text end times the adjusted net tax capacity of the district. If the amount of the total community education levy would exceed the total community education revenue, the total community education levy shall be determined according to subdivision 6.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 3.

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

124D.2211 AFTER-SCHOOL COMMUNITY LEARNING PROGRAMS.

Subdivision 1.

Establishment.

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

Subd. 2.

deleted text begin Program outcomesdeleted text end new text begin Objectivesnew text end .

The deleted text begin expected outcomesdeleted text end new text begin objectivesnew text end of the after-school community learning programs are to deleted text begin increasedeleted text end :

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

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

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

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

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

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

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

Subd. 3.

Grants.

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

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

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

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

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

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

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

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

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

new text begin (5) a description of the data they will use to evaluate the impact of the program. new text end

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

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

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

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

new text begin Subd. 4. new text end

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

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

new text begin (b) The commissioner must provide technical assistance, capacity building, and professional development to grant recipients, including guidance on effective practices for after-school and summer learning 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. 4.

Minnesota Statutes 2022, section 124D.531, subdivision 1, is amended to read:

Subdivision 1.

State total adult basic education aid.

(a) The state total adult basic education aid for fiscal year deleted text begin 2011deleted text end new text begin 2024new text end equals deleted text begin $44,419,000deleted text end new text begin $52,759,000new text end , plus any amount that is not paid during the previous fiscal year as a result of adjustments under subdivision 4, paragraph (a), or section 124D.52, subdivision 3. The state total adult basic education aid for later fiscal years equals:

(1) the state total adult basic education aid for the preceding fiscal year plus any amount that is not paid for during the previous fiscal year, as a result of adjustments under subdivision 4, paragraph (a), or section 124D.52, subdivision 3; times

(2) the lesser of:

(i) 1.03; or

(ii) new text begin the greater of: (A) one plus the percent change in the formula allowance under section 126C.10, subdivision 2, from the previous fiscal year to the current fiscal year; or (B)new text end the average growth in state total contact hours over the prior ten program years.

Three percent of the state total adult basic education aid must be set aside for adult basic education supplemental service grants under section 124D.522.

(b) The state total adult basic education aid, excluding basic population aid, equals the difference between the amount computed in paragraph (a), and the state total basic population aid under subdivision 2.

new text begin EFFECTIVE DATE. new text end

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

Sec. 5.

Minnesota Statutes 2022, section 124D.531, subdivision 4, is amended to read:

Subd. 4.

Adult basic education program aid limit.

(a) Notwithstanding subdivisions 2 and 3, the total adult basic education aid for a program per prior year contact hour must not exceed deleted text begin $22deleted text end new text begin $30new text end per prior year contact hour computed under subdivision 3, clause (2).

(b) The aid for a program under subdivision 3, clause (2), adjusted for changes in program membership, must not exceed the aid for that program under subdivision 3, clause (2), for the first preceding fiscal year by more than the greater of 11 percent or $10,000.

(c) Adult basic education aid is payable to a program for unreimbursed costs occurring in the program year as defined in section 124D.52, subdivision 3.

(d) Any adult basic education aid that is not paid to a program because of the program aid limitation under paragraph (a) must be added to the state total adult basic education aid for the next fiscal year under subdivision 1. Any adult basic education aid that is not paid to a program because of the program aid limitations under paragraph (b) must be reallocated among programs by adjusting the rate per contact hour under subdivision 3, clause (2).

Sec. 6.

Minnesota Statutes 2022, section 124D.55, is amended to read:

124D.55 COMMISSIONER-SELECTED HIGH SCHOOL EQUIVALENCY TEST FEES.

(a) The commissioner shall pay 60 percent of the fee that is charged to an eligible individual for the full battery of the commissioner-selected high school equivalency tests, but not more than $40 for an eligible individual.

(b) Notwithstanding paragraph (a), for fiscal years deleted text begin 2020 and 2021deleted text end new text begin 2023 through 2027new text end only, new text begin subject to the availability of funds, new text end the commissioner shall pay 100 percent of the fee charged to an eligible individual for the full battery of the commissioner-selected high school equivalency tests, but not more than the cost of one full battery of tests per year for any individual.

Sec. 7.

Minnesota Statutes 2022, section 124D.56, is amended to read:

124D.56 COMMUNITY EDUCATION PROGRAM REVENUE; ADULTS WITH DISABILITIES.

Subdivision 1.

Revenue amount.

A district that is eligible according to section 124D.20, subdivision 2, may receive revenue for a program for adults with disabilities. Revenue for the program for adults with disabilities for a district deleted text begin or a group of districtsdeleted text end equals the lesser of:

(1) the actual expenditures for approved programs and budgets; or

(2) deleted text begin $60,000deleted text end new text begin the greater of (i) $0.34 times the population of the school district as determined according to section 275.14, or (ii) the district's adults with disabilities revenue for fiscal year 2023. If the district does not levy the entire amount permitted, the district's adults with disabilities aid is reduced in proportion to the actual amount leviednew text end .

Subd. 2.

Aid.

Program aid for adults with disabilities equals the deleted text begin lesser of:deleted text end

deleted text begin (1) one-half of the actual expenditures for approved programs and budgets; or deleted text end

deleted text begin (2) $30,000deleted text end new text begin difference between the district's adults with disabilities revenue and the district's adults with disabilities levynew text end .

Subd. 3.

Levy.

A district may levy for a program for adults with disabilities new text begin in new text end an amount deleted text begin up to the amount designated in subdivision 2. In the case of a program offered by a group of districts, the levy amount must be apportioned among the districts according to the agreement submitted to the department.deleted text end new text begin not to exceed the lesser of:new text end

new text begin (1) the district's revenue under subdivision 1; or new text end

new text begin (2) the product of a tax rate not to exceed .006 percent in fiscal year 2025, .0053 percent in fiscal year 2026, and .005 percent in fiscal year 2027 and later, times the district's adjusted net tax capacity for the year prior to the year the levy is certified. new text end

Subd. 4.

Outside revenue.

A district may receive money from public or private sources to supplement revenue for the program for adults with disabilities. Aid may not be reduced as a result of receiving money from these sources.

Subd. 5.

Use of revenue.

Revenue for the program for adults with disabilities may be used only to provide programs for adults with disabilities.

new text begin Subd. 6. new text end

new text begin Cooperation encouraged. new text end

new text begin A school district offering programming for adults with disabilities is encouraged to provide programming in cooperation with other school districts and other public and private organizations providing services to adults with disabilities. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2025 and later. new text end

Sec. 8.

Minnesota Statutes 2022, section 124D.99, subdivision 2, is amended to read:

Subd. 2.

Definitions.

(a) For purposes of this section the terms defined in this subdivision have the meanings given them.

(b) deleted text begin "Tier 1 grant"deleted text end new text begin "Neighborhood partnership grant"new text end means a sustaining grant for the ongoing operation, stability, and expansion of existing education partnership program locationsnew text begin serving a defined geographic area within a single municipalitynew text end .

(c) deleted text begin "Tier 2 grant"deleted text end new text begin "Regional neighborhood partnership grant"new text end means an implementation grant for deleted text begin expanding activity indeleted text end new text begin the ongoing operation, stability, and expansion of activity of existingnew text end education partnership program locationsnew text begin serving a defined geographic area encompassing an entire municipality or part of or all of multiple municipalitiesnew text end .

Sec. 9.

Minnesota Statutes 2022, section 124D.99, subdivision 3, is amended to read:

Subd. 3.

Administration; design.

(a) The commissioner shall establish program requirements, an application process and timeline for each deleted text begin tier of grantsdeleted text end new text begin grantnew text end specified in subdivision 4, criteria for evaluation of applications, and a grant awards process. The commissioner's process must minimize administrative costs, minimize burdens for applicants and grant recipients, and provide a framework that permits flexibility in program design and implementation among grant recipients.

(b) To the extent practicable, the commissioner shall design the program to align with programs implemented or proposed by organizations in Minnesota that:

(1) identify and increase the capacity of organizations that are focused on achieving data-driven, locally controlled positive outcomes for children and youth throughout an entire neighborhood or geographic area through programs such as Strive Together, Promise Neighborhood, and the Education Partnerships Coalition members;

(2) build a continuum of educational family and community supports with academically rigorous schools at the center;

(3) maximize program efficiencies by integrating programmatic activities and eliminating administrative barriers;

(4) develop local infrastructure needed to sustain and scale deleted text begin updeleted text end proven and effective solutions beyond the initial neighborhood or geographic area;

(5) utilize appropriate outcome measures based on unique community needs and interests and apply rigorous evaluation on a periodic basis to be used to both monitor outcomes and allow for continuous improvements to systems;

(6) collect and utilize data to improve student outcomes;

(7) share disaggregated performance data with the community to set community-level outcomes;

(8) employ continuous improvement processes;

(9) have a Tribal entity, community foundation, higher education institution, or community-based organization as an anchor entity managing the partnership;

(10) convene a cross-sector leadership group and have a documented accountability structure; and

(11) demonstrate use of nonstate funds, from multiple sources, including in-kind contributions.

(c) A grant recipient's supportive services programming must address:

(1) kindergarten readiness and youth development;

(2) grade 3 reading proficiency;

(3) middle school mathematics;

(4) high school graduation;

(5) postsecondary educational enrollment;

(6) postsecondary education completion or attainment;

(7) physical and mental health;

(8) development of career skills and readiness;

(9) parental engagement and development;

(10) community engagement and programmatic alignment; and

(11) reduction of remedial education.

(d) The commissioner, in consultation with grant recipients, must:

(1) develop and revise core indicators of progress toward outcomes specifying impacts deleted text begin for each tierdeleted text end identified under subdivision 4;

(2) establish a reporting system for grant recipients to measure program outcomes using data sources and program goals; and

(3) evaluate effectiveness based on the core indicators established by each partnership deleted text begin for each tierdeleted text end .

Sec. 10.

Minnesota Statutes 2022, section 124D.99, subdivision 5, is amended to read:

Subd. 5.

Grants.

The commissioner shall award deleted text begin Tier 1 and Tier 2deleted text end grants to qualifying recipients that can demonstrate a nonstate source of funds, including in-kind contributions.

Sec. 11.

new text begin APPROPRIATIONS. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sums indicated in this section are appropriated from the general fund to the Department of Education for the fiscal years designated. Any balance in the first year does not cancel but is available in the second year. new text end

new text begin Subd. 2. new text end

new text begin Adult basic education aid. new text end

new text begin (a) For adult basic education aid under Minnesota Statutes, section 124D.531: new text end

new text begin $ new text end new text begin 52,663,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 53,717,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $5,179,000 for 2023 and $47,484,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $5,275,000 for 2024 and $48,442,000 for 2025. new text end

new text begin Subd. 3. new text end

new text begin Adults with disabilities program aid. new text end

new text begin (a) For adults with disabilities programs under Minnesota Statutes, section 124D.56: new text end

new text begin $ new text end new text begin 710,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,782,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $71,000 for 2023 and $639,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $71,000 for 2024 and $1,711,000 for 2025. new text end

new text begin Subd. 4. new text end

new text begin After school community learning grant program. new text end

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

new text begin $ new text end new text begin 30,000,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 0 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Up to three percent of the appropriation is for an organization serving as the statewide after-school network to assist with the requirements of Minnesota Statutes, section 124D.2211, subdivision 4, paragraph (b). new text end

new text begin (c) Up to $2,250,000 is available for grant administration, monitoring, providing technical assistance, and program evaluation. new text end

new text begin (d) This is a onetime appropriation and is available until June 30, 2027. new text end

new text begin Subd. 5. new text end

new text begin Community education aid. new text end

new text begin (a) For community education aid under Minnesota Statutes, section 124D.20: new text end

new text begin $ new text end new text begin 98,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 8,030,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $14,000 for 2023 and $84,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $9,000 for 2024 and $8,021,000 for 2025. new text end

new text begin Subd. 6. new text end

new text begin Deaf, deafblind, and hard-of-hearing adults. new text end

new text begin For programs for deaf, deafblind, and hard-of-hearing adults under Minnesota Statutes, section 124D.57: new text end

new text begin $ new text end new text begin 70,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 70,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Subd. 7. new text end

new text begin High school equivalency tests. new text end

new text begin (a) For payment of the costs of the commissioner-selected high school equivalency tests under Minnesota Statutes, section 124D.55: new text end

new text begin $ new text end new text begin 615,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 125,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Of the amounts in paragraph (a), $490,000 in fiscal year 2024 is available until June 30, 2027. new text end

new text begin Subd. 8. new text end

new text begin Neighborhood partnership grants. new text end

new text begin (a) For neighborhood partnership grants under Minnesota Statutes, section 124D.99: new text end

new text begin $ new text end new text begin 2,600,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 2,600,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Of the amounts in paragraph (a), $1,300,000 each year is for the Northside Achievement Zone and $1,300,000 each year is for the St. Paul Promise Neighborhood. new text end

new text begin Subd. 9. new text end

new text begin Regional neighborhood partnership grants. new text end

new text begin (a) For regional neighborhood partnership grants under Minnesota Statutes, section 124D.99: new text end

new text begin $ new text end new text begin 1,400,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,400,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) Of the amounts in paragraph (a), $200,000 each year is for the following programs: new text end

new text begin (1) Northfield Healthy Community Initiative in Northfield; new text end

new text begin (2) Red Wing Youth Outreach Program in Red Wing; new text end

new text begin (3) United Way of Central Minnesota in St. Cloud; new text end

new text begin (4) Austin Aspires in Austin; new text end

new text begin (5) Rochester Area Foundation in Rochester; new text end

new text begin (6) Greater Twin Cities United Way for Generation Next; and new text end

new text begin (7) Children First and Partnership for Success in St. Louis Park. new text end

new text begin Subd. 10. new text end

new text begin School-age care aid. new text end

new text begin (a) For school-age care aid under Minnesota Statutes, section 124D.22: new text end

new text begin $ new text end new text begin 1,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 1,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) The 2024 appropriation includes $0 for 2023 and $1,000 for 2024. new text end

new text begin (c) The 2025 appropriation includes $0 for 2024 and $1,000 for 2025. new text end

ARTICLE 12

STATE AGENCIES

Section 1.

Minnesota Statutes 2022, section 121A.04, subdivision 1, is amended to read:

Subdivision 1.

Purpose.

The legislature recognizes certain past inequities in access to athletic programs and in the various degrees of athletic opportunity previously afforded members of each sexnew text begin , race, and ethnicitynew text end . The purpose of this section is to provide an equal opportunity for members of deleted text begin both sexesdeleted text end new text begin each sex and members of all races and ethnicitiesnew text end to participate in athletic programs.

Sec. 2.

Minnesota Statutes 2022, section 121A.04, subdivision 2, is amended to read:

Subd. 2.

Equal opportunity in athletic programs.

Each educational institution or public service shall provide equal opportunity for members of deleted text begin both sexesdeleted text end new text begin each sex and members of all races and ethnicitiesnew text end to participate in its athletic program. In determining whether equal opportunity to participate in athletic programs is available for the purposes of this section, at least the following factors shall be considered to the extent that they are applicable to a given situation: whether the opportunity for males and females to participate in the athletic program reflects the demonstrated interest in athletics of the males and females in the student body of the educational institution or the population served by the public service; new text begin whether the opportunity for members of all races and ethnicities to participate in the athletic program reflects the demonstrated interest in athletics of members of all races and ethnicities in the student body of the educational institution or the population served by the public service; new text end whether the variety and selection of sports and levels of competition effectively accommodate the demonstrated interests of members of deleted text begin both sexesdeleted text end new text begin each sexnew text end ; new text begin whether the variety and selection of sports and levels of competition effectively accommodate the demonstrated interests of members of all races and ethnicities; new text end the provision of equipment and supplies; scheduling of games and practice times; assignment of coaches; provision of locker rooms; practice and competitive facilities; and the provision of necessary funds for teams of one sex.

Sec. 3.

new text begin [121A.20] LICENSED SCHOOL NURSE. new text end

new text begin Subdivision 1. new text end

new text begin Purpose and duties. new text end

new text begin (a) The Department of Education must employ a school health services specialist to: new text end

new text begin (1) provide technical assistance to school districts and charter schools for the education-related health needs of students; new text end

new text begin (2) serve as the primary source of information and support for schools in addressing emergency readiness, public health, and the needs of children and youth with acute and chronic health conditions and related disorders; and new text end

new text begin (3) serve as the primary liaison to the Department of Health and other state agencies to coordinate school-based, health-related services for students. new text end

new text begin (b) The school health services specialist's duties include: new text end

new text begin (1) increasing professional awareness and competencies of school nurses and other specialized instructional support personnel, using the competencies defined in the most recent edition of the document jointly prepared by the American Nurses Association and the National Association of School Nurses identified as "School Nursing; Scope and Standards of Practice" to meet the educational needs of students with acute or chronic health conditions or students identified with risk characteristics associated with health and mental health; new text end

new text begin (2) developing implementation guidance to assist general education and special education teachers in (i) recognizing health-related educational needs of children and youth, and (ii) improving students' attendance and full participation in instruction and other school activities; new text end

new text begin (3) developing implementation guidance to assist teachers, specialized instructional support personnel, and school administrators in prevention of and intervention with health-harming behavior and mental health; and new text end

new text begin (4) increasing the availability of online and asynchronous professional development programs and materials for school staff. new text end

new text begin Subd. 2. new text end

new text begin Definition. new text end

new text begin For purposes of this section, "health services specialist" means a professional registered nurse who: new text end

new text begin (1) is licensed as a public health nurse in Minnesota; new text end

new text begin (2) is licensed as a school nurse in Minnesota; new text end

new text begin (3) has a minimum of three years of experience in school nursing services or as a public health nurse serving schools; new text end

new text begin (4) has experience in managing a districtwide health policy, overseeing a budget, and supervising personnel; and new text end

new text begin (5) has a graduate degree in nursing, public health, education, or a related field. new text end

new text begin Subd. 3. new text end

new text begin Requirements for position. new text end

new text begin The Department of Education's school health services specialist must be highly trained in school nursing, which includes knowledge about child growth and development; public health; health education; and special education with a focus on the impact of health on learning, comprehensive assessment of learning-related health using interventions that are evidence-based, and documentation and evaluation of child health knowledge, skills, status, and education implications. The specialist must have knowledge of section 504 plans, health insurance and third-party reimbursement, health privacy, and emergency preparedness. The specialist must also have skills in interdisciplinary collaboration, policy development, parent involvement, health teaching and learning, and staff development. new text end

Sec. 4.

Minnesota Statutes 2022, section 121A.582, subdivision 1, is amended to read:

Subdivision 1.

Reasonable force standard.

(a) A teacher or school principal, in exercising the person's lawful authority, may use reasonable force when it is necessary under the circumstances to correct or restrain a student deleted text begin ordeleted text end new text begin tonew text end prevent new text begin imminent new text end bodily harm or death to new text begin the student or to new text end another.

(b) A school employee, school bus driver, or other agent of a district, in exercising the person's lawful authority, may use reasonable force when it is necessary under the circumstances to restrain a student deleted text begin ordeleted text end new text begin tonew text end prevent bodily harm or death to new text begin the student or to new text end another.

(c) Paragraphs (a) and (b) do not authorize conduct prohibited under section 125A.0942.

new text begin (d) Districts must report data on their use of any reasonable force used on a student with a disability to correct or restrain the student to prevent imminent bodily harm or death to the student or another that is consistent with the definition of physical holding under section 125A.0941, paragraph (c), as outlined in section 125A.0942, subdivision 3, paragraph (b). new text end

new text begin (e) Beginning with the 2024-2025 school year, districts must report annually by July 15, in a form and manner determined by the commissioner, data from the prior school year about any reasonable force used on a general education student to correct or restrain the student to prevent imminent bodily harm or death to the student or another that is consistent with the definition of physical holding under section 125A.0941, paragraph (c). new text end

Sec. 5.

Minnesota Statutes 2022, section 122A.07, subdivision 1, is amended to read:

Subdivision 1.

Appointment of members.

The Professional Educator Licensing and Standards Board consists of deleted text begin 11deleted text end new text begin 13new text end members appointed by the governor, with the advice and consent of the senate. Membership terms, deleted text begin compensation of members,deleted text end removal of members, the filling of membership vacancies, and fiscal year and reporting requirements are as provided in sections 214.07 to 214.09. No member may be reappointed for more than one additional term.

Sec. 6.

Minnesota Statutes 2022, section 122A.07, subdivision 2, is amended to read:

Subd. 2.

Eligibility; board composition.

Each deleted text begin nomineedeleted text end new text begin appointeenew text end , other than a public nominee, must be selected on the basis of professional experience and knowledge of teacher education, accreditation, and licensure. The board must be composed of:

(1) deleted text begin sixdeleted text end new text begin sevennew text end teachers who are currently teaching in a Minnesota school deleted text begin or who were teaching at the time of the appointmentdeleted text end , have at least five years of teaching experience, and deleted text begin weredeleted text end new text begin arenew text end not serving in deleted text begin an administrative function at a school district or school when appointeddeleted text end new text begin a position requiring an administrative license, pursuant to section 122A.14new text end . The deleted text begin sixdeleted text end new text begin sevennew text end teachers must include the following:

(i) one teacher in a charter school;

(ii) deleted text begin one teacherdeleted text end new text begin two teachersnew text end from new text begin a school located in new text end the seven-county metropolitan area, as defined in section 473.121, subdivision 2;

(iii) deleted text begin one teacherdeleted text end new text begin two teachersnew text end from new text begin a school located new text end outside the seven-county metropolitan area;

(iv) one teacher from a related service category licensed by the board;new text begin andnew text end

(v) one special education teacher; deleted text begin anddeleted text end

deleted text begin (vi) one teacher from a teacher preparation program; deleted text end

new text begin (2) two teachers currently teaching in a board-approved teacher preparation program; new text end

deleted text begin (2)deleted text end new text begin (3)new text end one superintendent deleted text begin that alternatesdeleted text end new text begin , alternatingnew text end each term between a superintendent from new text begin a school district in new text end the seven-county metropolitan area, as defined in section 473.121, subdivision 2, and a superintendent from new text begin a school district new text end outside the metropolitan area;

deleted text begin (3) one school district human resources director; deleted text end

(4) one deleted text begin administrator of a cooperative unit under section 123A.24, subdivision 2,deleted text end new text begin educatornew text end who oversees a special education programnew text begin and who works closely with a cooperative unit under section 123A.24, subdivision 2new text end ;

(5) one principal deleted text begin that alternatesdeleted text end new text begin , alternatingnew text end each term between an elementary and a secondary school principal; and

(6) one member of the public that may be a current or former school board member.

Sec. 7.

Minnesota Statutes 2022, section 122A.07, subdivision 4, is amended to read:

Subd. 4.

Terms, compensation; removal; vacancies.

new text begin (a) new text end The review and processing of complaints; the setting of fees; the selection and duties of an executive director to serve the board; and other provisions relating to board operations not provided in this chapter are as provided in chapter 214. Membership terms, except as provided in subdivision 2a, deleted text begin compensation of members,deleted text end removal of members, the filling of membership vacancies, and fiscal year and reporting requirements are as provided in sections 214.07 to 214.09.

new text begin (b) Board members must receive a stipend of up to $4,800 annually, prorated monthly, during each year of service on the board. new text end

Sec. 8.

Minnesota Statutes 2022, section 122A.07, subdivision 4a, is amended to read:

Subd. 4a.

Administration.

(a) The executive director of the board shall be the chief administrative officer for the board but shall not be a member of the board. The executive director shall maintain the records of the board, account for all fees received by the board, supervise and direct employees servicing the board, and perform other services as directed by the board.

(b) The Department of Administration must provide administrative support in accordance with section 16B.371. The commissioner of administration must assess the board for services it provides under this section.

deleted text begin (c) The Department of Education must provide suitable offices and other space to the board at reasonable cost until January 1, 2020. Thereafter, the board may contract with either the Department of Education or the Department of Administration for the provision of suitable offices and other space, joint conference and hearing facilities, and examination rooms. deleted text end

Sec. 9.

Minnesota Statutes 2022, section 122A.07, subdivision 5, is amended to read:

Subd. 5.

District reimbursement for costs of substitute teachers.

The Professional Educator Licensing and Standards Board deleted text begin maydeleted text end new text begin mustnew text end reimburse local school districts for the costs of substitute teachers employed when regular teachers are providing professional assistance to the state by serving on the board or on a committee or task force appointed by the board and charged to make recommendations concerning standards for teacher licensure in this state.

Sec. 10.

Minnesota Statutes 2022, section 122A.07, subdivision 6, is amended to read:

Subd. 6.

Public employer compensation reduction prohibited.

new text begin (a) new text end The public employer of a member must not reduce the member's compensation or benefits because of the member's absence from employment when engaging in the business of the board.

new text begin (b) The public employer of a member must grant the member time off to join board meetings, committee meetings, and board retreats. new text end

Sec. 11.

Minnesota Statutes 2022, section 125A.71, subdivision 1, is amended to read:

Subdivision 1.

Rental income; appropriation.

Rental incomedeleted text begin , excluding rent for land and living residences,deleted text end must be deposited in the state treasury and credited to a revolving fund of the academies. Money in the revolving fund for rental income is annually appropriated to the academies for staff development purposes. Payment from the revolving fund for rental income may be made only according to vouchers authorized by the administrator of the academies.

Sec. 12.

new text begin [127A.21] OFFICE OF THE INSPECTOR GENERAL. new text end

new text begin Subdivision 1. new text end

new text begin Establishment of Office of the Inspector General; powers; duties. new text end

new text begin The commissioner must establish within the department an Office of the Inspector General. The Office of the Inspector General is charged with protecting the integrity of the department and the state by detecting and preventing fraud, waste, and abuse in department programs. The Office of the Inspector General must conduct independent and objective investigations to promote the integrity of the department's programs and operations. When fraud or other misuse of public funds is detected, the Office of the Inspector General must report it to the appropriate law enforcement entity and collaborate and cooperate with law enforcement to assist in the investigation and any subsequent civil and criminal prosecution. new text end

new text begin Subd. 2. new text end

new text begin Data practices; hiring; reporting. new text end

new text begin The Office of the Inspector General has access to all program data, regardless of classification under chapter 13, held by the department, school districts or charter schools, grantees, and any other recipient of funds from the department. The commissioner, or the commissioner's designee, must hire an inspector general to lead the Office of the Inspector General. The inspector general must hire a deputy inspector general and, at the discretion of the inspector general, sufficient assistant inspectors general to carry out the duties of the office. In a form and manner determined by the inspector general, the Office of the Inspector General must develop a public platform for the public to report instances of potential fraud, waste, or abuse of public funds administered by the department. new text end

Sec. 13.

new text begin [127A.215] COMPREHENSIVE SCHOOL MENTAL HEALTH SERVICES LEAD. new text end

new text begin Subdivision 1. new text end

new text begin Lead position established. new text end

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

new text begin Subd. 2. new text end

new text begin Assistance to districts. new text end

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

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

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

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

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

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

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

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

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

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

new text begin Subd. 3. new text end

new text begin Coordination with other agencies. new text end

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 14.

Laws 2021, First Special Session chapter 13, article 11, section 4, subdivision 2, is amended to read:

Subd. 2.

Department.

(a) For the Department of Education:

$ 30,837,000 ..... 2022
$ 26,287,000new text begin new text end ..... 2023

Of these amounts:

(1) $319,000 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) $250,000 each year is for the School Finance Division to enhance financial data analysis;

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

(5) $123,000 each year is for a dyslexia specialist;

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

(7) $4,500,000 in fiscal year 2022 only is for legal fees and costs associated with litigation; and

(8) $340,000 in fiscal years 2022 and 2023 only are for voluntary prekindergarten programs.

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

(e) To account for the base adjustments provided in Laws 2018, chapter 211, article 21, section 1, paragraph (a), and section 3, paragraph (a), the base for fiscal year 2024 and later is $25,965,000.

new text begin (f) On the effective date of this act, $1,500,000 from the fiscal year 2022 appropriation for legal fees and costs associated with litigation is canceled to the general fund. 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. 15.

Laws 2023, chapter 18, section 4, subdivision 4, is amended to read:

Subd. 4.

Administrative costs.

(a) For onetime and ongoing administrative costs necessary to implement the free school meals program:

$ 400,000 ..... 2023
$ 0 ..... 2024
$ deleted text begin 202,000 deleted text end
new text begin 0 new text end
..... 2025

(b) The fiscal year 2023 appropriation does not cancel but is available until June 30, 2025.

deleted text begin (c) The base for fiscal year 2026 and later is $202,000. deleted text end

Sec. 16.

new text begin PROFESSIONAL EDUCATOR LICENSING AND STANDARDS BOARD MEMBERSHIP. new text end

new text begin By July 15, 2023, the governor must nominate members to the Professional Educator Licensing and Standards Board to ensure the board consists of 13 members. Notwithstanding any law to the contrary, the term of the school district human resources director serving on the board as of March 1, 2023, ends December 31, 2023. By January 1, 2024, the governor must nominate a member to the board to ensure the board consists of the 13 members required under Minnesota Statutes, section 122A.07, subdivision 2. 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.

new text begin APPROPRIATIONS; DEPARTMENT OF EDUCATION. new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin Unless otherwise indicated, the sums indicated in this section are appropriated from the general fund to the Department of Education for the fiscal years designated. Any balance in the first year does not cancel but is available in the second year. new text end

new text begin Subd. 2. new text end

new text begin Department. new text end

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

new text begin $ new text end new text begin 47,005,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 39,922,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Of these amounts: new text end

new text begin (1) $405,000 each year is for the Board of School Administrators; new text end

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

new text begin (3) $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; new text end

new text begin (4) $480,000 each year is for the Department of Education's mainframe update; new text end

new text begin (5) $7,500,000 in fiscal year 2024 only is for legal fees and costs associated with litigation; new text end

new text begin (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; new text end

new text begin (7) $573,000 each year is for engagement and rulemaking related to Specific Learning Disability; new text end

new text begin (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; new text end

new text begin (9) $150,000 each year is for the comprehensive school mental health services lead under Minnesota Statutes, section 127A.215; new text end

new text begin (10) $150,000 each year is for a school health services specialist under Minnesota Statutes, section 121A.20; new text end

new text begin (11) $2,000,000 each year is for the Office of the Inspector General established under Minnesota Statutes, section 127A.21; new text end

new text begin (12) $800,000 each year is for audit and internal control resources; new text end

new text begin (13) $2,000,000 in fiscal year 2024 only is for information technology infrastructure and portfolio resources; new text end

new text begin (14) $2,000,000 each year is for staffing the Equity, Diversity and Inclusion (EDI) Center at the Department of Education; and new text end

new text begin (15) $275,000 in fiscal year 2024 and $175,000 in fiscal year 2025 are for administrative expenses for unemployment aid. new text end

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

new text begin (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. new text end

new text begin (d) The base for fiscal year 2026 and later is $39,667,000. new text end

Sec. 18.

new text begin APPROPRIATIONS; MINNESOTA STATE ACADEMIES. new text end

new text begin (a) The sums indicated in this section are appropriated from the general fund to the Minnesota State Academies for the Deaf and the Blind for the fiscal years designated: new text end

new text begin $ new text end new text begin 17,766,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 17,189,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Of these amounts: new text end

new text begin (1) $125,000 in fiscal year 2024 only is for an audiology booth and related testing equipment; new text end

new text begin (2) $445,000 in fiscal year 2024 and $185,000 in fiscal year 2025 are for a mental health day treatment program. These funds are available until June 30, 2027. The base amount for the allocation under this clause is $185,000 in fiscal year 2026 and later; and new text end

new text begin (3) $321,000 each year is for unemployment costs. new text end

new text begin (b) The base for fiscal year 2026 is $17,436,000 and the base for fiscal year 2027 and later is $17,193,000. new text end

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

Sec. 19.

new text begin APPROPRIATIONS; PERPICH CENTER FOR ARTS EDUCATION. new text end

new text begin (a) The sums indicated in this section are appropriated from the general fund to the Perpich Center for Arts Education for the fiscal years designated: new text end

new text begin $ new text end new text begin 9,243,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 8,435,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin Of these amounts: new text end

new text begin (1) $1,150,000 in fiscal year 2024 only is for furniture replacement in the agency's dormitory and classrooms, including costs associated with moving and disposal; and new text end

new text begin (2) $24,000 each year is for unemployment costs. new text end

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

Sec. 20.

new text begin APPROPRIATIONS; PROFESSIONAL EDUCATOR LICENSING AND STANDARDS BOARD. new text end

new text begin Subdivision 1. new text end

new text begin Professional Educator Licensing and Standards Board. new text end

new text begin (a) The sums indicated in this section are appropriated from the general fund to the Professional Educator Licensing and Standards Board for the fiscal years designated: new text end

new text begin $ new text end new text begin 3,484,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 3,628,000 new text end new text begin ..... new text end new text begin 2025 new text end

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

new text begin Subd. 2. new text end

new text begin Licensure by portfolio. new text end

new text begin (a) For licensure by portfolio: new text end

new text begin $ new text end new text begin 34,000 new text end new text begin ..... new text end new text begin 2024 new text end
new text begin $ new text end new text begin 34,000 new text end new text begin ..... new text end new text begin 2025 new text end

new text begin (b) This appropriation is from the education licensure portfolio account in the special revenue fund. new text end

ARTICLE 13

FORECAST

A. GENERAL EDUCATION

Section 1.

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:

$ 7,569,266,000 ..... 2022
$ deleted text begin 7,804,527,000 deleted text end new text begin 7,538,983,000 new text end ..... 2023

The 2022 appropriation includes $717,326,000 for 2021 and $6,851,940,000 for 2022.

The 2023 appropriation includes $734,520,000 for 2022 and deleted text begin $7,070,007,000deleted text end new text begin $6,804,463,000new text end for 2023.

Sec. 2.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 3, is amended to read:

Subd. 3.

Enrollment options transportation.

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

$ 12,000 ..... 2022
$ deleted text begin 13,000 deleted text end
new text begin 16,000 new text end
..... 2023

Sec. 3.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 4, is amended to read:

Subd. 4.

Abatement aid.

For abatement aid under Minnesota Statutes, section 127A.49:

$ 2,897,000 ..... 2022
$ deleted text begin 3,558,000 deleted text end new text begin 1,434,000 new text end ..... 2023

The 2022 appropriation includes $269,000 for 2021 and $2,628,000 for 2022.

The 2023 appropriation includes $291,000 for 2022 and deleted text begin $3,267,000deleted text end new text begin $1,143,000new text end for 2023.

Sec. 4.

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

Subd. 5.

Consolidation transition aid.

For districts consolidating under Minnesota Statutes, section 123A.485:

$ 309,000 ..... 2022
$ deleted text begin 373,000 deleted text end
new text begin 95,000 new text end
..... 2023

The 2022 appropriation includes $30,000 for 2021 and $279,000 for 2022.

The 2023 appropriation includes $31,000 for 2022 and deleted text begin $342,000deleted text end new text begin $64,000new text end for 2023.

Sec. 5.

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:

$ 16,991,000 ..... 2022
$ deleted text begin 17,450,000 deleted text end new text begin 19,003,000 new text end ..... 2023

The 2022 appropriation includes $1,903,000 for 2021 and $15,088,000 for 2022.

The 2023 appropriation includes $1,676,000 for 2022 and deleted text begin $15,774,000deleted text end new text begin $17,327,000new text end for 2023.

Sec. 6.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 7, is amended to read:

Subd. 7.

Nonpublic pupil transportation.

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

$ 19,770,000 ..... 2022
$ deleted text begin 19,906,000 deleted text end new text begin 21,027,000 new text end ..... 2023

The 2022 appropriation includes $1,910,000 for 2021 and $17,860,000 for 2022.

The 2023 appropriation includes $1,984,000 for 2022 and deleted text begin $17,922,000deleted text end new text begin $19,043,000new text end for 2023.

Sec. 7.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 9, is amended to read:

Subd. 9.

Career and technical aidnew text begin .new text end

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

$ 2,668,000 ..... 2022
$ deleted text begin 2,279,000 deleted text end new text begin 1,914,000 new text end ..... 2023

The 2022 appropriation includes $323,000 for 2021 and $2,345,000 for 2022.

The 2023 appropriation includes $260,000 for 2022 and deleted text begin $2,019,000deleted text end new text begin $1,654,000new text end for 2023.

B. EDUCATION EXCELLENCE

Sec. 8.

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:

$ 84,057,000 ..... 2022
$ deleted text begin 83,431,000 deleted text end new text begin 81,579,000 new text end ..... 2023

The 2022 appropriation includes $8,868,000 for 2021 and $75,189,000 for 2022.

The 2023 appropriation includes $8,353,000 for 2022 and deleted text begin $75,078,000deleted text end new text begin $73,226,000new text end for 2023.

Sec. 9.

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:

$ 11,351,000 ..... 2022
$ deleted text begin 11,775,000 deleted text end new text begin 11,575,000 new text end ..... 2023

The 2022 appropriation includes $1,102,000 for 2021 and $10,249,000 for 2022.

The 2023 appropriation includes $1,138,000 for 2022 and deleted text begin $10,637,000deleted text end new text begin $10,437,000new text end for 2023.

Sec. 10.

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:

$ 93,547,000 ..... 2022
$ deleted text begin 99,819,000 deleted text end new text begin 90,864,000 new text end ..... 2023

The 2022 appropriation includes $8,617,000 for 2021 and $84,930,000 for 2022.

The 2023 appropriation includes $9,436,000 for 2022 and deleted text begin $90,383,000deleted text end new text begin $81,428,000new text end for 2023.

Sec. 11.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 12, is amended to read:

Subd. 12.

Interdistrict desegregation or integration transportation grants.

For interdistrict desegregation or integration transportation grants under Minnesota Statutes, section 124D.87:

$ 12,310,000 ..... 2022
$ deleted text begin 14,823,000 deleted text end new text begin 13,785,000 new text end ..... 2023

Sec. 12.

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:

$ 2,743,000 ..... 2022
$ deleted text begin 3,160,000 deleted text end new text begin 2,581,000 new text end ..... 2023

The 2022 appropriation includes $240,000 for 2021 and $2,503,000 for 2022.

The 2023 appropriation includes $278,000 for 2022 and deleted text begin $2,882,000deleted text end new text begin $2,303,000new text end for 2023.

C. TEACHERS

Sec. 13.

Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 7, is amended to read:

Subd. 7.

Alternative teacher compensation aid.

(a) For alternative teacher compensation aid under Minnesota Statutes, section 122A.415, subdivision 4:

$ 88,896,000 ..... 2022
$ deleted text begin 88,898,000 deleted text end new text begin 88,308,000 new text end ..... 2023

(b) The 2022 appropriation includes $8,877,000 for 2021 and $80,019,000 for 2022.

(c) The 2023 appropriation includes $8,891,000 for 2022 and deleted text begin $80,007,000deleted text end new text begin $79,417,000new text end for 2023.

D. SPECIAL EDUCATION

Sec. 14.

Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 2, is amended to read:

Subd. 2.

Special education; regular.

For special education aid under Minnesota Statutes, section 125A.75:

$ 1,822,998,000 ..... 2022
$ deleted text begin 1,945,533,000 deleted text end new text begin 1,859,205,000 new text end ..... 2023

The 2022 appropriation includes $215,125,000 for 2021 and $1,607,873,000 for 2022.

The 2023 appropriation includes $226,342,000 for 2022 and deleted text begin $1,719,191,000deleted text end new text begin $1,632,863,000new text end for 2023.

Sec. 15.

Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 3, is amended to read:

Subd. 3.

Aid for children with disabilities.

For aid under Minnesota Statutes, section 125A.75, subdivision 3, for children with disabilities placed in residential facilities within the district boundaries for whom no district of residence can be determined:

$ 1,818,000 ..... 2022
$ deleted text begin 2,010,000 deleted text end new text begin 1,484,000 new text end ..... 2023

If the appropriation for either year is insufficient, the appropriation for the other year is available.

Sec. 16.

Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 4, is amended to read:

Subd. 4.

Travel for home-based services.

For aid for teacher travel for home-based services under Minnesota Statutes, section 125A.75, subdivision 1:

$ 465,000 ..... 2022
$ deleted text begin 512,000 deleted text end
new text begin 337,000 new text end
..... 2023

The 2022 appropriation includes $23,000 for 2021 and $442,000 for 2022.

The 2023 appropriation includes $49,000 for 2022 and deleted text begin $463,000deleted text end new text begin $288,000new text end for 2023.

E. FACILITIES

Sec. 17.

Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 2, is amended to read:

Subd. 2.

Debt service equalization aid.

For debt service equalization aid under Minnesota Statutes, section 123B.53, subdivision 6:

$ 25,001,000 ..... 2022
$ deleted text begin 24,286,000 deleted text end new text begin 24,315,000 new text end ..... 2023

The 2022 appropriation includes $2,588,000 for 2021 and $22,413,000 for 2022.

The 2023 appropriation includes $2,490,000 for 2022 and deleted text begin $21,796,000deleted text end new text begin $21,825,000new text end for 2023.

Sec. 18.

Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 3, is amended to read:

Subd. 3.

Long-term facilities maintenance equalized aid.

For long-term facilities maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:

$ 108,582,000 ..... 2022
$ deleted text begin 111,077,000 deleted text end new text begin 108,269,000 new text end ..... 2023

The 2022 appropriation includes $10,660,000 for 2021 and $97,922,000 for 2022.

The 2023 appropriation includes $10,880,000 for 2022 and deleted text begin $100,197,000deleted text end new text begin $97,389,000new text end for 2023.

F. NUTRITION

Sec. 19.

Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 2, is amended to read:

Subd. 2.

School lunch.

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

$ 16,661,000 ..... 2022
$ deleted text begin 16,954,000deleted text end new text begin 15,984,000new text end ..... 2023

Sec. 20.

Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 3, is amended to read:

Subd. 3.

School breakfast.

For traditional school breakfast aid under Minnesota Statutes, section 124D.1158:

$ 11,848,000 ..... 2022
$ deleted text begin 12,200,000deleted text end new text begin 10,802,000new text end ..... 2023

Sec. 21.

Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 4, is amended to read:

Subd. 4.

Kindergarten milk.

For kindergarten milk aid under Minnesota Statutes, section 124D.118:

$ 656,000 ..... 2022
$ deleted text begin 658,000 deleted text end
new text begin 659,000 new text end
..... 2023

G. EARLY EDUCATION

Sec. 22.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 5, is amended to read:

Subd. 5.

Early childhood family education aid.

(a) For early childhood family education aid under Minnesota Statutes, section 124D.135:

$ 35,003,000 ..... 2022
$ deleted text begin 36,478,000 deleted text end new text begin 35,180,000 new text end ..... 2023

(b) The 2022 appropriation includes $3,341,000 for 2021 and $31,662,000 for 2022.

(c) The 2023 appropriation includes $3,518,000 for 2022 and deleted text begin $32,960,000deleted text end new text begin $31,662,000new text end for 2023.

Sec. 23.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 6, is amended to read:

Subd. 6.

Developmental screening aid.

(a) For developmental screening aid under Minnesota Statutes, sections 121A.17 and 121A.19:

$ 3,582,000 ..... 2022
$ deleted text begin 3,476,000 deleted text end new text begin 3,503,000 new text end ..... 2023

(b) The 2022 appropriation includes $360,000 for 2021 and $3,222,000 for 2022.

(c) The 2023 appropriation includes $357,000 for 2022 and deleted text begin $3,119,000deleted text end new text begin $3,146,000new text end for 2023.

Sec. 24.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 12, is amended to read:

Subd. 12.

Home visiting aid.

(a) For home visiting aid under Minnesota Statutes, section 124D.135:

$ 462,000 ..... 2022
$ deleted text begin 444,000 deleted text end
new text begin 415,000 new text end
..... 2023

(b) The 2022 appropriation includes $47,000 for 2021 and $415,000 for 2022.

(c) The 2023 appropriation includes $46,000 for 2022 and deleted text begin $398,000deleted text end new text begin $369,000new text end for 2023.

H. COMMUNITY EDUCATION AND LIFELONG LEARNING

Sec. 25.

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

Subd. 2.

Community education aid.

For community education aid under Minnesota Statutes, section 124D.20:

$ 180,000 ..... 2022
$ deleted text begin 155,000 deleted text end
new text begin 150,000 new text end
..... 2023

The 2022 appropriation includes $22,000 for 2021 and $158,000 for 2022.

The 2023 appropriation includes $17,000 for 2022 and deleted text begin $138,000deleted text end new text begin $133,000new text end for 2023.

Sec. 26.

Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 8, is amended to read:

Subd. 8.

Adult basic education aid.

For adult basic education aid under Minnesota Statutes, section 124D.531:

$ 53,191,000 ..... 2022
$ deleted text begin 54,768,000 deleted text end
new text begin 51,948,000 new text end
..... 2023

The 2022 appropriation includes $5,177,000 for 2021 and $48,014,000 for 2022.

The 2023 appropriation includes $5,334,000 for 2022 and deleted text begin $49,434,000deleted text end new text begin $46,614,000new text end for 2023.

Presented to the governor May 23, 2023

Signed by the governor May 24, 2023, 9:00 a.m.

Official Publication of the State of Minnesota
Revisor of Statutes