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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.