HF 3782

as introduced - 93rd Legislature (2023 - 2024) Posted on 02/28/2024 05:55pm

A bill for an act
relating to education; modifying provisions for prekindergarten through grade 12
education including general education, education excellence, teachers, literacy,
charter schools, nutrition, health and safety, early learning, and education
partnerships and compacts; requiring reports; amending Minnesota Statutes 2022,
sections 120A.05, subdivision 10a, by adding a subdivision; 120A.22, subdivision
12; 120A.35; 120B.022, subdivisions 1a, 1b; 120B.13, subdivision 4; 121A.41,
subdivision 8; 122A.181, by adding a subdivision; 122A.182, subdivision 2, by
adding a subdivision; 123B.37, subdivision 2; 124D.151, as amended; 124D.60,
subdivision 1; 124D.61; 124E.05, subdivision 3; 124E.07, subdivisions 3, 8;
124E.10, subdivisions 2, 5; 124E.26; 125A.02, subdivision 1a; 125A.27, subdivision
8; 125A.56, subdivision 1; 127A.70, subdivision 1; 260E.14, subdivision 1;
Minnesota Statutes 2023 Supplement, sections 13.32, subdivision 5; 120B.021,
subdivision 1; 120B.024, subdivision 1; 120B.11, subdivision 2; 120B.1117;
120B.1118, subdivisions 4, 7, by adding a subdivision; 120B.117, subdivision 4;
120B.12, subdivisions 1, 2, 2a, 4; 120B.123, subdivisions 1, 2; 120B.124,
subdivision 1; 120B.30, subdivisions 7, 12, by adding a subdivision; 120B.302;
120B.305; 120B.31, subdivision 4; 120B.36, subdivision 1; 121A.20, subdivision
2; 122A.092, subdivision 5; 122A.181, subdivisions 2, 2a; 122A.182, subdivision
2a; 124D.09, subdivision 5; 124D.094, subdivisions 2, 3; 124D.111, subdivision
2a; 124D.165, subdivisions 2, 2a; 124D.42, subdivision 8; 124D.98, subdivision
5; 124E.02; 124E.03, subdivision 2; 124E.06, subdivisions 1, 4, 5; 124E.12,
subdivision 1; 124E.16, subdivision 1; 126C.40, subdivision 6; proposing coding
for new law in Minnesota Statutes, chapters 127A; 134; repealing Minnesota
Statutes 2022, section 120B.31, subdivisions 2, 6; Laws 2017, First Special Session
chapter 5, article 8, section 9.

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

ARTICLE 1

GENERAL EDUCATION

Section 1.

Minnesota Statutes 2023 Supplement, section 13.32, subdivision 5, is amended
to read:

Subd. 5.

Directory information.

(a) Educational data designated as directory information
is public data on individuals to the extent required under federal law. Directory information
must be designated pursuant to the provisions of:

(1) this subdivision; and

(2) United States Code, title 20, section 1232g, and Code of Federal Regulations, title
34, section 99.37, which were in effect on January 3, 2012.

(b) When conducting the directory information designation and notice process required
by federal law, an educational agency or institution shall give parents and students notice
of the right to refuse to let the agency or institution designate specified data about the student
as directory information. This notice may be given by any means reasonably likely to inform
the parents and students of the right.

(c) An educational agency or institution may not designate a student's home address,
telephone number, email address, or other personal contact information as directory
information under this subdivision. This paragraph does not apply to a postsecondary
institution.

(d) When requested, educational agencies or institutions must share personal student
contact information and directory information, whether public or private, with the Minnesota
Department of Education, as required for federal reporting purposes.

new text begin (e) When requested, educational agencies or institutions may share personal student
contact information and directory information for students served in special education with
postsecondary transition planning and services under section 125A.08, paragraph (b), clause
(1), whether public or private, with the Department of Employment and Economic
Development, as required for coordination of services to students with disabilities under
sections 125A.08, paragraph (b), clause (1); 125A.023; and 125A.027.
new text end

Sec. 2.

Minnesota Statutes 2023 Supplement, section 120B.021, subdivision 1, is amended
to read:

Subdivision 1.

Required academic standards.

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

(1) language arts;

(2) mathematics, 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 algebra;

(3) science, including earth and space science, life science, and the physical sciences,
including chemistry and physics;

(4) social studies, including history, geography, economics, and government and
citizenship that includes civics;

(5) physical education;

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

(7) the arts. Public elementary and middle schools must offer at least three and require
at least two of the following five arts areas: dance; media arts; 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.

deleted text begin (c) The department may modify SHAPE America (Society of Health and Physical
Educators) standards 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.
deleted text end

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

deleted text begin (e) deleted text end new text begin (d) new text end 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. 3.

Minnesota Statutes 2023 Supplement, section 120B.024, subdivision 1, is amended
to read:

Subdivision 1.

Graduation requirements.

(a) Students must successfully complete the
following high school level credits for graduation:

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

(2) three credits of mathematics sufficient to satisfy all of the academic standards in
mathematics;

(3) three credits of science, including 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;

(4) three and one-half credits of social studies, including credit for a course in government
and citizenship in either grade 11 or 12 for students beginning grade 9 in the deleted text begin 2024-2025 deleted text end new text begin
2025-2026 new text end school year and later or an advanced placement, international baccalaureate, or
other rigorous course on government and citizenship under section 120B.021, subdivision
1a, and a combination of other credits 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;

(5) one credit of the arts sufficient to satisfy all of the academic standards in the arts;
new text begin new text end

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

(7) a minimum of seven elective credits.

(b) 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.

Sec. 4.

Minnesota Statutes 2022, section 120B.13, subdivision 4, is amended to read:

Subd. 4.

Rigorous course taking information; AP, IB, and PSEO.

The commissioner
shall submit the following information on rigorous course taking, disaggregated by student
subgroup, school district, and postsecondary institution, to the education committees of the
legislature new text begin by July 1, 2025, and new text end each new text begin subsequent new text end year by deleted text begin February deleted text end new text begin July new text end 1:

(1) the number of pupils enrolled in postsecondary enrollment options under section
124D.09, including concurrent enrollment, career and technical education courses offered
as a concurrent enrollment course, advanced placement, and international baccalaureate
courses in each school district;

(2) the number of teachers in each district attending training programs offered by the
college board, International Baccalaureate North America, Inc., or Minnesota concurrent
enrollment programs;

(3) the number of teachers in each district participating in support programs;

(4) recent trends in the field of postsecondary enrollment options under section 124D.09,
including concurrent enrollment, advanced placement, and international baccalaureate
programs;

(5) expenditures for each category in this section and under sections 124D.09 and
124D.091, including career and technical education courses offered as a concurrent
enrollment course; and

(6) other recommendations for the state program or the postsecondary enrollment options
under section 124D.09, including concurrent enrollment.

Sec. 5.

Minnesota Statutes 2023 Supplement, section 120B.30, subdivision 7, is amended
to read:

Subd. 7.

Assessments.

A student who demonstrates attainment of required state academic
standards, which include career and college readiness benchmarks, on high school
assessments under deleted text begin subdivision 1a deleted text end new text begin section 120B.302 new text end 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.

Sec. 6.

Minnesota Statutes 2023 Supplement, section 120B.30, subdivision 12, is amended
to read:

Subd. 12.

Test administration.

deleted text begin (a) 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 end

deleted text begin (b) deleted text end new text begin (a) new text end The Department of Education shall contract for professional and technical services
according to competitive solicitation procedures under chapter 16C for purposes of this
section.

deleted text begin (c) deleted text end new text begin (b) new text end A proposal submitted under this section must include disclosures containing:

(1) comprehensive information regarding test administration monitoring practices; and

(2) data privacy safeguards for student information to be transmitted to or used by the
proposing entity.

deleted text begin (d) deleted text end new text begin (c) new text end Information provided in the proposal is not security information or trade secret
information for purposes of section 13.37.

Sec. 7.

Minnesota Statutes 2023 Supplement, section 120B.30, is amended by adding a
subdivision to read:

new text begin Subd. 17. new text end

new text begin Retaliation prohibited. new text end

new text begin An employee who discloses information to the
commissioner or a parent or guardian about service disruptions or technical interruptions
related to administering assessments under this section is protected under section 181.932,
governing disclosure of information by employees.
new text end

Sec. 8.

Minnesota Statutes 2023 Supplement, section 120B.302, is amended to read:

120B.302 GENERAL REQUIREMENTS; TEST DESIGN.

Subdivision 1.

Definitions.

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 deleted text begin under clause (2) deleted text end that districts and sites must use to monitor student
growth toward achieving those standards. The commissioner must new text begin :
new text end

new text begin (1) new text end not develop statewide assessments for academic standards in social studies, health
and physical education, and the arts deleted text begin . The commissioner must require: deleted text end new text begin ; and
new text end

deleted text begin (1) annual computer-adaptive reading and mathematics assessments in grades 3 through
8, and high school reading, writing, and mathematics tests; and
deleted text end

(2) new text begin require new text end 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.

Subd. 2.

Comprehensive assessment system.

The commissioner, with advice from
experts with appropriate technical qualifications and experience and stakeholders, deleted text begin consistent
with subdivision 1a, deleted text end must include new text begin state-developed tests new text end in the comprehensive assessment
system deleted text begin , 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 deleted text end . State-developed
deleted text begin high school deleted text end tests deleted text begin aligned with the state's required academic standards under section 120B.021
and deleted text end administered to all deleted text begin high school deleted text end students in a subject other than writing must include
multiple choice questions. deleted text begin 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.
deleted text end

Subd. 3.

Aligned to academic standards.

deleted text begin (a) 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:
deleted text end

deleted text begin (1) mathematics;
deleted text end

deleted text begin (i) grades 3 through 8 beginning in the 2010-2011 school year; and
deleted text end

deleted text begin (ii) high school level beginning in the 2013-2014 school year;
deleted text end

deleted text begin (2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
school year; and
deleted text end

deleted text begin (3) language arts and reading; grades 3 through 8 and high school level beginning in the
2012-2013 school year.
deleted text end

deleted text begin (b) 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.
deleted text end

deleted text begin (c) The commissioner must ensure that for annual computer-adaptive assessments:
deleted text end

deleted text begin (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;
deleted text end

deleted text begin (2) growth information is available for each student from the student's first assessment
to each proximate assessment using a constant measurement scale;
deleted text end

deleted text begin (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
deleted text end

deleted text begin (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 end

deleted text begin (d) deleted text end new text begin (a) 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.

new text begin (b) 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.
new text end

Sec. 9.

Minnesota Statutes 2023 Supplement, section 120B.305, is amended to read:

120B.305 ASSESSMENT REPORTING REQUIREMENTS.

deleted text begin Subdivision 1. deleted text end

deleted text begin Reporting requirements. deleted text end

deleted text begin 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.
deleted text end

Subd. 2.

deleted text begin Computer adaptive assessments deleted text end new text begin Reporting requirements new text end .

(a) 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.

(b) deleted text begin 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. deleted text end new text begin The
commissioner must ensure that for annual computer-adaptive assessments:
new text end

new text begin (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;
new text end

new text begin (2) growth information is available for each student from the student's first assessment
to each proximate assessment using a constant measurement scale;
new text end

new text begin (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
new text end

new text begin (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.
new text end

new text begin (c) new text end 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.

Subd. 3.

Public reporting.

(a) 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 consistent attendance, high school graduation
rates, and high school drop-out rates by age and grade level;

(3) state results on the ACT test; 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.

(b) The commissioner shall report test results publicly and to stakeholders, including
the performance achievement levels developed from students' unweighted test scores in
each tested subject and a listing of demographic factors that strongly correlate with student
performance, including student homelessness, as data are available, among other factors.
The test results must not include personally identifiable information as defined in Code of
Federal Regulations, title 34, section 99.3. deleted text begin The commissioner shall also report data that
compares performance results among school sites, school districts, Minnesota and other
states, and Minnesota and other nations. deleted text end The commissioner shall disseminate to schools
and school districts a more comprehensive report containing testing information that meets
local needs for evaluating instruction and curriculum. The commissioner shall disseminate
to charter school authorizers a more comprehensive report containing testing information
that contains anonymized data where cell count data are sufficient to protect student identity
and that meets the authorizer's needs in fulfilling its obligations under chapter 124E.

deleted text begin (c) 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.
deleted text end

Sec. 10.

Minnesota Statutes 2023 Supplement, section 120B.31, subdivision 4, is amended
to read:

Subd. 4.

Student performance data.

In developing policies and assessment processes
to hold schools and districts accountable for high levels of academic standards under section
120B.021, the commissioner shall deleted text begin aggregate and disaggregate student data over time to
report summary student performance and growth levels and, under section 120B.11,
subdivision 2, clause (2), student learning and outcome data measured at the school, school
district, and statewide level. The commissioner shall deleted text end use the student categories identified
under the federal Elementary and Secondary Education Act, as most recently reauthorized,
and student categories of:

(1) homelessness;

(2) ethnicity under section 120B.35, subdivision 3, paragraph (a), clause (2);

(3) race under section 120B.35, subdivision 3, paragraph (a), clause (2);

(4) home language;

(5) English learners under section 124D.59;

(6) free or reduced-price meals; and

(7) other categories designated by federal law to organize and report the data so that
state and local policy makers can understand the educational implications of changes in
districts' demographic profiles over time as data are available.

Any report the commissioner disseminates containing summary data on student performance
must integrate student performance and the demographic factors that strongly correlate with
that performance.

Sec. 11.

Minnesota Statutes 2023 Supplement, section 120B.36, subdivision 1, is amended
to read:

Subdivision 1.

School performance reports and public reporting.

(a) The commissioner
shall report:

(1) student academic performance data under section 120B.35, subdivisions 2 and 3;

(2) academic progress consistent with federal expectations;

(3) school safety and student engagement and connection under section 120B.35,
subdivision 3, paragraph (d);

(4) rigorous coursework under section 120B.35, subdivision 3, paragraph (c);

(5) the percentage of students under section 120B.35, subdivision 3, paragraph (b), clause
(2), whose progress and performance levels are meeting career and college readiness
benchmarks under sections 120B.307 and 120B.35, subdivision 3, paragraph (e);

(6) longitudinal data on the progress of eligible districts in reducing disparities in students'
academic achievement and realizing racial and economic integration under section 124D.861;

(7) the acquisition of English, and where practicable, native language academic literacy,
including oral academic language, and the academic progress of all English learners enrolled
in a Minnesota public school course or program who are currently or were previously counted
as English learners under section 124D.59;

(8) two separate student-to-teacher ratios that clearly indicate the definition of teacher
consistent with sections 122A.06 and 122A.15 for purposes of determining these ratios;

(9) staff characteristics excluding salaries;

(10) student enrollment demographics;

(11) foster care status, including all students enrolled in a Minnesota public school course
or program who are currently or were previously in foster care, student homelessness, and
district mobility; and

(12) extracurricular activities.

(b) The school performance report for a school site and a school district must include
school performance reporting information and calculate proficiency rates as required by the
most recently reauthorized Elementary and Secondary Education Act.

(c) The commissioner shall develop, annually update, and post on the department website
school performance reports consistent with paragraph (a) and section 120B.11.

(d) The commissioner must make available performance reports by the beginning of
each school year.

(e) A school or district may appeal its results in a form and manner determined by the
commissioner and consistent with federal law. The commissioner's decision to uphold or
deny an appeal is final.

(f) School performance data are nonpublic data under section 13.02, subdivision 9, until
the commissioner publicly releases the data. The commissioner shall annually post school
performance reports to the department's public website no later than deleted text begin September 1, except
that in years when the reports reflect new performance standards, the commissioner shall
post the school performance reports no later than October deleted text end new text begin December new text end 1.

Sec. 12.

Minnesota Statutes 2023 Supplement, section 124D.09, subdivision 5, is amended
to read:

Subd. 5.

Authorization; notification.

new text begin (a) new text end 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.

new text begin (b) new text end 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. new text begin
The institution must notify the pupil's school as soon as practicable if the pupil withdraws
from the enrolled course. The institution must also notify the pupil's school as soon as
practicable if the pupil has been absent from a course for ten consecutive days on which
classes are held, based upon the postsecondary institution's academic calendar, and the pupil
is not receiving instruction in their home or hospital or other facility.
new text end

new text begin (c) new text end If the pupil enrolls in a course for postsecondary credit, the institution must notify deleted text begin :
deleted text end

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

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

Sec. 13.

Minnesota Statutes 2023 Supplement, section 124D.094, subdivision 2, is amended
to read:

Subd. 2.

Digital instruction.

(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.

(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.

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

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

(e) Digital instruction shall be accessible to students under deleted text begin section deleted text end new text begin sections new text end 504 new text begin and 508 new text end
of the federal Rehabilitation Act and Title II of the federal Americans with Disabilities Act.

(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.

(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.

Sec. 14.

Minnesota Statutes 2023 Supplement, section 124D.094, subdivision 3, is amended
to read:

Subd. 3.

Supplemental online courses.

(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.

(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:

(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;

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

(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 deleted text begin . deleted text end new text begin ; and
new text end

new text begin (4) enroll in additional courses with the online learning provider under a separate
agreement that includes terms for paying any tuition or course fees.
new text end

(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.

(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:

(1) use an application form specified by the Department of Education;

(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;

(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;

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

(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.

(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.

(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.

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

Sec. 15.

Minnesota Statutes 2023 Supplement, section 126C.40, subdivision 6, is amended
to read:

Subd. 6.

Lease purchase; installment buys.

(a) Upon application to, and approval by,
the commissioner in accordance with the procedures and limits in subdivision 1, paragraphs
(a) and (b), a district, as defined in this subdivision, may:

(1) purchase real or personal property under an installment contract or may lease real
or personal property with an option to purchase under a lease purchase agreement, by which
installment contract or lease purchase agreement title is kept by the seller or vendor or
assigned to a third party as security for the purchase price, including interest, if any; and

(2) annually levy the amounts necessary to pay the district's obligations under the
installment contract or lease purchase agreement.

(b) The obligation created by the installment contract or the lease purchase agreement
must not be included in the calculation of net debt for purposes of section 475.53, and does
not constitute debt under other law. An election is not required in connection with the
execution of the installment contract or the lease purchase agreement.

(c) The proceeds of the levy authorized by this subdivision must not be used to acquire
a facility to be primarily used for athletic or school administration purposes.

(d) For the purposes of this subdivision, "district" means:

(1) Special School District No. 1, Minneapolis, Independent School District No. 625,
St. Paul, Independent School District No. 709, Duluth, or Independent School District No.
535, Rochester, if the district's deleted text begin desegregation deleted text end new text begin achievement and integration new text end plan has been
determined by the commissioner to be in compliance with Department of Education rules
relating to equality of educational opportunity and where the acquisition new text begin , as defined in
section 475.51, subdivision 7, new text end of property under this subdivision is deleted text begin determined deleted text end new text begin approved
in the form and manner prescribed new text end by the commissioner to contribute to the implementation
of the deleted text begin desegregation deleted text end new text begin approved achievement and integration new text end plan; or

(2) other districts eligible for revenue under section 124D.862 if the facility acquired
under this subdivision is to be primarily used for a joint program deleted text begin for interdistrict
deleted text end deleted text begin desegregation and deleted text end the commissioner determines deleted text begin that the joint programs are deleted text end new text begin is new text end being
undertaken to implement the districts' deleted text begin desegregation deleted text end new text begin approved achievement and integration new text end
plan.

(e) Notwithstanding subdivision 1, the prohibition against a levy by a district to lease
or rent a district-owned building to itself does not apply to levies otherwise authorized by
this subdivision.

(f) For the purposes of this subdivision, any references in subdivision 1 to building or
land shall include personal property.

(g) Projects funded under this subdivision are subject to review and comment under
section 123B.71, subdivision 8, in the deleted text begin same manner as other school construction projects deleted text end new text begin
form and manner prescribed by the commissioner new text end .

Sec. 16. new text begin REVISOR INSTRUCTION.
new text end

new text begin The revisor of statutes shall remove the term "state-approved" wherever it appears in
Minnesota Statutes, sections 125A.15, 125A.51, and 125A.515, for education in care and
treatment facilities.
new text end

Sec. 17. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2022, section 120B.31, subdivisions 2 and 6, new text end new text begin are repealed.
new text end

ARTICLE 2

EDUCATION EXCELLENCE

Section 1.

Minnesota Statutes 2022, section 120A.22, subdivision 12, is amended to read:

Subd. 12.

Legitimate exemptions.

(a) A parent, guardian, or other person having control
of a child may apply to a school district to have the child excused from attendance for the
whole or any part of the time school is in session during any school year. Application may
be made to any member of the board, a truant officer, a principal, or the superintendent.
The school district may state in its school attendance policy that it may ask the student's
parent or legal guardian to verify in writing the reason for the child's absence from school.
A note from a physician or a licensed mental health professional stating that the child cannot
attend school is a valid excuse. The board of the district deleted text begin in which the child resides deleted text end may
approve the application upon the following being demonstrated to the satisfaction of that
board:

(1) that the child's physical or mental health is such as to prevent attendance at school
or application to study for the period required, which includes:

(i) child illness, medical, dental, orthodontic, or counseling appointments;

(ii) family emergencies;

(iii) the death or serious illness or funeral of an immediate family member;

(iv) active duty in any military branch of the United States;

(v) the child has a condition that requires ongoing treatment for a mental health diagnosis;
or

(vi) other exemptions included in the district's school attendance policy;

(2) that the child has already completed state and district standards required for graduation
from high school; or

(3) that it is the wish of the parent, guardian, or other person having control of the child deleted text begin , deleted text end
that the child attend new text begin , new text end for a period or periods not exceeding in the aggregate three hours in
any week, new text begin instruction conducted by a Tribal spiritual or cultural advisor, or new text end a school for
religious instruction conducted and maintained by deleted text begin some deleted text end new text begin a new text end church, deleted text begin or deleted text end association of churches,
deleted text begin or deleted text end any Sunday school association incorporated under the laws of this state, or any auxiliary
thereof. This deleted text begin school for religious deleted text end instruction must be conducted and maintained in a place
other than a public school building, and it must not, in whole or in part, be conducted and
maintained at public expense. deleted text begin However, deleted text end A child may be absent from school on deleted text begin such deleted text end days
deleted text begin as deleted text end new text begin that new text end the child attends deleted text begin upon deleted text end instruction according to deleted text begin the ordinances of some church deleted text end new text begin this
clause new text end .

(b) Notwithstanding subdivision 6, paragraph (a), a parent may withdraw a child from
an all-day, every day kindergarten program and put their child in a half-day program, if
offered, or an alternate-day program without being truant. A school board must excuse a
kindergarten child from a part of a school day at the request of the child's parent.

Sec. 2.

Minnesota Statutes 2022, section 120A.35, is amended to read:

120A.35 ABSENCE FROM SCHOOL FOR RELIGIOUS deleted text begin OBSERVANCE deleted text end new text begin AND
CULTURAL OBSERVANCES new text end .

Reasonable efforts must be made by a school district to accommodate any pupil who
wishes to be excused from a curricular activity for a religious observance new text begin or American
Indian cultural practice, observance, or ceremony new text end . A school board must provide annual
notice to parents of the school district's policy relating to a pupil's absence from school deleted text begin for
religious observance deleted text end new text begin under this section new text end .

Sec. 3.

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

Subd. 1a.

deleted text begin Foreign deleted text end new text begin World new text end language and culture; proficiency certificates.

(a) World
languages teachers and other school staff should develop and implement world languages
programs that acknowledge and reinforce the language proficiency and cultural awareness
that non-English language speakers already possess, and encourage students' proficiency
in multiple world languages. Programs under this section must encompass Indigenous
American Indian languages and cultures, among other world languages and cultures. The
department shall consult with postsecondary institutions in developing related professional
development opportunities for purposes of this section.

(b) Any Minnesota public, charter, or nonpublic school may award Minnesota World
Language Proficiency Certificates consistent with this subdivision.

(c) The Minnesota World Language Proficiency Certificate recognizes students who
demonstrate deleted text begin listening, speaking, reading, and writing language skills at deleted text end the American Council
on the Teaching of Foreign Languages' new text begin overall new text end Intermediate-Low deleted text begin level deleted text end new text begin and Intermediate-Mid
levels of proficiency derived from assessment consisting of the domains of listening, reading,
speaking, and writing new text end on a valid and reliable assessment tool.

Sec. 4.

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

Subd. 1b.

State bilingual and multilingual seals.

(a) Consistent with efforts to strive
for the world's best workforce under sections 120B.11 and 124E.03, subdivision 2, paragraph
(i), and close the academic achievement and opportunity gap under sections 124D.861 and
124D.862, voluntary state bilingual and multilingual seals are established to recognize
new text begin graduating new text end high school students in any school district, charter school, or nonpublic school
who demonstrate an new text begin overall new text end Advanced-Low level or an deleted text begin intermediate high deleted text end new text begin overall
Intermediate-High new text end level of deleted text begin functional deleted text end proficiency deleted text begin in listening, speaking, reading, and writing
on either deleted text end new text begin derived from assessment consisting of the domains of listening, reading, speaking,
and writing new text end assessments new text begin either new text end aligned with American Council on the Teaching of Foreign
Languages' (ACTFL) proficiency guidelines or on equivalent valid and reliable assessments
in one or more languages in addition to English. new text begin Indigenous American Indian languages
and new text end American Sign Language deleted text begin is a language deleted text end new text begin are languages new text end other than English for purposes
of this subdivision and a world language for purposes of subdivision 1a.

(b) In addition to paragraph (a), to be eligible to receive a seal deleted text begin :
deleted text end

deleted text begin (1) deleted text end students must satisfactorily complete all required English language arts credits deleted text begin ; and deleted text end new text begin .
new text end

deleted text begin (2) students must demonstrate mastery of Minnesota's English language proficiency
standards.
deleted text end

(c) Consistent with this subdivision, a high school student who demonstrates an new text begin overall
new text end intermediate high ACTFL level of deleted text begin functional deleted text end proficiency new text begin derived from assessment consisting
of the domains of listening, reading, speaking, and writing new text end in one language in addition to
English is eligible to receive the state bilingual gold seal. A high school student who
demonstrates an new text begin overall new text end intermediate high ACTFL level of deleted text begin functional native deleted text end proficiency
new text begin derived from assessment consisting of the domains of listening, reading, speaking, and
writing new text end in more than one language in addition to English is eligible to receive the state
multilingual gold seal. A high school student who demonstrates an new text begin overall new text end advanced-low
new text begin and above new text end ACTFL level of deleted text begin functional deleted text end proficiency new text begin derived from assessment consisting of
the domains of listening, reading, speaking, and writing new text end in one language in addition to
English is eligible to receive the state bilingual platinum seal. A high school student who
demonstrates an new text begin overall new text end advanced-low new text begin and above new text end ACTFL level of deleted text begin functional deleted text end proficiency
new text begin derived from assessment consisting of the domains of listening, reading, speaking, and
writing new text end in more than one language in addition to English is eligible to receive the state
multilingual platinum seal.

(d) School districts and charter schools may give students periodic opportunities to
demonstrate their level of proficiency in listening, speaking, reading, and writing in a
language in addition to English. Where valid and reliable assessments are unavailable, a
school district or charter school may rely on evaluators trained in assessing under ACTFL
proficiency guidelines to assess a student's level of deleted text begin foreign, heritage, or Indigenous deleted text end new text begin
non-English new text end language proficiency under this section. School districts and charter schools
must maintain appropriate records to identify high school students eligible to receive the
state bilingual or multilingual gold and platinum seals new text begin upon graduation new text end . The school district
or charter school must deleted text begin affix deleted text end new text begin notate new text end the appropriate seal to the transcript of each high school
student who meets the requirements of this subdivision and may affix the seal to the student's
diploma. A school district or charter school must not charge the high school student a fee
for this seal.

(e) A school district or charter school may award elective course credits in world
languages to a student who demonstrates the requisite proficiency in a language other than
English under this section.

(f) A school district or charter school may award community service credit to a student
who demonstrates an new text begin overall new text end intermediate high or new text begin an overall new text end advanced-low new text begin and above
new text end ACTFL level of deleted text begin functional deleted text end proficiency deleted text begin in listening, speaking, reading, and writing deleted text end new text begin derived
from assessment consisting of the domains of listening, reading, speaking, and writing new text end in
a language other than English and who participates in community service activities that are
integrated into the curriculum, involve the participation of teachers, and support biliteracy
in the school or local community.

(g) The commissioner must list on the web page those assessments that are aligned to
ACTFL proficiency guidelines new text begin , and establish guidelines on interpreting the scores or ratings
from approved assessments new text end .

(h) By August 1, 2015, the colleges and universities of the Minnesota State Colleges
and Universities system must establish criteria to translate the seals into college credits
based on the world language course equivalencies identified by the Minnesota State Colleges
and Universities faculty and staff and, upon request from an enrolled student, the Minnesota
State Colleges and Universities may award foreign language credits to a student who deleted text begin receives deleted text end new text begin
received new text end a Minnesota World Language Proficiency Certificate new text begin or Minnesota Bilingual or
Multilingual Seals new text end under subdivision 1a. A student who demonstrated the requisite level of
language proficiency in grade 10, 11, or 12 to receive a seal or certificate and is enrolled in
a Minnesota State Colleges and Universities institution must request college credits for the
student's seal or proficiency certificate within three academic years after graduating from
high school. The University of Minnesota is encouraged to award students foreign language
academic credits consistent with this paragraph.

Sec. 5.

Minnesota Statutes 2023 Supplement, section 120B.11, subdivision 2, is amended
to read:

Subd. 2.

Adopting plans and budgets.

(a) A school board, at a public meeting, must
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
children in low-income families, children in families of People of Color, and children in
American Indian families are not taught at higher rates than other children by inexperienced,
ineffective, or out-of-field teachers;

(6) education effectiveness practices that:

(i) integrate high-quality instruction, technology, and curriculum that is rigorous, accurate,
antiracist, and culturally sustaining;

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

(iii) provide a collaborative professional culture that seeks to retain qualified, racially
and ethnically diverse staff effective at working with diverse students while developing and
supporting teacher quality, performance, and effectiveness;

(7) an annual budget for continuing to implement the district plan; deleted text begin and
deleted text end

(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 deleted text begin . deleted text end new text begin ; and
new text end

new text begin (9) a language access plan that specifies the district's process and procedures to render
effective language assistance to students and adults who communicate in a language other
than English. The language access plan must include:
new text end

new text begin (i) how the district and its schools will use trained or certified spoken language interpreters
for communication related to academic outcomes, progress, and determinations, and
placement of students in specialized programs and services;
new text end

new text begin (ii) how families and communities will be notified of their rights under this plan; and
new text end

new text begin (iii) a language access continuous improvement training plan for leadership and staff.
new text end

(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 begin EFFECTIVE DATE. new text end

new text begin This section is effective beginning with the 2025-2026 school
year.
new text end

Sec. 6.

Minnesota Statutes 2022, section 123B.37, subdivision 2, is amended to read:

Subd. 2.

Boards shall not withhold grades or diplomas for nonpayment of student
fees.

No pupil's rights or privileges, including the receipt of grades or diplomas may be
denied or abridged for nonpayment of fees; but this provision does not prohibit a district
from maintaining any action provided by law for the collection of fees authorized by sections
123B.36 and 123B.38. new text begin This provision applies to all Minnesota district school boards, charter
school boards, and Tribal contract schools.
new text end

Sec. 7.

Minnesota Statutes 2022, section 124D.60, subdivision 1, is amended to read:

Subdivision 1.

Notice.

Within deleted text begin ten deleted text end new text begin 30 calendar new text end days after the deleted text begin enrollment of any pupil in
an instructional program for English learners deleted text end new text begin beginning of the school year new text end , the district new text begin or
charter school new text end in which the deleted text begin pupil resides deleted text end new text begin English learner identified for participation in an
instructional program for English learners is enrolled new text end must notify the deleted text begin parent by mail deleted text end new text begin parents new text end .
new text begin For those children who have not been identified as English learners prior to the beginning
of the school year but are identified as English learners during that school year, the district
or charter school shall notify the children's parents during the first two weeks of the child
being placed in a language instruction educational program. new text end This notice must:

(1) be in writing in English and in the primary language of the pupil's parents;

(2) inform the parents that their child has been enrolled in an instructional program for
English learners;

(3) contain a simple, nontechnical description of the purposes, method and content of
the program;

(4) inform the parents that they have the right to visit the educational program for English
learners in which their child is enrolled;

(5) inform the parents of the time and manner in which to request and receive a conference
for the purpose of explaining the nature and purpose of the program; and

(6) inform the parents of their rights to withdraw their child from an educational program
for English learners and the time and manner in which to do so.

The department shall, at the request of the district, prepare the notice in the primary
language of the parent.

Sec. 8.

Minnesota Statutes 2022, section 124D.61, is amended to read:

124D.61 GENERAL REQUIREMENTS FOR PROGRAMS.

A district that enrolls one or more English learners must implement an educational
program that includes at a minimum the following requirements:

(1) identification and reclassification criteria for English learners and program entrance
and exit criteria for English learners must be documented by the district, applied uniformly
to English learners, and made available to parents and other stakeholders upon request;

new text begin (2) language development instruction that is designed to effectively increase the language
proficiency of English learners and that addresses Minnesota's English language development
standards under Minnesota Rules, parts 3501.1200 and 3501.1210;
new text end

deleted text begin (2) deleted text end new text begin (3) new text end a written plan of services that describes programming by English proficiency
level made available to parents upon request. The plan must articulate the amount and scope
of service offered to English learners through an educational program for English learners;

deleted text begin (3) deleted text end new text begin (4) new text end professional development opportunities for ESL, bilingual education, mainstream,
and all staff working with English learners which are: (i) coordinated with the district's
professional development activities; (ii) related to the needs of English learners; and (iii)
ongoing;

deleted text begin (4) deleted text end new text begin (5) new text end to the extent possible, avoid isolating English learners for a substantial part of
the school day; and

deleted text begin (5) deleted text end new text begin (6) new text end in predominantly nonverbal subjects, such as art, music, and physical education,
permit English learners to participate fully and on an equal basis with their contemporaries
in public school classes provided for these subjects. To the extent possible, the district must
assure to pupils enrolled in a program for English learners an equal and meaningful
opportunity to participate fully with other pupils in all extracurricular activities.

ARTICLE 3

TEACHERS

Section 1.

Minnesota Statutes 2023 Supplement, section 120B.117, subdivision 4, is
amended to read:

Subd. 4.

Reporting.

Beginning in 2024 and every even-numbered year thereafter, the
Professional Educator Licensing and Standards Board must collaborate with the Department
of Education and the Office of Higher Education to publish a summary report of each of
the programs they administer and any other programs receiving state appropriations that
have or include an explicit purpose of increasing the racial and ethnic diversity of the state's
teacher workforce to more closely reflect the diversity of students. The report must include
programs under sections 122A.59, 122A.63, 122A.635, 122A.70, 122A.73, 124D.09,
124D.861, 136A.1274, 136A.1276, and 136A.1791, along with any other programs or
initiatives that receive state appropriations to address the shortage of teachers of color and
American Indian teachers. The board must, in coordination with the Office of Higher
Education and Department of Education, provide policy and funding recommendations
related to state-funded programs to increase the recruitment, preparation, licensing, hiring,
and retention of racially and ethnically diverse teachers and the state's progress toward
meeting or exceeding the goals of this section. The report must include recommendations
for state policy and funding needed to achieve the goals of this section, plans for sharing
the report and activities of grant recipients, and opportunities among grant recipients of
various programs to share effective practices with each other. The 2024 report must include
a recommendation of whether a state advisory council should be established to address the
shortage of racially and ethnically diverse teachers and what the composition and charge
of such an advisory council would be if established. The board must consult with the Indian
Affairs Council and other ethnic councils along with other community partners, including
students of color and American Indian students, in developing the report. By November 3
of each deleted text begin odd-numbered deleted text end new text begin even-numbered new text end year, the board must submit the report to the chairs
and ranking minority members of the legislative committees with jurisdiction over education
and higher education policy and finance. The report must be available to the public on the
board's website.

new text begin EFFECTIVE DATE. new text end

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

Sec. 2.

Minnesota Statutes 2022, section 122A.181, is amended by adding a subdivision
to read:

new text begin Subd. 1a. new text end

new text begin Special education requirements. new text end

new text begin The Professional Educator Licensing and
Standards Board must approve an application for a Tier 1 special education license if the
applicant:
new text end

new text begin (1) receives high-quality professional development that is sustained, intensive, and
classroom focused in order to have a positive and lasting impact on classroom instruction,
before and while teaching;
new text end

new text begin (2) participates in a program of intensive supervision that consists of structured guidance
and regular ongoing support for teachers or a teacher mentoring program;
new text end

new text begin (3) assumes the functions as a teacher only for a specified period of time not to exceed
three years; and
new text end

new text begin (4) demonstrates satisfactory progress toward professional licensure.
new text end

Sec. 3.

Minnesota Statutes 2023 Supplement, section 122A.181, subdivision 2, is amended
to read:

Subd. 2.

Professional requirements.

(a) An applicant for a deleted text begin Tier 1 deleted text end license new text begin described in
subdivision 1 or 1a new text end must have a bachelor's degree to teach a class or course outside a career
and technical education or career pathways course of study.

(b) An applicant for a deleted text begin Tier 1 deleted text end license new text begin described in subdivision 1 new text end must have one of the
following credentials in a relevant content area to teach a class in a career and technical
education or career pathways course of study:

(1) an associate's degree;

(2) a professional certification; or

(3) five years of relevant work experience.

Sec. 4.

Minnesota Statutes 2023 Supplement, section 122A.181, subdivision 2a, is amended
to read:

Subd. 2a.

Exemptions from a bachelor's degree.

(a) The following applicants for a
deleted text begin Tier 1 deleted text end license new text begin described in subdivision 1 new text end are exempt from the requirement to hold a bachelor's
degree in subdivision 2:

(1) an applicant for a Tier 1 license to teach career and technical education or career
pathways courses of study if the applicant has:

(i) an associate's degree;

(ii) a professional certification; or

(iii) five years of relevant work experience;

(2) an applicant for a deleted text begin Tier 1 deleted text end license new text begin described in subdivision 1 new text end to teach world languages
and culture pursuant to Minnesota Rules, part 8710.4950, if the applicant is a native speaker
of the language; and

(3) an applicant for a deleted text begin Tier 1 deleted text end license new text begin described in subdivision 1 new text end in the performing or visual
arts pursuant to Minnesota Rules, parts 8710.4300, dance and theatre; 8710.4310, dance;
8710.4320, theatre; 8710.4650, vocal music and instrumental music; and 8710.4900, visual
arts, if the applicant has at least five years of relevant work experience.

(b) The Professional Educator Licensing and Standards Board must adopt rules regarding
the qualifications and determinations for applicants exempt from paragraph (a).

Sec. 5.

Minnesota Statutes 2022, section 122A.182, is amended by adding a subdivision
to read:

new text begin Subd. 1a. new text end

new text begin Special education requirements. new text end

new text begin The Professional Educator Licensing and
Standards Board must approve an application for a Tier 2 special education license if the
applicant:
new text end

new text begin (1) receives high-quality professional development that is sustained, intensive, and
classroom focused in order to have a positive and lasting impact on classroom instruction,
before and while teaching;
new text end

new text begin (2) participates in a program of intensive supervision that consists of structured guidance
and regular ongoing support for teachers or a teacher mentoring program; and
new text end

new text begin (3) demonstrates satisfactory progress toward professional licensure.
new text end

Sec. 6.

Minnesota Statutes 2022, section 122A.182, subdivision 2, is amended to read:

Subd. 2.

Coursework.

(a) A candidate for a deleted text begin Tier 2 deleted text end license new text begin described in subdivision 1
or 1a new text end must meet the coursework requirement by demonstrating completion of two of the
following:

(1) at least eight upper division or graduate-level credits in the relevant content area;

(2) field-specific methods of training, including coursework;

(3) at least two years of teaching experience in a similar content area in any state, as
determined by the board;

(4) a passing score on the pedagogy and content exams under section 122A.185; or

(5) completion of a state-approved teacher preparation program.

(b) For purposes of paragraph (a), "upper division" means classes normally taken at the
junior or senior level of college which require substantial knowledge and skill in the field.
Candidates must identify the upper division credits that fulfill the requirement in paragraph
(a), clause (1).

Sec. 7.

Minnesota Statutes 2023 Supplement, section 122A.182, subdivision 2a, is amended
to read:

Subd. 2a.

Exemptions from a bachelor's degree.

(a) The following applicants for a
deleted text begin Tier 2 deleted text end license new text begin described in subdivision 1 new text end are exempt from the requirement to hold a bachelor's
degree in subdivision 1:

(1) an applicant for a Tier 2 license to teach career and technical education or career
pathways courses of study when the applicant has:

(i) an associate's degree;

(ii) a professional certification; or

(iii) five years of relevant work experience;

(2) an applicant for a Tier 2 license to teach world languages and culture pursuant to
Minnesota Rules, part 8710.4950, when the applicant is a native speaker of the language;
and

(3) an applicant for a Tier 2 license in the performing or visual arts pursuant to Minnesota
Rules, parts 8710.4300, dance and theatre; 8710.4310, dance; 8710.4320, theatre; 8710.4650,
vocal music and instrumental music; and 8710.4900, visual arts, when the applicant has at
least five years of relevant work experience.

(b) The Professional Educator Licensing and Standards Board must adopt rules regarding
the qualifications and determinations for applicants exempt from the requirement to hold a
bachelor's degree in subdivision 1.

ARTICLE 4

THE READ ACT

Section 1.

Minnesota Statutes 2023 Supplement, section 120B.1117, is amended to read:

120B.1117 TITLE; THE READ ACT.

Sections deleted text begin 120B.1117 deleted text end new text begin 120B.118 new text end to 120B.124 may be cited as the "Reading to Ensure
Academic Development Act" or the "Read Act."

Sec. 2.

Minnesota Statutes 2023 Supplement, section 120B.1118, subdivision 4, is amended
to read:

Subd. 4.

Evidence-based.

"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, new text begin word study, new text end 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.

Sec. 3.

Minnesota Statutes 2023 Supplement, section 120B.1118, subdivision 7, is amended
to read:

Subd. 7.

Literacy specialist.

"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. deleted text begin 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.
deleted text end

Sec. 4.

Minnesota Statutes 2023 Supplement, section 120B.1118, is amended by adding
a subdivision to read:

new text begin Subd. 18. new text end

new text begin Word study. new text end

new text begin "Word study" means instruction in word analysis or syllables,
structural analysis or morphemes, and etymology.
new text end

Sec. 5.

Minnesota Statutes 2023 Supplement, section 120B.12, subdivision 1, is amended
to read:

Subdivision 1.

Literacy goal.

(a) The legislature seeks to have every child reading at
or above grade level every year, beginning in kindergarten, and to support multilingual
learners and students receiving special education services in achieving their individualized
reading goals new text begin in order to meet grade-level proficiency new text end . By the 2026-2027 school year,
districts must provide evidence-based reading instruction 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 deleted text begin 120B.1117 deleted text end new text begin 120B.118 new text end to 120B.124.

(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:

(1) intervention teachers working with students in kindergarten through grade 12;

(2) all classroom teachers of students in kindergarten through grade 3 and children in
prekindergarten programs;

(3) special education teachers;

(4) curriculum directors;

(5) instructional support staff who provide reading instruction; and

(6) employees who select literacy instructional materials for a district.

(c) deleted text begin All other deleted text end new text begin The following new text end teachers and instructional staff new text begin are new text end required to receive training
under the Read Act new text begin and new text end must complete the training no later than July 1, 2027 deleted text begin . deleted text end new text begin :
new text end

new text begin (1) teachers of grades 4 through 12 responsible for teaching reading;
new text end

new text begin (2) teachers of multilingual learners; and
new text end

new text begin (3) teachers of students who qualify for the graduation incentives program under section
124D.68.
new text end

(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.

Sec. 6.

Minnesota Statutes 2023 Supplement, section 120B.12, subdivision 2, is amended
to read:

Subd. 2.

Identification; report.

(a) deleted text begin Twice per year deleted text end new text begin Within the first six weeks of the
school year, midyear, and again within the last six weeks of the school year new text end , each school
district must screen every student enrolled in kindergarten, grade 1, grade 2, and grade 3
using a screening tool approved by the Department of Education. Students enrolled in
kindergarten, grade 1, grade 2, and grade 3, including multilingual learners and students
receiving special education services, must be universally screened for mastery of foundational
reading skills, including phonemic awareness, phonics, decoding, fluency, oral language,
and for characteristics of dyslexia as measured by a screening tool approved by the
Department of Education. 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.

(b) Students in 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, must be
screened using a screening tool approved by the Department of Education for characteristics
of dyslexia, and must continue to receive evidence-based instruction, interventions, and
progress monitoring until the students achieve grade-level proficiency. 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.

(c) Reading screeners 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 multilingual learners. The district must use an approved,
developmentally appropriate, and culturally responsive screener and annually report summary
screener results to the commissioner by June 15 in the form and manner determined by the
commissioner.

(d) The district also must include in its literacy plan under subdivision 4a, a summary
of the district's efforts to screen, identify, and provide interventions to students who
demonstrate characteristics of dyslexia as measured by a screening tool approved by the
Department of Education. Districts are strongly encouraged to use deleted text begin the deleted text end new text begin a new text end MTSS framework.
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 universally screened for that reporting year;

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

(4) an explanation of how students identified under this subdivision are provided with
alternate instruction and interventions under section 125A.56, subdivision 1.

Sec. 7.

Minnesota Statutes 2023 Supplement, section 120B.12, subdivision 2a, is amended
to read:

Subd. 2a.

Parent notification and involvement.

A district must administer a reading
screener to students in kindergarten through grade 3 within the first six weeks of the school
year, new text begin midyear, new text end and again within the last six weeks of the school year. Schools, at least
biannually after administering each screener, 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 screener approved by the
Department of Education;

(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.

Sec. 8.

Minnesota Statutes 2023 Supplement, section 120B.12, subdivision 4, is amended
to read:

Subd. 4.

Staff development.

(a) A district must provide training on evidence-based
deleted text begin reading deleted text end new text begin structured literacy new text end instruction to teachers and instructional staff in accordance with
subdivision 1, deleted text begin paragraph deleted text end new text begin paragraphs new text end (b) new text begin and (c) new text end . The training must include teaching in the
areas of phonemic awareness, phonics, vocabulary development, reading fluency, reading
comprehension, and culturally and linguistically responsive pedagogy.

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

(1) elementary teachers are able to implement explicit, systematic, evidence-based
instruction in the five reading areas of phonemic awareness, phonics, fluency, vocabulary,
and comprehension with emphasis on mastery of foundational reading skills as defined in
section deleted text begin 120B.1118 deleted text end new text begin 120B.119 new text end and other literacy-related areas including writing until the
student achieves grade-level reading and writing proficiency;

(2) elementary teachers deleted text begin have sufficient deleted text end new text begin receive new text end training to provide students with
evidence-based reading 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 deleted text begin regular deleted text end opportunities to improve
reading and writing instruction new text begin through professional development identified in the local
literacy plan new text end ;

(4) licensed teachers recognize students' diverse needs in cross-cultural settings and are
able to serve the oral language and linguistic needs of students who are multilingual 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 deleted text begin well deleted text end trained in culturally responsive pedagogy that enables
students to master content, develop skills to access content, and build relationships.

(c) A district new text begin that offers early childhood programs, including voluntary prekindergarten
for eligible four-year-old children, early childhood special education, and school readiness
programs, new text end must provide staff in early childhood programs deleted text begin sufficient deleted text end training new text begin that is approved
by the Department of Education new text end 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.

Sec. 9.

Minnesota Statutes 2023 Supplement, section 120B.123, subdivision 1, is amended
to read:

Subdivision 1.

Screeners.

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, new text begin midyear, new text end 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.

Sec. 10.

Minnesota Statutes 2023 Supplement, section 120B.123, subdivision 2, is amended
to read:

Subd. 2.

Progress monitoring.

A district must implement progress monitoring new text begin using
the approved assessments new text end , as defined in section deleted text begin 120B.1118 deleted text end new text begin 120B.119 new text end , for a student not
reading at grade level.

Sec. 11.

Minnesota Statutes 2023 Supplement, section 120B.124, subdivision 1, is amended
to read:

Subdivision 1.

Resources.

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:

(1) identify at least five literacy curricula and supporting materials that are evidence-based
deleted text begin or deleted text end new text begin and new text end 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;

(2) identify at least three professional development programs that focus on the five pillars
of literacy and the components of structured literacy by August 15, 2023, subject to final
approval by the department. The department must post a list of the programs on the
department website. The programs may include a program offered by CAREI. The
requirements of section 16C.08 do not apply to the selection of a provider under this section;

(3) identify evidence-based literacy intervention materials for students in kindergarten
through grade 12;

(4) develop an evidence-based literacy lead training 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;

(5) identify measures of foundational literacy skills and mastery that a district must
report on a local literacy plan;

(6) provide guidance to districts about best practices in literacy instruction, and practices
that are not evidence-based;

(7) develop MTSS model plans that districts may adopt to support efforts to screen,
identify, intervene, and monitor the progress of students not reading at grade level; and

(8) ensure that teacher professional development options and MTSS framework trainings
are geographically equitable by supporting trainings through the regional service
cooperatives.

Sec. 12.

Minnesota Statutes 2023 Supplement, 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 evidence-based best
practices in reading, consistent with sections deleted text begin 120B.1117 deleted text end new text begin 120B.118 new text end to 120B.124, including
instruction on phonemic awareness, phonics, vocabulary development, reading fluency, and
reading comprehension. Instruction on reading must 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 evidence-based, structured literacy reading instruction
programs that:

(1) teach students to read using foundational knowledge, practices, and strategies
consistent with sections deleted text begin 120B.1117 deleted text end new text begin 120B.118 new text end to 120B.124, with emphasis on mastery of
foundational reading skills so that new text begin all new 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 levels, including multilingual learners and
students demonstrating characteristics of dyslexia, 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. 13.

Minnesota Statutes 2023 Supplement, 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
evidence-based literacy instruction under sections deleted text begin 120B.1117 deleted text end new text begin 120B.118 new text end to 120B.124, to
children age 3 to grade 3 deleted text begin and interventions for children in kindergarten to grade 12 deleted 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. 14.

Minnesota Statutes 2023 Supplement, section 124D.98, subdivision 5, is amended
to read:

Subd. 5.

Literacy incentive aid uses.

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:

(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;

(2) evidence-based training using a training program approved by the Department of
Education new text begin according to the READ Act under section 120B.12 new text end ;

(3) employing or contracting with a literacy lead, as defined in section deleted text begin 120B.1118 deleted text end new text begin
120B.119 new text end ;

(4) materials, training, and ongoing coaching to ensure reading interventions under
section 125A.56, subdivision 1, are evidence-based; deleted text begin and
deleted text end

new text begin (5) stipends for teachers enrolled in required training according to the READ Act under
section 120B.12; and
new text end

deleted text begin (5) deleted text end new text begin (6) new text end costs of substitute teachers to allow teachers to complete required training during
the teachers' contract day.

Sec. 15. 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 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 120B.1117 new text end	new text begin 120B.118 new text end
	new text begin 120B.1118 new text end	new text begin 120B.119 new text end

ARTICLE 5

CHARTER SCHOOLS

Section 1.

Minnesota Statutes 2023 Supplement, section 124E.02, is amended to read:

124E.02 DEFINITIONS.

(a) For purposes of this chapter, the terms defined in this section have the meanings
given them.

(b) "Affidavit" means a written statement the authorizer submits to the commissioner
for approval to establish a charter school under section 124E.06, subdivision 4, attesting to
its review and approval process before chartering a school.

(c) "Affiliate" means a person that directly or indirectly, through one or more
intermediaries, controls, is controlled by, or is under common control with another person.

(d) "Charter management organization" or "CMO" means deleted text begin any deleted text end new text begin a new text end nonprofit deleted text begin or for-profit deleted text end
entity new text begin or organization new text end that deleted text begin contracts with a charter school board of directors to provide,
manage, or oversee deleted text end new text begin operates or manages a charter school or a network of charter schools
or can control new text end all or substantially all of a school's education program or a school's
administrative, financial, business, or operational functions.

(e) "Control" means the ability to affect the management, operations, or policy actions
or decisions of a person, whether by owning voting securities, by contract, or otherwise.

(f) "Educational management organization" or "EMO" means a deleted text begin nonprofit or deleted text end for-profit
entity new text begin or organization new text end that deleted text begin provides, manages or oversees deleted text end new text begin operates or manages a charter
school or a network of charter schools or can control new text end all or substantially all of deleted text begin the deleted text end new text begin a school's new text end
education program, or deleted text begin the deleted text end new text begin a new text end school's administrative, financial, business, or operational
functions.

(g) "Immediate family" means an individual whose relationship by blood, marriage,
adoption, or partnership is no more remote than first cousin.

(h) "Market need and demand study" means a study that includes the following for the
proposed locations of the school or additional site:

(1) current and projected demographic information;

(2) student enrollment patterns;

(3) information on existing schools and types of educational programs currently available;

(4) characteristics of proposed students and families;

(5) availability of properly zoned and classified facilities; and

(6) quantification of existing demand for the school or site.

(i) "Person" means an individual or entity of any kind.

(j) "Related party" means an affiliate or immediate relative of the other interested party,
an affiliate of an immediate relative who is the other interested party, or an immediate
relative of an affiliate who is the other interested party.

(k) For purposes of this chapter, the terms defined in section 120A.05 have the same
meanings.

Sec. 2.

Minnesota Statutes 2023 Supplement, section 124E.03, subdivision 2, is amended
to read:

Subd. 2.

Certain federal, state, and local requirements.

(a) A charter school shall
meet all federal, state, and local health and safety requirements applicable to school districts.

(b) A school must comply with statewide accountability requirements governing standards
and assessments in chapter 120B.

(c) A charter school must comply with the Minnesota Public School Fee Law, sections
123B.34 to 123B.39.

(d) A charter school is a district for the purposes of tort liability under chapter 466.

(e) A charter school must comply with the Pledge of Allegiance requirement under
section 121A.11, subdivision 3.

(f) A charter school and charter school board of directors must comply with chapter 181
governing requirements for employment.

(g) A charter school must comply with continuing truant notification under section
260A.03.

(h) A charter school must develop and implement a teacher evaluation and peer review
process under section 122A.40, subdivision 8, paragraph (b), clauses (2) to (13), and place
students in classrooms in accordance with section 122A.40, subdivision 8, paragraph (d).
The teacher evaluation process in this paragraph does not create any additional employment
rights for teachers.

(i) A charter school must adopt a deleted text begin policy, deleted text end plan, budget, and process, consistent with
section 120B.11, to review curriculum, instruction, and student achievement and strive for
the world's best workforce.

(j) A charter school is subject to and must comply with the Pupil Fair Dismissal Act,
sections 121A.40 to 121A.56 and 121A.575.

Sec. 3.

Minnesota Statutes 2022, section 124E.05, subdivision 3, is amended to read:

Subd. 3.

Application process.

(a) An eligible deleted text begin authorizer deleted text end new text begin organization new text end under this section
must apply to the commissioner for approval as an authorizer before submitting any affidavit
to the commissioner to charter a school. The application for approval as a charter school
authorizer must show the applicant's ability to implement the procedures and satisfy the
criteria for chartering a school under this chapter. The commissioner must approve or
disapprove the application within 45 business days of the deadline for that application
period. If the commissioner disapproves the application, the commissioner must notify the
applicant of the specific deficiencies in writing and the applicant then has 20 business days
to address the deficiencies to the commissioner's satisfaction. After the 20 business days
expire, the commissioner has 15 business days to make a final decision to approve or
disapprove the application. Failing to address the deficiencies to the commissioner's
satisfaction makes an applicant ineligible to be an authorizer. The commissioner, in
establishing criteria to approve an authorizer, consistent with subdivision 4, must consider
the applicant's:

(1) infrastructure and capacity to serve as an authorizer;

(2) application criteria and process;

(3) contracting process;

(4) ongoing oversight and evaluation processes; and

(5) renewal criteria and processes.

(b) A disapproved applicant under this section may resubmit an application during a
future application period.

Sec. 4.

Minnesota Statutes 2023 Supplement, section 124E.06, subdivision 1, is amended
to read:

Subdivision 1.

Individuals eligible to organize.

(a) An authorizer, after receiving an
application from a charter school developer, may charter either a licensed teacher under
section 122A.18, subdivision 1, or a group of individuals that includes one or more licensed
teachers under section 122A.18, subdivision 1, to operate a school subject to the
commissioner's approval of the authorizer's affidavit under subdivision 4.

(b) "Application" under this section means the charter school business plan a charter
school developer submits to an authorizer for approval to establish a charter school. This
application must include:

(1) the proposed school's:

(i) mission and vision statements;

(ii) purposes and goals;

(iii) educational program design and how the program will improve student learning,
success, and achievement;

(iv) plan to address the social and emotional learning needs of students and student
support services;

(v) plan to provide special education management and services;

(vi) plan for staffing the school with appropriately qualified and licensed personnel;

(vii) financial plan;

(viii) governance and management structure and plan;

(ix) market need and demand study; and

(x) plan for ongoing outreach and dissemination of information about the school's
offerings and enrollment procedure to families that reflect the diversity of Minnesota's
population and targeted groups under section 124E.17, subdivision 1, paragraph (a);

(2) the school developer's experience and background, including criminal history and
bankruptcy background checks; new text begin and
new text end

(3) any other information the authorizer requests deleted text begin ; and deleted text end new text begin .
new text end

deleted text begin (4) a "statement of assurances" of legal compliance prescribed by the commissioner.
deleted text end

(c) An authorizer shall not approve an application submitted by a charter school developer
under paragraph (a) if the application does not comply with subdivision 3, paragraph (e),
and section 124E.01, subdivision 1. The commissioner shall not approve an affidavit
submitted by an authorizer under subdivision 4 if the affidavit does not comply with
subdivision 3, paragraph (e), and section 124E.01, subdivision 1.

Sec. 5.

Minnesota Statutes 2023 Supplement, section 124E.06, subdivision 4, is amended
to read:

Subd. 4.

Authorizer's affidavit; approval process.

(a) Before an operator may establish
and operate a school, the authorizer must file an affidavit with the commissioner stating its
intent to charter a school. An authorizer must file a separate affidavit for each school it
intends to charter. An authorizer must file an affidavit at least 14 months before July 1 of
the year the new charter school plans to serve students. The affidavit must state deleted text begin :
deleted text end

deleted text begin (1) deleted text end the terms and conditions under which the authorizer would charter a school, including
a market need and demand study deleted text begin ; and deleted text end new text begin .
new text end

deleted text begin (2) how the authorizer intends to oversee:
deleted text end

deleted text begin (i) the fiscal and student performance of the charter school; and
deleted text end

deleted text begin (ii) compliance with the terms of the written contract between the authorizer and the
charter school board of directors under section 124E.10, subdivision 1.
deleted text end

(b) The commissioner must approve or disapprove the authorizer's affidavit within 60
business days of receiving the affidavit. If the commissioner disapproves the affidavit, the
commissioner shall notify the authorizer of the deficiencies in the affidavit and the authorizer
then has 20 business days to address the deficiencies. The commissioner must notify the
authorizer of the commissioner's final approval or final disapproval within 15 business days
after receiving the authorizer's response to the deficiencies in the affidavit. If the authorizer
does not address deficiencies to the commissioner's satisfaction, the commissioner's
disapproval is final. An authorizer who fails to obtain the commissioner's approval is
precluded from chartering the school that is the subject of this affidavit.

new text begin (c) The grades and number of primary enrollment sites in an approved affidavit may
only be modified under subdivision 5.
new text end

Sec. 6.

Minnesota Statutes 2023 Supplement, section 124E.06, subdivision 5, is amended
to read:

Subd. 5.

Adding grades or sites.

(a) A charter school may apply to the authorizer to
amend the school charter to add grades or primary enrollment sites beyond those defined
in the original affidavit approved by the commissioner. After approving the school's
application, the authorizer shall submit a supplemental affidavit in the form and manner
prescribed by the commissioner. The authorizer must file a supplemental affidavit to the
commissioner by October 1 to be eligible to add grades or sites in the next school year. The
supplemental affidavit must document deleted text begin to the authorizer's satisfaction deleted text end :

(1) deleted text begin the need for the additional grades or sites with supporting long-range enrollment
projections deleted text end new text begin for site expansion, a market need and demand study with long-range enrollment
projections new text end ;

(2) deleted text begin a longitudinal record of student academic performance and growth on statewide
assessments under chapter deleted text end deleted text begin 120B deleted text end deleted text begin or on other academic assessments that measure longitudinal
student performance and growth approved by the charter school's board of directors and
agreed upon with the authorizer deleted text end new text begin for grade expansion, the need for the additional grades with
supporting long-range enrollment projections new text end ;

(3) deleted text begin a history of sound school finances and a plan to add grades or sites that sustains the
school's finances deleted text end new text begin a longitudinal record of at least three years of student academic proficiency
and growth on statewide assessments under chapter 120B or on other academic assessments
that measure for at least three years longitudinal student proficiency and growth approved
by the charter school's board of directors and agreed upon with the authorizer new text end ;

(4) deleted text begin board capacity to administer and manage the additional grades or sites deleted text end new text begin at least three
years of sound school finances and a plan to add grades or sites that sustains the school's
finances new text end ; and

(5) deleted text begin for site expansion, a market need and demand study deleted text end new text begin board capacity to administer
and manage the additional grades or sites new text end .

(b) The commissioner shall have 30 business days to review and comment on the
supplemental affidavit. The commissioner shall notify the authorizer in writing of any
deficiencies in the supplemental affidavit and the authorizer then has 20 business days to
address any deficiencies in the supplemental affidavit to the commissioner's satisfaction.
The commissioner must notify the authorizer of final approval or final disapproval within
15 business days after receiving the authorizer's response to the deficiencies in the affidavit.
The school may not add grades or sites until the commissioner has approved the supplemental
affidavit. The commissioner's approval or disapproval of a supplemental affidavit is final.

Sec. 7.

Minnesota Statutes 2022, section 124E.07, subdivision 3, is amended to read:

Subd. 3.

Membership criteria.

(a) The ongoing charter school board of directors shall
have at least five nonrelated members and include: (1) at least one licensed teacher new text begin of record
under Minnesota Rules, part 8710.0310, new text end who is employed as a teacher at the school or
provides instruction under contract between the charter school and a cooperative; (2) at
least one parent or legal guardian of a student enrolled in the charter school who is not an
employee of the charter school; and (3) at least one interested community member who
resides in Minnesota, is not employed by the charter school, and does not have a child
enrolled in the school. The board structure may include a majority of teachers under this
paragraph or parents or community members, or it may have no clear majority. The chief
financial officer and the chief administrator may only serve as ex-officio nonvoting board
members. No charter school employees shall serve on the board other than teachers under
clause (1). Contractors providing facilities, goods, or services to a charter school shall not
serve on the board of directors of the charter school.

(b) An individual is prohibited from serving as a member of the charter school board of
directors if: (1) the individual, an immediate family member, or the individual's partner is
a full or part owner or principal with a for-profit or nonprofit entity or independent contractor
with whom the charter school contracts, directly or indirectly, for professional services,
goods, or facilities; or (2) an immediate family member is an employee of the school. An
individual may serve as a member of the board of directors if no conflict of interest exists
under this paragraph, consistent with this section.

(c) A violation of paragraph (b) renders a contract voidable at the option of the
commissioner or the charter school board of directors. A member of a charter school board
of directors who violates paragraph (b) is individually liable to the charter school for any
damage caused by the violation.

(d) Any employee, agent, new text begin contractor, new text end or board member of the authorizer who participates
in initially reviewing, approving, overseeing, evaluating, renewing, or not renewing the
charter school is ineligible to serve on the board of directors of a school chartered by that
authorizer.

new text begin (e) A charter school must disclose to the commissioner and its authorizer if a board
member, including an ex officio nonvoting board member, is serving on multiple charter
school boards or committees of other charter school boards. The board member has an
affirmative duty to inform each school board of every school board where the board member
is a director or ex officio member.
new text end

Sec. 8.

Minnesota Statutes 2022, section 124E.07, subdivision 8, is amended to read:

Subd. 8.

Meetings and information.

(a) Board of director meetings must comply with
chapter 13D governing open meetings.

(b) A charter school shall publish and maintain on the school's official website: (1) the
meeting minutes of the board of directors and of members and committees having
board-delegated authority, new text begin within 30 days following the earlier of the date of board approval
or the next regularly scheduled meeting, and new text end for at least 365 days from the date of publication;
(2) directory information for the board of directors and for the members of committees
having board-delegated authority; and (3) identifying and contact information for the school's
authorizer.

(c) A charter school must include identifying and contact information for the school's
authorizer in other school materials it makes available to the public.

Sec. 9.

Minnesota Statutes 2022, section 124E.10, subdivision 2, is amended to read:

Subd. 2.

Limits on charter school agreements.

(a) A school must disclose to the
commissioner any potential contract, lease, or purchase of service from an authorizer new text begin or a
board member, employee, contractor, volunteer, or agent of an authorizer new text end . The contract,
lease, or purchase must be accepted through an open bidding process and be separate from
the charter contract. The school must document the open bidding process. An authorizer
must not enter into a contract to provide management and financial services to a school it
authorizes, unless the school documents receiving at least two competitive bids.

(b) An authorizer must not condition granting or renewing a charter on:

(1) the charter school being required to contract, lease, or purchase services from the
authorizer; or

(2) the bargaining unit status of school employees.

Sec. 10.

Minnesota Statutes 2022, section 124E.10, subdivision 5, is amended to read:

Subd. 5.

Mutual nonrenewal.

If the authorizer and the deleted text begin charter school deleted text end board of directors
new text begin of a charter school serving enrolled students new text end mutually agree not to renew the contract, or if
the governing board of an approved authorizer votes to withdraw as an approved authorizer
for a reason unrelated to any cause under subdivision 4, a change in authorizers is allowed.
The authorizer and the school board must jointly submit a written and signed letter of their
intent to the commissioner to mutually not renew the contract. The authorizer that is a party
to the existing contract must inform the proposed authorizer about the fiscal, operational,
and student performance status of the school, including unmet contract outcomes and other
outstanding contractual obligations. The charter contract between the proposed authorizer
and the school must identify and provide a plan to address any outstanding obligations from
the previous contract. The proposed authorizer must submit the proposed contract at least
105 business days before the end of the existing charter contract. The commissioner has 30
business days to review and make a determination on the change in authorizer. The proposed
authorizer and the school have 15 business days to respond to the determination and address
any issues identified by the commissioner. The commissioner must make a final
determination no later than 45 business days before the end of the current charter contract.
If the commissioner does not approve a change in authorizer, the school and the current
authorizer may withdraw their letter of nonrenewal and enter into a new contract. If the
commissioner does not approve a change in authorizer and the current authorizer and the
school do not withdraw their letter and enter into a new contract, the school must be dissolved
according to applicable law and the terms of the contract.

Sec. 11.

Minnesota Statutes 2023 Supplement, section 124E.12, subdivision 1, is amended
to read:

Subdivision 1.

Teachers.

A charter school, excluding its preschool or prekindergarten
program established under section 124E.06, subdivision 3, must employ or contract with
necessary teachers, as defined by section 122A.06, subdivision 2, or contract with a
cooperative formed under chapter 308A to provide necessary teachers, who hold valid
licenses to perform the particular service for which they are employed in the school. new text begin A
charter school may not contract with a CMO or EMO to provide necessary teachers. new text end A
charter school's preschool or prekindergarten program must employ or contract with teachers
knowledgeable in early childhood curriculum content, assessment, native and English
language programs, and instruction established under section 124E.06, subdivision 3. The
commissioner may reduce the charter school's state aid under section 127A.43 if the school
employs a teacher who is not appropriately licensed or approved by the Professional Educator
Licensing and Standards Board. The school may employ necessary employees who are not
required to hold teaching licenses to perform duties other than teaching and may contract
for other services. The school may discharge teachers and nonlicensed employees. The
charter school board is subject to section 181.932 governing whistle-blowers. When offering
employment to a prospective employee, a charter school must give that employee a written
description of the terms and conditions of employment and the school's personnel policies.

Sec. 12.

Minnesota Statutes 2023 Supplement, section 124E.16, subdivision 1, is amended
to read:

Subdivision 1.

Audit report.

(a) A charter school is subject to the same financial audits,
audit procedures, and audit requirements as a district, except as required under this
subdivision. Audits must be conducted in compliance with generally accepted governmental
auditing standards, the federal Single Audit Act, if applicable, and section 6.65 governing
auditing procedures. deleted text begin A charter school is subject to and must comply with sections 15.054;
118A.01; 118A.02; 118A.03; 118A.04; 118A.05; 118A.06 governing government property
and financial investments; and sections 471.38; 471.391; 471.392; and 471.425 governing
municipal contracting. deleted text end The audit must comply with the requirements of sections 123B.75
to 123B.83 governing school district finance, except when the commissioner and authorizer
approve a deviation made necessary because of school program finances. The commissioner,
state auditor, legislative auditor, or authorizer may conduct financial, program, or compliance
audits. A charter school in statutory operating debt under sections 123B.81 to 123B.83 must
submit a plan under section 123B.81, subdivision 4.

(b) The charter school must submit an audit report to the commissioner and its authorizer
annually by December 31.

(c) The charter school, with the assistance of the auditor conducting the audit, must
include with the report, as supplemental information: (1) a copy of a new management
agreement or an amendment to a current agreement with a CMO or EMO signed during the
audit year; and (2) a copy of a service agreement or contract with a company or individual
totaling over five percent of the audited expenditures for the most recent audit year. The
agreements must detail the terms of the agreement, including the services provided and the
annual costs for those services.

(d) A charter school independent audit report shall include audited financial data of an
affiliated building corporation under section 124E.13, subdivision 3, or other component
unit.

(e) If the audit report finds that a material weakness exists in the financial reporting
systems of a charter school, the charter school must submit a written report to the
commissioner explaining how the charter school will resolve that material weakness. An
auditor, as a condition of providing financial services to a charter school, must agree to
make available information about a charter school's financial audit to the commissioner and
authorizer upon request.

Sec. 13.

Minnesota Statutes 2022, section 124E.26, is amended to read:

124E.26 USE OF STATE MONEY.

new text begin Subdivision 1. new text end

new text begin Purchasing buildings. new text end

A charter school may not use state money to
purchase land or buildings. The charter school may own land and buildings if obtained
through nonstate sources.

new text begin Subd. 2. new text end

new text begin Procurement policy required. new text end

new text begin Prior to the expenditure of any state funds, a
charter school must adopt a procurement policy consistent with subdivision 4.
new text end

new text begin Subd. 3. new text end

new text begin All purchases. new text end

new text begin All purchases using state funds must be made consistent with
the procurement policy adopted under subdivision 2.
new text end

new text begin Subd. 4. new text end

new text begin Required policy components. new text end

new text begin A charter school procurement policy must at a
minimum include:
new text end

new text begin (1) conflict of interest provisions consistent with section 124E.14;
new text end

new text begin (2) thresholds for purchases by employees without board approval;
new text end

new text begin (3) thresholds for purchases that require competitive bidding processes, but a charter
may not adopt a threshold below $25,000; and
new text end

new text begin (4) a prohibition on breaking up a procurement into smaller components to avoid the
thresholds established in clauses (2) and (3).
new text end

new text begin Subd. 5. new text end

new text begin Reduction in aid. new text end

new text begin If a charter school makes a purchase without a procurement
policy adopted by the school's board or makes a purchase not in conformity with the school's
procurement policy, the commissioner may reduce that charter school's state aid in an amount
equal to the purchase.
new text end

new text begin Subd. 6. new text end

new text begin Property, financial investments, and contracting. new text end

new text begin A charter school is subject
to and must comply with sections 15.054 and 118A.01 to 118A.06 governing government
property and financial investments and sections 471.38, 471.391, 471.392, and 471.425
governing municipal contracting.
new text end

ARTICLE 6

NUTRITION AND LIBRARIES

Section 1.

Minnesota Statutes 2023 Supplement, section 124D.111, subdivision 2a, is
amended to read:

Subd. 2a.

Federal child and adult care food program and federal summer food
service program; criteria and notice.

(a) The commissioner must post on the department's
website eligibility criteria and application information for nonprofit organizations interested
in applying to the commissioner for approval as a multisite sponsoring organization under
the federal child and adult care food program and federal summer food service program.
The posted criteria and information must inform interested nonprofit organizations about:

(1) the criteria the commissioner uses to approve or disapprove an application, including
how an applicant demonstrates financial viability for the Minnesota program, among other
criteria;

(2) the commissioner's process and time line for notifying an applicant when its
application is approved or disapproved and, if the application is disapproved, the explanation
the commissioner provides to the applicant; and

(3) any appeal or other recourse available to a disapproved applicant.

(b) The commissioner must evaluate financial eligibility as part of the application process.
An organization applying to be a prospective deleted text begin sponsor deleted text end new text begin nonprofit multisite sponsoring
organization new text end for the federal child and adult new text begin care new text end food deleted text begin care deleted text end program or the federal summer
food service program must provide documentation of financial viability as an organization.
Documentation must include:

(1) evidence that the organization has operated for at least one year and has filed at least
one tax return;

(2) the most recent tax return submitted by the organization and corresponding forms
and financial statements;

(3) a profit and loss statement and balance sheet or similar financial information; and

(4) evidence that at least ten percent of the organization's operating revenue comes from
sources other than the United States Department of Agriculture child nutrition program and
that the organization has additional funds or a performance bond available to cover at least
one month of reimbursement claims.

Sec. 2.

new text begin [134.51] BOOK BANNING PROHIBITED.
new text end

new text begin Subdivision 1. new text end

new text begin Access to materials. new text end

new text begin The governing body, including a school board, of
a regional public library system under section 134.20, subdivision 2; a multicounty, multitype
library system under section 134.351, subdivision 4; a combination library under section
134.195, subdivision 7; a school library under section 124D.991; a library in a school
receiving school library aid; or any other public library under section 134.001, subdivision
2, may not ban, remove, or otherwise restrict access to a book or other material based on
the viewpoint, content, message, idea, or opinion conveyed.
new text end

new text begin Subd. 2. new text end

new text begin Qualified librarian. new text end

new text begin (a) The book and material collection decisions of a library
referenced in subdivision 1 must be made or overseen by:
new text end

new text begin (1) a licensed library media specialist under Minnesota Rules, part 8710.4550;
new text end

new text begin (2) an individual with a master's degree in library sciences or library and information
sciences; or
new text end

new text begin (3) a professional librarian or a person trained in library collection management in
accordance with the policies under the American Library Association's Library Bill of
Rights.
new text end

new text begin (b) Collection management decisions must be made in accordance with the American
Library Association's Library Bill of Rights.
new text end

new text begin Subd. 3. new text end

new text begin Collection management. new text end

new text begin A governing body under subdivision 1, or any other
public body with personnel authority for a library, may not discriminate against or discipline
a librarian or other professional overseeing a library collection under subdivision 2 based
solely on their collection management decisions.
new text end

new text begin Subd. 4. new text end

new text begin Library content. new text end

new text begin This section does not limit any authority of a librarian or
other professional overseeing a library collection under subdivision 2 authority to decline
to purchase, lend, shelve, or to remove or restrict access to books or other materials as part
of regular collection development practice.
new text end

new text begin Subd. 5. new text end

new text begin Other law. new text end

new text begin Nothing in this section impairs or limits the rights of a parent,
guardian, or adult student to request a content challenge under section 120B.20.
new text end

ARTICLE 7

HEALTH AND SAFETY

Section 1.

Minnesota Statutes 2023 Supplement, section 121A.20, subdivision 2, is
amended to read:

Subd. 2.

Definition.

For purposes of this section, "health services specialist" means a
professional registered nurse who:

(1) is licensed as a public health nurse in Minnesota;

(2) is licensed as a school nurse in Minnesota;

(3) has a minimum of three years of experience in school nursing services or as a public
health nurse serving schools; new text begin and
new text end

(4) has experience in managing a districtwide health policy deleted text begin , overseeing a budget, and
supervising personnel; and deleted text end new text begin .
new text end

deleted text begin (5) has a graduate degree in nursing, public health, education, or a related field.
deleted text end

Sec. 2.

Minnesota Statutes 2022, section 121A.41, subdivision 8, is amended to read:

Subd. 8.

School.

"School" means any school defined in section 120A.05, subdivisions
9, 11, 13, and 17. new text begin "School" also means a charter school or Tribal contract school.
new text end

Sec. 3.

Minnesota Statutes 2023 Supplement, section 124E.03, subdivision 2, is amended
to read:

Subd. 2.

Certain federal, state, and local requirements.

(a) A charter school shall
meet all federal, state, and local health and safety requirements applicable to school districts.

(b) A school must comply with statewide accountability requirements governing standards
and assessments in chapter 120B.

(c) A charter school must comply with the Minnesota Public School Fee Law, sections
123B.34 to 123B.39.

(d) A charter school is a district for the purposes of tort liability under chapter 466.

(e) A charter school must comply with the Pledge of Allegiance requirement under
section 121A.11, subdivision 3.

(f) A charter school and charter school board of directors must comply with chapter 181
governing requirements for employment.

(g) A charter school must comply with continuing truant notification under section
260A.03.

(h) A charter school must develop and implement a teacher evaluation and peer review
process under section 122A.40, subdivision 8, paragraph (b), clauses (2) to (13), and place
students in classrooms in accordance with section 122A.40, subdivision 8, paragraph (d).
The teacher evaluation process in this paragraph does not create any additional employment
rights for teachers.

(i) A charter school must adopt a policy, plan, budget, and process, consistent with
section 120B.11, to review curriculum, instruction, and student achievement and strive for
the world's best workforce.

(j) A charter school is subject to and must comply with the Pupil Fair Dismissal Act,
sections 121A.40 to 121A.56 and 121A.575 new text begin , 121A.60, 121A.61, and 121A.65 new text end .

Sec. 4.

Minnesota Statutes 2022, section 260E.14, subdivision 1, is amended to read:

Subdivision 1.

Facilities and schools.

(a) The local welfare agency is the agency
responsible for investigating allegations of maltreatment in child foster care, family child
care, legally nonlicensed child care, and reports involving children served by an unlicensed
personal care provider organization under section 256B.0659. Copies of findings related to
personal care provider organizations under section 256B.0659 must be forwarded to the
Department of Human Services provider enrollment.

(b) The Department of Human Services is the agency responsible for screening and
investigating allegations of maltreatment in juvenile correctional facilities listed under
section 241.021 located in the local welfare agency's county and in facilities licensed or
certified under chapters 245A, 245D, and 245H, except for child foster care and family
child care.

(c) The Department of Health is the agency responsible for screening and investigating
allegations of maltreatment in facilities licensed under sections 144.50 to 144.58 and 144A.43
to 144A.482 or chapter 144H.

(d) The Department of Education is the agency responsible for screening and investigating
allegations of maltreatment in a school as defined in section 120A.05, subdivisions 9, 11,
and 13, and chapter 124E. The Department of Education's responsibility to screen and
investigate includes allegations of maltreatment involving students 18 deleted text begin to deleted text end new text begin through new text end 21 years
of age, including students receiving special education services, up to and including graduation
and the issuance of a secondary or high school diploma.

(e) A health or corrections agency receiving a report may request the local welfare agency
to provide assistance pursuant to this section and sections 260E.20 and 260E.22.

ARTICLE 8

EARLY LEARNING

Section 1.

Minnesota Statutes 2022, section 120A.05, subdivision 10a, is amended to read:

Subd. 10a.

Kindergarten.

"Kindergarten" means a program designed for pupils five
years of age on September 1 of the calendar year in which the school year commences that
prepares pupils to enter first grade the following school year. deleted text begin A program designed for pupils
younger than five years of age on September 1 of the calendar year in which the school year
commences that prepares pupils to enter kindergarten the following school year is a
prekindergarten program.
deleted text end

Sec. 2.

Minnesota Statutes 2022, section 120A.05, is amended by adding a subdivision to
read:

new text begin Subd. 11a. new text end

new text begin Prekindergarten. new text end

new text begin "Prekindergarten" means a program designed for pupils
younger than five years of age on September 1 of the calendar year in which the school year
commences that prepares pupils to enter kindergarten the following school year.
new text end

Sec. 3.

Minnesota Statutes 2022, section 124D.151, as amended by Laws 2023, chapter
55, article 9, section 19; and article 10, section 1, is amended to read:

124D.151 VOLUNTARY PREKINDERGARTEN PROGRAM new text begin FOR ELIGIBLE
FOUR-YEAR-OLD CHILDREN new text end .

Subdivision 1.

Establishment; purpose.

A district, a charter school, a group of districts,
a group of charter schools, or a group of districts and charter schools may establish a
voluntary prekindergarten program new text begin for eligible four-year-old children new text end . The purpose of a
voluntary prekindergarten program is to deleted text begin prepare deleted text end new text begin support new text end children new text begin and their families and
prepare them new text end for success deleted text begin as they enter deleted text end new text begin in new text end kindergarten deleted text begin in the following year deleted text end new text begin and beyond new text end .

Subd. 2.

Program requirements.

(a) A voluntary prekindergarten program provider
must:

(1) provide instruction through play-based learning to foster children's social and
emotional development, cognitive development, physical and motor development, and
language and literacy skills, including the native language and literacy skills of English
learners, to the extent practicable;

(2) deleted text begin measure deleted text end new text begin assess new text end each child's deleted text begin cognitive and social skills using a formative measure
aligned to deleted text end new text begin progress toward new text end the state's early learning standards when the child enters and
again before the child leaves the program deleted text begin , screening and progress monitoring measures,
and other age-appropriate versions from the state-approved menu of kindergarten entry
profile measures deleted text end new text begin using a commissioner-approved formative, developmentally appropriate
assessment and report results and demographic data to the department in a form and manner
prescribed by the commissioner new text end ;

(3) provide comprehensive program content new text begin aligned with the state early learning
standards, new text end including the implementation of curriculum, assessment, and new text begin intentional
new text end instructional strategies deleted text begin aligned with the state early learning standards, and kindergarten
through grade 3 academic standards deleted text end ;

(4) provide instructional content and activities that are of sufficient length and intensity
to address learning needs including offering a program with at least 350 hours of instruction
per school year for a prekindergarten student;

deleted text begin (5) provide voluntary prekindergarten instructional staff salaries comparable to the
salaries of local kindergarten through grade 12 instructional staff;
deleted text end

deleted text begin (6) deleted text end new text begin (5) new text end coordinate appropriate kindergarten transition with families, deleted text begin community-based deleted text end
prekindergarten programs deleted text begin , deleted text end new text begin offered by Head Start, licensed center and licensed family child
care, community-based organizations, new text end and school district kindergarten programs;

deleted text begin (7) deleted text end new text begin (6) new text end involve parents in program deleted text begin planning deleted text end new text begin decision-making new text end and transition planning by
implementing parent engagement strategies that include culturally and linguistically
responsive activities in prekindergarten through third grade that are aligned with early
childhood family education under section 124D.13;

deleted text begin (8) deleted text end new text begin (7) new text end coordinate with relevant community-based services, including health and social
service agencies, to ensure children have access to comprehensive services;

deleted text begin (9) deleted text end new text begin (8) new text end coordinate with all relevant school district programs and services including early
childhood special education, homeless students, and English learners;

deleted text begin (10) deleted text end new text begin (9) new text end ensure staff-to-child ratios of one-to-ten and a maximum group size of 20
children;

deleted text begin (11) deleted text end new text begin (10) new text end provide high-quality coordinated professional development, training, and
coaching for deleted text begin both deleted text end new text begin staff in new text end school deleted text begin district and community-based early learning deleted text end new text begin districts and
in prekindergarten programs offered by Head Start, licensed center and licensed family
child care new text end providers new text begin , and community-based organizations new text end that is informed by a measure of
adult-child interactions and enables teachers to be highly knowledgeable in early childhood
curriculum content, assessment, native and English language development programs, and
instruction; and

deleted text begin (12) deleted text end new text begin (11) new text end implement strategies that support the alignment of professional development,
instruction, assessments, and prekindergarten through grade 3 curricula.

(b) A voluntary prekindergarten program must have teachers knowledgeable in early
childhood curriculum content, assessment, native and English language programs, and
instruction new text begin , and licensed according to section 122A.261 new text end .

deleted text begin (c) Districts and charter schools must include their strategy for implementing and
measuring the impact of their voluntary prekindergarten program under section 120B.11
and provide results in their world's best workforce annual summary to the commissioner of
education.
deleted text end

Subd. 3.

Mixed delivery deleted text begin of services deleted text end new text begin program plan new text end .

A district or charter school may
contract with a charter school, Head Start deleted text begin or child care centers, family child care programs
licensed under section 245A.03 deleted text end new text begin program, licensed center and licensed family child care new text end , or
a community-based organization to provide eligible children with developmentally
appropriate services that meet the program requirements in subdivision 2. Components of
a mixed-delivery plan include strategies for recruitment, contracting, and monitoring of
fiscal compliance and program quality.

Subd. 4.

Eligibility.

deleted text begin A deleted text end new text begin (a) An eligible new text end child new text begin means a child new text end who new text begin :
new text end

new text begin (1) new text end is four years of age as of September 1 in the calendar year in which the school year
commences deleted text begin is eligible to participate in a voluntary prekindergarten program free of charge.
An eligible four-year-old child served in a mixed-delivery system by a child care center,
family child care program licensed under section 245A.03, or community-based organization
may be charged a fee as long as the mixed-delivery partner was not awarded a seat for that
child. deleted text end new text begin ; and
new text end

new text begin (2) meets at least one of the following criteria:
new text end

new text begin (i) qualifies for free or reduced-priced meals;
new text end

new text begin (ii) qualifies for the rate at application specified in section 119B.09, subdivision 1,
paragraph (a), clause (2), in the current calendar year;
new text end

new text begin (iii) is an English language learner as defined by section 124D.59, subdivision 2;
new text end

new text begin (iv) is American Indian;
new text end

new text begin (v) has experienced homelessness in the last 24 months, as defined under the federal
McKinney-Vento Homeless Assistance Act, United States Code, title 42, section 1143a;
new text end

new text begin (vi) was identified as having a potential risk factor that may influence learning through
health and developmental screening under sections 121A.16 to 121A.19;
new text end

new text begin (vii) is in foster care; is in kinship care, including children receiving Northstar kinship
care assistance under chapter 256N; or is in need of child protection services;
new text end

new text begin (viii) has a parent who is a migrant or seasonal agricultural laborer under section 181.85;
new text end

new text begin (ix) has a parent who is incarcerated; or
new text end

new text begin (x) is defined as at-risk by the school district.
new text end

new text begin (b) School districts and charter schools must use state funding for eligible children to
the extent it is available. A child may participate in a voluntary prekindergarten program
on a fee-for-service basis if the child does not meet the eligibility criteria in paragraph (a)
or state funding is not available. A school district or charter school must adopt a sliding-fee
schedule based upon family income and must waive a fee for a participant unable to pay.
new text end

new text begin (c) new text end Each eligible child must complete a health and developmental screening within 90
days of program enrollment under sections 121A.16 to 121A.19, and provide documentation
of required immunizations under section 121A.15.

new text begin (d) A child with an individualized education program may not be excluded from
participation in a program under this section if all other eligibility requirements are satisfied
and the individualized education program team determines that with reasonable
accommodations the child can fully participate and make progress toward their goals and
objectives.
new text end

Subd. 5.

Application process; priority for high poverty schools.

(a) To qualify for
program approval for fiscal year deleted text begin 2017 deleted text end new text begin 2026 new text end , a district or charter school must submit an
application to the commissioner by deleted text begin July 1, 2016 deleted text end new text begin January 30, 2025. Thereafter, the
commissioner must accept applications and approve programs every four years new text end . To qualify
for program approval deleted text begin for deleted text end new text begin after new text end fiscal year deleted text begin 2018 and later deleted text end new text begin 2026 new text end , a new text begin school new text end district or charter
school must submit an application to the commissioner by January 30 of the fiscal year
prior to the fiscal year in which the program will be implemented. The application must
include:

(1) a description of the proposed program, including the number of hours per week the
program will be offered at each school site or mixed-delivery location;

(2) an estimate of the number of eligible children to be served in the program at each
school site or mixed-delivery location; and

(3) a statement of assurances signed by the superintendent or charter school director that
the proposed program meets the requirements of subdivision 2.

(b) The commissioner must review all applications submitted deleted text begin for fiscal year 2017 by
August 1, 2016, and must review all applications submitted for fiscal year 2018 and later deleted text end
by March 1 of the fiscal year in which the applications are received and determine whether
each application meets the requirements of paragraph (a). new text begin The commissioner may review
and redistribute seat allocations as needed.
new text end

(c) The commissioner must divide all applications for new or expanded voluntary
prekindergarten programs under this section meeting the requirements of paragraph (a) and
school readiness plus programs into four groups as follows: the Minneapolis and St. Paul
school districts; other school districts located in the metropolitan equity region as defined
in section 126C.10, subdivision 28; school districts located in the rural equity region as
defined in section 126C.10, subdivision 28; and charter schools. Within each group, the
applications must be ordered by rank using a sliding scale based on the following criteria:

(1) concentration of kindergarten students eligible for free or reduced-price meals by
school site on October 1 of the previous school year. A school site may contract to partner
with a community-based provider or Head Start under subdivision 3 or establish an early
childhood center and use the concentration of kindergarten students eligible for free or
reduced-price meals from a specific school site as long as those eligible children are
prioritized and guaranteed services at the mixed-delivery site or early education center. For
school district programs to be operated at locations that do not have free and reduced-price
meals concentration data for kindergarten programs for October 1 of the previous school
year, including mixed-delivery programs, the school district average concentration of
kindergarten students eligible for free or reduced-price meals must be used for the rank
ordering;

(2) presence or absence of a three- or four-star Parent Aware rated program within the
school district or close proximity of the district. School sites with the highest concentration
of kindergarten students eligible for free or reduced-price meals that do not have a three-
or four-star Parent Aware program within the district or close proximity of the district shall
receive the highest priority, and school sites with the lowest concentration of kindergarten
students eligible for free or reduced-price meals that have a three- or four-star Parent Aware
rated program within the district or close proximity of the district shall receive the lowest
priority; and

(3) whether the district has implemented a mixed delivery system.

(d) The limit on participation for the programs as specified in subdivision 6 must initially
be allocated among the four groups based on each group's percentage share of the statewide
kindergarten enrollment on October 1 of the previous school year. Within each group, the
participation limit deleted text begin for fiscal years 2018 and 2019 deleted text end must first be allocated to school sites
approved for aid in the previous deleted text begin year deleted text end new text begin allocation period new text end to ensure that those sites are funded
for the same number of participants as approved for the previous deleted text begin year deleted text end new text begin allocation period new text end .
The remainder of the participation limit for each group must be allocated among school
sites in priority order until that region's share of the participation limit is reached. If the
participation limit is not reached for all groups, the remaining amount must be allocated to
the highest priority school sites, as designated under this section, not funded in the initial
allocation on a statewide basis. deleted text begin For fiscal year 2020 and later, the participation limit must
first be allocated to school sites approved for aid in fiscal year 2017, and then to school
sites approved for aid in fiscal year 2018 based on the statewide rankings under paragraph
(c).
deleted text end

(e) Once a school site or a mixed delivery site under subdivision 3 is approved for aid
under this subdivision, it shall remain eligible for aid if it continues to meet program
requirements, regardless of changes in the concentration of students eligible for free or
reduced-price meals.

(f) If the total number of participants approved based on applications submitted under
paragraph (a) is less than the participation limit under subdivision 6, the commissioner must
notify all school districts and charter schools of the amount that remains available within
30 days of the initial application deadline under paragraph (a), and complete a second round
of allocations based on applications received within 60 days of the initial application deadline.

(g) Procedures for approving applications submitted under paragraph (f) shall be the
same as specified in paragraphs (a) to (d), except that the allocations shall be made to the
highest priority school sites not funded in the initial allocation on a statewide basis.

Subd. 6.

Participation limits.

(a) Notwithstanding section 126C.05, subdivision 1,
paragraph (c), the pupil units for a voluntary prekindergarten program for an eligible school
district or charter school must not exceed 60 percent of the kindergarten pupil units for that
school district or charter school under section 126C.05, subdivision 1, paragraph (d).

(b) In reviewing applications under subdivision 5, the commissioner must limit the total
number of participants in the voluntary prekindergarten deleted text begin and school readiness plus programs
under Laws 2017, First Special Session chapter 5, article 8, section 9, deleted text end new text begin program new text end to not more
than 7,160 participants for fiscal years 2023, 2024, and 2025, and 12,360 participants for
fiscal year 2026 and later.

Subd. 7.

Financial accounting.

An eligible school district or charter school must record
expenditures attributable to voluntary prekindergarten pupils according to guidelines prepared
by the commissioner under section 127A.17.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2025.
new text end

Sec. 4.

Minnesota Statutes 2023 Supplement, section 124D.165, subdivision 2, is amended
to read:

Subd. 2.

Family eligibility.

(a) For a family to receive an early learning scholarship,
parents or guardians must have an eligible child and meet at least one of the following
requirements:

(1) have income equal to or less than:

(i) the at-application rate specified in section 119B.09, subdivision 1, paragraph (a),
clause (2), in the current calendar year; or

(ii) beginning July 1, 2025, the rate specified in United States Code, title 42, section
9858n(4)(B), as adjusted for family size;

(2) be able to document their child's current participation in the free and reduced-price
meals program or Child and Adult Care Food Program, National School Lunch Act, United
States Code, title 42, sections 1751 and 1766; the Food Distribution Program on Indian
Reservations, Food and Nutrition Act, United States Code, title 7, sections 2011-2036; Head
Start under the federal Improving Head Start for School Readiness Act of 2007; Minnesota
family investment program under chapter 256J; child care assistance programs under chapter
119B; the supplemental nutrition assistance program; or

(3) have new text begin or be new text end a child referred as in need of child protection services or placed in foster
care under section 260C.212.

(b) An "eligible child" means a child who has not yet enrolled in kindergarten and is not
yet five years of age on September 1 of the current school year.

(c) A child who has received a scholarship under this section must continue to receive
a scholarship each year until that child is eligible for kindergarten under section 120A.20
and as long as funds are available.

(d) Early learning scholarships may not be counted as earned income for the purposes
of medical assistance under chapter 256B, MinnesotaCare under chapter 256L, Minnesota
family investment program under chapter 256J, child care assistance programs under chapter
119B, or Head Start under the federal Improving Head Start for School Readiness Act of
2007.

(e) A child from an adjoining state whose family resides at a Minnesota address as
assigned by the United States Postal Service, who has received developmental screening
under sections 121A.16 to 121A.19, who intends to enroll in a Minnesota school district,
and whose family meets the criteria of paragraph (a) is eligible for an early learning
scholarship under this section.

Sec. 5.

Minnesota Statutes 2023 Supplement, section 124D.165, subdivision 2a, is amended
to read:

Subd. 2a.

Applications; priorities.

(a) The commissioner shall establish application
timelines and determine the schedule for awarding scholarships that meet the operational
needs of eligible families and programs.

(b) The commissioner must give highest priority to applications from children who:

(1) are not yet four years of age;

(2) have a parent under age 21 who is pursuing a high school diploma or a course of
study for a high school equivalency test;

(3) are in foster care;

(4) have been referred as in need of child protection services;

(5) have an incarcerated parent;

(6) new text begin are in or new text end have a parent in a substance use treatment program;

(7) new text begin are in or new text end have a parent in a mental health treatment program;

(8) have experienced domestic violence; deleted text begin or
deleted text end

new text begin (9) have an individualized education program or individualized family service plan; or
new text end

deleted text begin (9) deleted text end new text begin (10) new text end have experienced homelessness in the last 24 months, as defined under the
federal McKinney-Vento Homeless Assistance Act, United States Code, title 42, section
1143a.

(c) Notwithstanding paragraph (b), beginning July 1, 2025, the commissioner must give
highest priority to applications from children in families with income equal to or less than
the rate specified under subdivision 2, paragraph (a), clause (1), item (i), and within this
group must prioritize children who meet one or more of the criteria listed in paragraph (b).

(d) The commissioner may prioritize applications on additional factors, including but
not limited to availability of funding, family income, geographic location, and whether the
child's family is on a waiting list for a publicly funded program providing early education
or child care services.

Sec. 6.

Minnesota Statutes 2022, section 125A.02, subdivision 1a, is amended to read:

Subd. 1a.

Children deleted text begin ages three deleted text end new text begin birth new text end through deleted text begin seven deleted text end new text begin age six new text end experiencing developmental
delays.

In addition, every child under age three deleted text begin , deleted text end and new text begin , new text end at local district discretion new text begin , every child new text end
from age three deleted text begin to deleted text end new text begin through new text end age deleted text begin seven, deleted text end new text begin six new text end who needs special instruction and services, as
determined by the rules of the commissioner, because the child has a substantial delay or
deleted text begin has an identifiable deleted text end new text begin a diagnosed new text end physical or mental condition deleted text begin known to hinder normal
development deleted text end new text begin or disorder with a high probability of resulting in developmental delay new text end is a
child with a disability.

Sec. 7.

Minnesota Statutes 2022, section 125A.27, subdivision 8, is amended to read:

Subd. 8.

Eligibility for Part C.

"Eligibility for Part C" means eligibility for infant and
toddler intervention services under section 125A.02 and Minnesota Rules new text begin , part 3525.1350 new text end .

Sec. 8.

Minnesota Statutes 2022, section 125A.56, subdivision 1, is amended to read:

Subdivision 1.

Requirement.

(a) Before a pupil new text begin in kindergarten through grade 12 new text end is
referred for a special education evaluation, the district must conduct and document at least
two instructional strategies, alternatives, or interventions using a system of scientific,
research-based instruction and intervention in academics or behavior, based on the pupil's
needs, while the pupil is in the regular classroom. The pupil's teacher must document the
results. A special education evaluation team may waive this requirement when it determines
the pupil's need for the evaluation is urgent. This section may not be used to deny a pupil's
right to a special education evaluation.

(b) A school district shall use alternative intervention services, including the assurance
of mastery program under section 124D.66, or an early intervening services program under
subdivision 2 to serve at-risk pupils who demonstrate a need for alternative instructional
strategies or interventions.

(c) A student identified as being unable to read at grade level under section 120B.12,
subdivision 2, paragraph (a), must be provided with alternate instruction under this
subdivision that is multisensory, systematic, sequential, cumulative, and explicit.

Sec. 9. new text begin REVISOR INSTRUCTION.
new text end

new text begin The revisor of statutes shall remove the terms "school readiness plus" or "school readiness
plus programs" wherever they appear in Minnesota Statutes, chapters 119B, 121A, 122A,
124D, 126C, or 179A. The revisor shall also make necessary cross-reference changes,
technical language, and other changes necessitated by the changes in this act.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2025.
new text end

Sec. 10. new text begin REPEALER.
new text end

new text begin Laws 2017, First Special Session chapter 5, article 8, section 9, new text end new text begin is repealed.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2025.
new text end

ARTICLE 9

EDUCATION PARTNERSHIPS AND COMPACTS

Section 1.

Minnesota Statutes 2022, section 127A.70, subdivision 1, is amended to read:

Subdivision 1.

Establishment; membership.

(a) A P-20 education partnership is
established to create a seamless system of education that maximizes achievements of all
students, from early childhood through elementary, secondary, and postsecondary education,
while promoting the efficient use of financial and human resources. The partnership shall
consist of major statewide educational groups or constituencies or noneducational statewide
organizations with a stated interest in P-20 education. The initial membership of the
partnership includes the members serving on the Minnesota P-16 Education Partnership
and four legislators appointed as follows:

(1) one senator from the majority party and one senator from the minority party, appointed
by the Subcommittee on Committees of the Committee on Rules and Administration; and

(2) one member of the house of representatives appointed by the speaker of the house
and one member appointed by the minority leader of the house of representatives.

(b) The chair of the P-16 education partnership must convene the first meeting of the
P-20 partnership. Prospective members may be nominated by any partnership member and
new members will be added with the approval of a two-thirds majority of the partnership.
The partnership will also seek input from nonmember organizations whose expertise can
help inform the partnership's work.

(c) Partnership members shall be represented by the chief executives, presidents, or other
formally designated leaders of their respective organizations, or their designees. The
partnership shall meet at least three times during each calendar year.

deleted text begin (d) The P-20 education partnership shall be the state council for the Interstate Compact
on Educational Opportunity for Military Children under section 127A.85 with the
commissioner or commissioner's designee serving as the compact commissioner responsible
for the administration and management of the state's participation in the compact. When
conducting business required under section 127A.85, the P-20 partnership shall include a
representative from a military installation appointed by the adjutant general of the Minnesota
National Guard.
deleted text end

Sec. 2.

new text begin [127A.82] MILITARY INTERSTATE CHILDREN'S COMPACT STATE
COUNCIL.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment; membership. new text end

new text begin (a) A Military Interstate Children's Compact
State Council is established to provide for the coordination among state agencies, local
education agencies, and military installations concerning the state's participation in, and
compliance with the Interstate Compact on Educational Opportunity for Military Children
established in section 127A.85, otherwise known as the Military Interstate Children's
Compact, and Interstate Commission activities.
new text end

new text begin (b) Council membership must include at least:
new text end

new text begin (1) the commissioner;
new text end

new text begin (2) a superintendent, appointed by the commissioner, of a school district or charter school
with a high concentration of military children;
new text end

new text begin (3) a representative from a military installation appointed by the adjutant general;
new text end

new text begin (4) one member of the house of representatives appointed by the speaker of the house;
new text end

new text begin (5) one senator from the majority appointed by the Subcommittee on Committees of the
Committee on Rules and Administration; and
new text end

new text begin (6) other offices and stakeholder groups the council deems appropriate.
new text end

new text begin If the commissioner determines there is not a school district deemed to contain a high
concentration of military children, the commissioner may appoint a superintendent from
another school district to represent local education agencies on the council.
new text end

new text begin (c) The council must appoint or designate a military family education liaison to assist
military families and the state in facilitating the implementation of section 127A.85.
new text end

new text begin (d) The compact commissioner responsible for the administration and management of
the state's participation in the compact must be appointed by the commissioner.
new text end

new text begin (e) The compact commissioner and the military family education liaison designated
herein shall be ex officio members of the council, unless either is already a full voting
member of the council.
new text end

new text begin Subd. 2. new text end

new text begin Powers and duties; report. new text end

new text begin (a) The council may develop recommendations to
the governor and the legislature designed to facilitate successful educational transitions for
children of military families under the compact.
new text end

new text begin (b) The commissioner must schedule and hold a meeting of the council no less than once
per state fiscal year.
new text end

new text begin (c) The council must produce meeting agendas that are made publicly available before
each meeting and maintain meeting minutes that are made publicly available once they are
approved by the council.
new text end

new text begin (d) By January 15 of each odd-numbered year, the council shall submit a report to the
governor and to the chairs and ranking minority members of the legislative committees and
divisions with jurisdiction over kindergarten through grade 12 education policy and finance
and military affairs that summarizes the council's progress in meeting its goals and identifies
the need for any draft legislation to facilitate successful educational transitions for children
of military families.
new text end

Sec. 3.

new text begin [127A.84] INTRASTATE STUDENT TRANSFERS FOR CHILDREN OF
MILITARY SERVICE MEMBERS.
new text end

new text begin (a) Notwithstanding section 127A.85, article III, and for the purposes of intrastate student
transfers between Minnesota public schools, the provisions of the Interstate Compact on
Educational Opportunity for Military Children in section 127A.85 apply to minor dependent
children of members of the active and activated reserve components of the uniformed
services, including but not limited to members of the Minnesota Army National Guard and
the Minnesota Air National Guard.
new text end

new text begin (b) This section does not apply to interstate transfers between Minnesota public schools
and public or private schools in other states.
new text end

new text begin (c) For the purposes of this section, the words defined in section 127A.85, article II,
have the same meanings.
new text end

APPENDIX

Repealed Minnesota Statutes: 24-05228

120B.31 SYSTEM ACCOUNTABILITY AND STATISTICAL ADJUSTMENTS.

Subd. 2.

Statewide testing.

Each school year, all school districts shall give a uniform statewide test to students at specified grades to provide information on the status, needs and performance of Minnesota students.

Subd. 6.

Retaliation prohibited.

An employee who discloses information to the commissioner or a parent or guardian about service disruptions or technical interruptions related to administering assessments under this section is protected under section 181.932, governing disclosure of information by employees.

Repealed Minnesota Session Laws: 24-05228

Laws 2017, First Special Session chapter 5, article 8, section 9

Sec. 9. new text begin SCHOOL READINESS PLUS PROGRAM. new text end

new text begin Subdivision 1. new text end

new text begin Establishment; purpose. new text end

new text begin A district, a charter school, or a group of districts and charter schools may establish a school readiness plus program for children age four to kindergarten entrance. The purpose of a school readiness plus program is to prepare children for success as they enter kindergarten in the following year. new text end

new text begin Subd. 2. new text end

new text begin Program requirements. new text end

new text begin A school readiness plus program provider must: new text end

new text begin (1) assess each child's cognitive and language skills with a comprehensive child assessment instrument when the child enters and again before the child leaves the program to improve program planning and implementation, communicate with parents, and promote kindergarten readiness; new text end

new text begin (2) provide comprehensive program content and intentional instructional practice aligned with the state early childhood learning guidelines and kindergarten standards and based on early childhood research and professional practice that is focused on children's cognitive, social, emotional, and physical skills and development and prepares children for the transition to kindergarten, including early literacy and language skills; new text end

new text begin (3) coordinate appropriate kindergarten transition with parents and kindergarten teachers; new text end

new text begin (4) involve parents in program planning and decision making; new text end

new text begin (5) coordinate with relevant community-based services; new text end

new text begin (6) cooperate with adult basic education programs and other adult literacy programs; new text end

new text begin (7) ensure staff-to-child ratios of one-to-ten and a maximum group size of 20 children with at least one licensed teacher; new text end

new text begin (8) have teachers knowledgeable in early childhood curriculum content, assessment, native and English language development programs, and instruction; and new text end

new text begin (9) provide instructional content and activities that are of sufficient length and intensity to address learning needs including offering a program with at least 350 hours of instruction per school year. new text end

new text begin Subd. 3. new text end

new text begin Mixed delivery of services. new text end

new text begin A district or charter school may contract with a charter school, Head Start or child care center, family child care program licensed under Minnesota Statutes, section 245A.03, or a community-based organization to provide eligible children with developmentally appropriate services that meet the program requirements in subdivision 2. new text end

new text begin Subd. 4. new text end

new text begin Eligibility. new text end

new text begin (a) A child who is four years of age as of September 1 in the calendar year in which the school year commences and has one or more of the risk factors under paragraph (b) is eligible to participate in a school readiness plus program free of charge. A child who is four years of age as of September 1 in the calendar year in which the school year commences and does not have one or more of the risk factors under paragraph (b) may participate on a fee-for-service basis. A district must adopt a sliding fee schedule based on a family's income but must waive a fee for a participant unable to pay. School districts and charter schools must use school readiness plus aid for eligible children. Each eligible child must complete a health and developmental screening within 90 days of program enrollment under Minnesota Statutes, sections 121A.16 to 121A.19, and provide documentation of required immunizations under section 121A.15. new text end

new text begin (b) An at-risk four-year-old child may participate in the school readiness plus program free of charge if the child: new text end

new text begin (1) qualifies for free or reduced-price lunch; new text end

new text begin (2) is an English language learner; new text end

new text begin (3) is homeless; new text end

new text begin (4) has an individualized education program, or individual interagency intervention plan; new text end

new text begin (5) is identified through health and developmental screening under Minnesota Statutes, sections 121A.16 to 121.19, with a potential risk factor that may influence learning; or new text end

new text begin (6) is in foster care. new text end

new text begin Subd. 5. new text end

new text begin Application process; priority for high poverty schools. new text end

new text begin (a) For 2017-2018 school year, a school district or charter school that did not apply to participate in a voluntary prekindergarten program under Minnesota Statutes, section 124D.151, may apply to the commissioner by July 1, 2017, to participate in a school readiness plus program in the form and manner specified by the commissioner. By June 15, 2017, the commissioner must notify districts and charter schools of the availability of additional money for voluntary prekindergarten and school readiness plus programs. A school district or charter school that previously applied to participate in a voluntary prekindergarten program may amend its application by July 1, 2017, to apply instead for school readiness plus. The commissioner must review all applications for school readiness plus and notify applicant districts and charter schools by August 1, 2017, whether they have been selected for participation. new text end

new text begin (b) For the 2018-2019 school year, a school district or charter school may apply to the commissioner by January 30, 2018, to participate in school readiness plus in the form and manner specified by the commissioner. new text end

new text begin (c) A district or charter school submitting an application under this section must include: (1) a description of the proposed program, including the number of hours per week the program will be offered at each school site or mixed-delivery location; (2) an estimate of the number of eligible children to be served in the program at each school site or mixed-delivery location; (3) the number of children being served that will be new to the program; and (4) a statement of assurances signed by the superintendent or charter school director that the proposed program meets the requirements of subdivision 2. new text end

new text begin (d) The commissioner must award funding for school readiness plus programs across school districts and charter schools in the same manner as for the voluntary prekindergarten program. new text end

new text begin (e) A school site or mixed-delivery site approved for aid under this subdivision remains eligible for aid if the site continues to meet program requirements, regardless of changes in the concentration of students eligible for free or reduced-price lunches. new text end

new text begin Subd. 6. new text end

new text begin No supplanting. new text end

new text begin For a site first qualifying in fiscal year 2018 or 2019, mixed delivery revenue, including voluntary prekindergarten and school readiness plus program revenue, must be used to supplement not supplant existing state, federal, and local revenue for prekindergarten activities. 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