124D.13 EARLY CHILDHOOD FAMILY EDUCATION (ECFE) PROGRAMS.
Subdivision 1. Establishment; purpose.
A district that provides a community education
program under sections
may establish an early childhood family education
program. Two or more districts, each of which provides a community education program, may
cooperate to jointly provide an early childhood family education program. The purpose of the
early childhood family education program is to provide parenting education to support children's
learning and development.
Subd. 2. Program requirements.
(a) Early childhood family education programs are
programs for children in the period of life from birth to kindergarten, for the parents and other
relatives of these children, and for expectant parents. To the extent that funds are insufficient to
provide programs for all children, early childhood family education programs should emphasize
programming for a child from birth to age three and encourage parents and other relatives to
involve four- and five-year-old children in school readiness programs, and other public and
nonpublic early learning programs. A district may not limit participation to school district
residents. Early childhood family education programs must provide:
(1) programs to educate parents and other relatives about the physical, mental, and emotional
development of children and to enhance the skills of parents and other relatives in providing
for their children's learning and development;
(2) structured learning activities requiring interaction between children and their parents or
(3) structured learning activities for children that promote children's development and
positive interaction with peers, which are held while parents or relatives attend parent education
(4) information on related community resources;
(5) information, materials, and activities that support the safety of children, including
prevention of child abuse and neglect; and
(6) a community outreach plan to ensure participation by families who reflect the racial,
cultural, and economic diversity of the school district.
The programs must include learning experiences for children, parents, and other relatives
that promote children's early literacy skills. The program must not include activities for children
that do not require substantial involvement of the children's parents or other relatives. The
program must be reviewed periodically to assure the instruction and materials are not racially,
culturally, or sexually biased. The programs must encourage parents to be aware of practices that
may affect equitable development of children.
(b) For the purposes of this section, "relative" or "relatives" means noncustodial grandparents
or other persons related to a child by blood, marriage, adoption, or foster placement, excluding
Subd. 3. Substantial parental involvement.
The requirement of substantial parental or other
relative involvement in subdivision 2 means that:
(a) parents or other relatives must be physically present much of the time in classes with
their children or be in concurrent classes;
(b) parenting education or family education must be an integral part of every early childhood
family education program;
(c) early childhood family education appropriations must not be used for traditional day care
or nursery school, or similar programs; and
(d) the form of parent involvement common to kindergarten, elementary school, or early
childhood special education programs such as parent conferences, newsletters, and notes to
parents do not qualify a program under subdivision 2.
Subd. 4. Home visiting program.
A district that levies for home visiting under section
124D.135, subdivision 6
, shall use this revenue to include as part of the early childhood family
education programs a parent education component that is designed to reach isolated or at-risk
The home visiting program must use:
(1) an established risk assessment tool to determine the family's level of risk;
(2) establish clear objectives and protocols for home visits;
(3) encourage families to make a transition from home visits to site-based parenting
(4) provide program services that are community-based, accessible, and culturally relevant;
(5) foster collaboration among existing agencies and community-based organizations that
serve young children and their families.
Home visitors should reflect the demographic composition of the community to the extent
Subd. 5. Separate accounts.
The district must maintain a separate account within the
community education fund for money for early childhood family education programs.
Subd. 6. Participants' fees.
A district must establish a reasonable sliding fee scale but it
shall waive the fee for a participant unable to pay.
Subd. 7. Additional funding.
A district may receive funds from any governmental agency or
Subd. 8. Coordination.
(a) A district must describe strategies to coordinate and maximize
public and private community resources and reduce duplication of services.
(b) A district is encouraged to coordinate adult basic education programs provided to
parents and early childhood family education programs provided to children to accomplish the
goals of section
Subd. 9. District advisory councils.
The board must appoint an advisory council from the
area in which the program is provided. A majority of the council must be parents participating in
the program. The council must assist the board in developing, planning, and monitoring the early
childhood family education program. The council must report to the board and the community
education advisory council.
Subd. 10. Alternative council.
A board may direct the community education council,
required according to section
124D.19, subdivision 2
, to perform the functions of the Advisory
Council for Early Childhood Family Education.
Subd. 11. Teachers.
A school board must employ necessary qualified teachers licensed in
early childhood or parent education for its early childhood family education programs.
Subd. 12. Assistance.
The department must provide assistance to districts with programs
described in this section. The department must establish guidelines that list barriers to learning
and development affecting children served by early childhood family education programs.
Subd. 13. Plan and program data submission requirements.
(a) An early childhood
family education program must submit a biennial plan addressing the requirements of subdivision
2 for approval by the commissioner. The plan must also describe how the program provides
parenting education and ensures participation of families representative of the school district. A
school district must submit the plan for approval by the commissioner in the form and manner
prescribed by the commissioner. One-half of districts, as determined by the commissioner, must
first submit a biennial plan by April 1, 2009, and the remaining districts must first submit a
plan by April 1, 2010.
(b) Districts receiving early childhood family education revenue under section
must submit annual program data to the department by July 15 in the form and manner prescribed
by the commissioner.
(c) Beginning with levies for fiscal year 2011, a school district must submit its annual
program data to the department before it may certify a levy under section
selected by the commissioner to submit a biennial plan by April 1, 2009, must also have an
approved plan on file with the commissioner before certifying a levy under section
for fiscal year 2011. Beginning with levies for fiscal year 2012, all districts must submit annual
program data and have an approved biennial plan on file with the commissioner before certifying
a levy under section
History: 1984 c 463 art 4 s 1; 1Sp1985 c 12 art 4 s 2; 1989 c 329 art 4 s 3; 1990 c 562 art
4 s 1; 1991 c 130 s 37; 1991 c 265 art 4 s 3-5; 1992 c 571 art 10 s 1,2; 1993 c 224 art 4 s 11;
1Sp1995 c 3 art 16 s 13; 1997 c 162 art 1 s 5; 1998 c 397 art 3 s 43-50,103; art 11 s 3; 1999 c
205 art 1 s 41,70; 1Sp2003 c 9 art 7 s 3-5; 2006 c 263 art 6 s 6,7; 2007 c 146 art 9 s 5-8