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Capital IconMinnesota Legislature

HF 4300

4th Engrossment - 92nd Legislature (2021 - 2022) Posted on 05/04/2022 09:24pm

KEY: stricken = removed, old language.
underscored = added, new language.

Current Version - 4th Engrossment

Line numbers 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 1.21 1.22 1.23 1.24 1.25 1.26 1.27 1.28 1.29 1.30 1.31 1.32 1.33 1.34 1.35 1.36 1.37 1.38 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19
2.20 2.21
2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31 2.32 2.33 2.34 2.35 2.36 2.37 2.38 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10
3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28
3.29 3.30 3.31 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
4.10 4.11
4.12 4.13 4.14 4.15
4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26
4.27
4.28 4.29 4.30 4.31 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13 5.14 5.15
5.16
5.17 5.18 5.19 5.20 5.21 5.22 5.23 5.24 5.25 5.26 5.27 5.28 5.29 5.30 5.31 5.32
5.33
6.1 6.2 6.3 6.4 6.5 6.6 6.7
6.8
6.9 6.10 6.11 6.12 6.13 6.14 6.15 6.16 6.17 6.18 6.19 6.20 6.21 6.22 6.23 6.24 6.25 6.26 6.27 6.28 6.29 6.30 6.31
7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13 7.14 7.15 7.16 7.17 7.18 7.19 7.20 7.21 7.22 7.23 7.24 7.25 7.26 7.27 7.28 7.29 7.30 7.31 7.32 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11 8.12 8.13
8.14
8.15 8.16 8.17 8.18 8.19 8.20 8.21 8.22 8.23 8.24 8.25 8.26 8.27 8.28 8.29 8.30 8.31 8.32 8.33 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12 9.13 9.14 9.15 9.16 9.17 9.18 9.19 9.20 9.21 9.22 9.23 9.24 9.25 9.26 9.27 9.28 9.29 9.30 9.31 9.32 9.33 9.34 9.35 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14 10.15 10.16 10.17 10.18 10.19 10.20 10.21 10.22 10.23 10.24 10.25 10.26 10.27 10.28 10.29 10.30 10.31 10.32 11.1 11.2 11.3 11.4 11.5 11.6
11.7
11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 11.16 11.17 11.18 11.19 11.20 11.21 11.22 11.23 11.24 11.25 11.26 11.27 11.28 11.29 11.30 11.31 11.32 11.33 12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19 12.20 12.21 12.22 12.23 12.24 12.25 12.26 12.27 12.28 12.29 12.30 12.31 12.32 12.33 13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 13.9 13.10 13.11 13.12 13.13 13.14 13.15 13.16 13.17 13.18
13.19
13.20 13.21 13.22 13.23 13.24 13.25 13.26 13.27 13.28 13.29 13.30 13.31 13.32 13.33 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9 14.10 14.11 14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 14.25 14.26 14.27 14.28 14.29 14.30 14.31 14.32 14.33 15.1 15.2
15.3 15.4
15.5 15.6 15.7 15.8 15.9 15.10 15.11 15.12 15.13 15.14 15.15 15.16 15.17 15.18 15.19 15.20
15.21 15.22 15.23 15.24 15.25 15.26 15.27 15.28 15.29 15.30 15.31 15.32 16.1 16.2 16.3 16.4 16.5 16.6 16.7 16.8 16.9 16.10 16.11 16.12 16.13 16.14 16.15 16.16 16.17
16.18 16.19 16.20
16.21 16.22 16.23 16.24 16.25 16.26 16.27 16.28 16.29
16.30
16.31 16.32 16.33 17.1 17.2 17.3 17.4 17.5 17.6 17.7 17.8 17.9 17.10 17.11 17.12 17.13 17.14 17.15 17.16 17.17 17.18 17.19 17.20 17.21 17.22 17.23 17.24 17.25 17.26 17.27 17.28 17.29 17.30
18.1 18.2 18.3 18.4 18.5 18.6 18.7 18.8 18.9 18.10 18.11
18.12 18.13 18.14 18.15 18.16
18.17 18.18 18.19 18.20 18.21
18.22
18.23 18.24 18.25 18.26 18.27 18.28 18.29 19.1 19.2 19.3 19.4 19.5 19.6 19.7 19.8 19.9 19.10 19.11 19.12 19.13 19.14 19.15 19.16 19.17 19.18 19.19 19.20 19.21 19.22 19.23 19.24 19.25 19.26 19.27
19.28
19.29 19.30 19.31 19.32 20.1 20.2 20.3 20.4 20.5 20.6 20.7 20.8 20.9
20.10 20.11 20.12 20.13 20.14 20.15 20.16 20.17 20.18 20.19 20.20 20.21 20.22 20.23 20.24 20.25 20.26 20.27 20.28 20.29 20.30 20.31 21.1 21.2 21.3 21.4 21.5 21.6 21.7 21.8 21.9 21.10 21.11 21.12 21.13
21.14
21.15 21.16 21.17 21.18 21.19 21.20 21.21 21.22 21.23 21.24 21.25 21.26 21.27 21.28 22.1 22.2 22.3 22.4 22.5 22.6 22.7 22.8 22.9 22.10 22.11 22.12 22.13 22.14 22.15 22.16 22.17 22.18 22.19 22.20 22.21 22.22 22.23 22.24
22.25 22.26 22.27 22.28 22.29
23.1 23.2 23.3 23.4 23.5 23.6 23.7 23.8
23.9 23.10 23.11 23.12 23.13 23.14 23.15
23.16 23.17 23.18 23.19 23.20 23.21
23.22 23.23 23.24 23.25 23.26 23.27 23.28 23.29 23.30 23.31 24.1 24.2 24.3 24.4 24.5 24.6 24.7 24.8 24.9 24.10 24.11 24.12 24.13 24.14 24.15 24.16 24.17 24.18 24.19 24.20 24.21 24.22 24.23 24.24 24.25 24.26 24.27 24.28 24.29 24.30 24.31 24.32 24.33 24.34 24.35 25.1 25.2 25.3 25.4 25.5 25.6 25.7 25.8 25.9 25.10 25.11 25.12 25.13 25.14
25.15 25.16 25.17 25.18 25.19 25.20 25.21 25.22 25.23 25.24 25.25 25.26 25.27 25.28 25.29 25.30 25.31 25.32 25.33 26.1 26.2 26.3 26.4 26.5 26.6 26.7 26.8 26.9 26.10 26.11 26.12 26.13 26.14 26.15 26.16 26.17 26.18 26.19 26.20 26.21 26.22 26.23 26.24 26.25 26.26 26.27 26.28 26.29 26.30 26.31 26.32 26.33 26.34 26.35 27.1 27.2 27.3 27.4 27.5 27.6 27.7 27.8 27.9 27.10 27.11 27.12 27.13 27.14 27.15 27.16
27.17 27.18 27.19 27.20 27.21 27.22 27.23 27.24 27.25 27.26 27.27 27.28 27.29 27.30
27.31 27.32 27.33 28.1 28.2 28.3 28.4 28.5 28.6 28.7 28.8 28.9 28.10 28.11 28.12 28.13
28.14 28.15 28.16 28.17 28.18 28.19 28.20 28.21 28.22 28.23 28.24 28.25 28.26 28.27 28.28 28.29 28.30 28.31 28.32 28.33 29.1 29.2 29.3 29.4 29.5 29.6 29.7 29.8 29.9 29.10 29.11 29.12
29.13
29.14 29.15 29.16 29.17 29.18 29.19 29.20 29.21 29.22 29.23 29.24 29.25 29.26 29.27 29.28 29.29 29.30 29.31 29.32 29.33 30.1 30.2 30.3 30.4 30.5 30.6 30.7 30.8 30.9
30.10 30.11 30.12 30.13 30.14 30.15
30.16
30.17 30.18 30.19 30.20 30.21 30.22 30.23 30.24 30.25 30.26 30.27 30.28 31.1 31.2 31.3
31.4
31.5 31.6 31.7 31.8 31.9 31.10 31.11 31.12
31.13 31.14 31.15 31.16 31.17 31.18 31.19 31.20 31.21 31.22 31.23 31.24 31.25 31.26 31.27 31.28 31.29 32.1 32.2 32.3 32.4 32.5 32.6 32.7 32.8 32.9 32.10 32.11 32.12 32.13 32.14 32.15 32.16 32.17 32.18 32.19 32.20 32.21 32.22 32.23 32.24 32.25 32.26 32.27 32.28 32.29 32.30 32.31 33.1 33.2 33.3 33.4 33.5 33.6 33.7 33.8
33.9
33.10 33.11 33.12 33.13 33.14 33.15 33.16 33.17 33.18 33.19 33.20 33.21 33.22 33.23 33.24 33.25
33.26
33.27 33.28 33.29 33.30 34.1 34.2 34.3 34.4 34.5 34.6 34.7 34.8 34.9 34.10 34.11 34.12 34.13 34.14 34.15 34.16 34.17 34.18 34.19 34.20 34.21 34.22 34.23 34.24 34.25 34.26 34.27 34.28 34.29 34.30 34.31 34.32 35.1 35.2 35.3 35.4 35.5 35.6 35.7
35.8
35.9 35.10 35.11 35.12 35.13 35.14 35.15 35.16 35.17 35.18 35.19 35.20 35.21 35.22 35.23 35.24 35.25 35.26 35.27 35.28 35.29 35.30 35.31 35.32
35.33
36.1 36.2 36.3 36.4 36.5
36.6 36.7 36.8 36.9 36.10
36.11 36.12 36.13 36.14 36.15 36.16 36.17 36.18 36.19 36.20 36.21
36.22 36.23
36.24 36.25
36.26 36.27 36.28 36.29 37.2 37.1 37.4 37.3 37.5 37.6 37.7 37.8
37.9 37.10 37.11 37.12 37.13 37.15 37.14 37.16 37.17 37.18 37.19 37.20 37.21 37.22 37.23 37.24
37.25 37.26 37.27 37.28 37.30 37.29 37.32 37.31 38.1 38.2 38.3 38.4
38.5 38.6 38.7 38.8 38.9 38.10 38.11 38.12
38.13 38.14 38.15 38.16 38.17 38.18 38.19 38.20 38.21 38.22 38.23 38.24 38.25 38.26 38.27 38.28 38.29 38.30 39.1 39.2 39.3 39.4 39.5 39.6 39.7 39.8 39.9 39.10 39.11 39.12 39.13 39.14 39.15 39.16 39.17 39.18 39.19 39.20 39.21 39.22 39.23 39.24
39.25
39.26 39.27 39.28 39.29
40.1 40.2 40.3 40.4 40.5 40.6 40.7 40.8 40.9 40.10 40.11
40.12 40.13
40.14 40.15
40.16 40.17 40.18 40.19 40.20 40.21 40.22 40.23 40.24 40.25 40.26 40.27 40.28 40.29 41.1 41.2 41.3 41.4 41.5 41.6 41.7 41.8 41.9 41.10 41.11 41.12 41.13 41.14 41.15 41.16 41.17 41.18 41.19 41.20 41.21 41.22 41.23 41.24 41.25 41.26 41.27 41.28 41.29 41.30 41.31 41.32 42.1 42.2 42.3 42.4 42.5 42.6 42.7 42.8 42.9 42.10 42.11 42.12 42.13 42.14 42.15 42.16 42.17 42.18 42.19 42.20 42.21 42.22 42.23 42.24 42.25 42.26
42.27 42.28 42.29 42.30 42.31 42.32 43.1 43.2 43.3 43.4 43.5 43.6 43.7 43.8 43.9 43.10 43.11 43.12 43.13 43.14 43.15 43.16 43.17 43.18 43.19 43.20 43.21 43.22 43.23 43.24 43.25 43.26 43.27 43.28
43.29 43.30 43.31 43.32 43.33 44.1 44.2 44.3 44.4 44.5 44.6
44.7 44.8 44.9 44.10 44.11
44.12 44.13 44.14 44.15 44.16 44.17 44.18 44.19 44.20 44.21 44.22 44.23 44.24 44.25 44.26 44.27 44.28 44.29 44.30 45.1 45.2 45.3 45.4 45.5 45.6 45.7 45.8 45.9 45.10 45.11 45.12 45.13 45.14 45.15 45.16 45.17 45.18 45.19 45.20 45.21
45.22 45.23 45.24 45.25 45.26 45.27 45.28 45.29 45.30 45.31 45.32 45.33 46.1 46.2 46.3 46.4 46.5 46.6 46.7 46.8 46.9 46.10 46.11 46.12
46.13 46.14 46.15 46.16 46.17 46.18 46.19 46.20
46.21 46.22 46.23 46.24 46.25 46.26 46.27 46.28 46.29 46.30 46.31 47.1 47.2 47.3 47.4 47.5 47.6 47.7 47.8 47.9 47.10 47.11 47.12 47.13 47.14 47.15 47.16 47.17 47.18 47.19 47.20 47.21 47.22 47.23 47.24 47.25 47.26 47.27 47.28 47.29 47.30 47.31
48.1 48.2 48.3 48.4 48.5 48.6 48.7 48.8
48.9 48.10 48.11 48.12 48.13 48.14 48.15 48.16 48.17 48.18 48.19 48.20 48.21 48.22 48.23 48.24 48.25 48.26 48.27 48.28 48.29 48.30 48.31 48.32 49.1 49.2 49.3 49.4 49.5 49.6 49.7 49.8 49.9 49.10 49.11 49.12 49.13 49.14
49.15 49.16 49.17
49.18 49.19 49.20 49.21 49.22 49.23 49.24 49.25 49.26 49.27 49.28 49.29 49.30 49.31 49.32 49.33 49.34 50.1 50.2 50.3 50.4 50.5 50.6 50.7 50.8
50.9 50.10 50.11 50.12 50.13 50.14 50.15 50.16 50.17
50.18 50.19 50.20 50.21 50.22 50.23 50.24 50.25 50.26 50.27 50.28 50.29 50.30 51.1 51.2 51.3 51.4 51.5 51.6 51.7 51.8 51.9 51.10 51.11 51.12 51.13 51.14 51.15 51.16 51.17 51.18 51.19 51.20 51.21 51.22 51.23 51.24 51.25 51.26 51.27 51.28 51.29 51.30 51.31 52.1 52.2 52.3 52.4 52.5 52.6 52.7 52.8 52.9 52.10 52.11 52.12 52.13 52.14 52.15 52.16 52.17 52.18 52.19 52.20 52.21 52.22 52.23 52.24 52.25 52.26 52.27
52.28 52.29
53.1 53.2 53.3 53.4 53.5 53.6 53.7 53.8 53.9 53.10 53.11 53.12
53.13
53.14 53.15 53.16 53.17 53.18 53.19 53.20 53.21 53.22 53.23 53.24 53.25 53.26 53.27 53.28 53.29 53.30 53.31 53.32 54.1 54.2 54.3 54.4 54.5 54.6 54.7 54.8 54.9 54.10 54.11 54.12 54.13
54.14 54.15 54.16 54.17 54.18 54.19 54.20 54.21 54.22 54.23 54.24 54.25 54.26 54.27 54.28 54.29 54.30 55.1 55.2 55.3 55.4
55.5
55.6 55.7 55.8 55.9 55.10 55.11 55.12 55.13 55.14 55.15 55.16 55.17 55.18 55.19 55.20 55.21 55.22 55.23 55.24 55.25 55.26 55.27 55.28 55.29 55.30 55.31 55.32 56.1 56.2 56.3 56.4 56.5 56.6 56.7 56.8 56.9 56.10 56.11 56.12 56.13 56.14 56.15 56.16
56.17 56.18
56.19 56.20 56.21 56.22 56.23 56.24 56.25 56.26 56.27 56.28 56.29 56.30 56.31 56.32 56.33 57.1 57.2 57.3 57.4 57.5 57.6
57.7 57.8 57.9 57.10 57.11 57.12 57.13 57.14 57.15 57.16 57.17 57.18 57.19 57.20 57.21 57.22 57.23 57.24 57.25 57.26 57.27 57.28 57.29 57.30 57.31 57.32 58.1 58.2 58.3 58.4 58.5 58.6 58.7 58.8 58.9 58.10 58.11 58.12 58.13 58.14 58.15 58.16 58.17 58.18 58.19 58.20 58.21 58.22 58.23 58.24 58.25
58.26
58.27 58.28 58.29 58.30 58.31 58.32 58.33 59.1 59.2 59.3 59.4 59.5 59.6 59.7 59.8 59.9 59.10 59.11 59.12 59.13 59.14 59.15 59.16 59.17 59.18 59.19 59.20 59.21 59.22 59.23 59.24 59.25 59.26 59.27 59.28 59.29 59.30 59.31 59.32 59.33 60.1 60.2 60.3 60.4 60.5 60.6 60.7 60.8 60.9 60.10 60.11 60.12 60.13 60.14 60.15 60.16 60.17 60.18 60.19 60.20 60.21 60.22 60.23 60.24 60.25 60.26 60.27 60.28 60.29 60.30 60.31 60.32 60.33 60.34 61.1 61.2 61.3 61.4 61.5 61.6 61.7 61.8 61.9 61.10 61.11 61.12 61.13 61.14 61.15 61.16 61.17 61.18 61.19 61.20 61.21 61.22 61.23 61.24 61.25 61.26 61.27 61.28 61.29 61.30 61.31 61.32 61.33 61.34 62.1 62.2 62.3 62.4 62.5 62.6 62.7 62.8 62.9 62.10 62.11 62.12 62.13 62.14 62.15 62.16 62.17 62.18 62.19 62.20 62.21 62.22 62.23 62.24 62.25 62.26 62.27 62.28 62.29 62.30 62.31 62.32 62.33 63.1 63.2 63.3 63.4 63.5 63.6 63.7 63.8
63.9 63.10 63.11 63.12 63.13 63.14 63.15 63.16 63.17 63.18 63.19 63.20 63.21 63.22 63.23 63.24 63.25 63.26 63.27 63.28 63.29 63.30 63.31 63.32 64.1 64.2
64.3 64.4 64.5 64.6 64.7 64.8 64.9 64.10 64.11 64.12 64.13 64.14 64.15 64.16 64.17 64.18 64.19 64.20 64.21 64.22 64.23 64.24 64.25 64.26 64.27 64.28 64.29 64.30 64.31 64.32 65.1 65.2 65.3 65.4 65.5 65.6 65.7 65.8 65.9 65.10 65.11 65.12 65.13 65.14 65.15 65.16 65.17 65.18 65.19 65.20 65.21 65.22 65.23 65.24 65.25 65.26 65.27 65.28 65.29 65.30 65.31 65.32 65.33 65.34 66.1 66.2 66.3 66.4 66.5 66.6 66.7 66.8 66.9 66.10 66.11 66.12 66.13 66.14 66.15 66.16 66.17 66.18 66.19 66.20 66.21 66.22 66.23 66.24 66.25 66.26 66.27 66.28 66.29 66.30 66.31 66.32 66.33 66.34 67.1 67.2 67.3 67.4 67.5 67.6 67.7 67.8 67.9 67.10 67.11 67.12 67.13 67.14 67.15 67.16 67.17 67.18 67.19 67.20 67.21 67.22 67.23 67.24 67.25 67.26 67.27 67.28 67.29 67.30 67.31 67.32 67.33 67.34 68.1 68.2 68.3 68.4 68.5 68.6 68.7 68.8 68.9 68.10 68.11 68.12 68.13 68.14 68.15 68.16 68.17 68.18 68.19 68.20 68.21
68.22 68.23 68.24 68.25 68.26 68.27 68.28 68.29 68.30 68.31 68.32 69.1 69.2 69.3 69.4 69.5 69.6 69.7 69.8 69.9 69.10 69.11 69.12 69.13 69.14 69.15 69.16 69.17 69.18 69.19 69.20 69.21 69.22 69.23 69.24 69.25 69.26 69.27 69.28 69.29 69.30 69.31 70.1 70.2 70.3 70.4 70.5 70.6 70.7 70.8 70.9 70.10 70.11 70.12 70.13 70.14 70.15 70.16 70.17 70.18 70.19 70.20 70.21 70.22 70.23 70.24 70.25 70.26 70.27
70.28 70.29 70.30 70.31 70.32 71.1 71.2 71.3 71.4 71.5 71.6 71.7 71.8 71.9 71.10 71.11 71.12 71.13 71.14
71.15 71.16 71.17 71.18 71.19 71.20 71.21 71.22 71.23 71.24 71.25 71.26 71.27 71.28 71.29 71.30 71.31 71.32 71.33 71.34 72.1 72.2 72.3 72.4 72.5 72.6 72.7 72.8 72.9 72.10 72.11 72.12 72.13 72.14 72.15 72.16 72.17 72.18 72.19 72.20 72.21 72.22 72.23 72.24 72.25 72.26 72.27 72.28 72.29 72.30 72.31 72.32 72.33 73.1 73.2 73.3 73.4 73.5 73.6 73.7 73.8 73.9 73.10 73.11 73.12 73.13 73.14 73.15 73.16 73.17 73.18 73.19 73.20 73.21 73.22 73.23 73.24 73.25 73.26 73.27 73.28 73.29 73.30 73.31 73.32 73.33 74.1 74.2 74.3 74.4 74.5 74.6 74.7 74.8 74.9 74.10 74.11 74.12 74.13 74.14 74.15 74.16 74.17 74.18 74.19 74.20 74.21
74.22 74.23 74.24
74.25 74.26 74.27 74.28 74.29 74.30 74.31 75.1 75.2 75.3 75.4 75.5 75.6 75.7
75.8 75.9 75.10 75.11 75.12 75.13 75.14 75.15 75.16 75.17 75.18 75.19 75.20 75.21 75.22 75.23 75.24 75.25 75.26 75.27 75.28 75.29 75.30 75.31 76.1 76.2
76.3 76.4 76.5 76.6 76.7 76.8 76.9 76.10 76.11 76.12 76.13 76.14 76.15 76.16 76.17 76.18 76.19 76.20 76.21 76.22 76.23 76.24 76.25 76.26
76.27 76.28 76.29 76.30
77.1 77.2 77.3 77.4 77.5 77.6 77.7 77.8 77.9 77.10 77.11 77.12 77.13 77.14 77.15 77.16 77.17 77.18 77.19 77.20 77.21 77.22
77.23
77.24 77.25 77.26 77.27 77.28 77.29 77.30 77.31 77.32 77.33 77.34 78.1 78.2 78.3 78.4
78.5
78.6 78.7 78.8 78.9 78.10 78.11 78.12
78.13
78.14 78.15 78.16 78.17 78.18 78.19 78.20 78.21 78.22 78.23 78.24 78.25 78.26 78.27 78.28 78.29 78.30 79.1 79.2 79.3 79.4 79.5 79.6
79.7
79.8 79.9 79.10 79.11 79.12 79.13
79.14
79.15 79.16 79.17 79.18 79.19 79.20 79.21 79.22
79.23
79.24 79.25 79.26 79.27 79.28 79.29 79.30 79.31 80.1 80.2
80.3
80.4 80.5 80.6 80.7 80.8 80.9 80.10 80.11 80.12 80.13 80.14 80.15 80.16 80.17 80.18 80.19 80.20
80.21
80.22 80.23 80.24 80.25 80.26 80.27 80.28 80.29 81.1 81.2 81.3 81.4 81.5 81.6 81.7 81.8 81.9 81.10 81.11 81.12 81.13 81.14
81.15
81.16 81.17 81.18 81.19 81.20 81.21 81.22 81.23 81.24 81.25 81.26
81.27
81.28 81.29 81.30 81.31 81.32 82.1 82.2 82.3 82.4 82.5 82.6 82.7 82.8 82.9 82.10 82.11 82.12 82.13 82.14 82.15 82.16 82.17 82.18 82.19 82.20 82.21 82.22 82.23 82.24 82.25 82.26 82.27 82.28 82.29 82.30
82.31
83.1 83.2 83.3 83.4 83.5 83.6 83.7 83.8 83.9 83.10 83.11
83.12 83.13 83.14 83.15 83.16 83.17 83.18 83.19 83.20 83.21 83.22 83.23 83.24 83.25 83.26 83.27 83.28 83.29 83.30 83.31 84.1 84.2 84.3 84.4 84.5 84.6 84.7 84.8 84.9 84.10 84.11 84.12 84.13 84.14 84.15 84.16 84.17 84.18 84.19 84.20 84.21 84.22 84.23 84.24 84.25 84.26 84.27 84.28 84.29
85.1 85.2 85.3 85.4 85.5 85.6 85.7 85.8 85.9 85.10 85.11 85.12 85.13 85.14 85.15 85.16 85.17 85.18 85.19 85.20 85.21 85.22 85.23 85.24 85.25 85.26
85.27 85.28 85.29 85.30 85.31 86.1 86.2 86.3 86.4 86.5 86.6 86.7 86.8 86.9 86.10 86.11 86.12 86.13 86.14 86.15 86.16 86.17 86.18 86.19 86.20 86.21
86.22 86.23 86.24 86.25 86.26 86.27 86.28 86.29 86.30 86.31 86.32 87.1 87.2 87.3 87.4 87.5 87.6 87.7 87.8 87.9 87.10 87.11 87.12 87.13 87.14 87.15 87.16 87.17 87.18 87.19 87.20 87.21 87.22 87.23 87.24 87.25 87.26 87.27 87.28 87.29 87.30 87.31 87.32 87.33 88.1 88.2 88.3 88.4 88.5 88.6 88.7 88.8 88.9 88.10 88.11 88.12 88.13 88.14 88.15 88.16 88.17 88.18
88.19 88.20 88.21 88.22 88.23 88.24 88.25 88.26 88.27 88.28 88.29 88.30 88.31 88.32 89.1 89.2 89.3
89.4 89.5 89.6 89.7 89.8 89.9 89.10 89.11 89.12 89.13 89.14 89.15 89.16 89.17 89.18 89.19 89.20 89.21 89.22 89.23 89.24 89.25 89.26 89.27 89.28 89.29 89.30 89.31
90.1 90.2 90.3 90.4 90.5 90.6 90.7 90.8 90.9 90.10 90.11 90.12 90.13 90.14 90.15 90.16 90.17 90.18 90.19 90.20 90.21 90.22 90.23 90.24 90.25 90.26 90.27
90.28 90.29 90.30 90.31 90.32 90.33 90.34 91.1 91.2 91.3 91.4 91.5 91.6 91.7 91.8 91.9 91.10 91.11 91.12 91.13 91.14 91.15 91.16 91.17 91.18 91.19 91.20 91.21 91.22 91.23 91.24 91.25 91.26 91.27 91.28 91.29 91.30 91.31 91.32 91.33 91.34 91.35 92.1 92.2 92.3 92.4 92.5
92.6 92.7 92.8 92.9 92.10 92.11 92.12 92.13 92.14 92.15 92.16 92.17 92.18 92.19 92.20 92.21 92.22 92.23 92.24 92.25 92.26 92.27 92.28 92.29 92.30
93.1 93.2 93.3 93.4 93.5 93.6 93.7
93.8 93.9 93.10 93.11 93.12 93.13 93.14 93.15 93.16 93.17 93.18 93.19 93.20 93.21 93.22 93.23 93.24 93.25 93.26 93.27 93.28 93.29 93.30 93.31 93.32 94.1 94.2 94.3 94.4 94.5 94.6 94.7 94.8 94.9 94.10 94.11 94.12 94.13 94.14 94.15 94.16 94.17 94.18 94.19 94.20 94.21 94.22 94.23 94.24 94.25 94.26 94.27 94.28 94.29 94.30 94.31
95.1
95.2 95.3 95.4 95.5 95.6 95.7 95.8 95.9 95.10 95.11 95.12 95.13 95.14 95.15 95.16 95.17 95.18 95.19 95.20 95.21 95.22 95.23 95.24
95.25 95.26 95.27 95.28 95.29 95.30 95.31 96.1 96.2 96.3 96.4 96.5
96.6 96.7 96.8 96.9 96.10 96.11
96.12 96.13 96.14 96.15 96.16 96.17
96.18 96.19 96.20 96.21 96.22 96.23 96.24 96.25 96.26 96.27 96.28 96.29 96.30 96.31 96.32 97.1 97.2
97.3 97.4 97.5 97.6 97.7 97.8 97.9 97.10 97.11 97.12 97.13 97.14 97.15 97.16 97.17 97.18 97.19 97.20 97.21 97.22 97.23 97.24 97.25 97.26 97.27 97.28 97.29 97.30 97.31 97.32 97.33 97.34 98.1 98.2 98.3 98.4 98.5 98.6 98.7 98.8 98.9 98.10 98.11 98.12 98.13 98.14 98.15 98.16 98.17 98.18 98.19 98.20 98.21 98.22 98.23 98.24 98.25 98.26 98.27 98.28 98.29 98.30 98.31 98.32 98.33 98.34 99.1 99.2
99.3 99.4 99.5 99.6 99.7 99.8 99.9 99.10 99.11 99.12 99.13 99.14 99.15 99.16 99.17 99.18 99.19 99.20 99.21 99.22 99.23 99.24 99.25 99.26 99.27 99.28 99.29 99.30 99.31 100.1 100.2 100.3 100.4 100.5 100.6 100.7
100.8 100.9 100.10 100.11 100.12
100.13
100.14 100.15 100.16 100.17 100.18 100.19 100.20 100.21 100.22 100.23
100.24 100.25 100.26 100.27 100.28 100.29 100.30 100.31 101.1 101.2 101.3 101.4 101.5 101.6 101.7
101.8 101.9 101.10 101.11 101.12 101.13 101.14 101.15 101.16 101.17 101.18 101.19 101.20 101.21 101.22 101.23 101.24 101.25 101.26 101.27 101.28
101.29
102.1 102.2 102.3 102.4 102.5 102.6 102.7
102.8 102.9 102.10 102.11 102.12 102.13 102.14 102.15 102.16 102.17 102.18 102.19 102.20 102.21 102.22 102.23 102.24 102.25 102.26 102.27 102.28 102.29 102.30 102.31 102.32 102.33 103.1 103.2 103.3 103.4 103.5
103.6 103.7
103.8 103.9 103.10 103.11 103.12 103.13 103.14 103.15 103.16 103.17 103.18 103.19 103.20 103.21 103.22 103.23 103.24 103.25 103.26 103.27 103.28 103.29 103.30 103.31 103.32 103.33 104.1 104.2 104.3 104.4 104.5 104.6 104.7 104.8 104.9 104.10 104.11 104.12 104.13 104.14 104.15 104.16 104.17 104.18 104.19 104.20 104.21 104.22 104.23 104.24 104.25 104.26 104.27 104.28 104.29 104.30 104.31 104.32 104.33 104.34 105.1 105.2 105.3 105.4 105.5 105.6 105.7 105.8 105.9 105.10 105.11 105.12 105.13 105.14 105.15 105.16 105.17 105.18 105.19 105.20 105.21 105.22
105.23 105.24
105.25 105.26 105.27 105.28 105.29 105.30 105.31 105.32 106.1 106.2 106.3 106.4 106.5 106.6 106.7 106.8 106.9 106.10
106.11
106.12 106.13 106.14 106.15 106.16
106.17 106.18 106.19 106.20 106.21 106.22 106.23 106.24 106.25 106.26 106.27 106.28 106.29 106.30 107.1 107.2 107.3 107.4 107.5 107.6 107.7 107.8 107.9 107.10 107.11 107.12 107.13 107.14 107.15 107.16 107.17 107.18 107.19 107.20
107.21 107.22 107.23 107.24 107.25 107.26 107.27 107.28 107.29 107.30 107.31 108.1 108.2 108.3 108.4 108.5 108.6 108.7 108.8 108.9 108.10 108.11 108.12 108.13 108.14 108.15 108.16 108.17 108.18 108.19 108.20 108.21 108.22 108.23 108.24 108.25 108.26 108.27 108.28 108.29 108.30 108.31 108.32 108.33
109.1 109.2 109.3 109.4 109.5 109.6 109.7 109.8 109.9 109.10 109.11 109.12 109.13 109.14 109.15 109.16 109.17 109.18 109.19 109.20 109.21 109.22 109.23 109.24 109.25 109.26 109.27 109.28 109.29 109.30 110.1 110.2 110.3 110.4 110.5 110.6 110.7 110.8 110.9 110.10 110.11 110.12 110.13 110.14 110.15 110.16 110.17 110.18 110.19 110.20 110.21 110.22 110.23 110.24 110.25
110.26 110.27 110.28 110.29 110.30 110.31 110.32 110.33 111.1 111.2 111.3 111.4 111.5 111.6 111.7
111.8 111.9 111.10 111.11 111.13 111.12 111.15 111.14 111.16 111.17 111.18 111.19
111.20 111.21 111.22 111.23 111.25 111.24 111.27 111.26 111.28 111.29 111.30 111.31
112.1 112.2 112.3 112.4 112.6 112.5 112.8 112.7 112.9 112.10 112.11 112.12
112.13 112.14 112.15 112.16 112.17 112.19 112.18 112.20 112.21 112.22 112.23 112.24
112.25 112.26 112.27 112.28 112.29 112.30 112.31 113.1
113.2
113.3 113.4 113.5 113.6 113.7 113.9 113.8 113.10 113.11 113.12 113.13 113.14 113.15 113.16 113.17 113.18 113.19 113.20 113.21 113.22 113.23 113.24
113.25 113.26 113.27 113.28 113.30 113.29 113.32 113.31 114.1 114.2 114.3 114.4
114.5 114.6 114.7 114.8 114.9 114.10 114.11 114.12 114.13 114.14
114.15 114.16 114.17 114.18 114.19 114.20 114.21 114.22 114.23 114.24 114.25 114.26 114.27 114.28 114.29 115.1 115.2 115.3 115.4 115.5 115.6 115.7 115.8 115.9 115.10 115.11 115.12 115.13 115.14 115.15 115.16 115.17 115.18 115.19 115.20 115.21 115.22 115.23 115.24
115.25
115.26 115.27 115.28 115.29 115.30 116.1 116.2 116.3 116.4 116.5 116.6 116.7 116.8 116.9 116.10 116.11 116.12 116.13 116.14 116.15 116.16 116.17 116.18 116.19 116.20 116.21 116.22 116.23 116.24 116.25 116.26 116.27 116.28 116.29 116.30 116.31 116.32 117.1 117.2 117.3 117.4 117.5 117.6 117.7 117.8 117.9 117.10 117.11 117.12 117.13 117.14 117.15 117.16 117.17 117.18 117.19 117.20 117.21 117.22 117.23 117.24 117.25 117.26 117.27 117.28 117.29 117.30 118.1
118.2
118.3 118.4 118.5 118.6 118.7 118.8 118.9 118.10 118.11 118.12 118.13 118.14 118.15 118.16 118.17 118.18 118.19 118.20 118.21 118.22 118.23 118.24 118.25 118.26 118.27 118.28 118.29 118.30 118.31 118.32 119.1 119.2 119.3 119.4 119.5 119.6 119.7 119.8 119.9 119.10 119.11 119.12 119.13 119.14 119.15 119.16 119.17 119.18 119.19 119.20 119.21 119.22 119.23 119.24 119.25 119.26 119.27 119.28 119.29 119.30 119.31 119.32 120.1 120.2 120.3 120.4 120.5 120.6 120.7 120.8 120.9 120.10 120.11 120.12 120.13 120.14 120.15 120.16 120.17 120.18 120.19 120.20 120.21 120.22 120.23 120.24 120.25 120.26 120.27 120.28 120.29 120.30 120.31 120.32 120.33 121.1 121.2 121.3 121.4 121.5 121.6 121.7 121.8 121.9 121.10 121.11 121.12 121.13 121.14 121.15 121.16 121.17 121.18 121.19 121.20 121.21 121.22 121.23 121.24 121.25 121.26 121.27 121.28 121.29 121.30 121.31 122.1 122.2 122.3 122.4 122.5 122.6 122.7 122.8 122.9 122.10 122.11 122.12 122.13 122.14 122.15 122.16 122.17 122.18 122.19 122.20 122.21 122.22 122.23 122.24 122.25 122.26 122.27 122.28 122.29 122.30 122.31 122.32 122.33 123.1 123.2 123.3 123.4 123.5 123.6 123.7 123.8 123.9 123.10 123.11 123.12 123.13 123.14 123.15 123.16 123.17 123.18 123.19 123.20 123.21 123.22 123.23 123.24 123.25 123.26 123.27 123.28 123.29 123.30 123.31 123.32 124.1 124.2 124.3 124.4 124.5 124.6 124.7 124.8 124.9 124.10 124.11 124.12 124.13 124.14 124.15 124.16 124.17 124.18 124.19 124.20 124.21 124.22 124.23 124.24 124.25 124.26 124.27 124.28 124.29 124.30 124.31 125.1 125.2 125.3 125.4 125.5 125.6 125.7 125.8 125.9 125.10 125.11 125.12 125.13 125.14 125.15
125.16
125.17 125.18 125.19 125.20 125.21 125.22 125.23 125.24 125.25 125.26 125.27 125.28 125.29 125.30 125.31 125.32 125.33 126.1 126.2 126.3 126.4 126.5 126.6 126.7 126.8 126.9 126.10 126.11 126.12 126.13 126.14 126.15 126.16 126.17 126.18 126.19 126.20 126.21 126.22 126.23 126.24 126.25 126.26 126.27 126.28 126.29 126.30 126.31 126.32 126.33 126.34 126.35 126.36 126.37 126.38 126.39 127.1 127.2
127.3 127.4
127.5 127.6
127.7 127.8 127.9 127.10 127.11 127.12 127.13 127.14 127.15 127.16 127.17 127.18 127.19 127.20 127.21 127.22 127.23 127.24 127.25 127.26 127.27 127.28 127.29 127.30 127.31 127.32 128.1 128.2 128.3 128.4 128.5 128.6 128.7 128.8 128.9 128.10 128.11 128.12 128.13 128.14 128.15 128.16 128.17 128.18
128.19
128.20 128.21 128.22 128.23 128.24 128.25
128.26 128.27 128.28 128.29 128.30 128.31 128.32 128.33
129.1
129.2 129.3 129.4 129.5 129.6 129.7 129.8 129.9 129.10 129.11 129.12 129.13 129.14 129.15 129.16 129.17 129.18 129.19 129.20 129.21
129.22
129.23 129.24 129.25 129.26 129.27 129.28 129.29 129.30 129.31 129.32
130.1 130.2 130.3 130.4 130.5 130.6 130.7 130.8
130.9 130.10 130.11 130.12 130.13 130.14 130.15 130.16 130.17 130.18 130.19 130.20 130.21 130.22 130.23 130.24 130.25 130.26 130.27 130.28 130.29 131.1 131.2 131.3 131.4 131.5 131.6 131.7 131.8 131.9 131.10 131.11
131.12 131.13 131.14 131.15 131.16 131.17 131.18 131.19 131.20 131.21 131.22 131.23 131.24 131.25
131.26 131.27 131.28 131.29 131.30 131.31 132.1 132.2 132.3 132.4 132.5 132.6 132.7 132.8 132.9 132.10 132.11 132.12 132.13 132.14 132.15 132.16 132.17 132.18 132.19 132.20 132.21 132.22 132.23 132.24 132.25 132.26 132.27 132.28 132.29 132.30 132.31 132.32 132.33 133.1 133.2 133.3 133.4 133.5 133.6 133.7 133.8 133.9
133.10
133.11 133.12 133.13 133.14 133.15 133.16 133.17
133.18
133.19 133.20 133.21 133.22 133.23 133.24 133.25 133.26 133.27 133.28 133.29 133.30 133.31 134.1 134.2 134.3
134.4
134.5 134.6 134.7 134.8 134.9 134.10 134.11 134.12 134.13 134.14 134.15 134.16 134.17 134.18 134.19 134.20 134.21 134.22 134.23 134.24 134.25 134.26 134.27 134.28 134.29 134.30 134.31 134.32 134.33 135.1 135.2 135.3 135.4 135.5 135.6 135.7 135.8 135.9 135.10 135.11 135.12
135.13 135.14
135.15 135.16 135.17 135.18 135.19 135.20 135.21 135.22 135.23 135.24 135.25 135.26 135.27 135.28 135.29 135.30 135.31 135.32 135.33 136.1 136.2 136.3 136.4 136.5 136.6 136.7 136.8 136.9 136.10 136.11 136.12 136.13 136.14 136.15 136.16 136.17 136.18 136.19 136.20 136.21 136.22 136.23 136.24 136.25 136.26 136.27 136.28 136.29 136.30 136.31 137.1 137.2 137.3 137.4 137.5 137.6 137.7 137.8 137.9 137.10 137.11 137.12 137.13 137.14 137.15 137.16 137.17 137.18 137.19 137.20 137.21 137.22 137.23 137.24 137.25 137.26 137.27 137.28 137.29 137.30 137.31 137.32 137.33 138.1 138.2 138.3 138.4 138.5 138.6 138.7
138.8
138.9 138.10 138.11 138.12 138.13 138.14 138.15 138.16 138.17 138.18 138.19 138.20 138.21 138.22 138.23 138.24 138.25 138.26 138.27 138.28 138.29 138.30 138.31 138.32 138.33 139.1 139.2 139.3 139.4 139.5 139.6 139.7 139.8 139.9 139.10 139.11 139.12
139.13 139.14
139.15 139.16 139.17 139.18 139.19 139.20 139.21 139.22 139.23 139.24 139.25 139.26 139.27 139.28 139.29 139.30 139.31 139.32 139.33 140.1 140.2 140.3 140.4 140.5 140.6 140.7 140.8 140.9 140.10 140.11 140.12 140.13 140.14 140.15 140.16 140.17 140.18 140.19 140.20 140.21 140.22 140.23 140.24 140.25 140.26 140.27 140.28 140.29 140.30 140.31 140.32 140.33 141.1 141.2 141.3 141.4 141.5 141.6 141.7 141.8 141.9 141.10 141.11 141.12 141.13 141.14 141.15 141.16 141.17 141.18 141.19 141.20 141.21 141.22 141.23 141.24 141.25 141.26 141.27 141.28 141.29 141.30 141.31 141.32 141.33 141.34 142.1 142.2 142.3
142.4
142.5 142.6 142.7 142.8 142.9 142.10
142.11
142.12 142.13 142.14 142.15 142.16 142.17 142.18 142.19 142.20 142.21 142.22 142.23 142.24 142.25 142.26 142.27 142.28 142.29 142.30 142.31 143.1 143.2 143.3
143.4
143.5 143.6 143.7 143.8 143.9 143.10 143.11 143.12
143.13 143.14 143.15 143.16
143.17 143.18 143.19 143.20 143.21 143.22 143.23 143.24 143.25 143.26 143.27 143.28 143.29 143.30 143.31 144.1 144.2 144.3 144.4 144.5 144.6 144.7 144.8 144.9 144.10 144.11 144.12 144.13 144.14 144.15 144.16 144.17 144.18 144.19 144.20 144.21 144.22 144.23 144.24 144.25 144.26 144.27 144.28 144.29 144.30 144.31 144.32
144.33
145.1 145.2 145.3 145.4 145.5 145.6 145.7 145.8 145.9 145.10 145.11 145.12 145.13 145.14 145.15 145.16 145.17 145.18 145.19 145.20 145.21 145.22 145.23 145.24 145.25 145.26 145.27 145.28 145.29 145.30 145.31 145.32 145.33 146.1 146.2 146.3 146.4 146.5 146.6 146.7 146.8 146.9 146.10 146.11 146.12 146.13 146.14 146.15 146.16 146.17 146.18 146.19 146.20 146.21 146.22 146.23 146.24 146.25 146.26 146.27 146.28 146.29 146.30 146.31 146.32 147.1 147.2 147.3 147.4 147.5 147.6 147.7 147.8 147.9 147.10 147.11 147.12 147.13 147.14 147.15 147.16 147.17 147.18 147.19 147.20 147.21 147.22 147.23 147.24 147.25 147.26 147.27 147.28 147.29 147.30 147.31 147.32 147.33 147.34 147.35 148.1 148.2 148.3 148.4 148.5 148.6 148.7 148.8 148.9 148.10 148.11 148.12 148.13 148.14 148.15 148.16 148.17 148.18 148.19 148.20 148.21 148.22 148.23 148.24 148.25 148.26 148.27 148.28 148.29 148.30 148.31 149.1 149.2 149.3 149.4 149.5 149.6
149.7 149.8 149.9 149.10 149.11 149.12 149.13 149.14 149.15 149.16 149.17 149.18 149.19 149.20 149.21 149.22 149.23 149.24 149.25 149.26 149.27 149.28 149.29 149.30 149.31 149.32 150.1 150.2 150.3 150.4 150.5 150.6 150.7 150.8 150.9 150.10 150.11 150.12 150.13 150.14 150.15 150.16 150.17 150.18 150.19 150.20 150.21 150.22 150.23 150.24 150.25 150.26 150.27 150.28 150.29 150.30 150.31 150.32 150.33 151.1 151.2 151.3 151.4 151.5 151.6 151.7 151.8 151.9 151.10 151.11 151.12 151.13 151.14 151.15 151.16 151.17 151.18 151.19 151.20 151.21 151.22 151.23 151.24 151.25 151.26 151.27 151.28 151.29 151.30 151.31 152.1 152.2 152.3 152.4 152.5 152.6 152.7
152.8
152.9 152.10 152.11 152.12 152.13 152.14 152.15 152.16 152.17 152.18 152.19 152.20 152.21 152.22 152.23 152.24 152.25 152.26 152.27 152.28 152.29 152.30 152.31 153.1 153.2 153.3 153.4 153.5 153.6 153.7 153.8 153.9 153.10 153.11 153.12 153.13 153.14 153.15 153.16 153.17 153.18 153.19 153.20 153.21 153.22 153.23 153.24 153.25 153.26 153.27 153.28 153.29 153.30 153.31 153.32 154.1 154.2 154.3 154.4 154.5 154.6 154.7 154.8 154.9 154.10 154.11 154.12 154.13 154.14 154.15 154.16 154.17 154.18 154.19 154.20
154.21
154.22 154.23 154.24 154.25 154.26 154.27 154.28 154.29 154.30 154.31 154.32 155.1 155.2 155.3 155.4 155.5 155.6 155.7 155.8 155.9 155.10 155.11 155.12 155.13 155.14 155.15 155.16 155.17 155.18 155.19 155.20 155.21 155.22 155.23 155.24 155.25 155.26 155.27 155.28 155.29
155.30
156.1 156.2 156.3 156.4 156.5 156.6 156.7 156.8 156.9 156.10
156.11 156.12 156.13 156.14 156.15 156.17 156.16 156.18 156.19
156.20 156.21 156.22 156.23 156.24 156.26 156.25 156.27 156.28 156.29 156.30 156.31
156.32
157.1 157.2 157.3 157.4 157.5 157.7 157.6 157.8 157.9 157.10 157.11 157.12 157.13 157.14 157.15
157.16 157.17 157.18 157.19 157.20 157.21 157.23 157.22 157.24 157.25 157.26
157.27
157.28 157.29 157.30 157.31 158.2 158.1 158.4 158.3 158.5 158.6 158.7 158.8
158.9 158.10 158.11 158.12 158.13 158.14 158.16 158.15 158.17 158.18 158.19 158.20 158.21
158.22
158.23 158.24 158.25 158.26 158.27 158.28 158.29 158.30 158.31 159.1 159.2 159.3 159.4 159.5
159.6
159.7 159.8 159.9 159.10 159.11
159.12 159.13 159.14 159.15 159.16 159.17 159.18 159.19 159.20 159.21 159.22 159.23 159.24 159.25 159.26 159.27 159.28 159.29 159.30 160.1 160.2 160.3 160.4 160.5 160.6 160.7 160.8 160.9 160.10 160.11 160.12 160.13 160.14 160.15 160.16 160.17 160.18 160.19 160.20 160.21 160.22 160.23 160.24 160.25 160.26 160.27 160.28
161.1 161.2
161.3 161.4 161.5 161.6 161.7 161.8 161.9 161.10 161.11 161.12 161.13 161.14 161.15 161.16 161.17 161.18 161.19 161.20 161.21 161.22 161.23 161.24 161.25 161.26 161.27 161.28 161.29 161.30 161.31 162.1 162.2 162.3 162.4 162.5 162.6 162.7 162.8 162.9 162.10
162.11 162.12 162.13 162.14 162.15 162.16 162.17 162.18 162.19 162.20 162.21 162.22 162.23 162.24 162.25 162.26 162.27 162.28 162.29 163.1 163.2 163.3 163.4 163.5
163.6 163.7 163.8 163.9
163.10 163.11 163.12 163.13 163.14 163.15 163.16 163.17 163.18 163.19 163.20 163.21 163.22 163.23 163.24 163.25 163.26 163.27 163.28 163.29 163.30 163.31 164.1 164.2 164.3 164.4 164.5 164.6 164.7
164.8
164.9 164.10 164.11 164.12 164.13 164.14 164.15 164.16 164.17 164.18
164.19 164.20 164.21 164.22 164.23 164.24 164.25 164.26 164.27 164.28 164.29 164.30 164.31 165.1 165.2 165.3 165.4 165.5 165.6 165.7 165.8 165.9 165.10 165.11
165.12 165.13 165.14 165.15 165.16 165.17 165.18 165.19 165.20 165.21 165.22 165.23 165.24 165.25 165.26 165.27 165.28 165.29 165.30 166.1 166.2
166.3 166.4 166.5 166.6 166.7 166.8 166.9 166.10 166.11 166.12 166.13 166.14 166.15 166.16 166.17 166.18 166.19 166.20 166.21 166.22 166.23 166.24 166.25 166.26 166.27 166.28
166.29 166.30 166.31 166.32 167.1 167.2 167.3 167.4 167.5 167.6 167.7 167.8 167.9 167.10 167.11 167.12 167.13 167.14 167.15 167.16 167.17 167.18 167.19 167.20 167.21 167.22 167.23 167.24
167.25 167.26 167.27 167.28 167.29 167.30 167.31 167.32 167.33 168.1 168.2 168.3 168.4 168.5 168.6 168.7 168.8 168.9 168.10 168.11 168.12 168.13 168.14 168.15 168.16 168.17 168.18 168.19 168.20 168.21 168.22 168.23 168.24 168.25 168.26 168.27 168.28 168.29 168.30 168.31 168.32 168.33 169.1 169.2 169.3 169.4 169.5 169.6 169.7 169.8 169.9 169.10 169.11 169.12 169.13 169.14 169.15 169.16 169.17 169.18 169.19
169.20 169.21 169.22 169.23 169.24 169.25 169.26
169.27 169.28
169.29 169.30 169.31 169.32 169.33 170.1 170.2 170.3 170.4 170.5 170.6 170.7 170.8 170.9 170.10 170.11 170.12 170.13 170.14 170.15 170.16 170.17 170.18 170.19 170.20 170.21 170.22 170.23 170.24 170.25 170.26 170.27 170.28 170.29 170.30 170.31
171.1 171.2 171.3 171.4 171.5 171.6 171.7 171.8 171.9 171.10 171.11 171.12 171.13 171.14 171.15 171.16 171.17 171.18 171.19 171.20 171.21 171.22 171.23 171.24 171.25 171.26 171.27 171.28 171.29 171.30 171.31 171.32 171.33 171.34 172.1 172.2 172.3
172.4 172.5 172.6 172.7 172.8 172.9 172.10 172.11 172.12 172.13 172.14 172.15 172.16 172.17 172.18 172.19 172.20 172.21 172.22 172.23 172.24 172.25 172.26
172.27 172.28
172.29 172.30 172.31 172.32 172.33 173.1 173.2 173.3 173.4 173.5 173.6 173.7 173.8 173.9 173.10 173.11 173.12 173.13 173.14 173.15 173.16 173.17 173.18 173.19 173.20 173.21 173.22 173.23 173.24 173.25 173.26 173.27 173.28 173.29 173.30 173.31 173.32 173.33 174.1 174.2 174.3 174.4 174.5 174.6 174.7 174.8 174.9
174.10 174.11 174.12 174.13 174.14 174.15 174.16 174.17 174.18 174.19 174.20 174.21 174.22 174.23 174.24 174.25 174.26 174.27 174.28 174.29 174.30 174.31 175.1 175.2 175.3 175.4 175.5 175.6 175.7 175.8 175.9 175.10 175.11 175.12 175.13 175.14 175.15 175.16 175.17 175.18 175.19
175.20 175.21 175.22 175.23 175.24 175.25 175.26 175.27 175.28 175.29 175.30 175.31 175.32 175.33 175.34 176.1 176.2 176.3 176.4 176.5 176.6 176.7 176.8 176.9 176.10 176.11 176.12 176.13 176.14 176.15 176.16 176.17 176.18 176.19 176.20 176.21 176.22 176.23 176.24 176.25 176.26 176.27 176.28 176.29 176.30 176.31 176.32 176.33 177.1 177.2 177.3 177.4 177.5 177.6 177.7 177.8 177.9 177.10 177.11 177.12 177.13 177.14 177.15 177.16 177.17 177.18 177.19 177.20 177.21 177.22 177.23 177.24 177.25 177.26 177.27 177.28 177.29 177.30 177.31 177.32 177.33 178.1 178.2 178.3 178.4 178.5 178.6 178.7 178.8 178.9 178.10
178.11 178.12 178.13 178.14 178.15 178.16 178.17
178.18
178.19 178.20 178.21 178.22 178.23 178.24 178.25
178.26
178.27 178.28 178.29 178.30 178.31 179.1 179.2 179.3 179.4 179.5
179.6
179.7 179.8 179.9 179.10 179.12 179.11 179.14 179.13 179.15 179.16 179.17 179.18
179.19 179.20 179.21 179.22 179.23 179.24 179.25 179.26 179.27 179.28 179.29 179.30 179.31 179.32 180.1 180.2 180.3 180.4 180.5 180.6 180.7 180.8 180.9 180.10 180.11 180.12 180.13 180.14 180.15 180.16 180.17 180.18 180.19 180.20 180.21 180.22 180.23 180.24 180.25 180.26 180.27 180.28 180.29
180.30
181.1 181.2 181.3 181.4 181.5 181.6 181.7 181.8 181.9 181.10 181.11 181.12 181.13 181.14 181.15 181.16 181.17 181.18 181.19 181.20 181.21 181.22 181.23 181.24 181.25 181.26 181.27 181.28 181.29
181.30 181.31 181.32 182.1 182.2 182.3 182.4
182.5 182.6 182.7
182.8 182.9
182.10 182.11 182.12 182.13 182.14 182.15 182.16 182.17 182.18 182.19 182.20 182.21 182.22 182.23 182.24 182.25 182.26 182.27
182.28 182.29 182.30 183.1 183.2 183.3 183.4 183.5 183.6 183.7 183.8 183.9 183.10 183.11 183.12 183.13 183.14 183.15 183.16 183.17 183.18 183.19 183.20
183.21 183.22 183.23 183.24 183.25 183.26 183.27 183.28 183.29 183.30 183.31 184.1 184.2 184.3 184.4 184.5 184.6 184.7 184.8 184.9 184.10 184.11 184.12 184.13 184.14 184.15 184.16 184.17 184.18 184.19 184.20 184.21 184.22 184.23
184.24 184.25 184.26 184.27 184.28 184.29 184.30 184.31 184.32 185.1 185.2 185.3 185.4 185.5 185.6 185.7 185.8 185.9 185.10 185.11 185.12
185.13 185.14 185.15 185.16 185.17 185.18 185.19
185.20 185.21 185.22 185.23 185.24 185.25 185.26
185.27
185.28 185.29 185.30 186.1 186.2 186.3 186.4 186.5 186.6 186.7 186.8 186.9 186.10 186.11 186.12 186.13 186.14 186.15 186.16 186.17 186.18 186.19 186.20 186.21 186.22 186.23 186.24 186.25 186.26 186.27 186.28 186.29
186.30
187.1 187.2 187.3 187.4 187.5 187.6 187.7 187.8 187.9 187.10 187.11 187.12 187.13 187.14 187.15 187.16 187.17 187.18 187.19 187.20 187.21 187.22 187.23 187.24 187.25 187.26 187.27 187.28 187.29 187.30 187.31 188.1 188.2 188.3 188.4 188.5 188.6 188.7 188.8 188.9 188.10 188.11 188.12 188.13 188.14 188.15 188.16 188.17 188.18 188.19 188.20 188.21 188.22 188.23 188.24 188.25 188.26 188.27 188.28 188.29 188.30 188.31 188.32 188.33 189.1 189.2 189.3 189.4 189.5
189.6
189.7 189.8 189.9 189.10 189.11 189.12 189.13 189.14 189.15 189.16 189.17 189.18 189.19 189.20 189.21 189.22 189.23 189.24 189.25 189.26 189.27 189.28 189.29 189.30 189.31 190.1 190.2 190.3 190.4 190.5 190.6 190.7 190.8 190.9 190.10 190.11 190.12 190.13 190.14 190.15 190.16 190.17 190.18 190.19 190.20 190.21 190.22
190.23
190.24 190.25 190.26 190.27 190.28 190.29 190.30 190.31 191.1 191.2 191.3 191.4 191.5 191.6 191.7 191.8 191.9 191.10 191.11 191.12 191.13 191.14 191.15 191.16 191.17 191.18 191.19 191.20 191.21 191.22 191.23 191.24 191.25 191.26
192.1 192.2
192.3 192.4 192.5 192.6 192.7 192.8 192.9 192.10 192.11 192.12 192.13 192.14 192.15 192.16 192.17 192.18 192.19 192.20 192.21 192.22 192.23 192.24 192.25 192.26 192.27 192.28 192.29 192.30 192.31 192.32 192.33 192.34 193.1 193.2 193.3 193.4 193.5 193.6 193.7 193.8 193.9 193.10 193.11 193.12 193.13 193.14 193.15 193.16 193.17 193.18 193.19 193.20 193.21 193.22 193.23 193.24 193.25 193.26 193.27 193.28 193.29 193.30 193.31 193.32 193.33 193.34 194.1 194.2 194.3 194.4 194.5 194.6 194.7 194.8 194.9 194.10 194.11 194.12 194.13 194.14 194.15 194.16 194.17 194.18 194.19 194.20 194.21 194.22 194.23 194.24 194.25 194.26 194.27 194.28 194.29 194.30 194.31 194.32 195.1 195.2 195.3 195.4 195.5 195.6 195.7 195.8 195.9 195.10 195.11 195.12 195.13 195.14 195.15 195.16 195.17 195.18 195.19 195.20 195.21 195.22 195.23 195.24 195.25 195.26 195.27 195.28 195.29 195.30 195.31 195.32 195.33 196.1 196.2 196.3 196.4 196.5 196.6 196.7 196.8 196.9 196.10 196.11 196.12 196.13 196.14 196.15 196.16 196.17 196.18 196.19 196.20 196.21 196.22 196.23 196.24 196.25 196.26 196.27 196.28 196.29 196.30 196.31 197.1 197.2 197.3 197.4 197.5 197.6 197.7 197.8 197.9 197.10 197.11 197.12 197.13 197.14
197.15
197.16 197.17 197.18 197.19 197.21 197.20 197.23 197.22 197.24 197.25 197.26 197.27
197.28 197.29 197.30 197.31 197.32 198.1 198.2 198.3 198.4 198.5 198.6 198.7 198.8 198.9 198.10 198.11 198.12 198.13
198.14 198.15 198.16
198.17 198.18 198.19 198.20 198.21 198.22 198.23 198.24 198.25
198.26
199.1 199.2
199.3 199.4 199.5 199.6 199.7 199.8 199.9 199.10 199.11 199.12 199.13 199.14 199.15 199.16 199.17 199.18 199.19 199.20 199.21 199.22 199.23 199.24 199.25 199.26 199.27 199.28 199.29 199.30 199.31 199.32 199.33 200.1 200.2 200.3 200.4 200.5 200.6 200.7 200.8 200.9 200.10 200.11 200.12 200.13 200.14 200.15 200.16 200.17 200.18 200.19 200.20 200.21 200.22 200.23 200.24 200.25 200.26 200.27 200.28 200.29 200.30 200.31 200.32 200.33 200.34 201.1 201.2 201.3 201.4 201.5 201.6 201.7 201.8 201.9 201.10 201.11 201.12 201.13 201.14
201.15 201.16 201.17 201.18 201.19 201.20 201.21 201.22 201.23 201.24 201.25 201.26 201.27 201.28 201.29 201.30 201.31 201.32 201.33 202.1 202.2 202.3 202.4
202.5 202.6 202.7 202.8 202.9 202.10 202.11 202.12 202.13 202.14 202.15 202.16 202.17
202.18 202.19 202.20 202.21 202.22 202.23 202.24 202.25 202.26 202.27 202.28 202.29 202.30 202.31 203.1 203.2 203.3 203.4 203.5 203.6 203.7 203.8 203.9 203.10 203.11 203.12 203.13 203.14 203.15 203.16 203.17 203.18 203.19 203.20 203.21 203.22 203.23 203.24 203.25 203.26 203.27 203.28 203.29 203.30 203.31 203.32 203.33
204.1 204.2 204.3 204.4 204.5 204.6
204.7 204.8 204.9 204.10 204.11 204.12
204.13 204.14 204.15 204.16 204.17 204.18
204.19 204.20 204.21 204.22 204.23 204.24 204.25 204.26 204.27 204.28 204.29 204.30 204.31 205.1 205.2 205.3 205.4 205.5 205.6 205.7 205.8 205.9 205.10 205.11 205.12 205.13 205.14 205.15 205.16 205.17
205.18 205.19 205.20
205.21 205.22
205.23 205.24 205.25 205.26 205.27 205.28 205.29 205.30 205.31 205.32 206.1 206.2 206.3 206.4 206.5 206.6 206.7 206.8 206.9 206.10 206.11 206.12 206.13 206.14 206.15 206.16 206.17 206.18 206.19 206.20 206.21
206.22 206.23
206.24 206.25 206.26 206.27 206.28
206.29 206.30
207.1 207.2 207.3 207.4 207.6 207.5 207.8 207.7
207.9 207.10 207.11 207.12 207.14 207.13 207.16 207.15
207.17 207.18 207.19 207.20 207.21 207.23 207.22 207.24 207.25 207.26
207.27 207.28 207.29 207.30 207.31 207.32 208.1 208.2 208.3 208.4 208.5 208.6 208.7 208.8 208.9 208.10 208.11 208.12 208.13
208.14 208.15 208.16 208.17 208.18
208.19 208.20
208.21 208.22 208.23 208.24 208.25 208.26 208.27 208.28 208.29 208.30 208.31 208.32 209.1 209.2 209.3 209.4 209.5 209.6 209.7 209.8 209.9 209.10 209.11 209.12 209.13 209.14 209.15 209.16 209.17 209.18 209.19 209.20 209.21 209.22 209.23 209.24 209.25 209.26 209.27 209.28 209.29 209.30
209.31 209.32 209.33 209.34 210.1 210.2 210.3 210.4 210.5 210.6 210.7 210.8 210.9 210.10 210.11 210.12 210.13 210.14 210.15 210.16 210.17 210.18
210.19 210.20 210.21 210.22 210.23 210.24 210.25 210.26 210.27 210.28 210.29 210.30 210.31 210.32 210.33
211.1 211.2 211.3 211.4 211.5 211.6 211.7 211.8 211.9 211.10 211.11 211.12 211.13 211.14 211.15 211.16 211.17 211.18 211.19 211.20 211.21 211.22 211.23 211.24 211.25 211.26 211.27 211.28 211.29 211.30 211.31 211.32 211.33 211.34 211.35 212.1 212.2 212.3 212.4 212.5 212.6 212.7 212.8 212.9
212.10 212.11 212.12 212.13 212.14 212.15 212.16 212.17 212.18 212.19 212.20 212.21 212.22 212.23 212.24 212.25 212.26
212.27 212.28 212.29 212.30 212.31 212.32 212.33 213.1 213.2 213.3 213.4 213.5 213.6 213.7 213.8 213.9 213.10 213.11 213.12 213.13 213.14 213.15 213.16 213.17 213.18 213.19 213.20 213.21 213.22 213.23 213.24 213.25 213.26 213.27 213.28 213.29 213.30 213.31 213.32 213.33 214.1 214.2 214.3 214.4 214.5 214.6 214.7 214.8 214.9 214.10
214.11 214.12 214.13 214.14 214.15 214.16 214.17
214.18 214.19 214.20 214.21 214.22 214.23 214.24
214.25 214.26 214.27 214.28 214.29 214.30 214.31 214.32 215.1 215.2 215.3 215.4 215.5 215.6 215.7 215.8 215.9 215.10 215.11 215.12 215.13 215.14 215.15 215.16 215.17 215.18 215.19 215.20 215.21 215.22 215.23 215.24 215.25 215.26 215.27 215.28 215.29 215.30 215.31 215.32 216.1 216.2 216.3 216.4 216.5 216.6 216.7 216.8
216.9 216.10 216.11 216.12 216.13 216.14 216.15 216.16 216.17 216.18 216.19 216.20
216.21 216.22 216.23 216.24 216.25 216.26 216.27 216.28 216.29 216.30 216.31 217.1 217.2 217.3 217.4 217.5 217.6 217.7 217.8 217.9 217.10 217.11 217.12 217.13 217.14 217.15 217.16 217.17 217.18 217.19 217.20 217.21 217.22 217.23 217.24 217.25 217.26 217.27 217.28 217.29 217.30 217.31 217.32 218.1 218.2 218.3 218.4 218.5 218.6 218.7 218.8 218.9 218.10 218.11 218.12 218.13 218.14 218.15 218.16 218.17 218.18 218.19 218.20 218.21 218.22 218.23 218.24 218.25 218.26 218.27 218.28 218.29 218.30 218.31 218.32 218.33 218.34 219.1 219.2 219.3 219.4 219.5 219.6 219.7 219.8 219.9 219.10 219.11 219.12 219.13 219.14 219.15 219.16 219.17 219.18 219.19 219.20 219.21 219.22 219.23 219.24 219.25 219.26 219.27 219.28 219.29 219.30
220.1 220.2 220.3 220.4 220.5 220.6 220.7 220.8 220.9 220.10 220.11 220.12 220.13 220.14 220.15 220.16 220.17 220.18 220.19 220.20 220.21 220.22 220.23 220.24 220.25 220.26 220.27 220.28 220.29 220.30 220.31 220.32 220.33 221.1 221.2 221.3 221.4 221.5 221.6 221.7 221.8 221.9 221.10 221.11 221.12 221.13 221.14 221.15 221.16 221.17 221.18 221.19 221.20 221.21 221.22 221.23 221.24 221.25 221.26 221.27 221.28 221.29 221.30 221.31 221.32 221.33 222.1 222.2 222.3 222.4 222.5 222.6 222.7 222.8 222.9 222.10 222.11 222.12 222.13 222.14 222.15 222.16 222.17 222.18 222.19 222.20 222.21 222.22 222.23 222.24 222.25 222.26 222.27 222.28 222.29 222.30 222.31 222.32 223.1 223.2 223.3 223.4 223.5 223.6 223.7 223.8 223.9 223.10 223.11 223.12 223.13 223.14 223.15 223.16 223.17 223.18 223.19 223.20 223.21 223.22 223.23 223.24 223.25 223.26 223.27 223.28 223.29 223.30 223.31 223.32 224.1 224.2 224.3 224.4 224.5 224.6 224.7 224.8 224.9 224.10 224.11 224.12 224.13 224.14 224.15 224.16 224.17 224.18 224.19 224.20 224.21 224.22 224.23 224.24 224.25 224.26 224.27 224.28 224.29 224.30 224.31 225.1 225.2 225.3 225.4 225.5 225.6 225.7 225.8 225.9 225.10 225.11 225.12 225.13 225.14 225.15 225.16 225.17 225.18 225.19 225.20 225.21 225.22 225.23 225.24 225.25 225.26 225.27 225.28 225.29 225.30 225.31 225.32 225.33 225.34 226.1 226.2 226.3 226.4 226.5 226.6 226.7 226.8 226.9 226.10 226.11 226.12 226.13 226.14 226.15 226.16 226.17 226.18 226.19 226.20 226.21 226.22 226.23 226.24 226.25 226.26 226.27 226.28 226.29 226.30 226.31 226.32 226.33 226.34 227.1 227.2 227.3 227.4 227.5 227.6 227.7 227.8
227.9
227.10 227.11 227.12 227.13 227.14 227.15 227.16 227.17 227.18 227.19 227.20 227.21 227.22 227.23 227.24 227.25 227.26 227.27 227.28 227.29 227.30 227.31 228.1 228.2 228.3 228.4 228.5 228.6 228.7 228.8 228.9 228.10 228.11 228.12 228.13 228.14
228.15 228.16 228.17 228.18 228.19 228.20 228.21 228.22 228.23 228.24 228.25 228.26 228.27 228.28 228.29 228.30 229.1 229.2 229.3 229.4 229.5 229.6 229.7 229.8 229.9 229.10 229.11 229.12 229.13 229.14 229.15 229.16 229.17 229.18 229.19 229.20 229.21 229.22 229.23 229.24 229.25 229.26 229.27 229.28 229.29 229.30 229.31 229.32 229.33 230.1 230.2
230.3 230.4 230.5 230.6 230.7 230.8 230.9 230.10 230.11 230.12 230.13 230.14 230.15 230.16 230.17 230.18 230.19 230.20 230.21 230.22 230.23 230.24 230.25 230.26 230.27 230.28 230.29 230.30 230.31 230.32 231.1 231.2 231.3 231.4
231.5
231.6 231.7 231.8 231.9 231.10 231.11 231.12 231.13 231.14 231.15 231.16 231.17 231.18 231.19 231.20 231.21 231.22 231.23 231.24 231.25 231.26 231.27 231.28 231.29 231.30 231.31 231.32 232.1 232.2 232.3 232.4 232.5 232.6 232.7 232.8 232.9 232.10 232.11 232.12 232.13 232.14 232.15 232.16
232.17
232.18 232.19 232.20 232.21 232.22 232.23 232.24 232.25 232.26
232.27
233.1 233.2 233.3 233.4 233.5 233.7 233.6 233.8 233.9 233.10 233.11 233.12 233.13 233.14 233.15 233.16
233.17 233.18 233.19 233.20 233.21 233.23 233.22 233.24 233.25 233.26 233.27 233.28
234.1 234.2 234.3 234.4 234.6 234.5 234.8 234.7 234.9 234.10 234.11 234.12
234.13 234.14 234.15 234.16 234.17 234.18 234.19 234.20 234.21 234.22 234.23 234.24 234.25
234.26 234.27 234.28 234.29 234.30 234.31 234.32 235.1 235.2 235.3 235.4 235.5 235.6 235.7 235.8 235.9 235.10 235.11 235.12 235.13 235.14 235.15 235.16 235.17 235.18 235.19 235.20 235.21 235.22 235.23 235.24 235.25 235.26 235.27 235.28 235.29 235.30 235.31 236.1 236.2 236.3 236.4 236.5 236.6 236.7 236.8 236.9 236.10 236.11 236.12 236.13 236.14 236.15 236.16 236.17 236.18 236.19 236.20 236.21 236.22 236.23 236.24 236.25 236.26 236.27 236.28 236.29 236.30 236.31 236.32 237.1 237.2 237.3 237.4 237.5 237.6 237.7 237.8 237.9 237.10 237.11 237.12 237.13 237.14 237.15 237.16 237.17 237.18 237.19 237.20 237.21 237.22 237.23 237.24 237.25 237.26 237.27 237.28 237.29 237.30 237.31 238.1 238.2 238.3 238.4 238.5 238.6 238.7 238.8 238.9 238.10 238.11 238.12 238.13 238.14 238.15 238.16
238.17 238.18 238.19
238.20
238.21 238.22
238.23 238.24 238.25 238.26 238.27 238.28 239.1 239.2 239.3 239.4 239.5 239.6 239.7 239.8 239.9 239.10 239.11 239.12
239.13
239.14 239.15 239.16 239.17 239.18 239.19 239.20 239.21 239.22 239.23 239.24 239.25 239.26 239.27
239.28
240.1 240.2 240.3 240.4 240.5 240.6 240.7 240.8 240.9 240.10
240.11 240.12 240.13 240.14 240.16 240.15 240.18 240.17 240.19 240.20 240.21 240.22
240.23 240.24 240.25 240.26 240.27 240.28 240.30 240.29
241.1 241.2
241.3 241.4 241.5 241.6 241.7 241.8 241.9
241.10
241.11 241.12 241.13 241.14 241.15 241.16 241.17 241.18
241.19 241.20 241.21 241.22 241.23 241.24 241.25 241.26 241.27 241.28 241.29 241.30 242.1 242.2 242.3 242.4 242.5 242.6 242.7 242.8 242.9 242.10 242.11 242.12 242.13 242.14 242.15 242.16 242.17 242.18 242.19 242.20 242.21 242.22 242.23 242.24 242.25 242.26 242.27 242.28 242.29 242.30 243.1 243.2 243.3 243.4 243.5 243.6 243.7 243.8 243.9 243.10 243.11 243.12 243.13 243.14 243.15 243.16 243.17 243.18 243.19
243.20 243.21 243.22 243.23 243.25 243.24 243.26 243.27 243.28 243.29 243.30 243.31 244.1 244.2 244.3 244.4 244.5 244.6 244.7 244.8 244.9 244.10 244.11 244.12 244.13 244.14 244.15 244.16 244.17 244.18 244.19 244.20 244.21 244.22 244.23 244.24 244.25 244.26
244.27 244.28 244.29 244.30 244.31 245.1 245.3 245.2 245.4 245.5 245.6 245.7 245.8 245.9 245.10 245.11 245.12 245.13
245.14 245.15 245.16
245.17 245.18 245.19 245.20 245.21 245.22 245.23
245.24 245.25 245.26 245.28 245.27 245.30 245.29 245.31 245.32 246.1 246.2
246.3 246.4 246.5 246.6 246.8 246.7 246.10 246.9 246.11 246.12 246.13 246.14
246.15 246.16 246.17 246.18 246.20 246.19 246.22 246.21 246.23 246.24 246.25 246.26 246.27
246.28 246.29 246.30 246.31 246.32 247.2 247.1 247.4 247.3 247.5
247.6 247.7 247.8 247.9 247.10 247.12 247.11 247.14 247.13 247.15 247.16
247.17 247.18 247.19 247.20 247.22 247.21 247.24 247.23 247.25 247.26 247.27
247.28 247.29 247.30 247.31 247.32 248.2 248.1 248.3 248.4
248.5 248.6 248.7 248.8 248.9 248.11 248.10 248.12 248.13 248.14 248.15
248.16 248.17 248.18 248.19 248.21 248.20 248.23 248.22 248.24
248.25 248.26 248.27 248.28 248.30 248.29 248.32 248.31 249.1 249.2 249.3 249.4
249.5 249.6 249.7 249.8 249.10 249.9 249.12 249.11 249.13 249.14 249.15 249.16
249.17 249.18 249.19 249.20 249.21 249.23 249.22 249.24 249.25
249.26 249.27 249.28 249.29 250.2 250.1 250.3 250.4 250.5

A bill for an act
relating to education finance; modifying provisions for prekindergarten through
grade 12 education including general education, education excellence, teachers,
charter schools, special education, health and safety, facilities, nutrition and
libraries, early childhood, community education and lifelong learning, and state
agencies; making forecast adjustments to funding for general education, education
excellence, special education, facilities, nutrition, early education, and community
education and lifelong learning; requiring reports; authorizing rulemaking;
appropriating money; amending Minnesota Statutes 2020, sections 13.32,
subdivision 3; 119A.52; 120A.20, subdivision 1; 120A.22, subdivisions 7, 9;
120A.41; 120A.42; 120B.018, subdivision 6; 120B.021, subdivisions 1, 2, 3, 4;
120B.022, subdivision 1; 120B.024, subdivisions 1, 2; 120B.026; 120B.11,
subdivisions 1, 1a, 2, 3; 120B.12; 120B.15; 120B.30, subdivisions 1, 1a; 120B.301;
120B.35, subdivision 3; 120B.36, subdivision 2; 121A.031, subdivisions 5, 6;
121A.17, subdivision 3; 121A.19; 121A.21; 121A.41, subdivisions 2, 10, by adding
subdivisions; 121A.425; 121A.45, subdivision 1; 121A.46, subdivision 4, by
adding a subdivision; 121A.47, subdivisions 2, 14; 121A.53, subdivision 1;
121A.55; 121A.61, subdivisions 1, 3, by adding a subdivision; 122A.06,
subdivisions 4, 6; 122A.091, subdivision 5; 122A.14, by adding a subdivision;
122A.181, subdivision 5; 122A.183, subdivision 1; 122A.184, subdivision 1;
122A.185, subdivision 1; 122A.187, by adding a subdivision; 122A.31, subdivision
1; 122A.40, subdivisions 3, 5, 8; 122A.41, subdivisions 2, 5, by adding a
subdivision; 122A.415, subdivision 4, by adding subdivisions; 122A.50; 122A.635;
122A.76; 123A.485, subdivision 2; 123B.04, subdivision 1; 123B.147, subdivision
3; 123B.195; 123B.44, subdivisions 1, 5, 6; 123B.595; 123B.86, subdivision 3;
124D.09, subdivisions 3, 9, 10, 12, 13; 124D.095, subdivisions 2, 3, 4, 7, 8, by
adding subdivisions; 124D.1158, subdivisions 3, 4; 124D.119; 124D.128,
subdivision 1; 124D.13, subdivisions 2, 3; 124D.141, subdivision 2; 124D.151,
as amended; 124D.165, subdivisions 2, 3; 124D.2211; 124D.4531, subdivisions
1, 1a, 1b; 124D.531, subdivisions 1, 4; 124D.55; 124D.59, subdivisions 2, 2a;
124D.65, subdivision 5; 124D.68, subdivision 2; 124D.73, by adding a subdivision;
124D.74, subdivisions 1, 3, 4, by adding a subdivision; 124D.76; 124D.78;
124D.79, subdivision 2; 124D.791, subdivision 4; 124D.81, subdivisions 1, 2, 2a,
5, by adding a subdivision; 124D.83, subdivision 2, by adding a subdivision;
124D.861, subdivision 2; 124D.98, by adding a subdivision; 124E.02; 124E.03,
subdivision 2, by adding a subdivision; 124E.05, subdivisions 4, 7; 124E.06,
subdivisions 1, 4, 5; 124E.07, subdivision 3; 124E.11; 124E.13, subdivisions 1,
3; 124E.16, subdivision 1; 124E.25, subdivision 1a; 125A.03; 125A.08; 125A.094;
125A.0942, subdivisions 1, 2, 3; 125A.15; 125A.51; 125A.515, subdivision 3;
125A.71, subdivision 1; 125A.76, subdivision 2e; 126C.05, subdivision 19;
126C.10, subdivisions 2a, 4, 13, 13a, 14, 18a; 126C.15, subdivisions 1, 2; 126C.19,
by adding a subdivision; 127A.353, subdivision 2; 127A.45, subdivisions 12a, 13;
134.31, subdivisions 1, 4a; 134.32, subdivision 4; 134.34, subdivision 1; 134.355,
subdivisions 5, 6, 7; 144.4165; 179A.03, subdivision 19; Minnesota Statutes 2021
Supplement, sections 122A.70; 126C.05, subdivisions 1, 3; 126C.10, subdivisions
2d, 2e; 127A.353, subdivision 4; Laws 2021, First Special Session chapter 13,
article 1, sections 9; 10, subdivisions 2, 3, 4, 5, 6, 7, 9, 11; article 2, section 4,
subdivisions 2, 3, 4, 7, 12, 15, 22, 27; article 3, sections 7, subdivisions 3, 4, 5, 6,
7; 8, subdivision 2; article 5, section 3, subdivisions 2, 3, 4, 5; article 7, section 2,
subdivisions 2, 3; article 8, section 3, subdivisions 2, 3, 4, 6; article 9, section 4,
subdivisions 3, 4, 5, 6, 12; article 10, section 1, subdivisions 2, 5, 8, 9; article 11,
sections 4, subdivision 2; 7, subdivision 1; proposing coding for new law in
Minnesota Statutes, chapters 120B; 121A; 122A; 124D; 125A; 127A; repealing
Minnesota Statutes 2020, sections 120B.35, subdivision 5; 124D.151, subdivision
5; 124D.4531, subdivision 3a; Minnesota Statutes 2021 Supplement, section
124D.151, subdivision 6.

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

ARTICLE 1

GENERAL EDUCATION

Section 1.

Minnesota Statutes 2020, section 120A.42, is amended to read:


120A.42 CONDUCT OF SCHOOL ON CERTAIN HOLIDAYS.

(a) The governing body of any district may contract with any of the teachers of the
district for the conduct of schools, and may conduct schools, on either, or any, of the
following holidays, provided that a clause to this effect is inserted in the teacher's contract:
Martin Luther King's birthday, Lincoln's and Washington's birthdays, deleted text beginColumbus Daydeleted text endnew text begin
Indigenous Peoples' Day,
new text end and Veterans' Day. On Martin Luther King's birthday, Washington's
birthday, Lincoln's birthday, and Veterans' Day at least one hour of the school program
must be devoted to a patriotic observance of the day.new text begin On Indigenous Peoples' Day, at least
one hour of the school program must be devoted to observance of the day. As part of its
observance of Indigenous Peoples' Day, a district may provide professional development
to teachers and staff, or instruction to students, on the following topics:
new text end

new text begin (1) the history of treaties between the United States and Indigenous peoples;
new text end

new text begin (2) the history of federal boarding schools for Indigenous children;
new text end

new text begin (3) Indigenous languages;
new text end

new text begin (4) Indigenous traditional medicines and cultural or spiritual practices;
new text end

new text begin (5) the sovereignty of Tribal Nations;
new text end

new text begin (6) the contributions of Indigenous people to American culture, literature, and society;
and
new text end

new text begin (7) current issues affecting Indigenous communities.
new text end

(b) A district may conduct a school program to honor Constitution Day and Citizenship
Day by providing opportunities for students to learn about the principles of American
democracy, the American system of government, American citizens' rights and
responsibilities, American history, and American geography, symbols, and holidays. Among
other activities under this paragraph, districts may administer to students the test questions
United States Citizenship and Immigration Services officers pose to applicants for
naturalization.

Sec. 2.

Minnesota Statutes 2020, section 121A.21, is amended to read:


121A.21 SCHOOL HEALTH SERVICES.

new text begin Subdivision 1. new text end

new text begin School health services required. new text end

(a) Every school board must provide
services to promote the health of its pupils.

(b) The board of a district with 1,000 pupils or more in average daily membership in
early childhood family education, preschool disabled, elementary, and secondary programs
must comply with the requirements of this paragraph. It may use one or a combination of
the following methods:

(1) employ personnel, including at least one full-time equivalent licensed school nurse;

(2) contract with a public or private health organization or another public agency for
personnel during the regular school year, determined appropriate by the board, who are
currently licensed under chapter 148 and who are certified public health nurses; or

(3) enter into another arrangement approved by the commissioner.

new text begin Subd. 2. new text end

new text begin Access to menstrual products. new text end

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

Sec. 3.

Minnesota Statutes 2020, section 123A.485, subdivision 2, is amended to read:


Subd. 2.

Aid.

(a) new text beginFor school districts consolidating after June 30, 2020, new text endconsolidation
transition aid is equal to deleted text begin$200deleted text endnew text begin $400new text end times the number of resident pupil units in the newly
created district in the year of consolidation and deleted text begin$100deleted text endnew text begin $300new text end times the number of resident
pupil units in the first year following the year of consolidation. The number of pupil units
used to calculate aid in either year shall not exceed 1,000 for districts consolidating July 1,
1994, and 1,500 for districts consolidating July 1, 1995, and thereafter.

(b) If the total appropriation for consolidation transition aid for any fiscal year, plus any
amount transferred under section 127A.41, subdivision 8, is insufficient to pay all districts
the full amount of aid earned, the department must first pay the districts in the first year
following the year of consolidation the full amount of aid earned and distribute any remaining
funds to the newly created districts in the first year of consolidation.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for consolidations occurring after June
30, 2020.
new text end

Sec. 4.

Minnesota Statutes 2020, section 123B.04, subdivision 1, is amended to read:


Subdivision 1.

Definition.

"Education site" means a separate facilitydeleted text begin. Adeleted text endnew text begin ornew text end program
within a facility or within a district deleted text beginis an education sitedeleted text end if the school board recognizes it as
a site.

Sec. 5.

Minnesota Statutes 2020, section 123B.195, is amended to read:


123B.195 BOARD MEMBERS' RIGHT TO EMPLOYMENT.

Notwithstanding section 471.88, subdivision 5, a school board member may be newly
employed or may continue to be employed by a school district as an employee only if there
is a reasonable expectation at the beginning of the fiscal year or at the time the contract is
entered into or extended that the amount to be earned by that officer under that contract or
employment relationship will not exceed deleted text begin$8,000deleted text endnew text begin $20,000new text end in that fiscal year. Notwithstanding
section 122A.40 or 122A.41 or other law, if the officer does not receive majority approval
to be initially employed or to continue in employment at a meeting at which all board
members are present, that employment is immediately terminated and that officer has no
further rights to employment while serving as a school board member in the district.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 6.

Minnesota Statutes 2020, section 123B.44, subdivision 1, is amended to read:


Subdivision 1.

Provided services.

The commissioner of education shall promulgate
rules under the provisions of chapter 14 requiring each district or other intermediary service
area: (a) to provide each year upon formal request by a specific date by or on behalf of a
nonpublic school pupil enrolled in a nonpublic school located in that district or area, the
same specific health services as are provided for public school pupils by the district where
the nonpublic school is located; and (b) to provide each year upon formal request by a
specific date by or on behalf of a nonpublic schoolnew text begin elementary ornew text end secondary pupil enrolled
in a nonpublic school located in that district or area, deleted text beginthe same specificdeleted text end guidance and
counseling services deleted text beginas are provided for public school secondary pupils by the district where
the nonpublic school is located
deleted text end. The district where the nonpublic school is located must
provide the necessary transportation within the district boundaries between the nonpublic
school and a public school or neutral site for nonpublic school pupils who are provided
pupil support services under this section if the district elects to provide pupil support services
at a site other than the nonpublic school. Each request for pupil support services must set
forth the guidance and counseling or health services requested by or on behalf of all eligible
nonpublic school pupils enrolled in a given nonpublic school. No district or intermediary
service area must not expend an amount for these pupil support services which exceeds the
amount allotted to it under this section.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2022 and later.
new text end

Sec. 7.

Minnesota Statutes 2020, section 123B.44, subdivision 5, is amended to read:


Subd. 5.

Guidance and counseling services; allotment.

Each school year the
commissioner shall allot to the school districts or intermediary service areas for the provision
of guidance and counseling services pursuant to this section the actual cost of the services
provided for the pupils in each respective nonpublic school for that school year. new text beginThe allotment
for guidance and counseling services for the elementary pupils in each nonpublic school
must not exceed the average expenditure per public school elementary pupil for these services
by those Minnesota public schools that provide these services to their elementary pupils,
multiplied by the number of elementary pupils in that particular nonpublic school who
request these services and who are enrolled as of September 15 of the current school year.
new text end The allotment for guidance and counseling services for the secondary pupils in each
nonpublic school must not exceed the average expenditure per public school secondary
pupil for these services by those Minnesota public schools deleted text beginwhichdeleted text endnew text begin thatnew text end provide these services
to their secondary pupils, multiplied by the number of secondary pupils in that particular
nonpublic school who request these services and who are enrolled as of September 15 of
the current school year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2022 and later.
new text end

Sec. 8.

Minnesota Statutes 2020, section 123B.44, subdivision 6, is amended to read:


Subd. 6.

Computation of maximum allotments.

For purposes of computing maximum
allotments for each school year pursuant to this section, the average public school expenditure
per pupil for health services and the average public school expenditure per new text beginelementary and
new text end secondary pupil for guidance and counseling services shall be computed and established
by the department by February 1 of the preceding school year from the most recent public
school year data then available.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2022 and later.
new text end

Sec. 9.

Minnesota Statutes 2020, section 123B.86, subdivision 3, is amended to read:


Subd. 3.

Board control.

new text begin(a) new text endWhen transportation is provided, the scheduling of routes,
manner and method of transportation, control and discipline of school children and any
other matter relating thereto shall be within the sole discretion, control and management of
the board.

new text begin (b) A school board and a nonpublic school may mutually agree to a written plan for the
board to provide nonpublic pupil transportation to nonpublic school students.
new text end

new text begin (1) A school board that provides pupil transportation through its employees may transport
nonpublic school students according to the plan and retain the nonpublic pupil transportation
aid attributable to that plan. A nonpublic school may make a payment to the school district
to cover additional transportation services agreed to in the written plan for nonpublic pupil
transportation services not required under sections 123B.84 to 123B.87.
new text end

new text begin (2) A school board that contracts for pupil transportation services may enter into a
contractual arrangement with a school bus contractor according to the written plan adopted
by the school board and the nonpublic school to transport nonpublic school students and
retain the nonpublic pupil transportation aid attributable to that plan for purposes of paying
the school bus contractor. A nonpublic school may make a payment to the school district
to cover additional transportation services agreed to in the written plan for nonpublic pupil
transportation services included in the contract that are not required under sections 123B.84
to 123B.87.
new text end

new text begin (c) The school district must report the number of nonpublic school students transported
and the nonpublic pupil transportation expenditures incurred under paragraph (b) in the
form and manner specified by the commissioner.
new text end

Sec. 10.

Minnesota Statutes 2020, section 124D.095, subdivision 2, is amended to read:


Subd. 2.

Definitions.

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

(a) "Digital learning" is learning facilitated by technology that offers students an element
of control over the time, place, path, or pace of their learning deleted text beginand includes blended and
online learning
deleted text end.

(b) "Blended learning" is a form of digital learning that occurs when a student learns
part time in a supervised physical setting and part time through digital delivery of instruction,
or a student learns in a supervised physical setting where technology is used as a primary
method to deliver instruction.

(c) "Online learning" is a form of digital learning deleted text begindelivered by an approved online
learning provider under paragraph (d)
deleted text endnew text begin that occurs when a student learns primarily through
digital delivery of instruction in a location other than a school building
new text end.

new text begin (d) "Supplemental online learning" means an online learning course taken in place of a
course period at a local district school provided by a supplemental online learning provider.
new text end

deleted text begin (d)deleted text endnew text begin (e)new text end "new text beginSupplemental new text endonline learning provider" is a school district, an intermediate
school district, an organization of two or more school districts operating under a joint powers
agreement, or a charter school located in Minnesota that provides online deleted text beginlearningdeleted text endnew text begin courses
or programs
new text end to students new text beginother than their own enrolled students new text endand is approved by the
department to provide new text beginsupplemental new text endonline learning courses.

deleted text begin (e)deleted text endnew text begin (f)new text end "Student" is a Minnesota resident enrolled in a school under section 120A.22,
subdivision 4
,new text begin or in a school authorized to receive Tribal contract or grant aid under section
124D.83,
new text end in kindergarten through grade 12.

deleted text begin (f)deleted text endnew text begin (g)new text end "new text beginSupplemental new text endonline learning student" is a student enrolled in deleted text beginandeleted text endnew text begin a supplementalnew text end
online learning course or program delivered by deleted text beginandeleted text endnew text begin a supplementalnew text end online learning provider
under paragraph deleted text begin(d)deleted text endnew text begin (e)new text end.

new text begin (h) "Teacher" is a public employee as defined in section 179A.03, subdivision 18,
employed by a charter school or district providing online instruction. The contract of a
teacher employed by a charter school or district must meet the requirements of section
122A.40 or 122A.41 and a charter school must employ or contract with a licensed teacher
as defined in section 122A.06, subdivision 2. A teacher must perform all duties described
in Minnesota Rules, part 8710.0310, defining teacher of record.
new text end

deleted text begin (g)deleted text endnew text begin (i)new text end "Enrolling district" means the school district or charter school in which a student
is enrolled under section 120A.22, subdivision 4, for purposes of compulsory attendance.

deleted text begin (h) "Supplemental online learning" means an online learning course taken in place of a
course period at a local district school.
deleted text end

deleted text begin (i) "Full-time online learning provider" means an enrolling school authorized by the
department to deliver comprehensive public education at any or all of the elementary, middle,
or high school levels.
deleted text end

(j) "Online learning course syllabus" is a written document that deleted text beginandeleted text endnew text begin a supplementalnew text end online
learning provider transmits to the enrolling district using a format prescribed by the
commissioner to identify the state academic standards embedded in an online course, the
course content outline, required course assessments, expectations for actual teacher contact
time and other student-to-teacher communications, and the academic support available to
the online learning student.

new text begin EFFECTIVE DATE. new text end

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

Sec. 11.

Minnesota Statutes 2020, section 124D.095, subdivision 3, is amended to read:


Subd. 3.

Authorization; notice; limitations on enrollment.

new text begin (a) An enrolling district
may offer digital learning, blended learning, or online learning as instructional modalities
to enrolled students. Digital learning, blended learning, or online learning do not generate
online learning funds under this section. An enrolling district that offers digital learning,
blended learning, or online learning only to its enrolled students is not subject to the reporting
requirements or review criteria under subdivision 7, unless the enrolling district is a
supplemental online learning provider. A teacher providing instruction via digital learning,
blended learning, or online learning must hold the appropriate Minnesota license as defined
in section 124D.095, subdivision 2, paragraph (h). Digital learning, blended learning, and
online learning courses must be reported and identified in the Minnesota Common Course
Catalog.
new text end

deleted text begin (a) Adeleted text endnew text begin (b) Anynew text end student may apply for deleted text beginfull-timedeleted text endnew text begin supplemental onlinenew text end enrollment in an
approved new text beginsupplemental new text endonline learning program deleted text beginunder section 124D.03 or 124D.08 or
chapter 124E. Notwithstanding sections 124D.03 and 124D.08 and chapter 124E, procedures
for enrolling in supplemental online learning are as provided in this subdivision
deleted text end. A student
age 17 or younger must have the written consent of a parent or guardian to apply. deleted text beginNo school
district or charter school may prohibit a student from applying to enroll in online learning.
deleted text end
In order to enroll in online learning, the student and the student's parents must submit an
application to thenew text begin supplementalnew text end online learning provider deleted text beginand identify the student's reason
for enrolling
deleted text end. deleted text beginAndeleted text endnew text begin A supplementalnew text end online learning provider that accepts a student under this
section must notify the student and the enrolling district in writing within ten days if the
enrolling district is not thenew text begin supplementalnew text end online learning provider. The student and the
student's parent must notify the new text beginsupplemental new text endonline learning provider of the student's intent
to enroll in online learning within ten days of being accepted, at which time the student and
the student's parent must sign a statement indicating that they have reviewed the online
course or program and understand the expectations of enrolling in online learning. Thenew text begin
supplemental
new text end online learning provider must use a form provided by the department to notify
the enrolling district of the student's application to enroll in online learning.

deleted text begin (b)deleted text endnew text begin (c)new text end The supplemental online learning notice to the enrolling district when a student
applies to the new text beginsupplemental new text endonline learning provider deleted text beginwilldeleted text endnew text begin mustnew text end include the courses or program,
credits to be awarded, and the start date of the online course or program. deleted text beginAndeleted text endnew text begin A supplementalnew text end
online learning provider must make available the supplemental online course syllabus to
the enrolling district. deleted text beginWithin 15 days after the online learning provider makes information
in this paragraph available to the enrolling district, the enrolling district must notify the
online provider whether the student, the student's parent, and the enrolling district agree or
disagree that the course meets the enrolling district's graduation requirements.
deleted text endnew text begin A supplemental
online learning provider that accepts a student under this section must notify the student
and the enrolling district in writing within ten days if the enrolling district is not the
supplemental online learning provider.
new text end A student may enroll in a supplemental online
learning course up to the midpoint of the enrolling district's term. The enrolling district may
waive this requirement for special circumstances and with the agreement of the online
provider. deleted text beginAn online learning course or program that meets or exceeds a graduation standard
or the grade progression requirement of the enrolling district as described in the provider's
online course syllabus meets the corresponding graduation requirements applicable to the
student in the enrolling district. If the enrolling district does not agree that the course or
program meets its graduation requirements, then:
deleted text end

deleted text begin (1) the enrolling district must make available an explanation of its decision to the student,
the student's parent, and the online provider; and
deleted text end

deleted text begin (2) the online provider may make available a response to the enrolling district, showing
how the course or program meets the graduation requirements of the enrolling district.
deleted text end

deleted text begin (c) An online learning provider must notify the commissioner that it is delivering online
learning and report the number of online learning students it accepts and the online learning
courses and programs it delivers.
deleted text end

deleted text begin (d) An online learning 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.
deleted text end

deleted text begin (e) An enrolling district may reduce an online learning student's regular classroom
instructional membership in proportion to the student's membership in online learning
courses.
deleted text end

deleted text begin (f) The online provider must report or make available information on an individual
student's progress and accumulated credit to the student, the student's parent, and the enrolling
district in a manner specified by the commissioner unless the enrolling district and the online
provider agree to a different form of notice and notify the commissioner. The enrolling
district must designate a contact person to help facilitate and monitor the student's academic
progress and accumulated credits towards graduation.
deleted text end

new text begin (d) A school district or charter school must allow an enrolled student to apply to enroll
in supplemental online learning. A supplemental online learning provider must notify the
enrolling district that the student has been accepted into the supplemental online learning
program. Within 15 days of receiving the notification from the supplemental online learning
program, the enrolling district must notify the supplemental online provider whether the
student, the student's parent, and the enrolling district agree or disagree that the proposed
course meets the enrolling district's graduation requirements.
new text end

new text begin (e) The enrolling district must communicate a student's individualized education program
to the supplemental online provider upon accepting the enrollment and must coordinate
services for students with disabilities unless a written agreement exists between the enrolling
district and the supplemental online provider.
new text end

new text begin (f) An online learning course or program that meets or exceeds a graduation standard
or the grade progression requirement of the enrolling district as described in the supplemental
online provider's online course syllabus meets the corresponding graduation requirements
applicable to the student in the enrolling district. The enrolling district must use the same
criteria for accepting online learning credits or courses as it does for accepting credits or
courses for transfer students under section 124D.03, subdivision 9. If the enrolling district
does not agree that the course or program meets its graduation requirements, then:
new text end

new text begin (1) the enrolling district must make available an explanation of its decision to the student,
the student's parent, and the supplemental online provider; and
new text end

new text begin (2) the supplemental online provider may make available a response to the enrolling
district showing how the course or program meets the graduation requirements of the
enrolling district.
new text end

new text begin (g) An enrolling district may reduce a supplemental online learning student's regular
classroom instructional enrollment in proportion to the student's enrollment in online learning
courses.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 12.

Minnesota Statutes 2020, section 124D.095, subdivision 4, is amended to read:


Subd. 4.

Online learning parameters.

(a) deleted text beginAndeleted text endnew text begin A supplementalnew text end online learning student
must receive academic credit for completing the requirements of an online learning course
or program. Secondary credits granted to deleted text beginandeleted text endnew text begin a supplementalnew text end online learning student count
toward the graduation and credit requirements of the enrolling district. deleted text beginThe enrolling district
must apply the same graduation requirements to all students, including online learning
students, and must continue to provide nonacademic services to online learning students.
deleted text end
If a student completes an online learning course or program that meets or exceeds a
graduation standard or the grade progression requirement at the enrolling district, that
standard or requirement is met. deleted text beginThe enrolling district must use the same criteria for accepting
online learning credits or courses as it does for accepting credits or courses for transfer
students under section 124D.03, subdivision 9. The enrolling district may reduce the course
schedule of an online learning student in proportion to the number of online learning courses
the student takes from an online learning provider that is not the enrolling district.
deleted text end

(b) deleted text beginAndeleted text endnew text begin A supplementalnew text end online learning student may:

(1) enroll in supplemental online learning courses equal to a maximum of 50 percent of
the student's full schedule of courses per term during a single school year and the student
may exceed the supplemental online learning registration limit if the enrolling district permits
supplemental online learning enrollment above the limit, or if the enrolling district and the
new text begin supplemental new text endonline learning provider agree to the instructional services;

(2) complete course work at a grade level that is different from the student's current
grade level; and

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

(c) An online learning student has the same access to deleted text beginthedeleted text end computer hardware and
education software available in a school as all other students in the enrolling district. deleted text beginAn
online learning provider must assist an online learning student whose family qualifies for
the education tax credit under section 290.0674 to acquire computer hardware and educational
software for online learning purposes.
deleted text endnew text begin Supplemental online learning students may use the
enrolling district's computer hardware and educational software to access supplemental
online courses. Supplemental online learning students may participate in supplemental
online courses from a scheduled study hall or other suitable location in the district in which
the student is enrolled if the enrolling district is able to provide a space and supervision.
new text end

deleted text begin (d) An enrolling district may offer digital learning to its enrolled students. Such digital
learning does not generate online learning funds under this section. An enrolling district
that offers digital learning only to its enrolled students is not subject to the reporting
requirements or review criteria under subdivision 7, unless the enrolling district is a full-time
online learning provider. A teacher with a Minnesota license must assemble and deliver
instruction to enrolled students receiving online learning from an enrolling district. The
delivery of instruction occurs when the student interacts with the computer or the teacher
and receives ongoing assistance and assessment of learning. The instruction may include
curriculum developed by persons other than a teacher holding a Minnesota license.
deleted text end

new text begin (d) A supplemental online learning provider must assist a supplemental online learning
student whose family qualifies for the education tax credit under section 290.0674 to acquire
computer hardware and educational software for online learning purposes and must provide
information about broadband connectivity options and programs.
new text end

new text begin (e) A supplemental online learning 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.
new text end

new text begin (f) A supplemental online learning provider must report or make available information
on an individual student's progress and accumulated credit to the student, the student's
parent, and the enrolling district in a manner specified by the commissioner unless the
enrolling district and the supplemental online learning provider agree to a different form of
reporting and notify the commissioner.
new text end

new text begin (g) An enrolling district must apply the same graduation requirements to all students,
including supplemental online learning students, and must continue to provide nonacademic
services to supplemental online learning students. An enrolling district must designate a
contact person to help facilitate and monitor the academic progress and accumulated credits
toward graduation for each supplemental online learning student enrolled in the district.
new text end

deleted text begin (e) Both full-time anddeleted text endnew text begin (h)new text end Supplemental online learning providers are subject to the
reporting requirements and review criteria under subdivision 7. deleted text beginA teacher holding a
Minnesota license must assemble and deliver instruction to online learning students. The
delivery of instruction occurs when the student interacts with the computer or the teacher
and receives ongoing assistance and assessment of learning. The instruction may include
curriculum developed
deleted text enddeleted text beginby persons other than a teacher holding a Minnesota license.deleted text endnew text begin A teacher
providing instruction via supplemental online learning must use a curriculum aligned with
standards as described in section 120B.021 and must hold the appropriate Minnesota license
as defined in section 124D.095, subdivision 2, paragraph (h).
new text end

new text begin (i)new text end Unless the commissioner grants a waiver, a teacher providing online learning
instruction must not instruct more than 40 students in any one online learning course or
program.

deleted text begin (f) To enroll in more than 50 percent of the student's full schedule of courses per term
in online learning, the student must qualify to exceed the supplemental online learning
registration limit under paragraph (b) or apply to enroll in an approved full-time online
learning program, consistent with subdivision 3, paragraph (a). Full-time online learning
students may enroll in classes at a local school under a contract for instructional services
between the online learning provider and the school district.
deleted text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 13.

Minnesota Statutes 2020, section 124D.095, subdivision 7, is amended to read:


Subd. 7.

Department of Education.

(a) The department must review and approve or
disapprove new text beginsupplemental new text endonline learning providers new text beginapplications new text endwithin 90 calendar days of
receiving deleted text beginandeleted text end new text begina supplemental new text endonline learning provider's completed application. The
commissioner, using research-based standards of quality for online learning programs, must
review all approvednew text begin supplementalnew text end online learning providers on a cyclical three-year basis.
Approved new text beginsupplemental new text endonline learning providers annually must submit program data to,
confirm statements of assurances for, and provide program updates including a current
course list to the commissioner.

new text begin (b) A supplemental online learning provider must notify the commissioner that it is
delivering online learning and must report the number of online learning students it accepts
and the online learning courses and programs it delivers.
new text end

new text begin (c) An enrolling district that offers online learning under section 124D.095, subdivision
2, paragraph (c), must create an online site or sites that are classified as online learning sites
and report student enrollments in the online school site or sites. Online and blended learning
courses must be reported in the Minnesota Common Course Catalog.
new text end

deleted text begin (b)deleted text endnew text begin (d)new text end The online learning courses and programs must be rigorous, aligned with state
academic standards, and contribute to grade progression in a single subject. Thenew text begin supplementalnew text end
online learning providerdeleted text begin, other than a digital learning provider offering digital learning to
its enrolled students only under subdivision 4, paragraph (d),
deleted text end must give the commissioner
written assurance that: (1) all courses meet state academic standards; and (2) the online
learning curriculum, instruction, and assessment, expectations for actual teacher-contact
time or other student-to-teacher communication, and academic support meet nationally
recognized professional standards and are described as such in an online learning course
syllabus that meets the commissioner's requirements. Once deleted text beginandeleted text endnew text begin a supplementalnew text end online learning
provider is approved under this paragraph, all of its online learning course offerings are
eligible for payment under this section unless a course is successfully challenged by an
enrolling district or the department under paragraph deleted text begin(c)deleted text endnew text begin (e)new text end.

deleted text begin (c)deleted text endnew text begin (e)new text end An enrolling district may challenge the validity of a course offered by deleted text beginandeleted text endnew text begin a
supplemental
new text end online learning provider. The department must review such challenges based
on the approval procedures under paragraph deleted text begin(b)deleted text endnew text begin (d)new text end. The department may initiate its own
review of the validity of an online learning course offered by deleted text beginandeleted text endnew text begin a supplementalnew text end online
learning provider.

deleted text begin (d)deleted text endnew text begin (f)new text end The department may collect a fee not to exceed $250 for approving online learning
providers or $50 per course for reviewing a challenge by an enrolling district.

deleted text begin (e)deleted text endnew text begin (g)new text end The department must develop, publish, and maintain a list of new text beginsupplemental new text endonline
learning providers that it has reviewed and approved.

deleted text begin (f)deleted text endnew text begin (h)new text end The department may review a complaint about deleted text beginandeleted text endnew text begin a supplementalnew text end online learning
provider, or a complaint about a provider based on the provider's response to notice of a
violation. If the department determines that deleted text beginandeleted text endnew text begin a supplementalnew text end online learning provider
violated a law or rule, the department may:

(1) create a compliance plan for the provider; or

(2) withhold funds from the provider under sections 124D.095, 124E.25, and 127A.42.
The department must notify deleted text beginandeleted text endnew text begin a supplementalnew text end online learning provider in writing about
withholding funds and provide detailed calculations.

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2023-2024 school year and later,
except that paragraph (i) is effective July 1, 2022.
new text end

Sec. 14.

Minnesota Statutes 2020, section 124D.095, subdivision 8, is amended to read:


Subd. 8.

Financial arrangements.

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

(b) The initial online learning average daily membership equals 1/12 for each semester
course or a proportionate amount for courses of different lengths. The adjusted online
learning average daily membership equals the initial online learning average daily
membership times .88.

(c) No online learning average daily membership shall be generated if: (1) the student
does not complete the online learning course, or (2) the student is enrolled in online learning
provided by the enrolling district.

(d) Online learning average daily membership under this subdivision for a student
currently enrolled in a Minnesota public schoolnew text begin or in a Tribal contract or grant school
authorized to receive aid under section 124D.83
new text end shall be used only for computing average
daily membership according to section 126C.05, subdivision 19, paragraph (a), clause (2),
and for computing online learning aid according to section 124D.096.

Sec. 15.

Minnesota Statutes 2020, section 124D.095, is amended by adding a subdivision
to read:


new text begin Subd. 11. new text end

new text begin Crisis online learning. new text end

new text begin (a) "Crisis online learning" means online learning
under this section as the primary mode of instruction for all students in a school building
during a crisis learning period.
new text end

new text begin (b) "Crisis learning period" means a period of time that is the result of an unforeseeable
incident or situation such as a natural disaster, pandemic, or other catastrophic event that
creates an unsafe or untenable in-person learning environment as declared by a school
district or charter school.
new text end

new text begin (c) "Crisis online learning plan" means a plan adopted by a school board or board of
directors that describes the implementation of crisis online learning and how critical
components of education are provided during the crisis learning period. Critical components
of education include but are not limited to nutrition services in accordance with United
States Department of Agriculture regulations, how teachers will be accessible online and
by telephone during regular school hours each crisis online learning day to assist students,
accommodations for students without Internet access or insufficient digital device access
in a household, and accessible options for students with disabilities under chapter 125A and
the Individuals with Disabilities Education Act. A crisis online learning plan may only be
adopted by a school district after consulting with the exclusive representative of the teachers
or by a charter school after consulting with its teachers, and may include up to one
instructional day to prepare for crisis online learning and one instructional day upon the
conclusion of the crisis online learning period, not to exceed four days per school year
without approval from the commissioner. Students and families must be notified of the
crisis online learning plan before the beginning of the school year. Consistent with applicable
labor agreements, districts must utilize available staff who are able to work during the crisis
online learning period.
new text end

new text begin (d) Upon declaring a crisis learning period and providing notice to students and families
at least one day prior to the regular school start time, a school district or charter school may
implement the crisis online learning plan.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment. For
school year 2021-2022 the student and family notification requirement in subdivision 11,
paragraph (c), does not apply.
new text end

Sec. 16.

Minnesota Statutes 2020, section 124D.095, is amended by adding a subdivision
to read:


new text begin Subd. 12. new text end

new text begin Asynchronous learning. new text end

new text begin Notwithstanding any law to the contrary, a
state-approved alternative program that has provided asynchronous digital instruction for
three or more years prior to the effective date of this act to students who are participating
in independent study credit recovery programs may continue to provide asynchronous
independent study credit recovery programs, and the student's time spent in these programs
continues to count for extended time revenue under sections 126C.05 and 126C.10,
subdivision 2a.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 17.

Minnesota Statutes 2020, section 124D.4531, subdivision 1, is amended to read:


Subdivision 1.

Career and technical revenue.

(a) A district with a career and technical
program approved under this section for the fiscal year in which the levy is certified is
eligible for career and technical revenue equal to 35 percent of approved expenditures in
the fiscal year in which the levy is certified for the following:

(1) salaries paid to essential, licensed personnel providing direct instructional services
to students in that fiscal year, including extended contracts, for services rendered in the
district's approved career and technical education programs, excluding salaries reimbursed
by another school district under clause (2);

(2) amounts paid to another Minnesota school district for salaries of essential, licensed
personnel providing direct instructional services to students in that fiscal year for services
rendered in the district's approved career and technical education programs;

(3) contracted services provided by a public or private agency other than a Minnesota
school district or cooperative center under chapter 123A or 136D;

(4) necessary travel between instructional sites by licensed career and technical education
personnelnew text begin and district-encumbered student travel between instructional and placement sites
in state-approved work-based learning programs
new text end;

(5) necessary travel by licensed career and technical education personnel for deleted text beginvocationaldeleted text endnew text begin
career and technical education
new text end student organization activities held within the state for
instructional purposes;

(6) curriculum development activities that are part of a five-year plan for improvement
based on program assessment;

(7) necessary travel by licensed career and technical education personnel for noncollegiate
credit-bearing professional development; and

(8) specialized deleted text beginvocationaldeleted text endnew text begin career and technical educationnew text end instructional supplies.

(b) The district must recognize the full amount of this levy as revenue for the fiscal year
in which it is certified.

deleted text begin (c) The amount of the revenue calculated under this subdivision may not exceed
$17,850,000 for taxes payable in 2012, $15,520,000 for taxes payable in 2013, and
$20,657,000 for taxes payable in 2014.
deleted text end

deleted text begin (d) If the estimated revenue exceeds the amount in paragraph (c), the commissioner must
reduce the percentage in paragraph (a) until the estimated revenue no longer exceeds the
limit in paragraph (c).
deleted text end

Sec. 18.

Minnesota Statutes 2020, section 124D.4531, subdivision 1a, is amended to read:


Subd. 1a.

Career and technical levy.

deleted text begin (a) For fiscal year 2014 only, a district may levy
an amount not more than the product of its career and technical revenue times the lesser of
one or the ratio of its adjusted net tax capacity per adjusted pupil unit in the fiscal year in
which the levy is certified to the career and technical revenue equalizing factor. The career
and technical revenue equalizing factor for fiscal year 2014 equals $7,612.
deleted text end

deleted text begin (b) For fiscal year 2015 and later,deleted text end A district may levy an amount not more than the
product of its career and technical revenue times the lesser of one or the ratio of its adjusted
net tax capacity per adjusted pupil unit in the fiscal year in which the levy is certified to the
career and technical revenue equalizing factor. The career and technical revenue equalizing
factor deleted text beginfor fiscal year 2015 and laterdeleted text end equals $7,612.

Sec. 19.

Minnesota Statutes 2020, section 124D.4531, subdivision 1b, is amended to read:


Subd. 1b.

Career and technical aid.

deleted text beginFor fiscal year 2014 and later,deleted text end A district's career
and technical aid equals its career and technical revenue less its career and technical levy.
If the district levy is less than the permitted levy, the district's career and technical aid shall
be reduced proportionately.

Sec. 20.

new text begin [124D.4532] CAREER AND TECHNICAL STUDENT TRANSPORTATION
AID.
new text end

new text begin A district that provides student travel between instructional and placement sites in
state-approved work-based learning programs is eligible for state aid to reimburse the
additional costs of transportation during the preceding fiscal year.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 21.

Minnesota Statutes 2020, section 124D.59, subdivision 2, is amended to read:


Subd. 2.

English learner.

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 22.

Minnesota Statutes 2020, section 124D.59, subdivision 2a, is amended to read:


Subd. 2a.

English learner; new text beginlimited or new text endinterrupted formal education.

Consistent with
subdivision 2, an English learner deleted text beginincludesdeleted text end new text beginwith limited or interrupted formal education is
new text end an English learner deleted text beginwith an interrupted formal education who meets three of the following
five requirements:
deleted text endnew text begin defined by subdivision 2 who has at least two years less schooling than
the English learner's peers when entering school in the United States.
new text end

deleted text begin (1) comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English;
deleted text end

deleted text begin (2) enters school in the United States after grade 6;
deleted text end

deleted text begin (3) has at least two years less schooling than the English learner's peers;
deleted text end

deleted text begin (4) functions at least two years below expected grade level in reading and mathematics;
and
deleted text end

deleted text begin (5) may be preliterate in the English learner's native language.
deleted text end

Sec. 23.

Minnesota Statutes 2020, section 124D.65, subdivision 5, is amended to read:


Subd. 5.

School district EL revenue.

new text begin (a) The English learner programs initial allowance
equals $704 for fiscal years 2021 and 2022. The English learner programs initial allowance
equals $1,000 for fiscal year 2023. The English learner programs initial allowance for fiscal
year 2024 and later equals the product of $1,000 times the ratio of the formula allowance
under section 126C.10, subdivision 2, for the current fiscal year to the formula allowance
under section 126C.10, subdivision 2, for fiscal year 2023.
new text end

new text begin (b) The English learner programs concentration allowance equals $250 for fiscal years
2021 and 2022. The English learner programs concentration allowance for fiscal year 2023
and later equals the product of $250 times the ratio of the formula allowance under section
126C.10, subdivision 2, for the current fiscal year to the formula allowance under section
126C.10, subdivision 2, for fiscal year 2023.
new text end

deleted text begin (a)deleted text endnew text begin (c)new text end A district's English learner programs new text begininitial new text endrevenue equals the product of (1)
deleted text begin $704deleted text endnew text begin the English learner programs initial allowancenew text end times (2) the greater of 20 or the adjusted
average daily membership of eligible English learners enrolled in the district during the
current fiscal year.

new text begin (d) A district's English learner programs concentration revenue equals the product of
the English learner programs concentration allowance times the English learner pupil units
under section 126C.05, subdivision 17.
new text end

new text begin (e) A district's English learner cross subsidy aid equals:
new text end

new text begin (1) 40 percent of the district's English learner cross subsidy for fiscal year 2023;
new text end

new text begin (2) 50 percent of the district's English learner cross subsidy for fiscal year 2024;
new text end

new text begin (3) 75 percent of the district's English learner cross subsidy for fiscal year 2025; and
new text end

new text begin (4) 100 percent of the district's English learner cross subsidy for fiscal years 2026 and
later.
new text end

new text begin (f) A district's English learner programs revenue equals the sum of:
new text end

new text begin (1) the initial revenue under paragraph (c);
new text end

new text begin (2) the concentration revenue under paragraph (d); and
new text end

new text begin (3) a district's English learner cross subsidy aid under paragraph (e).
new text end

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 24.

Minnesota Statutes 2020, section 124D.68, subdivision 2, is amended to read:


Subd. 2.

Eligible pupils.

(a) A pupil under the age of 21 or who meets the requirements
of section 120A.20, subdivision 1, paragraph (c), is eligible to participate in the graduation
incentives program, if the pupil:

(1) performs substantially below the performance level for pupils of the same age in a
locally determined achievement test;

(2) is behind in satisfactorily completing coursework or obtaining credits for graduation;

(3) is pregnant or is a parent;

(4) has been assessed as chemically dependent;

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

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

deleted text begin (7)deleted text endnew text begin (6)new text end is a victim of physical or sexual abuse;

deleted text begin (8)deleted text endnew text begin (7)new text end has experienced mental health problems;

deleted text begin (9)deleted text endnew text begin (8)new text end has experienced homelessness sometime within six months before requesting a
transfer to an eligible program;

deleted text begin (10)deleted text endnew text begin (9)new text end speaks English as a second language or is an English learner;

deleted text begin (11)deleted text endnew text begin (10)new text end has withdrawn from school or has been chronically truant; or

deleted text begin (12)deleted text endnew text begin (11)new text end is being treated in a hospital in the seven-county metropolitan area for cancer
or other life threatening illness or is the sibling of an eligible pupil who is being currently
treated, and resides with the pupil's family at least 60 miles beyond the outside boundary
of the seven-county metropolitan area.

(b) A pupil deleted text beginotherwise qualifying under paragraph (a) who is at least 21 years of age and
not yet 22 years of age, and is an English learner with an interrupted formal education
according to section 124D.59, subdivision 2a,
deleted text end is eligible to participate in the graduation
incentives program under section 124D.68 and in concurrent enrollment courses offered
under section 124D.09, subdivision 10, and is funded in the same manner as other pupils
under this sectiondeleted text begin.deleted text endnew text begin if the pupil otherwise qualifies under paragraph (a), is at least 21 years
of age and not yet 22 years of age, and:
new text end

new text begin (1) is an English learner with a limited or interrupted formal education according to
section 124D.59, subdivision 2a; or
new text end

new text begin (2) meets three of the following four requirements:
new text end

new text begin (i) comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English;
new text end

new text begin (ii) enters school in the United States after grade 6;
new text end

new text begin (iii) functions at least two years below expected grade level in reading and mathematics;
and
new text end

new text begin (iv) may be preliterate in the English learner's native language.
new text end

Sec. 25.

Minnesota Statutes 2020, section 124D.73, is amended by adding a subdivision
to read:


new text begin Subd. 5. new text end

new text begin American Indian student. new text end

new text begin "American Indian student" means a student who
identifies as American Indian or Alaska Native, using the state definition in effect on October
1 of the previous school year.
new text end

Sec. 26.

Minnesota Statutes 2020, section 124D.79, subdivision 2, is amended to read:


Subd. 2.

Technical assistance.

The commissioner shall provide technical assistancenew text begin,
including an annual report of American Indian student data using the state count,
new text end to districts,
schools and postsecondary institutions for preservice and in-service training for teachers,
American Indian education teachers and paraprofessionals specifically designed to implement
culturally responsive teaching methods, culturally based curriculum development, testing
and testing mechanisms, and the development of materials for American Indian education
programs.

Sec. 27.

Minnesota Statutes 2020, section 124D.81, is amended by adding a subdivision
to read:


new text begin Subd. 8. new text end

new text begin State-identified American Indian. new text end

new text begin For the purposes of sections 124D.71 to
124D.82, the number of students who identify as American Indian or Alaska Native, as
defined by the state of Minnesota on October 1 of the previous school year, will be used to
determine the state-identified American Indian student counts for districts, charter schools,
and Tribal contract schools for the subsequent school year.
new text end

Sec. 28.

Minnesota Statutes 2020, section 124D.83, is amended by adding a subdivision
to read:


new text begin Subd. 3a. new text end

new text begin Supplemental online learning. new text end

new text begin A pupil attending a Tribal contract school
under this section may participate in a supplemental online learning program offered by a
school district. The serving school district may include the pupil's time spent in the
supplemental online learning program in its pupil count.
new text end

Sec. 29.

Minnesota Statutes 2020, section 125A.15, is amended to read:


125A.15 PLACEMENT IN ANOTHER DISTRICT; RESPONSIBILITY.

The responsibility for special instruction and services for a child with a disability
temporarily placed in another district for care and treatment shall be determined in the
following manner:

(a) The district of residence of a child shall be the district in which the child's parent
resides, if living, or the child's guardian. If there is a dispute between school districts
regarding residency, the district of residence is the district designated by the commissioner.

(b) If a district other than the resident district places a pupil for care and treatment, the
district placing the pupil must notify and give the resident district an opportunity to participate
in the placement decision. When an immediate emergency placement of a pupil is necessary
and time constraints foreclose a resident district from participating in the emergency
placement decision, the district in which the pupil is temporarily placed must notify the
resident district of the emergency placement within 15 days. The resident district has up to
five business days after receiving notice of the emergency placement to request an
opportunity to participate in the placement decision, which the placing district must then
provide.

(c) When a child is temporarily placed for care and treatment in a day program located
in another district and the child continues to live within the district of residence during the
care and treatment, the district of residence is responsible for providing transportation to
and from the care and treatment program and an appropriate educational program for the
child. The resident district may establish reasonable restrictions on transportation, except
if a Minnesota court or agency orders the child placed at a day care and treatment program
and the resident district receives a copy of the order, then the resident district must provide
transportation to and from the program unless the court or agency orders otherwise.
Transportation shall only be provided by the resident district during regular operating hours
of the resident district. The resident district may provide the educational program at a school
within the district of residence, at the child's residence, or in the district in which the day
treatment center is located by paying tuition to that district.new text begin A district or charter school may
utilize online learning under section 124D.095 to fulfill its educational program responsibility
under this chapter if the child, or the child's parent or guardian for a pupil under the age of
18, agrees to that form of instruction.
new text end

(d) When a child is temporarily placed in a residential program for care and treatment,
the nonresident district in which the child is placed is responsible for providing an appropriate
educational program for the child and necessary transportation while the child is attending
the educational program; and must bill the district of the child's residence for the actual cost
of providing the program, as outlined in section 125A.11, except as provided in paragraph
(e). However, the board, lodging, and treatment costs incurred in behalf of a child with a
disability placed outside of the school district of residence by the commissioner of human
services or the commissioner of corrections or their agents, for reasons other than providing
for the child's special educational needs must not become the responsibility of either the
district providing the instruction or the district of the child's residence. For the purposes of
this section, the state correctional facilities operated on a fee-for-service basis are considered
to be residential programs for care and treatment.new text begin A district or charter school may utilize
online learning under section 124D.095 to fulfill its educational program responsibility
under this chapter if the child, or the child's parent or guardian for a pupil under the age of
18, agrees to that form of instruction.
new text end

(e) A privately owned and operated residential facility may enter into a contract to obtain
appropriate educational programs for special education children and services with a joint
powers entity. The entity with which the private facility contracts for special education
services shall be the district responsible for providing students placed in that facility an
appropriate educational program in place of the district in which the facility is located. If a
privately owned and operated residential facility does not enter into a contract under this
paragraph, then paragraph (d) applies.

(f) The district of residence shall pay tuition and other program costs, not including
transportation costs, to the district providing the instruction and services. The district of
residence may claim general education aid for the child as provided by law. Transportation
costs must be paid by the district responsible for providing the transportation and the state
must pay transportation aid to that district.

Sec. 30.

Minnesota Statutes 2020, section 125A.51, is amended to read:


125A.51 PLACEMENT OF CHILDREN WITHOUT DISABILITIES; EDUCATION
AND TRANSPORTATION.

The responsibility for providing instruction and transportation for a pupil without a
disability who has a short-term or temporary physical or emotional illness or disability, as
determined by the standards of the commissioner, and who is temporarily placed for care
and treatment for that illness or disability, must be determined as provided in this section.

(a) The school district of residence of the pupil is the district in which the pupil's parent
or guardian resides. If there is a dispute between school districts regarding residency, the
district of residence is the district designated by the commissioner.

(b) When parental rights have been terminated by court order, the legal residence of a
child placed in a residential or foster facility for care and treatment is the district in which
the child resides.

(c) Before the placement of a pupil for care and treatment, the district of residence must
be notified and provided an opportunity to participate in the placement decision. When an
immediate emergency placement is necessary and time does not permit resident district
participation in the placement decision, the district in which the pupil is temporarily placed,
if different from the district of residence, must notify the district of residence of the
emergency placement within 15 days of the placement. When a nonresident district makes
an emergency placement without first consulting with the resident district, the resident
district has up to five business days after receiving notice of the emergency placement to
request an opportunity to participate in the placement decision, which the placing district
must then provide.

(d) When a pupil without a disability is temporarily placed for care and treatment in a
day program and the pupil continues to live within the district of residence during the care
and treatment, the district of residence must provide instruction and necessary transportation
to and from the care and treatment program for the pupil. The resident district may establish
reasonable restrictions on transportation, except if a Minnesota court or agency orders the
child placed at a day care and treatment program and the resident district receives a copy
of the order, then the resident district must provide transportation to and from the program
unless the court or agency orders otherwise. Transportation shall only be provided by the
resident district during regular operating hours of the resident district. The resident district
may provide the instruction at a school within the district of residence, at the pupil's residence,
new text begin through an online learning program under section 124D.095, provided by the pupil's resident
district, district of open enrollment under section 124D.03, or charter school of enrollment
under section 124E.11,
new text endor in the case of a placement outside of the resident district, in the
district in which the day treatment program is located by paying tuition to that district. new text beginA
district or charter school may provide the instruction through an online learning program
if the pupil, or the pupil's parent or guardian for a pupil under the age of 18, agrees to that
form of instruction.
new text end The district of placement may contract with a facility to provide
instruction by teachers licensed by the Professional Educator Licensing and Standards
Board.

(e) When a pupil without a disability is temporarily placed in a residential program for
care and treatment, the district in which the pupil is placed must provide instruction for the
pupil and necessary transportation while the pupil is receiving instruction, and in the case
of a placement outside of the district of residence, the nonresident district must bill the
district of residence for the actual cost of providing the instruction for the regular school
year and for summer school, excluding transportation costs.new text begin A district or charter school may
utilize online learning under section 124D.095 to fulfill its educational program responsibility
under this chapter if the pupil, or the pupil's parent or guardian for a pupil under the age of
18, agrees to that form of instruction.
new text end

(f) Notwithstanding paragraph (e), if the pupil is homeless and placed in a public or
private homeless shelter, then the district that enrolls the pupil under section 120A.20,
subdivision 2
, paragraph (b), shall provide the transportation, unless the district that enrolls
the pupil and the district in which the pupil is temporarily placed agree that the district in
which the pupil is temporarily placed shall provide transportation. When a pupil without a
disability is temporarily placed in a residential program outside the district of residence,
the administrator of the court placing the pupil must send timely written notice of the
placement to the district of residence. The district of placement may contract with a
residential facility to provide instruction by teachers licensed by the Professional Educator
Licensing and Standards Board. For purposes of this section, the state correctional facilities
operated on a fee-for-service basis are considered to be residential programs for care and
treatment.

(g) The district of residence must include the pupil in its residence count of pupil units
and pay tuition as provided in section 123A.488 to the district providing the instruction.
Transportation costs must be paid by the district providing the transportation and the state
must pay transportation aid to that district. For purposes of computing state transportation
aid, pupils governed by this subdivision must be included in the disabled transportation
category if the pupils cannot be transported on a regular school bus route without special
accommodations.

Sec. 31.

Minnesota Statutes 2020, section 125A.515, subdivision 3, is amended to read:


Subd. 3.

Responsibilities for providing education.

(a) The district in which the children's
residential facility is located must provide education services, including special education
if eligible, to all students placed in a facility.new text begin If a child's district of residence, district of open
enrollment under section 124D.03, or charter school of enrollment under section 124E.11
is a state-approved online learning provider under section 124D.095, subdivision 2, paragraph
(d), the district in which the children's residential facility is located may utilize that
state-approved online learning program in fulfilling its education services responsibility
under this section. A district or charter school may provide the instruction through an online
learning program if the child, or child's parent or guardian for a child under the age of 18,
agrees to that form of instruction.
new text end

(b) For education programs operated by the Department of Corrections, the providing
district shall be the Department of Corrections. For students remanded to the commissioner
of corrections, the providing and resident district shall be the Department of Corrections.

Sec. 32.

Minnesota Statutes 2020, section 126C.05, subdivision 19, is amended to read:


Subd. 19.

Online learning students.

(a) The average daily membership for a public
school pupil new text beginor a pupil enrolled in a school authorized to receive Tribal contract or grant
aid under section 124D.83
new text endgenerating online learning average daily membership according
to section 124D.095, subdivision 8, paragraph (b), equals the sum of: (1) the ratio of the
sum of the number of instructional hours the pupil is enrolled in a regular classroom setting
at the enrolling school to the actual number of instructional hours in the school year at the
enrolling school, plus (2) .12 times the initial online learning average daily membership
according to section 124D.095, subdivision 8, paragraph (b).

(b) When the sum of the average daily membership under paragraph (a) and the adjusted
online learning average daily membership under section 124D.095, subdivision 8, paragraph
(b), exceeds the maximum allowed for the student under subdivision 8 or 15, as applicable,
the average daily membership under paragraph (a) shall be reduced by the excess over the
maximum, but shall not be reduced below .12. The adjusted online learning average daily
membership according to section 124D.095, subdivision 8, paragraph (b), shall be reduced
by any remaining excess over the maximum.

Sec. 33.

Minnesota Statutes 2020, section 126C.10, subdivision 2a, is amended to read:


Subd. 2a.

Extended time revenue.

new text begin (a) The extended time allowance is $5,117 for fiscal
years 2022 and 2023. For fiscal year 2024 and later, the extended time allowance equals
the product of $5,117 times the ratio of the formula allowance under subdivision 2 for the
current fiscal year to the formula allowance under subdivision 2 for fiscal year 2023.
new text end

deleted text begin (a)deleted text endnew text begin (b)new text end A school district's extended time revenue is equal to the product of deleted text begin$5,117deleted text endnew text begin the
extended time allowance
new text end and the sum of the adjusted pupil units of the district for each pupil
in average daily membership in excess of 1.0 and less than 1.2 according to section 126C.05,
subdivision 8
.

deleted text begin (b)deleted text endnew text begin (c)new text end Extended time revenue for pupils placed in an on-site education program at the
Prairie Lakes Education Center or the Lake Park School, located within the borders of
Independent School District No. 347, Willmar, for instruction provided after the end of the
preceding regular school year and before the beginning of the following regular school year
equals membership hours divided by the minimum annual instructional hours in section
126C.05, subdivision 15, not to exceed 0.20, times the pupil unit weighting in section
126C.05, subdivision 1, times deleted text begin$5,117deleted text endnew text begin the extended time allowancenew text end.

new text begin (d) A school district's summer residential care and treatment extended time revenue
equals the product of the extended time allowance times the sum of the resident summer
residential care and treatment extended time average daily membership, times the pupil unit
weighting in section 126C.05, subdivision 1.
new text end

new text begin (e) Summer residential care and treatment extended time average daily membership for
resident pupils placed in a residential program for care and treatment, excluding those in
paragraph (b) for instruction after the end of the preceding regular school year and before
the beginning of the following regular school year, equals membership hours divided by
the minimum annual instructional hours in section 126C.05, subdivision 15, not to exceed
0.20.
new text end

new text begin (f) For fiscal year 2023 and later, the amount of extended time revenue calculated under
this paragraph may not exceed $1,000,000 for each fiscal year.
new text end

deleted text begin (c)deleted text endnew text begin (g)new text end A school district's extended time revenue may be used for extended day programs,
extended week programs, summer school, vacation break academies such as spring break
academies and summer term academies, and other programming authorized under the
learning year program.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 34.

Minnesota Statutes 2021 Supplement, section 126C.10, subdivision 2e, is amended
to read:


Subd. 2e.

Local optional revenue.

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

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

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

(d) For fiscal year 2022, a district's second tier local optional levy equals the district's
second tier local optional revenue times the lesser of one or the ratio of the district's
referendum market value per resident pupil unit to $510,000. For fiscal year 2023, a district's
second tier local optional levy equals the district's second tier local optional revenue times
the lesser of one or the ratio of the district's referendum market value per resident pupil unit
to deleted text begin$548,842deleted text endnew text begin $703,865new text end. For fiscal year 2024 deleted text beginand laterdeleted text end, a district's second tier local optional
levy equals the district's second tier local optional revenue times the lesser of one or the
ratio of the district's referendum market value per resident pupil unit to deleted text begin$510,000deleted text endnew text begin $572,600.
For fiscal year 2025 and later, a district's second tier local optional levy equals the district's
second tier local optional revenue times the lesser of one or the ratio of the district's
referendum market value per resident pupil unit to $664,812
new text end.

(e) The local optional levy must be spread on referendum market value. A district may
levy less than the permitted amount.

(f) A district's local optional aid equals its local optional revenue minus its local optional
levy. If a district's actual levy for first or second tier local optional revenue is less than its
maximum levy limit for that tier, its aid must be proportionately reduced.

Sec. 35.

Minnesota Statutes 2020, section 126C.10, subdivision 4, is amended to read:


Subd. 4.

Basic skills revenue.

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

(1) compensatory revenue under subdivision 3; plus

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 36.

Minnesota Statutes 2020, section 126C.10, subdivision 13, is amended to read:


Subd. 13.

Total operating capital revenue.

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 37.

Minnesota Statutes 2020, section 126C.10, subdivision 13a, is amended to read:


Subd. 13a.

Operating capital levy.

To obtain operating capital revenue, a district may
levy an amount not more than the product of its operating capital revenue for the fiscal year
times the lesser of one or the ratio of its adjusted net tax capacity per adjusted pupil unit to
the operating capital equalizing factor. The operating capital equalizing factor equals deleted text begin$23,902
for fiscal year 2020, $23,885 for fiscal year 2021, and
deleted text end $22,912 for fiscal year 2022 deleted text beginanddeleted text endnew text begin,
$22,912 for fiscal year 2023, $25,490 for fiscal year 2024, and $23,353 for fiscal year 2025
and
new text end later.

Sec. 38.

Minnesota Statutes 2020, section 126C.10, subdivision 14, is amended to read:


Subd. 14.

Uses of total operating capital revenue.

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

(1) to acquire land for school purposes;

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

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

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

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

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

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

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

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

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

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

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

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

(14) to pay principal and interest on state loans for energy conservation according to
section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust
Fund Act according to sections 298.292 to deleted text begin298.298deleted text endnew text begin 298.297new text end;

(15) to purchase or lease interactive telecommunications equipment;

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

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

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

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

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

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

(22) to lease or purchase vehicles;

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

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

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

(iii) other classroom information management needs;

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

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

new text begin (26) to pay the costs of supplies and equipment necessary to provide access to menstrual
products at no charge to students in restrooms and as otherwise needed in school facilities.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 39.

Minnesota Statutes 2020, section 126C.10, subdivision 18a, is amended to read:


Subd. 18a.

Pupil transportation adjustment.

(a) An independent, common, or special
school district's transportation sparsity revenue under subdivision 18 is increased by the
greater of zero or deleted text begin18.2deleted text endnew text begin 39.5new text end percent of the difference between:

(1) the lesser of the district's total cost for regular and excess pupil transportation under
section 123B.92, subdivision 1, paragraph (b), including depreciation, for the previous fiscal
year or 105 percent of the district's total cost for the second previous fiscal year; and

(2) the sum of:

(i) 4.66 percent of the district's basic revenue for the previous fiscal year;

(ii) transportation sparsity revenue under subdivision 18 for the previous fiscal year;

(iii) the district's charter school transportation adjustment for the previous fiscal year;
and

(iv) the district's reimbursement for transportation provided under section 123B.92,
subdivision 1, paragraph (b), clause (1), item (vi).

(b) A charter school's pupil transportation adjustment equals the school district per pupil
adjustment under paragraph (a).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 40.

Minnesota Statutes 2020, section 126C.15, subdivision 1, is amended to read:


Subdivision 1.

Use of revenue.

The basic skills revenue under section 126C.10,
subdivision 4
, must be reserved and used to meet the educational needs of pupils who enroll
under-prepared to learn and whose progress toward meeting state or local content or
performance standards is below the level that is appropriate for learners of their age. Basic
skills revenue may also be used for programs designed to prepare children and their families
for entry into school whether the student first enrolls in kindergarten or first grade. Any of
the following may be provided to meet these learners' needs:

(1) direct instructional services under the assurance of mastery program according to
section 124D.66;

(2) remedial instruction in reading, language arts, mathematics, other content areas, or
study skills to improve the achievement level of these learners;

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

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

(5) comprehensive and ongoing staff development consistent with district and site plans
according to section 122A.60 and to implement plans under section 120B.12, subdivision
4a, for teachers, teacher aides, principals, and other personnel to improve their ability to
identify the needs of these learners and provide appropriate remediation, intervention,
accommodations, or modifications;

(6) instructional materials, digital learning, and technology appropriate for meeting the
individual needs of these learners;

(7) programs to reduce truancy, encourage completion of high school, enhance
self-concept, provide health services, provide nutrition services, provide a safe and secure
learning environment, provide coordination for pupils receiving services from other
governmental agencies, provide psychological services to determine the level of social,
emotional, cognitive, and intellectual development, and provide counseling services, guidance
services, and social work services;

(8) bilingual programs, bicultural programs, and programs for English learners;

deleted text begin (9) all-day kindergarten;
deleted text end

deleted text begin (10)deleted text endnew text begin (9)new text end early education programs, parent-training programs, school readiness programs,
deleted text begin kindergartendeleted text endnew text begin voluntary prekindergartennew text end programs for four-year-olds, voluntary home visits
under section 124D.13, subdivision 4, and other outreach efforts designed to prepare children
for kindergarten;

deleted text begin (11)deleted text endnew text begin (10)new text end extended school day and extended school year programsnew text begin, including summer
programs that may be offered directly by the site or under a performance-based contract
with a community-based organization
new text end; and

deleted text begin (12)deleted text endnew text begin (11)new text end substantial parent involvement in developing and implementing remedial
education or intervention plans for a learner, including learning contracts between the school,
the learner, and the parent that establish achievement goals and responsibilities of the learner
and the learner's parent or guardian.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 41.

Minnesota Statutes 2020, section 126C.15, subdivision 2, is amended to read:


Subd. 2.

Building allocation.

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 42.

Minnesota Statutes 2020, section 126C.19, is amended by adding a subdivision
to read:


new text begin Subd. 1a. new text end

new text begin Supplemental online learning. new text end

new text begin A shared time pupil may participate in a
school district's supplemental online learning program in the same manner as the student
may participate in other shared time programs.
new text end

Sec. 43.

Minnesota Statutes 2020, section 127A.45, subdivision 12a, is amended to read:


Subd. 12a.

Forward shifted aid payments.

One hundred percent of the state aid in
fiscal years 2003 and later received under deleted text beginsectiondeleted text endnew text begin sectionsnew text end 124D.87new text begin and 124D.4532new text end must
be paid by the state to the recipient school district on August 30 of that year. The recipient
school district must recognize this aid in the previous fiscal year.

Sec. 44.

Laws 2021, First Special Session chapter 13, article 1, section 9, is amended to
read:


Sec. 9. ENGLISH LEARNER CROSS SUBSIDY REDUCTION AID.

(a) Notwithstanding Minnesota Statutes, section 124D.65, English learner aid is increased
by $2,000,000 deleted text beginper yeardeleted text end for fiscal deleted text beginyearsdeleted text endnew text begin yearnew text end 2022deleted text begin, 2023, 2024, and 2025deleted text end. The commissioner
must allocate the aid to each school district and charter school based on the school district's
or charter school's proportionate share of English learner and concentration revenue under
Minnesota Statutes, section 126C.10, subdivision 4, clauses (2) and (3), for the preceding
fiscal year.

(b) Revenue under this section must be used and reserved as basic skills revenue
according to Minnesota Statutes, section 126C.15.

Sec. 45.

Laws 2021, First Special Session chapter 13, article 1, section 9, the effective
date, is amended to read:


EFFECTIVE DATE.

This section is effective for revenue in fiscal year 2022deleted text begin and
expires at the end of fiscal year 2025
deleted text end.

Sec. 46.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 2,
is amended to read:


Subd. 2.

General education aid.

For general education aid under Minnesota Statutes,
section 126C.13, subdivision 4:

$
deleted text begin 7,569,266,000 deleted text end new text begin
7,484,917,000
new text end
.....
2022
$
deleted text begin 7,804,527,000 deleted text end new text begin
7,862,102,000
new text end
.....
2023

The 2022 appropriation includes $717,326,000 for 2021 and deleted text begin$6,851,940,000deleted text end
new text begin $6,767,591,000 new text endfor 2022.

The 2023 appropriation includes deleted text begin$734,520,000deleted text endnew text begin $751,955,000new text end for 2022 and
deleted text begin $7,070,007,000deleted text endnew text begin $7,110,147,000new text end for 2023.

Sec. 47.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 5,
is amended to read:


Subd. 5.

Consolidation transition aid.

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

$
309,000
.....
2022
$
deleted text begin 373,000 deleted text end new text begin
1,182,000
new text end
.....
2023

new text begin (b) new text endThe 2022 appropriation includes $30,000 for 2021 and $279,000 for 2022.

new text begin (c) new text endThe 2023 appropriation includes $31,000 for 2022 and deleted text begin$342,000deleted text endnew text begin $1,151,000new text end for
2023.new text begin If the fiscal year 2023 appropriation is insufficient, the Department of Education must
prorate the payments to each recipient school district.
new text end

new text begin (d) The 2023 appropriation includes 100 percent of the amount necessary to make the
adjustment required under section 3.
new text end

new text begin (e) If the base budget amounts for fiscal years 2024 and 2025 exceed the February 2022
forecast base budget estimates, the base budget amounts for these fiscal years must be
prorated accordingly.
new text end

Sec. 48.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 6,
is amended to read:


Subd. 6.

Nonpublic pupil education aid.

For nonpublic pupil education aid under
Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:

$
deleted text begin 16,991,000 deleted text end new text begin
17,224,000
new text end
.....
2022
$
deleted text begin 17,450,000 deleted text end new text begin
20,706,000
new text end
.....
2023

The 2022 appropriation includes $1,903,000 for 2021 and deleted text begin$15,088,000deleted text endnew text begin $15,321,000new text end for
2022.

The 2023 appropriation includes deleted text begin$1,676,000deleted text endnew text begin $1,702,000new text end for 2022 and deleted text begin$15,774,000deleted text endnew text begin
$19,004,000
new text end for 2023.

Sec. 49.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision
11, is amended to read:


Subd. 11.

English learner cross subsidy reduction aid.

deleted text begin(a)deleted text end For English learner cross
subsidy reduction aid under section 9:

$
2,000,000
.....
2022
deleted text begin $
deleted text end
deleted text begin 2,000,000
deleted text end
deleted text begin .....
deleted text end
deleted text begin 2023
deleted text end

deleted text begin (b) The base for English learner cross subsidy reduction aid is $2,000,000 for fiscal year
2024, $2,000,000 for fiscal year 2025, and $0 for fiscal year 2026 and later.
deleted text end

Sec. 50. new text beginLEGISLATIVE WORKING GROUP ON IDENTIFYING THE
APPROPRIATE STUDENT ELIGIBILITY METRIC FOR CALCULATING
COMPENSATORY REVENUE.
new text end

new text begin Subdivision 1. new text end

new text begin Membership; chair. new text end

new text begin (a) The legislative working group on compensatory
revenue must consist of eight members as follows:
new text end

new text begin (1) four members of the house of representatives, two members appointed by the speaker
of the house and two members appointed by the minority leader of the house of
representatives; and
new text end

new text begin (2) four members of the senate, two members appointed by the senate majority leader
and two members appointed by the senate minority leader.
new text end

new text begin (b) Appointing authorities must make appointments by June 15, 2022.
new text end

new text begin (c) If a vacancy occurs, the appointing authority for the vacated position must fill the
vacancy.
new text end

new text begin (d) The speaker of the house and the senate majority leader must each designate one
working group member from each respective body to serve as chair. The chair must rotate
after each meeting. The person appointed as chair by the speaker of the house must convene
the first meeting of the working group by June 30, 2022.
new text end

new text begin (e) The working group is subject to Minnesota Statutes, section 3.055.
new text end

new text begin Subd. 2. new text end

new text begin Duties. new text end

new text begin (a) The working group must study requirements and practices to identify
students whose families qualify as low income for purposes of calculating compensatory
revenue.
new text end

new text begin (b) The working group must solicit input from the state demographer, the Department
of Education, the Children's Cabinet, the Department of Human Services, the Department
of Revenue, school districts and charter schools, county program managers implementing
MNBenefits, and other interested stakeholders as to the best methods to provide a direct
match for qualifying families.
new text end

new text begin (c) For purposes of calculating compensatory revenue, the working group must consider
the benefits and disadvantages to the yearly application for free or reduced-price meals and
whether eligibility may be determined throughout the school year.
new text end

new text begin (d) The working group must examine the effect of the Community Eligibility Provision
program participation on students' reported free and reduced-price meal eligibility. The
working group must also consider whether a simplified eligibility form could be used by
students who attend Community Eligibility Provision program sites.
new text end

new text begin Subd. 3. new text end

new text begin Assistance. new text end

new text begin (a) To the extent practicable, the Department of Education must
provide the working group with data necessary to analyze proposals altering the way that
students are counted for purposes of calculating compensatory revenue.
new text end

new text begin (b) The Legislative Coordinating Commission must provide technical and administrative
assistance to the working group upon request.
new text end

new text begin Subd. 4. new text end

new text begin Recommendations; report. new text end

new text begin The working group must issue a report to the
governor and chairs and ranking minority members of the legislative committees with
jurisdiction over kindergarten through grade 12 education by June 30, 2023.
new text end

new text begin Subd. 5. new text end

new text begin Expiration. new text end

new text begin The working group expires July 1, 2023.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 51. new text beginAPPROPRIATION; COMPENSATORY REVENUE LEGISLATIVE
WORKING GROUP.
new text end

new text begin $23,000 in fiscal year 2023 is appropriated from the general fund to the director of the
Legislative Coordinating Commission for purposes of section 51.
new text end

Sec. 52. new text beginAPPROPRIATION; DECLINING ENROLLMENT AID.
new text end

new text begin (a) $25,000,000 in fiscal year 2023 is appropriated from the general fund to the
commissioner of education for declining enrollment aid.
new text end

new text begin (b) A public school's decline in enrollment equals the greater of zero or the difference
between the fall 2020 enrollment and the fall 2021 enrollment.
new text end

new text begin (c) A public school's declining enrollment aid equals the ratio of the school's decline in
enrollment in paragraph (b) to the statewide decline in enrollment times the amount
appropriated in paragraph (a).
new text end

new text begin (d) For purposes of this section, "public school" means a school district, charter school,
or cooperative unit under Minnesota Statutes, section 123A.24, subdivision 2.
new text end

new text begin (e) This aid is 100 percent payable in fiscal year 2023.
new text end

Sec. 53. new text beginREPEALER.
new text end

new text begin Minnesota Statutes 2020, section 124D.4531, subdivision 3a, new text end new text begin is repealed.
new text end

ARTICLE 2

EDUCATION EXCELLENCE

Section 1.

Minnesota Statutes 2020, section 13.32, subdivision 3, is amended to read:


Subd. 3.

Private data; when disclosure is permitted.

Except as provided in subdivision
5, educational data is private data on individuals and shall not be disclosed except as follows:

(a) pursuant to section 13.05;

(b) pursuant to a valid court order;

(c) pursuant to a statute specifically authorizing access to the private data;

(d) to disclose information in health, including mental health, and safety emergencies
pursuant to the provisions of United States Code, title 20, section 1232g(b)(1)(I) and Code
of Federal Regulations, title 34, section 99.36;

(e) pursuant to the provisions of United States Code, title 20, sections 1232g(b)(1),
(b)(4)(A), (b)(4)(B), (b)(1)(B), (b)(3), (b)(6), (b)(7), and (i), and Code of Federal Regulations,
title 34, sections 99.31, 99.32, 99.33, 99.34, 99.35, and 99.39;

(f) to appropriate health authorities to the extent necessary to administer immunization
programs and for bona fide epidemiologic investigations which the commissioner of health
determines are necessary to prevent disease or disability to individuals in the public
educational agency or institution in which the investigation is being conducted;

(g) when disclosure is required for institutions that participate in a program under title
IV of the Higher Education Act, United States Code, title 20, section 1092;

(h) to the appropriate school district officials to the extent necessary under subdivision
6, annually to indicate the extent and content of remedial instruction, including the results
of assessment testing and academic performance at a postsecondary institution during the
previous academic year by a student who graduated from a Minnesota school district within
two years before receiving the remedial instruction;

(i) to appropriate authorities as provided in United States Code, title 20, section
1232g(b)(1)(E)(ii), if the data concern the juvenile justice system and the ability of the
system to effectively serve, prior to adjudication, the student whose records are released;
provided that the authorities to whom the data are released submit a written request for the
data that certifies that the data will not be disclosed to any other person except as authorized
by law without the written consent of the parent of the student and the request and a record
of the release are maintained in the student's file;

(j) to volunteers who are determined to have a legitimate educational interest in the data
and who are conducting activities and events sponsored by or endorsed by the educational
agency or institution for students or former students;

(k) to provide student recruiting information, from educational data held by colleges
and universities, as required by and subject to Code of Federal Regulations, title 32, section
216;

(l) to the juvenile justice system if information about the behavior of a student who poses
a risk of harm is reasonably necessary to protect the health or safety of the student or other
individuals;

(m) with respect to Social Security numbers of students in the adult basic education
system, to Minnesota State Colleges and Universities and the Department of Employment
and Economic Development for the purpose and in the manner described in section 124D.52,
subdivision 7
;

(n) to the commissioner of education for purposes of an assessment or investigation of
a report of alleged maltreatment of a student as mandated by chapter 260E. Upon request
by the commissioner of education, data that are relevant to a report of maltreatment and are
from charter school and school district investigations of alleged maltreatment of a student
must be disclosed to the commissioner, including, but not limited to, the following:

(1) information regarding the student alleged to have been maltreated;

(2) information regarding student and employee witnesses;

(3) information regarding the alleged perpetrator; and

(4) what corrective or protective action was taken, if any, by the school facility in response
to a report of maltreatment by an employee or agent of the school or school district;

(o) when the disclosure is of the final results of a disciplinary proceeding on a charge
of a crime of violence or nonforcible sex offense to the extent authorized under United
States Code, title 20, section 1232g(b)(6)(A) and (B) and Code of Federal Regulations, title
34, sections 99.31 (a)(13) and (14);

(p) when the disclosure is information provided to the institution under United States
Code, title 42, section 14071, concerning registered sex offenders to the extent authorized
under United States Code, title 20, section 1232g(b)(7); deleted text beginor
deleted text end

(q) when the disclosure is to a parent of a student at an institution of postsecondary
education regarding the student's violation of any federal, state, or local law or of any rule
or policy of the institution, governing the use or possession of alcohol or of a controlled
substance, to the extent authorized under United States Code, title 20, section 1232g(i), and
Code of Federal Regulations, title 34, section 99.31 (a)(15), and provided the institution
has an information release form signed by the student authorizing disclosure to a parent.
The institution must notify parents and students about the purpose and availability of the
information release forms. At a minimum, the institution must distribute the information
release forms at parent and student orientation meetingsdeleted text begin.deleted text endnew text begin; or
new text end

new text begin (r) with Tribal Nations about Tribally enrolled or descendant students so that the Tribal
Nation and school district or charter school can support the educational attainment of the
student.
new text end

Sec. 2.

Minnesota Statutes 2020, section 120A.22, subdivision 7, is amended to read:


Subd. 7.

Education records.

(a) A district, a charter school, or a nonpublic school that
receives services or aid under sections 123B.40 to 123B.48 from which a student is
transferring must transmit the student's educational records, within ten business days of a
request, to the district, the charter school, or the nonpublic school in which the student is
enrolling. Districts, charter schools, and nonpublic schools that receive services or aid under
sections 123B.40 to 123B.48 must make reasonable efforts to determine the district, the
charter school, or the nonpublic school in which a transferring student is next enrolling in
order to comply with this subdivision.

(b) A closed charter school must transfer the student's educational records, within ten
business days of the school's closure, to the student's school district of residence where the
records must be retained unless the records are otherwise transferred under this subdivision.

(c) A school district, a charter school, or a nonpublic school that receives services or aid
under sections 123B.40 to 123B.48 that transmits a student's educational records to another
school district or other educational entity, charter school, or nonpublic school to which the
student is transferring must include in the transmitted records information about any formal
suspension, expulsion, and exclusion disciplinary actionnew text begin, as well as pupil withdrawals,new text end under
sections 121A.40 to 121A.56. new text beginThe transmitted records must include services a pupil needs
to prevent the inappropriate behavior from recurring.
new text endThe district, the charter school, or the
nonpublic school that receives services or aid under sections 123B.40 to 123B.48 must
provide notice to a student and the student's parent or guardian that formal disciplinary
records will be transferred as part of the student's educational record, in accordance with
data practices under chapter 13 and the Family Educational Rights and Privacy Act of 1974,
United States Code, title 20, section 1232(g).

(d) Notwithstanding section 138.17, a principal or chief administrative officer must
remove from a student's educational record and destroy a probable cause notice received
under section 260B.171, subdivision 5, or paragraph (e), if one year has elapsed since the
date of the notice and the principal or chief administrative officer has not received a
disposition or court order related to the offense described in the notice. This paragraph does
not apply if the student no longer attends the school when this one-year period expires.

(e) A principal or chief administrative officer who receives a probable cause notice under
section 260B.171, subdivision 5, or a disposition or court order, must include a copy of that
data in the student's educational records if they are transmitted to another school, unless the
data are required to be destroyed under paragraph (d) or section 121A.75.

Sec. 3.

Minnesota Statutes 2020, section 120A.22, subdivision 9, is amended to read:


Subd. 9.

Knowledge and skills.

Instruction must be provided in at least the following
subject areas:

(1) basic communication skills including reading and writing, literature, and fine arts;

(2) mathematics and science;

(3) social studies including history, geography, economics, government, and citizenship;
deleted text begin and
deleted text end

(4) health and physical educationdeleted text begin.deleted text endnew text begin; and
new text end

new text begin (5) ethnic studies.
new text end

Instruction, textbooks, and materials must be in the English language. Another language
may be used pursuant to sections 124D.59 to 124D.61.

Sec. 4.

Minnesota Statutes 2020, section 120B.018, subdivision 6, is amended to read:


Subd. 6.

Required standard.

"Required standard" means (1) a statewide adopted
expectation for student learning in the content areas of language arts, mathematics, science,
social studies, physical education, and the arts, or (2) a locally adopted expectation for
student learning in health deleted text beginor the artsdeleted text end.

Sec. 5.

Minnesota Statutes 2020, 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;

(3) science;

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

(5) physical education;

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

(7) the artsdeleted text begin, for which statewide or locally developed academic standards apply, as
determined by the school district
deleted text end. Public elementary and middle schools must offer at least
three and require at least two of the following deleted text beginfourdeleted text endnew text begin fivenew text end arts areas:new text begin media arts,new text end dancedeleted text begin;deleted text endnew text begin,new text end musicdeleted text begin;deleted text endnew text begin,new text end
theaterdeleted text begin;deleted text endnew text begin,new text end and visual arts. Public high schools must offer at least three and require at least
one of the following five arts areas: media artsdeleted text begin;deleted text endnew text begin,new text end dancedeleted text begin;deleted text endnew text begin,new text end musicdeleted text begin;deleted text endnew text begin,new text end theaterdeleted text begin;deleted text endnew text begin,new text end and visual arts.

(b) For purposes of applicable federal law, the academic standards for language arts,
mathematics, and science apply to all public school students, except the very few students
with extreme cognitive or physical impairments for whom an individualized education
program team has determined that the required academic standards are inappropriate. An
individualized education program team that makes this determination must establish
alternative standards.

(c) The department must adopt the most recent SHAPE America (Society of Health and
Physical Educators) kindergarten through grade 12 standards and benchmarks for physical
education as the required physical education academic standards. The department may
modify and adapt the national standards to accommodate state interest. The modification
and adaptations must maintain the purpose and integrity of the national standards. The
department must make available sample assessments, which school districts may use as an
alternative to local assessments, to assess students' mastery of the physical education
standards beginning in the 2018-2019 school year.

(d) A school district may include child sexual abuse prevention instruction in a health
curriculum, consistent with paragraph (a), clause (6). Child sexual abuse prevention
instruction may include age-appropriate instruction on recognizing sexual abuse and assault,
boundary violations, and ways offenders groom or desensitize victims, as well as strategies
to promote disclosure, reduce self-blame, and mobilize bystanders. A school district may
provide instruction under this paragraph in a variety of ways, including at an annual assembly
or classroom presentation. A school district may also provide parents information on the
warning signs of child sexual abuse and available resources.

(e) District efforts to develop, implement, or improve instruction or curriculum as a
result of the provisions of this section must be consistent with sections 120B.10, 120B.11,
and 120B.20.

Sec. 6.

Minnesota Statutes 2020, section 120B.021, subdivision 2, is amended to read:


Subd. 2.

Standards development.

(a) The commissioner must consider advice from at
least the following stakeholders in developing statewide rigorous core academic standards
in language arts, mathematics, science, social studies, including history, geography,
economics, government and citizenship, and the arts:

(1) parents of school-age children and members of the public throughout the state;

(2) teachers throughout the state currently licensed and providing instruction in language
arts, mathematics, science, social studies, or the arts and licensed elementary and secondary
school principals throughout the state currently administering a school site;

(3) currently serving members of local school boards and charter school boards throughout
the state;

(4) faculty teaching core subjects at postsecondary institutions in Minnesota; deleted text beginand
deleted text end

(5) representatives of the Minnesota business communitydeleted text begin.deleted text endnew text begin;
new text end

new text begin (6) representatives from the Tribal Nations Education Committee and Minnesota's Tribal
Nations and communities, including both Anishinaabe and Dakota;
new text end

new text begin (7) youth currently enrolled in kindergarten through grade 12 school districts and charter
schools in Minnesota; and
new text end

new text begin (8) other stakeholders that represent the ethnic, racial, and geographic diversity of
Minnesota, including diversity of gender and sexual orientation, immigrant status, and
religious and linguistic background.
new text end

(b) Academic standards must:

(1) be clear, concise, objective, measurable, and grade-level appropriate;

(2) not require a specific teaching methodology or curriculum; and

(3) be consistent with the Constitutions of the United States and the state of Minnesota.

Sec. 7.

Minnesota Statutes 2020, section 120B.021, subdivision 3, is amended to read:


Subd. 3.

Rulemaking.

The commissioner, consistent with the requirements of this section
and section 120B.022, must adopt statewide rules under section 14.389 for implementing
statewide rigorous core academic standards in language arts, mathematics, science, social
studies, physical education, and the arts. After the rules authorized under this subdivision
are initially adopted, the commissioner may not amend or repeal these rules nor adopt new
rules on the same topic without specific legislative authorizationnew text begin unless done pursuant to
subdivision 4
new text end.

Sec. 8.

Minnesota Statutes 2020, section 120B.021, subdivision 4, is amended to read:


Subd. 4.

Revisions and reviews required.

(a) The commissioner of education must
revise and deleted text beginappropriatelydeleted text end embed new text beginIndigenous education standards that include the contributions
of American Indian Tribes and communities into the state's academic standards and
graduation requirements. These standards must be consistent with recommendations from
the Tribal Nations Education Committee.
new text end

new text begin (b) The commissioner of education must revise and embed new text endtechnology and information
literacy standards consistent with recommendations from school media specialists into the
state's academic standards and graduation requirements and implement a ten-year cycle to
review and, consistent with the review, revise state academic standards and related
benchmarks, consistent with this subdivision. During each ten-year review and revision
cycle, the commissioner also must examine the alignment of each required academic standard
and related benchmark with the knowledge and skills students need for career and college
readiness and advanced work in the particular subject area.

new text begin (c) new text endThe commissioner must deleted text begininclude the contributions of Minnesota American Indian
tribes and communities as related to the
deleted text end new text beginembed ethnic studies into the state's new text endacademic
standards during the review and revision of the required academic standards.

deleted text begin (b)deleted text endnew text begin (d)new text end The commissioner must ensure that the statewide mathematics assessments
administered to students in grades 3 through 8 and 11 are aligned with the state academic
standards in mathematics, consistent with section 120B.30, subdivision 1, paragraph (b).
The commissioner must implement a review of the academic standards and related
benchmarks in mathematics beginning in the 2021-2022 school year and every ten years
thereafter.

deleted text begin (c)deleted text endnew text begin (e)new text end The commissioner must implement a review of the academic standards and related
benchmarks in arts beginning in the 2017-2018 school year and every ten years thereafter.

deleted text begin (d)deleted text endnew text begin (f)new text end The commissioner must implement a review of the academic standards and related
benchmarks in science beginning in the 2018-2019 school year and every ten years thereafter.

deleted text begin (e)deleted text endnew text begin (g)new text end The commissioner must implement a review of the academic standards and related
benchmarks in language arts beginning in the 2019-2020 school year and every ten years
thereafter.

deleted text begin (f)deleted text endnew text begin (h)new text end The commissioner must implement a review of the academic standards and related
benchmarks in social studies beginning in the 2020-2021 school year and every ten years
thereafter.

deleted text begin (g)deleted text endnew text begin (i)new text end The commissioner must implement a review of the academic standards and related
benchmarks in physical education beginning in the deleted text begin2022-2023deleted text endnew text begin 2026-2027new text end school year and
every ten years thereafter.

deleted text begin (h)deleted text endnew text begin (j)new text end School districts and charter schools must revise and align local academic standards
and high school graduation requirements in health, world languages, and career and technical
education to require students to complete the revised standards beginning in a school year
determined by the school district or charter school. School districts and charter schools must
formally establish a periodic review cycle for the academic standards and related benchmarks
in health, world languages, and career and technical education.

Sec. 9.

Minnesota Statutes 2020, section 120B.022, subdivision 1, is amended to read:


Subdivision 1.

Elective standards.

A district must establish new text beginand regularly review new text endits
own standards deleted text beginindeleted text endnew text begin fornew text end career and technical educationnew text begin programs. Standards must align with
Minnesota career and technical education frameworks, standards developed by national
career and technical education organizations, or recognized industry standards
new text end. A district
must use the current world languages standards developed by the American Council on the
Teaching of Foreign Languages. A school district must offer courses in all elective subject
areas.

Sec. 10.

Minnesota Statutes 2020, section 120B.024, subdivision 1, is amended to read:


Subdivision 1.

Graduation requirements.

(a) Students deleted text beginbeginning 9th grade in the
2011-2012 school year and later
deleted text end must successfully complete the following high school level
credits for graduation:

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

(2) three credits of mathematics, including an algebra II credit or its equivalent, sufficient
to satisfy all of the academic standards in mathematics;

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

(4) three credits of science, including at least one credit of biology, one credit of chemistry
or physics, and one elective credit of science. The combination of credits under this clause
must be sufficient to satisfy (i) all of the academic standards in either chemistry or physics
and (ii) all other academic standards in science;

(5) three and one-half credits of social studies, new text beginincluding credit for a course in government
and citizenship in either 11th or 12th grade for students beginning 9th grade in the 2023-2024
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
new text end encompassing at least United States history, geography, new text beginethnic
studies,
new text endgovernment and citizenship, world history, and economics sufficient to satisfy all
of the academic standards in social studies;

(6) one credit of the arts sufficient to satisfy all of the deleted text beginstate or localdeleted text end academic standards
in the arts; and

(7) a minimum of seven elective credits.

(b) A school district is encouraged to offer a course for credit in government and
citizenship to 11th or 12th grade students who begin 9th grade in the 2020-2021 school year
and later, that satisfies the government and citizenship requirement in paragraph (a), clause
(5). new text beginA school district must offer the course starting in the 2023-2024 school year.
new text end

new text begin (c) A student beginning 9th grade in the 2023-2024 school year and later must
successfully complete a personal finance course for one-half credit during the student's
senior year of high school. The course must include but is not limited to the following topics:
creating a household budget; taking out loans and accruing debt, including how interest
works; home mortgages; how to file taxes; the impact of student loan debt; and how to read
a paycheck and payroll deductions. A district may provide a personal finance course through
in-person instruction, distance instruction, or a combination of in-person and distance
instruction. The personal finance course may satisfy a social studies requirement, a career
and technical education requirement in accordance with local standards, or other credit
requirement, as determined by the school board.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022. The addition of ethnic
studies to the social studies credit requirement is effective for students entering grade 9 in
the 2024-2025 school year.
new text end

Sec. 11.

Minnesota Statutes 2020, section 120B.024, subdivision 2, is amended to read:


Subd. 2.

Credit equivalencies.

(a) A one-half credit of economics taught in a school's
deleted text begin agriculturedeleted text endnew text begin agricultural, food, and natural resourcesnew text end education or business deleted text begindepartmentdeleted text endnew text begin
education program
new text end may fulfill a one-half credit in social studies under subdivision 1, clause
(5), if the credit is sufficient to satisfy all of the academic standards in economics.

(b) An agriculture science or career and technical education credit may fulfill the elective
science credit required under subdivision 1, clause (4), if the credit meets the state physical
science, life science, earth and space science, chemistry, or physics academic standards or
a combination of these academic standards as approved by the district. An agriculture or
career and technical education credit may fulfill the credit in chemistry or physics required
under subdivision 1, clause (4), if the credit meets the state chemistry or physics academic
standards as approved by the district. A student must satisfy either all of the chemistry
academic standards or all of the physics academic standards prior to graduation. An
agriculture science or career and technical education credit may not fulfill the required
biology credit under subdivision 1, clause (4).

(c) A career and technical education credit may fulfill a mathematics or arts credit
requirement under subdivision 1, clause (2) or (6).

(d) An deleted text beginagriculturedeleted text endnew text begin agricultural, food, and natural resourcesnew text end education teacher is not
required to meet the requirements of Minnesota Rules, part 3505.1150, subpart deleted text begin1deleted text endnew text begin 2new text end, item
B, to meet the credit equivalency requirements of paragraph (b) above.

(e) A computer science credit may fulfill a mathematics credit requirement under
subdivision 1, clause (2), if the credit meets state academic standards in mathematics.

(f) A Project Lead the Way credit may fulfill a science or mathematics credit requirement
under subdivision 1, clause (2) or (4), if the credit meets the state academic standards in
science or mathematics.

Sec. 12.

new text begin [120B.025] ETHNIC STUDIES CURRICULUM.
new text end

new text begin (a) "Ethnic studies" means the critical and interdisciplinary study of race, ethnicity, and
indigeneity with a focus on the experiences and perspectives of people of color within and
beyond the United States. Ethnic studies analyzes the ways in which race and racism have
been and continue to be powerful social, cultural, and political forces, and the connections
of race to the stratification of other groups, including stratification based on gender, class,
sexual orientation, gender identity, disability, and legal status.
new text end

new text begin (b) Ethnic studies curriculum may be integrated into existing curricular opportunities
or provided through additional curricular offerings.
new text end

Sec. 13.

new text begin [120B.0251] ETHNIC STUDIES.
new text end

new text begin Subdivision 1. new text end

new text begin Definition. new text end

new text begin "Ethnic studies" has the meaning provided in section 120B.025.
new text end

new text begin Subd. 2. new text end

new text begin Requirements. new text end

new text begin (a) A student beginning grade 9 in the 2024-2025 school year
and later must successfully complete a semester-long ethnic studies course to graduate from
high school. The course must meet the minimum requirements of the model curriculum
under subdivision 6. A district or charter school must offer an ethnic studies course that
fulfills the requirements of this paragraph without increasing the number of credits required
for graduation under section 120B.024.
new text end

new text begin (b) School districts and charter schools must provide ethnic studies instruction in
elementary schools and middle schools by the 2025-2026 school year in accordance with
Department of Education rules on ethnic studies.
new text end

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

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

new text begin Subd. 3. new text end

new text begin Rulemaking. new text end

new text begin The commissioner of education must adopt rules for statewide
academic standards for ethnic studies curriculum to be required for all kindergarten through
grade 12 students. The rules must include a process for implementing standards statewide.
new text end

new text begin Subd. 4. new text end

new text begin School needs assessment. new text end

new text begin (a) A school district or charter school must conduct
an ethnic studies school needs assessment with students, parents or guardians, and community
members to determine the priorities for course selection, implementation, and timeline. The
ethnic studies school needs assessment must include qualitative and quantitative components.
Qualitative priorities must include a schoolwide listening session or feedback forum with
students, parents or guardians, and community members. Quantitative priorities must include
a school survey.
new text end

new text begin (b) A school district or charter school must annually evaluate the implementation of
ethnic studies instruction by seeking feedback from students, parents or guardians, and
community members. A school district or charter school must report to the commissioner
of education in the form and manner determined by the commissioner on plans to modify
implementation based on the annual evaluation.
new text end

new text begin Subd. 5. new text end

new text begin Department of Education. new text end

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

new text begin (1) monitor school district and charter school implementation of ethnic studies courses
that fulfill ethnic studies standards;
new text end

new text begin (2) support school districts and charter schools in providing training for teachers and
school district staff to successfully implement ethnic studies standards;
new text end

new text begin (3) require each school district or charter school to annually evaluate the implementation
of the ethnic studies requirements by seeking feedback from students, parents or guardians,
and community members;
new text end

new text begin (4) encourage school districts and charter schools to hire a dedicated coordinator for
ethnic studies implementation with support from the Department of Education; and
new text end

new text begin (5) make available to school districts and charter schools the following:
new text end

new text begin (i) an ethnic studies school survey for each school district and charter school to use as
part of a school needs assessment;
new text end

new text begin (ii) a list of recommended materials, resources, sample curricula, and pedagogical skills
for use in kindergarten through grade 12 that accurately reflect the diversity of the state of
Minnesota;
new text end

new text begin (iii) training materials for teachers, district staff, and school staff, including an ethnic
studies coordinator, to implement ethnic studies requirements, including a school needs
assessment; and
new text end

new text begin (iv) other resources to assist districts and charter schools in successfully implementing
ethnic studies standards.
new text end

new text begin (b) The commissioner must review and revise the ethnic studies standards, once adopted,
every ten years. Review and revision of the state standards must include robust community
engagement and consultation with stakeholders.
new text end

new text begin Subd. 6. new text end

new text begin Model curriculum. new text end

new text begin (a) The Department of Education must encourage school
districts and charter schools to use the model curriculum identified by the Ethnic Studies
Task Force and to use materials authored by members of the community that is the subject
of the course. The model curriculum must:
new text end

new text begin (1) use various forms of pedagogy to meet all students' needs, including participatory
or research-based models for real-world connections to the current society;
new text end

new text begin (2) include a power, race, class, and gender analysis as part of the course via literature,
discussion, classwork, and homework as it relates to ethnic studies courses; and
new text end

new text begin (3) include an intersectional analysis of climate, health, food, housing, education, and
policy.
new text end

new text begin (b) The model ethnic studies curriculum must include the following topics:
new text end

new text begin (1) Latinx studies;
new text end

new text begin (2) African American studies;
new text end

new text begin (3) Asian American studies;
new text end

new text begin (4) Indigenous or First Nation studies; or
new text end

new text begin (5) introduction to ethnic studies.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022, except subdivision 3, which
is effective the day following final enactment.
new text end

Sec. 14.

Minnesota Statutes 2020, section 120B.026, is amended to read:


120B.026 PHYSICAL EDUCATION; deleted text beginEXCLUSIONdeleted text endnew text begin EXCUSALnew text end FROM CLASSdeleted text begin;
RECESS
deleted text end.

A student may be excused from a physical education class if the student submits written
information signed by a physician stating that physical activity will jeopardize the student's
health. A student may be excused from a physical education class if being excused meets
the child's unique and individualized needs according to the child's individualized education
program, federal 504 plan, or individualized health plan. A student may be excused if a
parent or guardian requests an exemption on religious grounds. A student with a disability
must be provided with modifications or adaptations that allow physical education class to
meet their needs. deleted text beginSchools are strongly encouraged not to exclude students in kindergarten
through grade 5 from recess due to punishment or disciplinary action.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 15.

Minnesota Statutes 2020, section 120B.11, subdivision 1, is amended to read:


Subdivision 1.

Definitions.

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

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

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

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

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

new text begin (e) "Ethnic studies" has the meaning provided in section 120B.025.
new text end

new text begin (f) "Antiracist" means actively working to identify and eliminate racism in all forms so
that power and resources are redistributed and shared equitably among racial groups.
new text end

new text begin (g) "Culturally sustaining" means integrating content and practices that infuse the culture
and language of Black, Indigenous, and People of Color communities who have been and
continue to be harmed and erased through schooling.
new text end

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

new text begin (i) "On track for graduation" means that at the end of grade 9, a student has earned at
least five credits and has received no more than one failing grade in a term in a language
arts, mathematics, science, or social studies course that fulfills a credit requirement under
section 120B.024. A student is off track for graduation if the student fails to meet either of
these criteria.
new text end

Sec. 16.

Minnesota Statutes 2020, section 120B.11, subdivision 1a, is amended to read:


Subd. 1a.

Performance measures.

new text begin(a) new text endMeasures to determine school district and school
site progress in striving to create the world's best workforce must include at least:

(1) the size of the academic achievement gap, rigorous course taking under section
120B.35, subdivision 3, paragraph (c), clause (2), new text beginparticipation in honors or gifted and
talented programming,
new text endand enrichment experiences by student subgroup;

(2) student performance on the Minnesota Comprehensive Assessments;

(3) high school graduation rates; deleted text beginand
deleted text end

(4) career and college readiness under section 120B.30, subdivision 1deleted text begin.deleted text endnew text begin; and
new text end

new text begin (5) the number and percentage of students, by student subgroup, who are on track for
graduation.
new text end

new text begin (b) A school district that offers advanced placement, international baccalaureate, or dual
enrollment programs must report on the following performance measures starting in the
2023-2024 school year:
new text end

new text begin (1) participation in postsecondary enrollment options and concurrent enrollment programs;
new text end

new text begin (2) the number of students who took an advanced placement exam and the number of
students who passed the exam; and
new text end

new text begin (3) the number of students who took the international baccalaureate exam and the number
of students who passed the exam.
new text end

new text begin (c) Performance measures under this subdivision must be reported for all student
subgroups identified in section 120B.35, subdivision 3, paragraph (b), clause (2).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 17.

Minnesota Statutes 2020, section 120B.11, subdivision 2, is amended to read:


Subd. 2.

Adopting plans and budgets.

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

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

(2) a process tonew text begin:new text end assess and evaluate each student's progress toward meeting state and
local academic standardsdeleted text begin,deleted text endnew text begin;new text end assess and identify students to participate in gifted and talented
programs and accelerate their instructiondeleted text begin, anddeleted text endnew text begin;new text end adopt early-admission procedures consistent
with section 120B.15deleted text begin,deleted text endnew text begin; assess ethnic studies curriculum needs to determine priorities for
integrating ethnic studies into existing courses or developing new courses;
new text end and deleted text beginidentifyingdeleted text endnew text begin
identify
new text end 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, new text beginincluding ethnic studies curriculum,new text end 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, includingnew text begin:
new text end

new text begin (i)new text end the English and, where practicable, the native language development and the academic
achievement of English learners;new text begin and
new text end

new text begin (ii) access to ethnic studies curriculum using culturally responsive methodologies for
all learners;
new text end

(5) a process to examine the equitable distribution of teachers and strategies to ensure
new text begin children in new text endlow-income deleted text beginand minoritydeleted text endnew text begin families,new text end childrennew text begin in families of people of color, and
children in American Indian families
new text end are not taught at higher rates than other children by
inexperienced, ineffective, or out-of-field teachers;

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

new text begin (i)new text end integrate high-quality instruction, deleted text beginrigorous curriculum,deleted text end technology, and new text begincurriculum
that is rigorous, accurate, antiracist, and culturally sustaining;
new text end

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

new text begin (iii) provide new text enda collaborative professional culture that deleted text begindevelops and supportsdeleted text endnew text begin seeks to
retain qualified, racially and ethnically diverse staff effective at working with diverse students
while developing and supporting
new text end teacher quality, performance, and effectiveness; deleted text beginand
deleted text end

(7) an annual budget for continuing to implement the district plandeleted text begin.deleted text endnew text begin; and
new text end

new text begin (8) identifying a list of suggested and required materials, resources, sample curricula,
and pedagogical skills for use in kindergarten through grade 12 that accurately reflect the
diversity of the state of Minnesota.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for all strategic plans reviewed and
updated after June 30, 2023.
new text end

Sec. 18.

Minnesota Statutes 2020, section 120B.11, subdivision 3, is amended to read:


Subd. 3.

District advisory committee.

Each school board deleted text beginshalldeleted text endnew text begin mustnew text end establish an advisory
committee to ensure active community participation in all phases of planning and improving
the instruction and curriculum affecting state and district academic standards, consistent
with subdivision 2. A district advisory committee, to the extent possible, deleted text beginshalldeleted text endnew text begin mustnew text end reflect
the diversity of the district and its school sites, include teachers, parents, support staff,
students, and other community residents, and provide translation to the extent appropriate
and practicable. The district advisory committee deleted text beginshalldeleted text endnew text begin mustnew text end pursue community support to
accelerate the academic and native literacy and achievement of English learners with varied
needs, from young children to adults, consistent with section 124D.59, subdivisions 2 and
2a. The district may establish site teams as subcommittees of the district advisory committee
under subdivision 4. The district advisory committee deleted text beginshalldeleted text endnew text begin mustnew text end recommend to the school
boardnew text begin:new text end rigorous academic standardsdeleted text begin,deleted text endnew text begin;new text end student achievement goals and measures consistent
with subdivision 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35deleted text begin,deleted text endnew text begin;new text end district
assessmentsdeleted text begin,deleted text endnew text begin;new text end means to improve students' equitable access to effective and more diverse
teachersdeleted text begin,deleted text endnew text begin; strategies to ensure the curriculum is rigorous, accurate, antiracist, and culturally
sustaining; strategies to ensure that curriculum and learning and work environments validate,
affirm, embrace, and integrate the cultural and community strengths of all racial and ethnic
groups;
new text end and program evaluations. School sites may expand upon district evaluations of
instruction, curriculum, assessments, or programs. Whenever possible, parents and other
community residents deleted text beginshalldeleted text endnew text begin mustnew text end comprise at least two-thirds of advisory committee members.

Sec. 19.

new text begin [120B.113] CLOSING EDUCATIONAL OPPORTUNITY GAPS GRANTS.
new text end

new text begin Subdivision 1. new text end

new text begin Grant program established. new text end

new text begin The commissioner of education must
establish a grant program to support implementation of world's best workforce strategies
under section 120B.11, subdivision 2, clauses (4) and (6), and collaborative efforts that
address opportunity gaps resulting from curricular, environmental, and structural inequities
in schools experienced by students, families, and staff who are of color or who are American
Indian.
new text end

new text begin Subd. 2. new text end

new text begin Definitions. new text end

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

new text begin (b) "Antiracist" means actively working to identify and eliminate racism in all forms so
that power and resources are redistributed and shared equitably among racial groups.
new text end

new text begin (c) "Curricular" means curriculum resources used and content taught as well as access
to levels of coursework or types of learning opportunities.
new text end

new text begin (d) "Environmental" means relating to the climate and culture of a school.
new text end

new text begin (e) "Equitable" means fairness by providing curriculum, instruction, support, and other
resources for learning based on the needs of individual students and groups of students to
succeed at school rather than treating all students the same despite the students having
different needs.
new text end

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

new text begin (g) "Opportunity gap" means the inequitable distribution of resources that impacts
inequitable opportunities that contribute to or perpetuate learning gaps for certain groups
of students.
new text end

new text begin (h) "Structural" means relating to the organization and systems of a school that have
been created to manage a school.
new text end

new text begin Subd. 3. new text end

new text begin Applications and grant awards. new text end

new text begin The commissioner must determine application
procedures and deadlines, select districts and charter schools to participate in the grant
program, and determine the award amount and payment process of the grants. To the extent
that there are sufficient applications, the commissioner must award an approximately equal
number of grants between districts in greater Minnesota and those in the Twin Cities
metropolitan area. If there are an insufficient number of applications received for either
geographic area, then the commissioner may award grants to meet the requests for funds
wherever a district is located.
new text end

new text begin Subd. 4. new text end

new text begin Description. new text end

new text begin The grant program must provide funding that supports collaborative
efforts that close opportunity gaps by:
new text end

new text begin (1) ensuring school environments and curriculum validate, affirm, embrace, and integrate
cultural and community strengths of students, families, and employees from all racial and
ethnic backgrounds; and
new text end

new text begin (2) addressing institutional racism with equitable school policies, structures, practices,
and curricular offerings, consistent with the requirements for long-term plans under section
124D.861, subdivision 2, paragraph (c).
new text end

new text begin Subd. 5. new text end

new text begin Report. new text end

new text begin Grant recipients must annually report to the commissioner by a date
and in a form and manner determined by the commissioner on efforts planned and
implemented that engaged students, families, educators, and community members of diverse
racial and ethnic backgrounds in making improvements to school climate and curriculum.
The report must assess the impact of those efforts as perceived by racially and ethnically
diverse stakeholders, and must identify any areas needed for further continuous improvement.
The commissioner must publish a report for the public summarizing the activities of grant
recipients and what was done to promote sharing of effective practices among grant recipients
and potential grant applicants.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 20.

Minnesota Statutes 2020, section 120B.12, is amended to read:


120B.12 READING PROFICIENTLY NO LATER THAN THE END OF GRADE
3.

Subdivision 1.

Literacy goal.

The legislature seeks to have every child reading at or
above grade level new text beginbeginning in kindergarten and new text endno later than the end of grade 3, including
English learners, and that teachers provide deleted text begincomprehensive, scientifically baseddeleted text endnew text begin
evidence-based
new text end reading instruction new text beginthrough a multitiered system of support and based in
the science of reading by 2027. Instruction must focus on student mastery of the foundational
reading skills of phonemic awareness, phonics, and fluency, as well as the development of
oral language and vocabulary and reading comprehension skills. Students must receive
evidenced-based instruction based in the science of reading that is proven to effectively
teach children to read
new text endconsistent with section 122A.06, subdivision 4.

Subd. 2.

Identification; report.

(a) Each school district must identify before the end of
kindergarten, grade 1, and grade 2 all students who are not deleted text beginreading at grade leveldeleted text endnew text begin
demonstrating mastery of foundational reading skills, including phonemic awareness,
phonics, decoding, and fluency, using a screening tool approved by the Department of
Education
new text end. Students identified as not deleted text beginreading at grade leveldeleted text endnew text begin demonstrating mastery of
foundational reading skills
new text end by the end of kindergarten, grade 1, and grade 2 must be screened,
deleted text begin in a locally determined mannerdeleted text endnew text begin using a tool approved by the Department of Educationnew text end, for
characteristics of dyslexianew text begin and screening data must be submitted to the Department of
Education in the form and manner prescribed by the commissioner
new text end.

(b) Students in grade 3 or higher who demonstrate a reading difficulty to a classroom
teacher must be screened, deleted text beginin a locally determined mannerdeleted text endnew text begin using a tool approved by the
Department of Education
new text end, for new text begindeficits in foundational reading skills and new text endcharacteristics of
dyslexia, unless a different reason for the reading difficulty has been identified.

(c) Reading assessments 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 English learners. The district must use deleted text begina locally adopted,deleted text endnew text begin
tools approved by the Department of Education that are
new text end developmentally appropriate, and
culturally responsive deleted text beginassessmentdeleted text endnew text begin assessmentsnew text end and annually report summary assessment
results to the commissioner by July 1.

(d) The district also must annually report to the commissioner by new text beginDecember 15 and new text endJuly
1 a summary of the district's efforts to screen and identify students who demonstrate
characteristics of dyslexia using screening toolsnew text begin approved by the Department of Educationnew text end
such as those recommended by the department's dyslexia specialist. 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 screened for that reporting year; and

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

(e) A student identified under this subdivision must be provided with alternate instruction
under section 125A.56, subdivision 1.

Subd. 2a.

Parent notification and involvement.

Schools, deleted text beginat least annuallydeleted text endnew text begin on a quarterly
basis
new text end, must give the parent of each student who is not reading at or above grade level timely
information about:

(1) the student's reading proficiencynew text begin, including student performance on foundational
reading skills and whether the student has been identified as demonstrating characteristics
of dyslexia,
new text end as measured by a deleted text beginlocally adopted assessmentdeleted text endnew text begin tool approved by the Department
of Education
new text end;

(2) reading-related services currently being provided new text beginwithin a multitiered system of
support framework
new text endto the studentnew text begin, specific curricula being used, the training and licensure
of the teacher providing these services, how these services address identified skill deficits,
new text end
and new text beginhow new text endthe student's progressnew text begin will be monitorednew text end; and

(3) strategies for parents to use at home in helping their student succeed in becoming
grade-level proficient in reading in English and in their native language.

A district may not use this section to deny a student's right to a special education
evaluation.

Subd. 3.

Intervention.

(a) For each student identified under subdivision 2, the district
shall provide reading intervention to accelerate student growth and reach the goal of reading
at or above grade level by the end of the current grade and school year. If a student does
not read at or above grade level by the end of deleted text begingrade 3deleted text endnew text begin the current school yearnew text end, the district
must continue to provide reading intervention until the student reads at grade level. District
intervention methods deleted text beginshall encouragedeleted text endnew text begin must includenew text end family engagement and, where possible,
collaboration with appropriate school and community programsnew text begin that specialize in
evidence-based instructional practices based in the science of reading and emphasis on
mastery of foundational reading skills, including phonemic awareness, phonics, decoding,
and fluency
new text end. Intervention methods new text beginmust be taught by a certified or licensed reading specialist
and
new text endmay include, but are not limited to, requiring attendance in summer school, intensified
reading instruction that may require that the student be removed from the regular classroom
for part of the school day, extended-day programs, or programs that strengthen students'
cultural connections.

(b) A school district or charter school deleted text beginis strongly encouraged todeleted text endnew text begin mustnew text end provide a personal
learning plan for a student who is unable to demonstrate grade-level proficiency, as measured
by deleted text beginthe statewide reading assessment in grade 3deleted text endnew text begin state-approved progress monitoring tools in
kindergarten through grade 3
new text end. The district or charter school must determine the format of
the personal learning plan in collaboration with the student's educators and other appropriate
professionals. The school must develop the learning plan in consultation with the student's
parent or guardian. The personal learning plan must address knowledge gaps and skill
deficiencies through strategies such as specific exercises and practices during and outside
of the regular school day, periodic assessments, and reasonable timelines. deleted text beginThe personal
learning plan may include grade retention, if it is in the student's best interest.
deleted text end A school
must maintain and regularly update and modify the personal learning plan until the student
reads at grade level. This paragraph does not apply to a student under an individualized
education program.

Subd. 4.

Staff development.

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

(1) elementary teachers new text beginand early childhood educators, where appropriate, new text endare able to
implement comprehensive, scientifically based reading and oral language instruction new text beginbased
in the science of reading. Instruction provided by elementary teachers must include explicit,
systematic instruction
new text endin the five reading areas of phonemic awareness, phonics, fluency,
vocabulary, and comprehension as defined in section 122A.06, subdivision 4, and other
literacy-related areas including writing until the student achieves grade-level reading
proficiencynew text begin. Instruction provided by early childhood educators must include explicit,
systematic instruction in phonological and phonemic awareness, oral language, including
listening comprehension and vocabulary, and letter-sound correspondence
new text end;

(2) elementary teachers new text beginand early childhood educators, where appropriate, new text endhave sufficient
training to provide comprehensive, scientifically based reading and oral language instruction
new text begin based in the science of reading new text endthat meets students' developmental, linguistic, and literacy
needsnew text begin, including foundational reading skills,new text end using the intervention methods or programs
selected by the district for the identified students;

(3) deleted text beginlicensed teachers employed by the district have regular opportunities to improve
reading and writing instruction
deleted text endnew text begin by July 1, 2027, all public school kindergarten through grade
3 teachers and support staff employed by the school district must be offered training and
provided ongoing coaching in the science of reading using a training program approved by
the Department of Education and must be funded with literacy incentive aid received annually
by districts under section 124D.98
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 English learners by
maximizing strengths in their native languages in order to cultivate students' English language
development, including oral academic language development, and build academic literacy;
and

(5) licensed teachers are well trained in culturally responsive pedagogy that enables
students to master content, develop skills to access content, and build relationships.

Subd. 4a.

Local literacy plan.

(a) Consistent with this section, a school district must
deleted text begin adoptdeleted text endnew text begin submitnew text end a local literacy plan new text beginusing the template provided by the Department of
Education,
new text endto have every child new text beginin kindergarten through grade 3 developing early literacy
skills and
new text endreading at or above grade level no later than the end of grade 3, including English
learners. The plan must be consistent with section 122A.06, subdivision 4, and include the
following:

(1) a process new text beginwithin a multitiered system of support framework new text endto assess students' level
of reading proficiency and deleted text begindata to support the effectiveness of an assessment used to screen
and identify a student's level of reading proficiency
deleted text endnew text begin foundational reading skills that are
characteristic of dyslexia
new text end;

(2) a process to notify and deleted text begininvolvedeleted text endnew text begin partner withnew text end parentsnew text begin to promote developmentally
appropriate and culturally relevant language and literacy support at home
new text end;

(3) a description of new text beginthe data-based decision-making process within the multitiered system
of support framework for
new text endhow schools in the district will determine the deleted text beginproperdeleted text endnew text begin appropriatenew text end
readingnew text begin instruction andnew text end intervention deleted text beginstrategy for a studentdeleted text endnew text begin to meet the identified student's
needs
new text end and the new text beginprogress monitoring new text endprocess for intensifying or modifying the reading deleted text beginstrategydeleted text endnew text begin
instruction and intervention
new text end in order to obtain measurable deleted text beginreadingdeleted text end progress;

(4) new text begina process within a multitiered system of support framework to implement explicit,
systematic,
new text endevidence-based intervention methodsnew text begin based in the science of readingnew text end for students
who new text begindemonstrate foundational reading skills deficits or new text endare not reading at or above grade
level deleted text beginand progress monitoring to provide information on the effectiveness of the interventiondeleted text endnew text begin.
Intervention methods may not include the three-cueing system. Progress monitoring must
be completed to provide information on the effectiveness of the intervention
new text end; deleted text beginand
deleted text end

new text begin (5) a process to screen and identify students with characteristics of dyslexia as required
by section 120B.12; and
new text end

deleted text begin (5)deleted text endnew text begin (6)new text end identification of staff development needs, including a deleted text beginprogramdeleted text endnew text begin plannew text end to meet those
needs.

(b) The district must post its literacy plan on the official school district website.

Subd. 5.

Commissioner.

The commissioner shall deleted text beginrecommend to districts multiple
assessment tools
deleted text endnew text begin provide a menu of state-approved assessment tools that are aligned to the
English language arts state academic standards and to early childhood indicators of progress
new text end
to assist districts and teachers with identifying students under subdivision 2. The
commissioner shall also make available deleted text beginexamples of nationally recognized and research-based
instructional methods or programs to districts to provide
deleted text endnew text begin opportunities for teachers to be
trained in the science of reading in order to ensure the instruction being provided is
new text end
comprehensive, scientifically based reading instruction and intervention under this section.

Sec. 21.

Minnesota Statutes 2020, section 120B.15, is amended to read:


120B.15 GIFTED AND TALENTED STUDENTS PROGRAMSnew text begin AND SERVICESnew text end.

(a) School districts may identify students, locally develop programsnew text begin and servicesnew text end
addressing instructional and affective needs, provide staff development, and evaluate
programsnew text begin and servicesnew text end to provide gifted and talented students with challenging and
appropriate educational programsnew text begin and servicesnew text end.

(b) School districts must adopt guidelines for assessing and identifying students for
participation in gifted and talented programsnew text begin and servicesnew text end consistent with section 120B.11,
subdivision
2, clause (2). The guidelines should include the use of:

(1) multiple and objective criteria; and

(2) assessments and procedures that are valid and reliable, fair, and based on current
theory and research. Assessments and procedures deleted text beginshoulddeleted text endnew text begin mustnew text end be sensitivenew text begin and equitablenew text end
to underrepresented groups, including, but not limited to, low-incomenew text begin studentsnew text end, deleted text beginminoritydeleted text endnew text begin
students of color and American Indian students
new text end, twice-exceptionalnew text begin students, students with
504 plans
new text end, and English learners.new text begin Assessments and procedures must be coordinated to allow
for optimal identification of programs or services for underrepresented groups.
new text end

(c) School districts must adopt procedures for the academic acceleration of gifted and
talented students consistent with section 120B.11, subdivision 2, clause (2). These procedures
must include how the district will:

(1) assess a student's readiness and motivation for acceleration; and

(2) match the level, complexity, and pace of the curriculum to a student to achieve the
best type of academic acceleration for that student.

(d) School districts must adopt procedures consistent with section 124D.02, subdivision
1, for early admission to kindergarten or first grade of gifted and talented learners consistent
with section 120B.11, subdivision 2, clause (2). The procedures must be sensitive to
underrepresented groups.

Sec. 22.

Minnesota Statutes 2020, section 120B.30, subdivision 1, is amended to read:


Subdivision 1.

Statewide testing.

(a) The commissioner, with advice from experts with
appropriate technical qualifications and experience and stakeholders, consistent with
subdivision 1a, must include in the comprehensive assessment system, for each grade level
to be tested, state-constructed tests developed as computer-adaptive reading and mathematics
assessments for students that are aligned with the state's required academic standards under
section 120B.021, include multiple choice questions, and are administered annually to all
students in grades 3 through 8. State-developed high school tests aligned with the state's
required academic standards under section 120B.021 and administered to all high school
students in a subject other than writing must include multiple choice questions. The
commissioner must establish a testing period as late as possible each school year during
which schools must administer the Minnesota Comprehensive Assessments to students. The
commissioner must publish the testing schedule at least two years before the beginning of
the testing period.

(b) The state assessment system must be aligned to the most recent revision of academic
standards as described in section 120B.023 in the following manner:

(1) mathematics;

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

(ii) high school level beginning in the 2013-2014 school year;

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

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

(c) For students enrolled in grade 8 in the 2012-2013 school year and later, students'
state graduation requirements, based on a longitudinal, systematic approach to student
education and career planning, assessment, instructional support, and evaluation, include
the following:

(1) achievement and career and college readiness in mathematics, reading, and writing,
consistent with paragraph (k) and to the extent available, to monitor students' continuous
development of and growth in requisite knowledge and skills; analyze students' progress
and performance levels, identifying students' academic strengths and diagnosing areas where
students require curriculum or instructional adjustments, targeted interventions, or
remediation; and, based on analysis of students' progress and performance data, determine
students' learning and instructional needs and the instructional tools and best practices that
support academic rigor for the student; and

(2) consistent with this paragraph and section 120B.125, age-appropriate exploration
and planning activities and career assessments to encourage students to identify personally
relevant career interests and aptitudes and help students and their families develop a regularly
reexamined transition plan for postsecondary education or employment without need for
postsecondary remediation.

Based on appropriate state guidelines, students with an individualized education program
may satisfy state graduation requirements by achieving an individual score on the
state-identified alternative assessments.

(d) Expectations of schools, districts, and the state for career or college readiness under
this subdivision must be comparable in rigor, clarity of purpose, and rates of student
completion.

A student under paragraph (c), clause (1), must receive targeted, relevant, academically
rigorous, and resourced instruction, which may include a targeted instruction and intervention
plan focused on improving the student's knowledge and skills in core subjects so that the
student has a reasonable chance to succeed in a career or college without need for
postsecondary remediation. Consistent with sections 120B.13, 124D.09, 124D.091, 124D.49,
and related sections, an enrolling school or district must actively encourage a student in
grade 11 or 12 who is identified as academically ready for a career or college to participate
in courses and programs awarding college credit to high school students. Students are not
required to achieve a specified score or level of proficiency on an assessment under this
subdivision to graduate from high school.

(e) Though not a high school graduation requirement, students are encouraged to
participate in a nationally recognized college entrance exam. To the extent state funding
for college entrance exam fees is available, a district must pay the cost, one time, for an
interested student in grade 11 or 12 who is eligible for a free or reduced-price meal, to take
a nationally recognized college entrance exam before graduating. A student must be able
to take the exam under this paragraph at the student's high school during the school day and
at any one of the multiple exam administrations available to students in the district. A district
may administer the ACT or SAT or both the ACT and SAT to comply with this paragraph.
If the district administers only one of these two tests and a free or reduced-price meal eligible
student opts not to take that test and chooses instead to take the other of the two tests, the
student may take the other test at a different time or location and remains eligible for the
examination fee reimbursement. Notwithstanding sections 123B.34 to 123B.39, a school
district may require a student that is not eligible for a free or reduced-price meal to pay the
cost of taking a nationally recognized college entrance exam. The district must waive the
cost for a student unable to pay.

(f) The commissioner and the chancellor of the Minnesota State Colleges and Universities
must collaborate in aligning instruction and assessments for adult basic education students
and English learners to provide the students with diagnostic information about any targeted
interventions, accommodations, modifications, and supports they need so that assessments
and other performance measures are accessible to them and they may seek postsecondary
education or employment without need for postsecondary remediation. When administering
formative or summative assessments used to measure the academic progress, including the
oral academic development, of English learners and inform their instruction, schools must
ensure that the assessments are accessible to the students and students have the modifications
and supports they need to sufficiently understand the assessments.

(g) Districts and schools, on an annual basis, must use career exploration elements to
help students, beginning no later than grade 9, and their families explore and plan for
postsecondary education or careers based on the students' interests, aptitudes, and aspirations.
Districts and schools must use timely regional labor market information and partnerships,
among other resources, to help students and their families successfully develop, pursue,
review, and revise an individualized plan for postsecondary education or a career. This
process must help increase students' engagement in and connection to school, improve
students' knowledge and skills, and deepen students' understanding of career pathways as
a sequence of academic and career courses that lead to an industry-recognized credential,
an associate's degree, or a bachelor's degree and are available to all students, whatever their
interests and career goals.

(h) A student who demonstrates attainment of required state academic standards, which
include career and college readiness benchmarks, on high school assessments under
subdivision 1a is academically ready for a career or college and is encouraged to participate
in courses awarding college credit to high school students. Such courses and programs may
include sequential courses of study within broad career areas and technical skill assessments
that extend beyond course grades.

(i) As appropriate, students through grade 12 must continue to participate in targeted
instruction, intervention, or remediation and be encouraged to participate in courses awarding
college credit to high school students.

(j) In developing, supporting, and improving students' academic readiness for a career
or college, schools, districts, and the state must have a continuum of empirically derived,
clearly defined benchmarks focused on students' attainment of knowledge and skills so that
students, their parents, and teachers know how well students must perform to have a
reasonable chance to succeed in a career or college without need for postsecondary
remediation. The commissioner, in consultation with local school officials and educators,
and Minnesota's public postsecondary institutions must ensure that the foundational
knowledge and skills for students' successful performance in postsecondary employment
or education and an articulated series of possible targeted interventions are clearly identified
and satisfy Minnesota's postsecondary admissions requirements.

(k) For students in grade 8 in the 2012-2013 school year and later, a school, district, or
charter school must record on the high school transcript a student's progress toward career
and college readiness, and for other students as soon as practicable.

(l) The school board granting students their diplomas may formally decide to include a
notation of high achievement on the high school diplomas of those graduating seniors who,
according to established school board criteria, demonstrate exemplary academic achievement
during high school.

(m) The 3rd through 8th grade computer-adaptive assessment results and high school
test results must be available to districts for diagnostic purposes affecting student learning
and district instruction and curriculum, and for establishing educational accountability. The
commissioner, in consultation with the chancellor of the Minnesota State Colleges and
Universities, must establish empirically derived benchmarks on the high school tests that
reveal a trajectory toward career and college readiness consistent with section 136F.302,
subdivision 1a. The commissioner must disseminate to the public the computer-adaptive
assessments and high school test results upon receiving those results.

(n) The grades 3 through 8 computer-adaptive assessments and high school tests must
be aligned with state academic standards. The commissioner must determine the testing
process and the order of administration. The statewide results must be aggregated at the site
and district level, consistent with subdivision 1a.

(o) The commissioner must include the following components in the statewide public
reporting system:

(1) uniform statewide computer-adaptive assessments of all students in grades 3 through
8 and testing at the high school levels that provides appropriate, technically sound
accommodations or alternate assessments;

(2) educational indicators that can be aggregated and compared across school districts
and across time on a statewide basis, including deleted text beginaverage dailydeleted text endnew text begin consistentnew text end attendance, high
school graduation rates, and high school drop-out rates by age and grade level;

(3) state results on the deleted text beginAmerican College Testdeleted text endnew text begin ACT testnew text end; and

(4) state results from participation in the National Assessment of Educational Progress
so that the state can benchmark its performance against the nation and other states, and,
where possible, against other countries, and contribute to the national effort to monitor
achievement.

(p) For purposes of statewide accountability, "career and college ready" means a high
school graduate has the knowledge, skills, and competencies to successfully pursue a career
pathway, including postsecondary credit leading to a degree, diploma, certificate, or
industry-recognized credential and employment. Students who are career and college ready
are able to successfully complete credit-bearing coursework at a two- or four-year college
or university or other credit-bearing postsecondary program without need for remediation.

(q) For purposes of statewide accountability, "cultural competence," "cultural
competency," or "culturally competent" means the ability of families and educators to
interact effectively with people of different cultures, native languages, and socioeconomic
backgrounds.

Sec. 23.

Minnesota Statutes 2020, section 120B.30, subdivision 1a, is amended to read:


Subd. 1a.

Statewide and local assessments; results.

deleted text begin (a) For purposes of this section,
the following definitions have the meanings given them.
deleted text end

deleted text begin (1) "Computer-adaptive assessments" means fully adaptive assessments.
deleted text end

deleted text begin (2) "Fully adaptive assessments" include test items that are on-grade level and items that
may be above or below a student's grade level.
deleted text end

deleted text begin (3) "On-grade level" test items contain subject area content that is aligned to state
academic standards for the grade level of the student taking the assessment.
deleted text end

deleted text begin (4) "Above-grade level" test items contain subject area content that is above the grade
level of the student taking the assessment and is considered aligned with state academic
standards to the extent it is aligned with content represented in state academic standards
above the grade level of the student taking the assessment. Notwithstanding the student's
grade level, administering above-grade level test items to a student does not violate the
requirement that state assessments must be aligned with state standards.
deleted text end

deleted text begin (5) "Below-grade level" test items contain subject area content that is below the grade
level of the student taking the test and is considered aligned with state academic standards
to the extent it is aligned with content represented in state academic standards below the
student's current grade level. Notwithstanding the student's grade level, administering
below-grade level test items to a student does not violate the requirement that state
assessments must be aligned with state standards.
deleted text end

deleted text begin (b) The commissioner must use fully adaptive mathematics and reading assessments for
grades 3 through 8.
deleted text end

deleted text begin (c)deleted text endnew text begin (a)new text end For purposes of conforming with existing federal educational accountability
requirements, the commissioner must develop and implement computer-adaptive reading
and mathematics assessments for grades 3 through 8, state-developed high school reading
and mathematics tests aligned with state academic standards, a high school writing test
aligned with state standards when it becomes available, and science assessments under
clause (2) that districts and sites must use to monitor student growth toward achieving those
standards. The commissioner must not develop statewide assessments for academic standards
in social studies, health and physical education, and the arts. The commissioner must require:

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

(2) annual science assessments in one grade in the grades 3 through 5 span, the grades
6 through 8 span, and a life sciences assessment in the grades 9 through 12 span, and the
commissioner must not require students to achieve a passing score on high school science
assessments as a condition of receiving a high school diploma.

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

(1) individual student performance data and achievement reports are available within
three school days of when students take an assessment except in a year when an assessment
reflects new performance standards;

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

(3) parents, teachers, and school administrators are able to use elementary and middle
school student performance data to project students' secondary and postsecondary
achievement; and

(4) useful diagnostic information about areas of students' academic strengths and
weaknesses is available to teachers and school administrators for improving student
instruction and indicating the specific skills and concepts that should be introduced and
developed for students at given performance levels, organized by strands within subject
areas, and aligned to state academic standards.

deleted text begin (e)deleted text endnew text begin (c)new text end The commissioner must ensure that all state tests administered to elementary and
secondary students measure students' academic knowledge and skills and not students'
values, attitudes, and beliefs.

deleted text begin (f)deleted text endnew text begin (d)new text end Reporting of state assessment results must:

(1) provide timely, useful, and understandable information on the performance of
individual students, schools, school districts, and the state;

(2) include a growth indicator of student achievement; and

(3) determine whether students have met the state's academic standards.

deleted text begin (g)deleted text endnew text begin (e)new text end Consistent with applicable federal law, the commissioner must include appropriate,
technically sound accommodations or alternative assessments for the very few students with
disabilities for whom statewide assessments are inappropriate and for English learners.

deleted text begin (h)deleted text endnew text begin (f)new text end A school, school district, and charter school must administer statewide assessments
under this section, as the assessments become available, to evaluate student progress toward
career and college readiness in the context of the state's academic standards. A school,
school district, or charter school may use a student's performance on a statewide assessment
as one of multiple criteria to determine grade promotion or retention. A school, school
district, or charter school may use a high school student's performance on a statewide
assessment as a percentage of the student's final grade in a course, or place a student's
assessment score on the student's transcript.

Sec. 24.

Minnesota Statutes 2020, section 120B.301, is amended to read:


120B.301 LIMITS ON LOCAL TESTING.

(a) For students in grades 1 through 6, the cumulative total amount of time spent taking
locally adopted districtwide or schoolwide assessments must not exceed ten hours per school
year. For students in grades 7 through 12, the cumulative total amount of time spent taking
locally adopted districtwide or schoolwide assessments must not exceed 11 hours per school
year. For purposes of this paragraph, international baccalaureate and advanced placement
exams are not considered locally adopted assessments.

(b) A district or charter school is exempt from the requirements of paragraph (a), if the
district or charter school, in consultation with the exclusive representative of the teachers
or other teachers if there is no exclusive representative of the teachers, decides to exceed a
time limit in paragraph (a) and includes the information in the report required under section
120B.11, subdivision 5.

(c) A district or charter schooldeleted text begin, before the first day of each school year,deleted text end must publish on
its website a comprehensive calendar of standardized tests to be administered in the district
or charter school during that school year. The calendar must provide the rationale for
administering each assessment and indicate whether the assessment is a local option or
required by state or federal law.new text begin The calendar must be published at least one week prior to
any eligible assessments being administered and no later than October 1.
new text end

Sec. 25.

Minnesota Statutes 2020, section 120B.35, subdivision 3, is amended to read:


Subd. 3.

State growth deleted text begintargetdeleted text endnew text begin measuresnew text end; other state measures.

(a)(1) The state's
educational assessment system measuring individual students' educational growth is based
on indicators of new text begincurrent new text endachievement deleted text begingrowthdeleted text end that show new text begingrowth from new text endan individual student's
prior achievement. Indicators of achievement and prior achievement must be based on highly
reliable statewide or districtwide assessments.new text begin Indicators that take into account a student's
prior achievement must not be used to disregard a school's low achievement or to exclude
a school from a program to improve low-achievement levels.
new text end

(2) For purposes of paragraphs (b), (c), and (d), the commissioner must analyze and
reportnew text begin, as soon as practicable,new text end separate categories of information using the student categories
identified under the federal Elementary and Secondary Education Act, as most recently
reauthorized, and, in addition to "other" for each race and ethnicity, and the Karen
community, seven of the most populous Asian deleted text beginand Pacific Islanderdeleted text end groups, three of the most
populous Native groups, seven of the most populous Hispanic/Latino groups, and five of
the most populous Black and African Heritage groups deleted text beginas determined by the total Minnesota
population based on the most recent American Community Survey;
deleted text endnew text begin. These groups must be
determined by a ten-year cycle using the American Community Survey of the total Minnesota
population. The determination must be based on the most recent five-year dataset starting
with the 2021-2025 dataset. Additional categories must include
new text end English learners under
section 124D.59; home language; free or reduced-price deleted text beginlunchdeleted text endnew text begin mealsnew text end; and all students enrolled
in a Minnesota public school who are currently or were previously in foster care, except
that such disaggregation and cross tabulation is not required if the number of students in a
category is insufficient to yield statistically reliable information or the results would reveal
personally identifiable information about an individual student.

(b) The commissioner, in consultation with a stakeholder group that includes assessment
and evaluation directors, district staff, experts in culturally responsive teaching, and
researchers, must implement deleted text beginadeleted text endnew text begin an appropriatenew text end growth model that compares the difference
in students' achievement scores over time, and includes criteria for identifying schools and
school districts that demonstrate academic progressnew text begin or progress toward English language
proficiency
new text end. The model may be used to advance educators' professional development and
replicate programs that succeed in meeting students' diverse learning needs. Data on
individual teachers generated under the model are personnel data under section 13.43. The
model must allow users to:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment. The
next update to the data used to determine the most populous groups must be implemented
in 2026 using the 2021-2025 dataset.
new text end

Sec. 26.

Minnesota Statutes 2020, section 120B.36, subdivision 2, is amended to read:


Subd. 2.

Student progress and other data.

(a) All data the department receives, collects,
or creates under section 120B.11, governing the world's best workforce, or uses to determine
federal expectations under the most recently reauthorized Elementary and Secondary
Education Actdeleted text begin, set state growth targets,deleted text end and determine student growth, learning, and outcomes
under section 120B.35 are nonpublic data under section 13.02, subdivision 9, until the
commissioner publicly releases the data.

(b) Districts must provide parents sufficiently detailed summary data to permit parents
to appeal under the most recently reauthorized federal Elementary and Secondary Education
Act. The commissioner shall annually post federal expectations and state student growth,
learning, and outcome data to the department's public website no later than September 1,
except that in years when data or federal expectations reflect new performance standards,
the commissioner shall post data on federal expectations and state student growth data no
later than October 1.

Sec. 27.

new text begin [121A.041] AMERICAN INDIAN MASCOTS PROHIBITED.
new text end

new text begin Subdivision 1. new text end

new text begin Prohibition. new text end

new text begin (a) A public school may not have or adopt a name, symbol,
or image that depicts or refers to an American Indian Tribe, individual, custom, or tradition
to be used as a mascot, nickname, logo, letterhead, or team name of the district or school
within the district.
new text end

new text begin (b) A public school may seek an exemption to paragraph (a) by submitting a request in
writing to the Tribal Nations Education Committee and the Indian Affairs Council, which
jointly shall have discretion to grant such an exemption. A public school that has a mascot
prohibited by this section must request an exemption by January 1, 2023.
new text end

new text begin Subd. 2. new text end

new text begin Definitions. new text end

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

new text begin (b) "American Indian" means an individual who is:
new text end

new text begin (1) a member of an Indian Tribe or Band, as membership is defined by the Tribe or
Band, including:
new text end

new text begin (i) any Tribe or Band terminated since 1940; and
new text end

new text begin (ii) any Tribe or Band recognized by the state in which the Tribe or Band resides;
new text end

new text begin (2) a descendant, in the first or second degree, of an individual described in clause (1);
new text end

new text begin (3) considered by the Secretary of the Interior to be an Indian for any purpose;
new text end

new text begin (4) an Eskimo, Aleut, or other Alaska Native; or
new text end

new text begin (5) a member of an organized Indian group that received a grant under the Indian
Education Act of 1988 as in effect the day preceding October 20, 1994.
new text end

new text begin (c) "District" means a district under section 120A.05, subdivision 8.
new text end

new text begin (d) "Mascot" means any human, nonhuman animal, or object used to represent a school
and its population.
new text end

new text begin (e) "Public school" or "school" means a public school under section 120A.05, subdivisions
9, 11, 13, and 17, and a charter school under chapter 124E.
new text end

Sec. 28.

new text begin [121A.201] MULTI-TIERED SYSTEM OF SUPPORT.
new text end

new text begin The Minnesota Multi-Tiered System of Supports (MnMTSS) is a systemic, continuous
improvement framework for ensuring positive social, emotional, behavioral, developmental,
and academic outcomes for every student. MnMTSS provides access to layered tiers of
culturally and linguistically responsive, evidence-based practices. The MnMTSS framework
relies on the understanding and belief that every student can learn and thrive, and it engages
an anti-racist approach to examining policies and practices and ensuring equitable distribution
of resources and opportunity. This systemic framework requires:
new text end

new text begin (1) design and delivery of culturally and linguistically responsive, effective,
standards-based core instruction in safe, supportive environments inclusive of every student
as a necessary foundation for tiered supports;
new text end

new text begin (2) layered tiers of culturally and linguistically responsive supplemental and intensive
supports to meet each student's needs;
new text end

new text begin (3) developing collective knowledge and experience through engagement in representative
partnerships with students, education professionals, families, and communities;
new text end

new text begin (4) multidisciplinary teams of education professionals that review and use data to prevent
and solve problems, inform instruction and supports, and ensure effective implementation
in partnership with students and families;
new text end

new text begin (5) effective and timely use of meaningful, culturally relevant data disaggregated by
student groups identified in section 121A.031 that includes but is not limited to universal
screening, frequent progress monitoring, implementation fidelity, and multiple qualitative
and quantitative sources; and
new text end

new text begin (6) ongoing professional learning on the MnMTSS systemic framework using anti-racist
approaches to training and coaching.
new text end

Sec. 29.

Minnesota Statutes 2020, section 121A.41, subdivision 2, is amended to read:


Subd. 2.

Dismissal.

"Dismissal" means the denial of the current educational program to
any pupil, including exclusion, expulsion, and new text beginout-of-school new text endsuspension. deleted text beginItdeleted text end new text beginDismissalnew text end does
not include removal from class.

Sec. 30.

Minnesota Statutes 2020, section 121A.41, subdivision 10, is amended to read:


Subd. 10.

new text beginIn-school new text endsuspensionnew text begin; out-of-school suspensionnew text end.

new text begin (a) "In-school suspension"
means an instance in which a pupil is temporarily removed from the pupil's regular classroom
for at least half a day for disciplinary purposes, but remains under the direct supervision of
school personnel. For purposes of this paragraph, "direct supervision" means school personnel
are physically in the same location as students under supervision.
new text end

new text begin (b) new text end"new text beginOut-of-school new text endsuspension" means an action by the school administration, under
rules promulgated by the school board, prohibiting a pupil from attending school for a period
of no more than ten school days. If a suspension is longer than five days, the suspending
administrator must provide the superintendent with a reason for the longer suspension. This
definition does not apply to dismissal from school for deleted text beginone school day ordeleted text end lessnew text begin than one school
day
new text end, except as provided in federal law for a student with a disability. Each suspension action
may include a readmission plan. The readmission plan shall include, where appropriate, a
provision for implementing alternative educational services upon readmission and may not
be used to extend the current suspension. Consistent with section 125A.091, subdivision 5,
the readmission plan must not obligate a parent to provide a sympathomimetic medication
for the parent's child as a condition of readmission. The school administration may not
impose consecutive suspensions against the same pupil for the same course of conduct, or
incident of misconduct, except where the pupil will create an immediate and substantial
danger to self or to surrounding persons or property, or where the district is in the process
of initiating an expulsion, in which case the school administration may extend the suspension
to a total of 15 school days.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 31.

Minnesota Statutes 2020, section 121A.41, is amended by adding a subdivision
to read:


new text begin Subd. 12. new text end

new text begin Nonexclusionary disciplinary policies and practices; alternatives to pupil
removal and dismissal.
new text end

new text begin "Nonexclusionary disciplinary policies and practices" means
policies and practices that are alternatives to removing a pupil from class or dismissing a
pupil from school, including evidence-based positive behavior interventions and supports,
social and emotional services, school-linked mental health services, counseling services,
social work services, referrals for special education or 504 evaluations, academic screening
for Title 1 services or reading interventions, and alternative education services.
Nonexclusionary disciplinary policies and practices require school officials to intervene in,
redirect, and support a pupil's behavior before removing a pupil from class or beginning
dismissal proceedings. Nonexclusionary disciplinary policies and practices include but are
not limited to the policies and practices under sections 120B.12; 121A.575, clauses (1) and
(2); 121A.031, subdivision 4, paragraph (a), clause (1); 121A.61, subdivision 3, paragraph
(r); and 122A.627, clause (3).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 32.

Minnesota Statutes 2020, section 121A.41, is amended by adding a subdivision
to read:


new text begin Subd. 13. new text end

new text begin Pupil withdrawal agreement. new text end

new text begin "Pupil withdrawal agreement" means a verbal
or written agreement between a school administrator or district administrator and a pupil's
parent to withdraw a student from the school district to avoid expulsion or exclusion dismissal
proceedings. The duration of the withdrawal agreement cannot be for more than a 12-month
period.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 33.

Minnesota Statutes 2020, section 121A.425, is amended to read:


121A.425 FULL AND EQUITABLE PARTICIPATION IN deleted text beginPRESCHOOL AND
PREKINDERGARTEN
deleted text endnew text begin EARLY LEARNINGnew text end.

Subdivision 1.

Disciplinary dismissals prohibited.

new text begin(a) new text endA pupil enrolled in new text beginthe following
is not subject to dismissals under this chapter:
new text end

new text begin (1) new text enda preschool or prekindergarten program, including deleted text begina child participating indeleted text end early
childhood family education, school readiness, school readiness plus, voluntary
prekindergarten, Head Start, or other school-based preschool or prekindergarten programdeleted text begin,
may not be subject to dismissals under this chapter.
deleted text endnew text begin; or
new text end

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

new text begin (b)new text end Notwithstanding this subdivision, expulsions and exclusions may be used only after
resources outlined in subdivision 2 have been exhausted, and only in circumstances where
there is an ongoing serious safety threat to the child or others.

Subd. 2.

Nonexclusionary discipline.

For purposes of this section, nonexclusionary
discipline must include at least one of the following:

(1) collaborating with the pupil's family or guardian, child mental health consultant or
provider, education specialist, or other community-based support;

(2) creating a plan, written with the parent or guardian, that details the action and support
needed for the pupil to fully participate in new text beginthe current educational program, including new text enda
preschool or prekindergarten program; or

(3) providing a referral for needed support services, including parenting education, home
visits, other supportive education interventions, or, where appropriate, an evaluation to
determine if the pupil is eligible for special education services or section 504 services.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 34.

Minnesota Statutes 2020, section 121A.45, subdivision 1, is amended to read:


Subdivision 1.

Provision of alternative programs.

No school shall dismiss any pupil
without attempting to deleted text beginprovide alternative educational servicesdeleted text endnew text begin use nonexclusionary
disciplinary policies and practices
new text end before dismissal proceedingsnew text begin or pupil withdrawal
agreements
new text end, except where it appears that the pupil will create an immediate and substantial
danger to self or to surrounding persons or property.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 35.

Minnesota Statutes 2020, section 121A.46, subdivision 4, is amended to read:


Subd. 4.

new text beginProvision of alternative education services; new text endsuspension pending expulsion
or exclusion hearing.

new text begin (a) Alternative education services must be provided to a pupil who
is suspended for more than five consecutive school days.
new text end

new text begin (b) new text endNotwithstanding the provisions of subdivisions 1 and 3, the pupil may be suspended
pending the school board's decision in the expulsion or exclusion hearing; provided that
alternative educational services are implemented to the extent that suspension exceeds five
new text begin consecutive school new text enddays.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 36.

Minnesota Statutes 2020, section 121A.46, is amended by adding a subdivision
to read:


new text begin Subd. 5. new text end

new text begin Minimum education services. new text end

new text begin School administration must allow a suspended
pupil the opportunity to complete all school work assigned during the period of the pupil's
suspension and to receive full credit for satisfactorily completing the assignments. The
school principal or other person having administrative control of the school building or
program is encouraged to designate a district or school employee as a liaison to work with
the pupil's teachers to allow the suspended pupil to (1) receive timely course materials and
other information, and (2) complete daily and weekly assignments and receive teachers'
feedback.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 37.

Minnesota Statutes 2020, section 121A.47, subdivision 2, is amended to read:


Subd. 2.

Written notice.

Written notice of intent to take action shall:

(a) be served upon the pupil and the pupil's parent or guardian personally or by mail;

(b) contain a complete statement of the facts, a list of the witnesses and a description of
their testimony;

(c) state the date, time, and place of the hearing;

(d) be accompanied by a copy of sections 121A.40 to 121A.56;

(e) describe deleted text beginalternative educational servicesdeleted text endnew text begin the nonexclusionary disciplinary practicesnew text end
accorded the pupil in an attempt to avoid the expulsion proceedings; and

(f) inform the pupil and parent or guardian of the right to:

(1) have a representative of the pupil's own choosing, including legal counsel, at the
hearing. The district deleted text beginshalldeleted text endnew text begin mustnew text end advise the pupil's parent or guardian that free or low-cost
legal assistance may be available and that a legal assistance resource list is available from
the Department of Educationnew text begin and is posted on their websitenew text end;

(2) examine the pupil's records before the hearing;

(3) present evidence; and

(4) confront and cross-examine witnesses.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 38.

Minnesota Statutes 2020, section 121A.47, subdivision 14, is amended to read:


Subd. 14.

Admission or readmission plan.

(a) A school administrator deleted text beginshalldeleted text endnew text begin mustnew text end prepare
and enforce an admission or readmission plan for any pupil who is excluded or expelled
from school. The plan deleted text beginmaydeleted text endnew text begin mustnew text end include measures to improve the pupil's behavior, deleted text beginincludingdeleted text endnew text begin
which may include
new text end completing a character education program, consistent with section
120B.232, subdivision 1, deleted text beginanddeleted text end new text beginsocial and emotional learning, counseling, social work services,
mental health services, referrals for special education or 504 evaluation, and evidence-based
academic interventions. The plan must
new text endrequire parental involvement in the admission or
readmission process, and may indicate the consequences to the pupil of not improving the
pupil's behavior.

(b) The definition of suspension under section 121A.41, subdivision 10, does not apply
to a student's dismissal from school for deleted text beginone school day ordeleted text end lessnew text begin than one school daynew text end, except
as provided under federal law for a student with a disability. Each suspension action may
include a readmission plan. A readmission plan must provide, where appropriate, alternative
education services, which must not be used to extend the student's current suspension period.
Consistent with section 125A.091, subdivision 5, a readmission plan must not obligate a
parent or guardian to provide psychotropic drugs to their student as a condition of
readmission. School officials must not use the refusal of a parent or guardian to consent to
the administration of psychotropic drugs to their student or to consent to a psychiatric
evaluation, screening or examination of the student as a ground, by itself, to prohibit the
student from attending class or participating in a school-related activity, or as a basis of a
charge of child abuse, child neglect or medical or educational neglect.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 39.

Minnesota Statutes 2020, section 121A.53, subdivision 1, is amended to read:


Subdivision 1.

Exclusions and expulsions; new text beginpupil withdrawals; new text endphysical
assaults.

new text beginConsistent with subdivision 2, new text endthe school board must report through the department
electronic reporting system each exclusion or expulsion deleted text beginanddeleted text endnew text begin,new text end each physical assault of a
district employee by a deleted text beginstudentdeleted text endnew text begin pupil, and each pupil withdrawal agreementnew text end within 30 days
of the effective date of the dismissal actionnew text begin, pupil withdrawal,new text end or assaultnew text begin,new text end to the commissioner
of education. This report must include a statement of deleted text beginalternative educational servicesdeleted text endnew text begin
nonexclusionary disciplinary practices
new text end, or other sanction, intervention, or resolution in
response to the assault given the pupil and the reason for, the effective date, and the duration
of the exclusion or expulsion or other sanction, intervention, or resolution. The report must
also include the deleted text beginstudent'sdeleted text endnew text begin pupil'snew text end age, grade, gender, race, and special education status.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 40.

Minnesota Statutes 2020, section 121A.55, is amended to read:


121A.55 POLICIES TO BE ESTABLISHED.

(a) The commissioner of education deleted text beginshalldeleted text endnew text begin mustnew text end promulgate guidelines to assist each school
board. Each school board deleted text beginshalldeleted text endnew text begin mustnew text end establish uniform criteria for dismissal and adopt written
policies and rules to effectuate the purposes of sections 121A.40 to 121A.56. The policies
deleted text begin shalldeleted text endnew text begin must include nonexclusionary disciplinary policies and practices consistent with section
121A.41, subdivision 12, and must
new text end emphasize preventing dismissals through early detection
of problems deleted text beginand shalldeleted text endnew text begin. The policies mustnew text end be designed to address students' inappropriate
behavior from recurring.

new text begin (b) new text endThe policies deleted text beginshalldeleted text endnew text begin mustnew text end recognize the continuing responsibility of the school for the
education of the pupil during the dismissal period.

new text begin (c) new text endThe new text beginschool is responsible for ensuring that new text endalternative educational services, if the
pupil wishes to take advantage of them, must be adequate to allow the pupil to make progress
deleted text begin towardsdeleted text endnew text begin towardnew text end meeting the graduation standards adopted under section 120B.02 and help
prepare the pupil for readmissionnew text begin in accordance with section 121A.46, subdivision 5new text end.

new text begin (d) For expulsion and exclusion dismissals and pupil withdrawal agreements as defined
in section 121A.41, subdivision 13:
new text end

new text begin (1) a school district's continuing responsibility includes reviewing the pupil's school
work and grades on a quarterly basis to ensure the pupil is on track for readmission with
the pupil's peers. School districts must communicate on a regular basis with the pupil's
parent or guardian to ensure the pupil is completing the work assigned through the alternative
educational services;
new text end

new text begin (2) a pupil receiving school-based or school-linked mental health services in the district
under section 245.4889 continues to be eligible for those services until the pupil is enrolled
in a new district; and
new text end

new text begin (3) a school district must provide to the pupil's parent or guardian information on
accessing mental health services, including any free or sliding fee providers in the
community. The information must also be posted on the district or charter school website.
new text end

deleted text begin (b)deleted text endnew text begin (e)new text end An area learning center under section 123A.05 may not prohibit an expelled or
excluded pupil from enrolling solely because a district expelled or excluded the pupil. The
board of the area learning center may use the provisions of the Pupil Fair Dismissal Act to
exclude a pupil or to require an admission plan.

deleted text begin (c)deleted text endnew text begin (f)new text end Each school district shall develop a policy and report it to the commissioner on
the appropriate use of peace officers and crisis teams to remove students who have an
individualized education program from school grounds.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2022-2023 school year and later.
new text end

Sec. 41.

Minnesota Statutes 2020, section 121A.61, subdivision 1, is amended to read:


Subdivision 1.

Required policy.

Each school board must adopt a written districtwide
school discipline policy which includes written rules of conduct for students, minimum
consequences for violations of the rules, and grounds and procedures for removal of a student
from class. new text beginThe policy must contain the discipline complaint procedure that any member
of the school community may use to file a complaint regarding the application of discipline
policies and seek corrective action.
new text endThe policy must be developed in consultation with
administrators, teachers, employees, pupils, parents, community members, law enforcement
agencies, county attorney offices, social service agencies, and such other individuals or
organizations as the board determines appropriate. A school site council may adopt additional
provisions to the policy subject to the approval of the school board.

Sec. 42.

Minnesota Statutes 2020, section 121A.61, subdivision 3, is amended to read:


Subd. 3.

Policy components.

The policy must include at least the following components:

(a) rules governing student conduct and procedures for informing students of the rules;

(b) the grounds for removal of a student from a class;

(c) the authority of the classroom teacher to remove students from the classroom pursuant
to procedures and rules established in the district's policy;

(d) the procedures for removal of a student from a class by a teacher, school administrator,
or other school district employee;

(e) the period of time for which a student may be removed from a class, which may not
exceed five class periods for a violation of a rule of conduct;

(f) provisions relating to the responsibility for and custody of a student removed from
a class;

(g) the procedures for return of a student to the specified class from which the student
has been removed;

(h) the procedures for notifying a student and the student's parents or guardian of
violations of the rules of conduct and of resulting disciplinary actions;

(i) any procedures determined appropriate for encouraging early involvement of parents
or guardians in attempts to improve a student's behavior;

(j) any procedures determined appropriate for encouraging early detection of behavioral
problems;

(k) any procedures determined appropriate for referring a student in need of special
education services to those services;

new text begin (l) any procedures determined appropriate for ensuring victims of bullying who respond
with behavior not allowed under the school's behavior policies have access to a remedial
response, consistent with section 121A.031;
new text end

deleted text begin (l)deleted text endnew text begin (m)new text end the procedures for consideration of whether there is a need for a further assessment
or of whether there is a need for a review of the adequacy of a current individualized
education program of a student with a disability who is removed from class;

deleted text begin (m)deleted text endnew text begin (n)new text end procedures for detecting and addressing chemical abuse problems of a student
while on the school premises;

deleted text begin (n)deleted text endnew text begin (o)new text end the minimum consequences for violations of the code of conduct;

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

deleted text begin (p)deleted text endnew text begin (q)new text end a provision that states that a teacher, school employee, school bus driver, or other
agent of a district may use reasonable force in compliance with section 121A.582 and other
laws;

deleted text begin (q)deleted text endnew text begin (r)new text end an agreement regarding procedures to coordinate crisis services to the extent funds
are available with the county board responsible for implementing sections 245.487 to
245.4889 for students with a serious emotional disturbance or other students who have an
individualized education program whose behavior may be addressed by crisis intervention;
deleted text begin and
deleted text end

deleted text begin (r)deleted text endnew text begin (s)new text end a provision that states a student must be removed from class immediately if the
student engages in assault or violent behavior. For purposes of this paragraph, "assault" has
the meaning given it in section 609.02, subdivision 10. The removal shall be for a period
of time deemed appropriate by the principal, in consultation with the teacherdeleted text begin.deleted text endnew text begin;
new text end

new text begin (t) a prohibition on the use of exclusionary practices for early learners as defined in
section 121A.425; and
new text end

new text begin (u) a prohibition on the use of exclusionary practices to address attendance and truancy
issues.
new text end

Sec. 43.

Minnesota Statutes 2020, section 121A.61, is amended by adding a subdivision
to read:


new text begin Subd. 4. new text end

new text begin Discipline complaint procedure. new text end

new text begin The discipline policy must contain procedures
for students, parents and other guardians, and school staff to file a complaint and seek
corrective action when the requirements of sections 121A.40 to 121A.61, including the
implementation of the local behavior and discipline policies, are not being implemented
appropriately or are being discriminately applied. Each district and school policy implemented
under this section must, at a minimum:
new text end

new text begin (1) provide procedures for communicating this policy including the ability for a parent
to appeal a decision under section 121A.49 that contains explicit instructions for filing the
complaint;
new text end

new text begin (2) provide an opportunity for involved parties to submit additional information related
to the complaint;
new text end

new text begin (3) provide a procedure to begin to investigate complaints within three school days of
receipt, and identify personnel who will manage the investigation and any resulting record
and are responsible for keeping and regulating access to any record;
new text end

new text begin (4) provide procedures for issuing a written determination to the complainant that
addresses each allegation and contains findings and conclusions;
new text end

new text begin (5) if the investigation finds the requirements of sections 121A.40 to 121A.61, including
any local policies that were not implemented appropriately, contain procedures that require
a corrective action plan to correct a student's record and provide relevant staff with training,
coaching, or other accountability practices to ensure appropriate compliance with policies
in the future; and
new text end

new text begin (6) prohibit reprisals or retaliation against any person who asserts, alleges, or reports a
complaint, and provide procedures for applying appropriate consequences for a person who
engages in reprisal or retaliation.
new text end

Sec. 44.

new text begin [121A.611] RECESS AND OTHER BREAKS.
new text end

new text begin (a) "Recess detention" as used in this chapter means excluding or excessively delaying
a student from participating in a scheduled recess period as a consequence for student
behavior. Recess detention does not include, among other things, providing alternative
recess at the student's choice.
new text end

new text begin (b) A school district or charter school is encouraged to ensure student access to structured
breaks from the demands of school and to support teachers, principals, and other school
staff in their efforts to use evidence-based approaches to reduce exclusionary forms of
discipline.
new text end

new text begin (c) A school district or charter school must not use recess detention unless:
new text end

new text begin (1) a student causes or is likely to cause serious physical harm to other students or staff;
new text end

new text begin (2) the student's parent or guardian specifically consents to the use of recess detention;
or
new text end

new text begin (3) for students receiving special education services, the student's individualized education
program team has determined that withholding recess is appropriate based on the
individualized needs of the student.
new text end

new text begin (d) A school district or charter school must require school staff to make a reasonable
attempt to notify a parent or guardian within 24 hours of using recess detention.
new text end

new text begin (e) A school district or charter school must compile information on each recess detention
at the end of each school year, including the student's age, grade, gender, race or ethnicity,
and special education status. A school district or charter school is encouraged to use the
data in professional development promoting the use of nonexclusionary discipline. This
information must be available to the public upon request.
new text end

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

Sec. 45.

Minnesota Statutes 2020, section 122A.06, subdivision 4, is amended to read:


Subd. 4.

Comprehensive, scientifically based reading instruction.

(a) "Comprehensive,
scientifically based reading instruction" includes a program or collection of instructional
practices that is based on valid, replicable evidence showing that when these programs or
practices are used, students can be expected to achieve, at a minimum, satisfactory reading
progress. The program or collection of practices must include, at a minimum, effective,
deleted text begin balanceddeleted text endnew text begin explicit, systematicnew text end instruction new text beginbased in the science of reading with instruction new text endin
all five areas of reading: phonemic awareness, phonics, fluency, vocabulary development,
and reading comprehension.

Comprehensive, scientifically based reading instruction deleted text beginalsodeleted text endnew text begin occurs within a multitiered
system of support framework. A multitiered system of support
new text end includes and integrates
instructional strategies for continuously assessing, evaluating, and communicating the
student's reading progress and needs in order to design and implement ongoing new text begininstruction
and
new text endinterventions new text beginbased in the science of reading new text endso that students of all ages and proficiency
levels can read and comprehend text, write, and apply higher level thinking skills. new text beginInstruction
within a multitiered system of support framework includes core, supplemental, and intensive
reading instruction used at each grade level, including prekindergarten through third grade,
and must be designed around teaching the five foundational reading skills based in the
science of reading.
new text endFor English learners developing literacy skills, districts are encouraged
to use strategies that teach reading and writing in the students' native language and English
at the same time.

new text begin (b) For the purposes of this subdivision, the following terms have the meanings given:
new text end

deleted text begin (b)deleted text endnew text begin (1)new text end "Fluency" deleted text beginisdeleted text endnew text begin meansnew text end the ability of students to read text with speed, accuracy, and
proper expression.

deleted text begin (c)deleted text endnew text begin (2)new text end "Phonemic awareness" deleted text beginisdeleted text endnew text begin meansnew text end the ability of students to notice, think about, and
manipulate individual sounds in spoken syllables and words.

new text begin (3) "Phonics instruction" means the explicit, systematic, and direct instruction of the
relationships between letters and the sounds they represent and the application of this
knowledge in reading and spelling.
new text end

deleted text begin (d)deleted text endnew text begin (4)new text end "Phonics" deleted text beginisdeleted text endnew text begin meansnew text end the understanding that there are systematic and predictable
relationships between written letters and spoken words. Phonics instruction is a way of
teaching reading that stresses learning how letters correspond to sounds and how to apply
this knowledge in reading and spelling.

deleted text begin (e)deleted text endnew text begin (5)new text end "Reading comprehension" deleted text beginisdeleted text endnew text begin meansnew text end an active process that requires intentional
thinking during which meaning is constructed through interactions between text and reader.
Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and
implementing specific cognitive strategies to help beginning readers derive meaning through
intentional, problem-solving thinking processes.

deleted text begin (f)deleted text endnew text begin (6)new text end "Vocabulary development" deleted text beginisdeleted text endnew text begin meansnew text end the process of teaching vocabulary both
directly and indirectly, with repetition and multiple exposures to vocabulary items. Learning
in rich contexts, incidental learning, and use of computer technology enhance the acquiring
of vocabulary.

new text begin (7) "Foundational reading skills" means phonological and phonemic awareness, phonics
or decoding, and fluency. Foundational reading skills appropriate to each grade level must
be mastered in kindergarten, grade 1, and grade 2. Struggling readers in grade 3 and higher
who demonstrate deficits in foundational reading skills may require explicit, systematic
instruction to reach mastery.
new text end

new text begin (8) A "multitiered system of support" means a systematic preventative approach that
addresses the academic, behavioral, and social-emotional needs of all students at the core
(universal), targeted (Tier I), and intensive (Tier II) levels. Through a multitiered system
of support a teacher must provide high quality, scientifically based or evidence-based
instruction and intervention that is matched to a student's needs; uses a method monitoring
progress frequently to inform decisions about instruction and goals; and applies data literacy
skills to educational decision making.
new text end

new text begin (c) Beginning in the 2022-2023 school year, a public school district or charter school
must transition away from a program of instruction for students in kindergarten through
grade 2 that is based in any practice or intervention program that uses:
new text end

new text begin (1) visual memory as the primary basis for teaching word recognition; or
new text end

new text begin (2) the three-cueing system model of reading based on meaning, structure and syntax,
and visual, which is also known as "MSV."
new text end

deleted text begin (g)deleted text endnew text begin (d)new text end Nothing in this subdivision limits the authority of a school district to select a
school's reading program or curriculum.

Sec. 46.

Minnesota Statutes 2020, section 124D.09, subdivision 3, is amended to read:


Subd. 3.

Definitions.

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

(a) "Eligible institution" means a Minnesota public postsecondary institution, a private,
nonprofit two-year trade and technical school granting associate degrees, an opportunities
industrialization center accredited by an accreditor recognized by the United States
Department of Education, or a private, residential, two-year or four-year, liberal arts,
degree-granting college or university located in Minnesota.new text begin An eligible institution cannot
require a faith statement during the application process or base any part of the admission
decision on a student's race, creed, ethnicity, disability, gender, or sexual orientation or
religious beliefs or affiliations.
new text end

(b) "Course" means a course or program.

(c) "Concurrent enrollment" means nonsectarian courses in which an eligible pupil under
subdivision 5 or 5b enrolls to earn both secondary and postsecondary credits, are taught by
a secondary teacher or a postsecondary faculty member, and are offered at a high school
for which the district is eligible to receive concurrent enrollment program aid under section
124D.091.

Sec. 47.

Minnesota Statutes 2020, section 124D.09, subdivision 9, is amended to read:


Subd. 9.

Enrollment priority.

(a) A postsecondary institution must give priority to its
postsecondary students when enrolling pupils in grades 10, 11, and 12 in its courses. A
postsecondary institution may provide information about its programs to a secondary school
or to a pupil or parent and it may advertise or otherwise recruit or solicit a secondary pupil
to enroll in its programs deleted text beginon educational and programmatic grounds only except,
notwithstanding other law to the contrary, and for the 2014-2015 through 2019-2020 school
years only, an eligible postsecondary institution may advertise or otherwise recruit or solicit
a secondary pupil residing in a school district with 700 students or more in grades 10, 11,
and 12, to enroll in its programs on educational, programmatic, or financial grounds
deleted text end.

(b) An institution must not enroll secondary pupils, for postsecondary enrollment options
purposes, in remedial, developmental, or other courses that are not college level except
when a student eligible to participate and enrolled in the graduation incentives program
under section 124D.68 enrolls full time in a middle or early college program. A middle or
early college program must be specifically designed to allow the student to earn dual high
school and college credit with a well-defined pathway to allow the student to earn a
postsecondary degree or credential. In this case, the student must receive developmental
college credit and not college credit for completing remedial or developmental courses.

(c) Once a pupil has been enrolled in any postsecondary course under this section, the
pupil must not be displaced by another student.

(d) If a postsecondary institution enrolls a secondary school pupil in a course under this
section, the postsecondary institution also must enroll in the same course an otherwise
enrolled and qualified postsecondary student who qualifies as a veteran under section
197.447, and demonstrates to the postsecondary institution's satisfaction that the institution's
established enrollment timelines were not practicable for that student.

(e) A postsecondary institution must allow secondary pupils to enroll in online courses
under this section consistent with the institution's policy regarding postsecondary pupil
enrollment in online courses.

Sec. 48.

Minnesota Statutes 2020, section 124D.09, subdivision 10, is amended to read:


Subd. 10.

Courses according to agreements.

(a) An eligible pupil, according to
subdivision 5, may enroll in a nonsectarian course taught by a secondary teacher or a
postsecondary faculty member and offered at a secondary school, or another location,
according to an agreement between a public school board and the governing body of an
eligible public postsecondary system or an eligible private postsecondary institution, as
defined in subdivision 3. All provisions of this section apply to a pupil, public school board,
district, and the governing body of a postsecondary institution, except as otherwise provided.new text begin
A secondary school or a postsecondary institution that enrolls eligible pupils in courses
according to agreements must annually report to the commissioner the participation rates
of pupils enrolled in courses according to agreements, including the number of pupils
enrolled and the number of courses taken for postsecondary credit.
new text end

(b) To encourage students, especially American Indian students and students of color,
to consider teaching as a profession, participating schools, school districts, and postsecondary
institutions are encouraged to develop and offer an "Introduction to Teaching" or
"Introduction to Education" course under this subdivision. For the purpose of applying for
grants under this paragraph, "eligible institution" includes schools and districts that partner
with an accredited college or university in addition to postsecondary institutions identified
in subdivision 3, paragraph (a). Grant recipients under this paragraph must annually report
to the commissioner in a form and manner determined by the commissioner on the
participation rates of students in courses under this paragraph, including the number of
students who apply for admission to colleges or universities with teacher preparation
programs and the number of students of color and American Indian students who earned
postsecondary credit. Grant recipients must also describe recruiting efforts intended to
ensure that the percentage of participating students who are of color or American Indian
meets or exceeds the overall percentage of students of color or American Indian students
in the school.

Sec. 49.

Minnesota Statutes 2020, section 124D.09, subdivision 12, is amended to read:


Subd. 12.

Credits; grade point average weighting policy.

(a) A pupil must not audit
a course under this section.

(b) A district shall grant academic credit to a pupil enrolled in a course for secondary
credit if the pupil successfully completes the course. Seven quarter or four semester college
credits equal at least one full year of high school credit. Fewer college credits may be
prorated. A district must also grant academic credit to a pupil enrolled in a course for
postsecondary credit if secondary credit is requested by a pupil. If no comparable course is
offered by the district, the district must, as soon as possible, notify the commissioner, who
shall determine the number of credits that shall be granted to a pupil who successfully
completes a course. If a comparable course is offered by the district, the school board shall
grant a comparable number of credits to the pupil. If there is a dispute between the district
and the pupil regarding the number of credits granted for a particular course, the pupil may
appeal the board's decision to the commissioner. The commissioner's decision regarding
the number of credits shall be final.

(c) A school board must adopt a policy regarding weighted grade point averages for any
high school or dual enrollment course.new text begin A school board must adopt an identical policy
regarding weighted grade point averages for credits earned via postsecondary coursework
as for credits earned via concurrent enrollment coursework.
new text end The policy must state whether
the district offers weighted grades. A school board must annually publish on its website a
list of courses for which a student may earn a weighted grade.

(d) The secondary credits granted to a pupil must be counted toward the graduation
requirements and subject area requirements of the district. Evidence of successful completion
of each course and secondary credits granted must be included in the pupil's secondary
school record. A pupil shall provide the school with a copy of the pupil's grade in each
course taken for secondary credit under this section. Upon the request of a pupil, the pupil's
secondary school record must also include evidence of successful completion and credits
granted for a course taken for postsecondary credit. In either case, the record must indicate
that the credits were earned at a postsecondary institution.

(e) If a pupil enrolls in a postsecondary institution after leaving secondary school, the
postsecondary institution must award postsecondary credit for any course successfully
completed for secondary credit at that institution. Other postsecondary institutions may
award, after a pupil leaves secondary school, postsecondary credit for any courses
successfully completed under this section. An institution may not charge a pupil for the
award of credit.

(f) The Board of Trustees of the Minnesota State Colleges and Universities and the
Board of Regents of the University of Minnesota must, and private nonprofit and proprietary
postsecondary institutions should, award postsecondary credit for any successfully completed
courses in a program certified by the National Alliance of Concurrent Enrollment Partnerships
offered according to an agreement under subdivision 10. Consistent with section 135A.101,
subdivision 3
, all MnSCU institutions must give full credit to a secondary pupil who
completes for postsecondary credit a postsecondary course or program that is part or all of
a goal area or a transfer curriculum at a MnSCU institution when the pupil enrolls in a
MnSCU institution after leaving secondary school. Once one MnSCU institution certifies
as completed a secondary student's postsecondary course or program that is part or all of a
goal area or a transfer curriculum, every MnSCU institution must consider the student's
course or program for that goal area or the transfer curriculum as completed.

Sec. 50.

Minnesota Statutes 2020, section 124D.09, subdivision 13, is amended to read:


Subd. 13.

Financial arrangements.

For a pupil enrolled in a course under this section,
the department must make payments according to this subdivision for courses that were
taken for secondary credit.

The department must not make payments to a school district or postsecondary institution
for a course taken for postsecondary credit only. The department must not make payments
to a postsecondary institution for a course from which a student officially withdraws during
the first deleted text begin14deleted text endnew text begin ten businessnew text end days of the new text beginpostsecondary institution's new text endquarter or semester or who
has been absent from the postsecondary institution for the first deleted text begin15 consecutive schooldeleted text endnew text begin ten
business
new text end days of the new text beginpostsecondary institution's new text endquarter or semester and is not receiving
instruction in the home or hospital.

A postsecondary institution shall receive the following:

(1) for an institution granting quarter credit, the reimbursement per credit hour shall be
an amount equal to 88 percent of the product of the formula allowance minus $425, multiplied
by 1.2, and divided by 45; or

(2) for an institution granting semester credit, the reimbursement per credit hour shall
be an amount equal to 88 percent of the product of the general revenue formula allowance
minus $425, multiplied by 1.2, and divided by 30.

The department must pay to each postsecondary institution 100 percent of the amount
in clause (1) or (2) within 45 days of receiving initial enrollment information each quarter
or semester. If changes in enrollment occur during a quarter or semester, the change shall
be reported by the postsecondary institution at the time the enrollment information for the
succeeding quarter or semester is submitted. At any time the department notifies a
postsecondary institution that an overpayment has been made, the institution shall promptly
remit the amount due.

Sec. 51.

Minnesota Statutes 2020, section 124D.128, subdivision 1, is amended to read:


Subdivision 1.

Program established.

A learning year program provides instruction
throughout the year on an extended year calendar, extended school day calendar, or both.
deleted text begin A pupil may participate in the program and accelerate attainment of grade level requirements
or graduation requirements.
deleted text end A learning year program may begin after the close of the regular
school year in June. The program may be for students in one or more grade levels from
kindergarten through grade 12.

Sec. 52.

Minnesota Statutes 2020, section 124D.2211, is amended to read:


124D.2211 AFTER-SCHOOL COMMUNITY LEARNING PROGRAMS.

Subdivision 1.

Establishment.

A competitive statewide after-school community learning
grant program is established to provide grants to deleted text begincommunity or nonprofit organizations,
political subdivisions, for-profit or nonprofit child care centers, or school-based programs
that serve youth after school or during nonschool hours
deleted text endnew text begin organizations that offer academic
and enrichment activities for elementary and secondary school students during nonschool
hours. Grants must be used to offer a broad array of enrichment activities that promote
positive after-school activities, including art, music, community engagement, literacy,
science, technology, engineering, math, health, and recreation programs
new text end. The commissioner
deleted text begin shalldeleted text endnew text begin mustnew text end develop criteria for after-school community learning programs.new text begin The commissioner
may award grants under this section to community or nonprofit organizations, Minnesota
Tribal governments, political subdivisions, public libraries, for-profit or nonprofit child care
centers, or school-based programs that serve youth after school or during nonschool hours.
new text end

Subd. 2.

deleted text beginProgram outcomesdeleted text endnew text begin Objectivesnew text end.

The deleted text beginexpected outcomesdeleted text endnew text begin objectivesnew text end of the
after-school community learning programs are to deleted text beginincreasedeleted text end:

deleted text begin (1) school connectedness of participants;
deleted text end

deleted text begin (2) academic achievement of participating students in one or more core academic areas;
deleted text end

deleted text begin (3) the capacity of participants to become productive adults; and
deleted text end

deleted text begin (4) prevent truancy from school and prevent juvenile crime.
deleted text end

new text begin (1) increase access to protective factors that build young people's capacity to become
productive adults, such as through connections to a caring adult in order to promote healthy
behavior, attitudes, and relationships;
new text end

new text begin (2) develop skills and behaviors necessary to succeed in postsecondary education or
career opportunities;
new text end

new text begin (3) encourage school attendance and improve academic performance in accordance with
the state's world's best workforce goals under section 120B.11; and
new text end

new text begin (4) expand program access in underserved communities.
new text end

Subd. 3.

Grants.

new text begin(a) new text endAn applicant deleted text beginshalldeleted text endnew text begin mustnew text end submit an after-school community learning
program proposal to the commissioner. The submitted deleted text beginplandeleted text endnew text begin proposalnew text end must include:

(1) collaboration with and leverage of existing community resources that have
demonstrated effectiveness;

(2) outreach to children and youth; deleted text beginand
deleted text end

deleted text begin (3) involvement of local governments, including park and recreation boards or schools,
unless no government agency is appropriate.
deleted text end

deleted text begin Proposals will be reviewed and approved by the commissioner.
deleted text end

new text begin (3) an explanation of how the proposal will support the objectives identified in subdivision
2; and
new text end

new text begin (4) a plan to implement effective after-school practices and provide staff access to
professional development opportunities.
new text end

new text begin (b) The commissioner must review proposals and award grants to programs that:
new text end

new text begin (1) primarily serve low-income and underserved students; and
new text end

new text begin (2) provide opportunities for academic enrichment, and a broad array of additional
services and activities to meet program objectives.
new text end

new text begin (c) To the extent practicable, the commissioner must award grants equitably among the
geographic areas of Minnesota, including rural, suburban, and urban communities.
new text end

new text begin (d) The commissioner must award grants without giving preference to any particular
grade of students served by an applicant program.
new text end

new text begin Subd. 4. new text end

new text begin Technical assistance and continuous improvement. new text end

new text begin (a) The commissioner
must monitor and evaluate the performance of grant recipients to assess the effectiveness
of after-school community learning programs in meeting the objectives identified in
subdivision 2.
new text end

new text begin (b) The commissioner must contract with a nonprofit organization serving as the statewide
after-school network to provide capacity building, professional development, and continuous
program improvement supports to grant recipients, including guidance on effective practices
for after-school programs.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 53.

Minnesota Statutes 2020, section 124D.74, subdivision 1, is amended to read:


Subdivision 1.

Program described.

American Indian education programs are programs
in public elementary and secondary schools, nonsectarian nonpublic, community, Tribal,
charter, or alternative schools enrolling American Indian children designed to:

(1) support postsecondary preparation for new text beginAmerican Indian new text endpupils;

(2) support the academic achievement of American Indian deleted text beginstudentsdeleted text endnew text begin pupilsnew text end;

(3) make the curriculum relevant to the needs, interests, and cultural heritage of American
Indian pupils;

(4) provide positive reinforcement of the self-image of American Indian pupils;

(5) develop intercultural awareness among pupils, parents, and staff; and

(6) supplement, not supplant, state and federal educational and cocurricular programs.

Program services designed to increase completion and graduation rates of American Indian
students must emphasize academic achievement, retention, and attendance; development
of support services for staff, including in-service training and technical assistance in methods
of teaching American Indian pupils; research projects, including innovative teaching
approaches and evaluation of methods of relating to American Indian pupils; provision of
career counseling to American Indian pupils; modification of curriculum, instructional
methods, and administrative procedures to meet the needs of American Indian pupils; and
deleted text begin supplementaldeleted text end instruction in American Indian language, literature, history, and culture.
Districts offering programs may make contracts for the provision of program services by
establishing cooperative liaisons with Tribal programs and American Indian social service
agencies. These programs may also be provided as components of early childhood and
family education programs.

Sec. 54.

Minnesota Statutes 2020, section 124D.74, subdivision 3, is amended to read:


Subd. 3.

Enrollment of other children; shared time enrollment.

To the extent deleted text beginit is
economically feasible
deleted text endnew text begin that the unique educational and culturally related academic needs of
American Indian people are met and American Indian student accountability factors are the
same or higher than their non-American Indian peers
new text end, a district or participating school may
make provision for the voluntary enrollment of non-American Indian children in the
instructional components of an American Indian education program in order that they may
acquire an understanding of the cultural heritage of the American Indian children for whom
that particular program is designed. However, in determining eligibility to participate in a
program, priority must be given to American Indian children. American Indian children
deleted text begin and other childrendeleted text end enrolled in an existing nonpublic school system may be enrolled on a
shared time basis in American Indian education programs.

Sec. 55.

Minnesota Statutes 2020, section 124D.74, subdivision 4, is amended to read:


Subd. 4.

Location of programs.

American Indian education programs must be located
in deleted text beginfacilitiesdeleted text endnew text begin educational settingsnew text end in which regular classes in a variety of subjects are offered
on a daily basisnew text begin, including district schools, charter schools, and Tribal contract schools that
offer virtual learning environments
new text end. Programs may operate on an extended day or extended
year basis.

Sec. 56.

Minnesota Statutes 2020, section 124D.74, is amended by adding a subdivision
to read:


new text begin Subd. 7. new text end

new text begin American Indian culture and language classes. new text end

new text begin Any district or participating
school that conducts American Indian education programs pursuant to sections 124D.71 to
124D.82 and serves 100 or more state-identified American Indian students enrolled in the
district must provide American Indian culture and language classes.
new text end

Sec. 57.

Minnesota Statutes 2020, section 124D.76, is amended to read:


124D.76 deleted text beginCOMMUNITY COORDINATORS, INDIAN HOME/SCHOOL LIAISONSdeleted text endnew text begin
AMERICAN INDIAN EDUCATION PROGRAM COORDINATORS
new text end,
PARAPROFESSIONALS.

In addition to employing American Indian language and culture education teachers, each
district or participating school providing programs pursuant to sections 124D.71 to 124D.82
may employ paraprofessionals. Paraprofessionals must not be employed for the purpose of
supplanting American Indian language and culture education teachers.

Any district or participating school deleted text beginwhichdeleted text endnew text begin thatnew text end conducts American Indian education
programs pursuant to sections 124D.71 to 124D.82 must employ one or more full-time or
part-time deleted text begincommunity coordinators or Indian home/school liaisons if there aredeleted text endnew text begin dedicated
American Indian education program coordinators in a district with
new text end 100 or more
new text begin state-identified new text endAmerican Indian students enrolled in the district. deleted text beginCommunity coordinators
shall
deleted text endnew text begin A dedicated American Indian education program coordinator mustnew text end promote
communicationnew text begin,new text end understanding, and cooperation between the schools and the community
and deleted text beginshalldeleted text endnew text begin mustnew text end visit the homes of children who are to be enrolled in an American Indian
education program in order to convey information about the program.

Sec. 58.

Minnesota Statutes 2020, section 124D.78, is amended to read:


124D.78 PARENT AND COMMUNITY PARTICIPATION.

Subdivision 1.

Parent committee.

new text beginSchool districts, charter schools, Tribal contract
schools, and their respective
new text endschool boards deleted text beginand American Indian schoolsdeleted text end must provide for
the maximum involvement of parents ofnew text begin American Indiannew text end children enrolled in new text beginAmerican
Indian
new text endeducation programs, programs for elementary and secondary grades, special education
programs, and support services. Accordingly, deleted text beginthe board of a school districtdeleted text endnew text begin districts, charter
schools, and Tribal contract schools
new text end in which there are ten or more new text beginstate-identified new text endAmerican
Indian students enrolled deleted text beginand each American Indian schooldeleted text end must establish an American
Indian deleted text begineducationdeleted text end Parent Advisory Committee. If a committee whose membership consists
of a majority of parents of American Indian children has been or is established according
to federal, tribal, or other state law, that committee may serve as the committee required by
this section and is subject to, at least, the requirements of this subdivision and subdivision
2.

The American Indian deleted text begineducationdeleted text end Parent Advisory Committee must develop its
recommendations in consultation with the curriculum advisory committee required by
section 120B.11, subdivision 3. This committee must afford parents the necessary information
and the opportunity effectively to express their views concerning all aspects of American
Indian education and the educational needs of the American Indian children enrolled in the
school or program. deleted text beginThe school board or American Indian schooldeleted text endnew text begin Districts, charter schools,
and Tribal contract schools
new text end must ensure that programs are planned, operated, and evaluated
with the involvement of and in consultation with parents of new text beginthe American Indian new text endstudents
served by the programs.

Subd. 2.

deleted text beginResolution of concurrencedeleted text endnew text begin Annual compliancenew text end.

Prior to March 1new text begin of each
year
new text end, the deleted text beginschool board or American Indian school must submit to the department a copy of
a resolution adopted by the
deleted text end American Indian deleted text begineducationdeleted text end Parent Advisory Committeedeleted text begin. The
copy must be signed by the chair of the committee and must state whether the committee
concurs with the educational programs for American Indian students offered by the school
board or American Indian school. If the committee does not concur with the educational
programs, the reasons for nonconcurrence and recommendations shall be submitted directly
to the school board with the resolution. By resolution, the board must respond in writing
within 60 days, in cases of nonconcurrence, to each recommendation made by the committee
and state its reasons for not implementing the recommendations.
deleted text endnew text begin must meet to discuss
whether or not they concur with the educational offerings that have been extended by the
district to American Indian students. If the committee finds that the district, charter school,
Tribal contract school, and the school board have been meeting the needs of American
Indian students, the committee must issue a vote and resolution of concurrence. If the
committee finds that the needs of American Indian students are not being met, the committee
must issue a vote and resolution of nonconcurrence. The vote and resolution must be
presented to the school board by one or more members of the American Indian Parent
Advisory Committee. The vote must be formally reflected on documentation provided by
the Department of Education and must be submitted annually on March 1. If the vote is one
of nonconcurrence, the committee must provide written recommendations for improvement
to the school board at the time of the presentation. In the case of nonconcurrence, the school
board is given 60 days in which to respond, in writing, to the committee's recommendations.
The board response must be signed by the entire school board and submitted to both the
American Indian Parent Advisory Committee and to the Department of Education.
new text end

Subd. 3.

Membership.

The American Indian deleted text begineducationdeleted text end Parent Advisory Committee
must be composed of parents new text beginor guardians new text endof new text beginAmerican Indian new text endchildren eligible to be enrolled
in American Indian education programs; new text beginAmerican Indian new text endsecondary students deleted text begineligible to
be served
deleted text end; new text beginAmerican Indian family members of students eligible to be enrolled in American
Indian education programs;
new text endAmerican Indian language and culture education teachers and
paraprofessionals; American Indian teachers; new text beginAmerican Indian district employees; American
Indian
new text endcounselors; adult American Indian people enrolled in educational programs; and
deleted text begin representatives from community groupsdeleted text endnew text begin American Indian community membersnew text end. deleted text beginAdeleted text endnew text begin Thenew text end
majority of each committee must be parentsnew text begin or guardiansnew text end of new text beginAmerican Indian new text endchildren
enrolled or eligible to be enrolled in the programs. deleted text beginThe number of parents of American
Indian and non-American Indian children shall reflect approximately the proportion of
children of those groups enrolled in the programs.
deleted text end

Subd. 4.

Alternate committee.

If the organizational membership or the board of directors
of deleted text beginan American Indiandeleted text end new text begina Tribal contract new text endschool consists of parents of children attending the
school, that membership or board may serve also as the American Indian deleted text begineducationdeleted text end Parent
Advisory Committee.

new text begin Subd. 5. new text end

new text begin State-identified American Indian. new text end

new text begin For the purposes of sections 124D.71 to
124D.82, students who identify as American Indian or Alaska Native, using the state
definition in effect on October 1 of the previous school year, will be used to determine the
state-identified American Indian student counts for districts, charter schools, and Tribal
contract schools for the subsequent school year.
new text end

Sec. 59.

Minnesota Statutes 2020, section 124D.791, subdivision 4, is amended to read:


Subd. 4.

Duties; powers.

Thenew text begin Americannew text end Indian education director shall:

(1) deleted text beginserve as the liaison for the departmentdeleted text end new text beginwork collaboratively and in conjunction new text endwith
the new text beginTribal Liaison, the new text endTribal Nations Education Committee, the 11 Tribal deleted text begincommunitiesdeleted text end
new text begin Nations new text endin Minnesota, the Minnesota Chippewa Tribe, and the Minnesota Indian Affairs
Council;

(2) evaluate the state of American Indian education in Minnesota;

(3) engage the tribal bodies, community groups, parents of children eligible to be served
by American Indian education programs, American Indian administrators and teachers,
persons experienced in the training of teachers for American Indian education programs,
the tribally controlled schools, and other persons knowledgeable in the field of American
Indian education and seek their advice on policies that can improve the quality of American
Indian education;

(4) advise the commissioner on American Indian education issues, including:

(i) issues facing American Indian students;

(ii) policies for American Indian education;

(iii) awarding scholarships to eligible American Indian students and in administering
the commissioner's duties regarding awarding of American Indian education grants to school
districts; and

(iv) administration of the commissioner's duties under sections 124D.71 to 124D.82 and
other programs for the education of American Indian people;

(5) propose to the commissioner legislative changes that will improve the quality of
American Indian education;

(6) develop a strategic plan and a long-term framework for American Indian education,
in conjunction with the Minnesota Indian Affairs Council, that is updated every five years
and implemented by the commissioner, with goals to:

(i) increase American Indian student achievement, including increased levels of
proficiency and growth on statewide accountability assessments;

(ii) increase the number of American Indian teachers in public schools;

(iii) close the achievement gap between American Indian students and their more
advantaged peers;

(iv) increase the statewide graduation rate for American Indian students; and

(v) increase American Indian student placement in postsecondary programs and the
workforce; and

(7) keep the American Indian community informed about the work of the department
by reporting to the Tribal Nations Education Committee at each committee meeting.

Sec. 60.

new text begin [124D.792] GRADUATION CEREMONIES; TRIBAL REGALIA AND
OBJECTS OF CULTURAL SIGNIFICANCE.
new text end

new text begin A school district or charter school must not prohibit an American Indian student from
wearing American Indian regalia, Tribal regalia, or objects of cultural significance at
graduation ceremonies.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 61.

Minnesota Statutes 2020, section 124D.81, subdivision 1, is amended to read:


Subdivision 1.

Procedures.

A school district, charter school, or American
Indian-controlled Tribal contract or grant school enrolling at least 20 American Indian
students new text beginidentified by the state countnew text end on October 1 of the previous school year deleted text beginand operating
an American Indian education program according to section 124D.74
deleted text end is eligible for new text beginAmerican
new text end Indian education aid if it meets the requirements of this section. Programs may provide for
contracts for the provision of program components by nonsectarian nonpublic, community,
Tribal, charter, or alternative schools. The commissioner shall prescribe the form and manner
of application for aids, and no aid shall be made for a program not complying with the
requirements of sections 124D.71 to 124D.82.

Sec. 62.

Minnesota Statutes 2020, section 124D.81, subdivision 2, is amended to read:


Subd. 2.

Plans.

To deleted text beginqualify fordeleted text endnew text begin receivenew text end aid, an eligible district, charter school, or Tribal
contract school must develop and submit a plan for approval by the Indian education director
that shall:

(a) Identify the measures to be used to meet the requirements of sections 124D.71 to
124D.82;

(b) Identify the activities, methods and programs to meet the identified educational needs
of the children to be enrolled in the program;

(c) Describe how district goals and objectives as well as the objectives of sections
124D.71 to 124D.82 are to be achieved;

(d) Demonstrate that required and elective courses as structured do not have a
discriminatory effect within the meaning of section 124D.74, subdivision 5;

(e) Describe how each school program will be organized, staffed, coordinated, and
monitored; and

(f) Project expenditures for programs under sections 124D.71 to 124D.82.

Sec. 63.

Minnesota Statutes 2020, section 124D.81, subdivision 2a, is amended to read:


Subd. 2a.

American Indian education aid.

new text begin (a) The American Indian education aid
allowance equals $358 for fiscal years 2022 and 2023. The American Indian education aid
allowance for fiscal year 2024 and later equals the product of $358 times the ratio of the
formula allowance under section 126C.10, subdivision 2, for the current fiscal year to the
formula allowance under section 126C.10, subdivision 2, for fiscal year 2023.
new text end

new text begin (b) The American Indian education aid minimum equals $20,000 for fiscal years 2022.
The American Indian education aid minimum equals $40,000 for fiscal year 2023. The
American Indian education aid minimum for fiscal year 2024 and later equals the product
of $40,000 times the ratio of the formula allowance under section 126C.10, subdivision 2,
for the current fiscal year to the formula allowance under section 126C.10, subdivision 2,
for fiscal year 2023.
new text end

deleted text begin (a)deleted text endnew text begin (c)new text end The American Indian education aid for an eligible districtnew text begin, charter school,new text end or
Tribal contract school equals the greater of (1) the sum of deleted text begin$20,000deleted text endnew text begin the American Indian
education aid minimum
new text end plus the product of deleted text begin$358deleted text endnew text begin the American Indian education aid
allowance
new text end times the difference between the number of American Indian students enrolled
on October 1 of the previous school year and 20; or (2) if the district or school received a
grant under this section for fiscal year 2015, the amount of the grant for fiscal year 2015.

deleted text begin (b)deleted text endnew text begin (d)new text end Notwithstanding paragraph deleted text begin(a)deleted text endnew text begin (c)new text end, the American Indian education aid must not
exceed the districtnew text begin, charter school,new text end or Tribal contract school's actual expenditure according
to the approved plan under subdivision 2.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 64.

Minnesota Statutes 2020, section 124D.81, subdivision 5, is amended to read:


Subd. 5.

Records.

Participating schools and districts must keep records and afford access
to them as the commissioner finds necessary to ensure that American Indian education
programs are implemented in conformity with sections 124D.71 to 124D.82. Each school
district or participating school must keep accurate, detailed, and separate revenue and
expenditure accounts for deleted text beginpilotdeleted text end American Indian education programs funded under this
section.

Sec. 65.

Minnesota Statutes 2020, section 124D.83, subdivision 2, is amended to read:


Subd. 2.

Revenue amount.

An American Indian-controlled tribal contract or grant school
that is located on a reservation within the state and that complies with the requirements in
subdivision 1 is eligible to receive tribal contract or grant school aid. The amount of aid is
derived by:

(1) multiplying the formula allowance under section 126C.10, subdivision 2, deleted text beginless $170,deleted text end
times the difference between (i) the resident pupil units as defined in section 126C.05,
subdivision 6
, in average daily membership, excluding section 126C.05, subdivision 13,
and (ii) the number of pupils for the current school year, weighted according to section
126C.05, subdivision 1, receiving benefits under section 123B.42 or 123B.44 or for which
the school is receiving reimbursement under section 124D.69;

(2) adding to the result in clause (1) an amount equal to the product of the formula
allowance under section 126C.10, subdivision 2, less $300 times the tribal contract
compensation revenue pupil units;

(3) subtracting from the result in clause (2) the amount of money allotted to the school
by the federal government through Indian School Equalization Program of the Bureau of
Indian Affairs, according to Code of Federal Regulations, title 25, part 39, subparts A to E,
for the basic program as defined by section 39.11, paragraph (b), for the base rate as applied
to kindergarten through twelfth grade, excluding small school adjustments and additional
weighting, but not money allotted through subparts F to L for contingency funds, school
board training, student training, interim maintenance and minor repair, interim administration
cost, prekindergarten, and operation and maintenance, and the amount of money that is
received according to section 124D.69;

(4) dividing the result in clause (3) by the sum of the resident pupil units in average daily
membership, excluding section 126C.05, subdivision 13, plus the tribal contract compensation
revenue pupil units; and

(5) multiplying the sum of the resident pupil units, including section 126C.05, subdivision
13
, in average daily membership plus the tribal contract compensation revenue pupil units
by the lesser of deleted text begin$3,230 for fiscal year 2019 anddeleted text end 51.17 percent of the formula allowance for
fiscal deleted text beginyeardeleted text endnew text begin yearsnew text end 2020new text begin, 2021, and 2022, and 52 percent of the formula allowance for fiscal
year 2023
new text end and later or the result in clause (4).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for state aid for fiscal year 2023 and
later.
new text end

Sec. 66.

Minnesota Statutes 2020, section 124D.861, subdivision 2, is amended to read:


Subd. 2.

Plan implementation; components.

(a) The school board of each eligible
district must formally develop and implement a long-term plan under this section. The plan
must be incorporated into the district's comprehensive strategic plan under section 120B.11.
deleted text begin Plan components may include: innovative and integrated prekindergarten through grade 12
learning environments that offer students school enrollment choices; family engagement
initiatives that involve families in their students' academic life and success; professional
development opportunities for teachers and administrators focused on improving the academic
achievement of all students, including teachers and administrators who are members of
populations underrepresented among the licensed teachers or administrators in the district
or school and who reflect the diversity of students under section 120B.35, subdivision 3,
paragraph (b), clause (2), who are enrolled in the district or school; increased programmatic
opportunities and effective and more diverse instructors focused on rigor and college and
career readiness for underserved students, including students enrolled in alternative learning
centers under section 123A.05, public alternative programs under section 126C.05,
subdivision 15
, and contract alternative programs under section 124D.69, among other
underserved students; or recruitment and retention of teachers and administrators with
diverse racial and ethnic backgrounds.
deleted text end

new text begin (b)new text end The plan must contain goals for:

(1) reducing the disparities in academic achievement and in equitable access to effective
and more diverse teachers among all students and specific categories of students under
section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender,
disability, and English learners; and

(2) increasing racial and economic diversity and integration in schools and districts.

new text begin (c) The plan must include strategies to validate, affirm, embrace, and integrate cultural
and community strengths of all students, families, and employees in the district's curriculum
as well as learning and work environments. The plan must address issues of institutional
racism as defined in section 120B.11, subdivision 1, in schools that create opportunity and
achievement gaps for students, families, and staff who are of color or who are American
Indian. Examples of institutional racism experienced by students who are of color or who
are American Indian include policies and practices that intentionally or unintentionally
result in disparate discipline referrals and suspension, inequitable access to advanced
coursework, overrepresentation in lower-level coursework, inequitable participation in
cocurricular activities, inequitable parent involvement, and lack of equitable access to
racially and ethnically diverse teachers who reflect the racial or ethnic diversity of students
because it has not been a priority to hire or retain such teachers.
new text end

new text begin (d) School districts must use local data, to the extent practicable, to develop plan
components and strategies. Plans may include:
new text end

new text begin (1) innovative and integrated prekindergarten through grade 12 learning environments
that offer students school enrollment choices;
new text end

new text begin (2) family engagement initiatives that involve families in their students' academic life
and success and improve relations between home and school;
new text end

new text begin (3) opportunities for students, families, staff, and community members who are of color
or American Indian to share their experiences in the school setting with school staff and
administration and to inform the development of specific proposals for making school
environments more validating, affirming, embracing, and integrating of their cultural and
community strengths;
new text end

new text begin (4) professional development opportunities for teachers and administrators focused on
improving the academic achievement of all students, including knowledge, skills, and
dispositions needed to be antiracist and culturally sustaining as defined in section 120B.11,
subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;
new text end

new text begin (5) recruitment and retention of teachers, administrators, cultural and family liaisons,
paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented
in the student population to strengthen relationships with all students, families, and other
members of the community;
new text end

new text begin (6) collection, examination, and evaluation of academic and discipline data for
institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and
practices that result in the education disparities, in order to propose antiracist changes as
defined in section 120B.11, subdivision 1, that increase access, meaningful participation,
representation, and positive outcomes for students of color and American Indian students;
new text end

new text begin (7) increased programmatic opportunities and effective and more diverse instructors
focused on rigor and college and career readiness for students who are impacted by racial,
gender, linguistic, and economic disparities, including students enrolled in area learning
centers or alternative learning programs under section 123A.05, state-approved alternative
programs under section 126C.05, subdivision 15, and contract alternative programs under
section 124D.69, among other underserved students;
new text end

new text begin (8) ethnic studies curriculum as defined in section 120B.11, subdivision 1, to provide
all students with opportunities to learn about their own and others' cultures and historical
experiences; or
new text end

new text begin (9) examination and revision of district curricula in all subjects to be inclusive of diverse
racial and ethnic groups while meeting state academic standards and being culturally
sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied
about any group is accurate and based in knowledge from that group.
new text end

deleted text begin (b)deleted text endnew text begin (e)new text end Among other requirements, an eligible district must implement effective,
research-based interventions that include deleted text beginformativedeleted text endnew text begin multiple measures ofnew text end assessment deleted text beginpracticesdeleted text endnew text begin
and engagement in order
new text end to deleted text beginreduce thedeleted text endnew text begin eliminate academicnew text end disparities deleted text beginin student academic
performance among the specific categories of students as measured by student progress and
growth on state reading and math assessments and
deleted text endnew text begin for students impacted by racial, gender,
linguistic, and economic inequities
new text end as aligned with section 120B.11.

deleted text begin (c)deleted text endnew text begin (f)new text end Eligible districts must create efficiencies and eliminate duplicative programs and
services under this section, which may include forming collaborations or a single,
seven-county metropolitan areawide partnership of eligible districts for this purpose.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for all plans reviewed and updated after
the day following final enactment.
new text end

Sec. 67.

Minnesota Statutes 2020, section 124D.98, is amended by adding a subdivision
to read:


new text begin Subd. 5. new text end

new text begin Literacy incentive aid uses. new text end

new text begin Beginning July 1, 2022, literacy incentive aid
must be used to support comprehensive literacy reform efforts in public schools as follows:
new text end

new text begin (1) for public school prekindergarten through grade 3 teachers and support staff to be
trained in the science of reading using a training program approved by the Department of
Education no later than July 1, 2027, unless the commissioner of education grants an
extension;
new text end

new text begin (2) to hire a licensed reading and dyslexia specialist who is trained in the science of
reading as determined by the commissioner of education and oversees a school district's or
charter school's implementation of required components under section 120B.12 no later
than July 1, 2027, unless the commissioner of education grants an extension;
new text end

new text begin (3) for the most underperforming schools, defined as those at 25 percent or below
proficiency on grade 3 reading on the Minnesota Comprehensive Assessments, to hire
literacy coaches trained in the science of reading to support teachers and multitiered systems
of support implementation; and
new text end

new text begin (4) to provide materials, training, and ongoing coaching to ensure alternate instruction
under section 125A.56, subdivision 1, is based in the science of reading.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 68.

Minnesota Statutes 2020, section 125A.094, is amended to read:


125A.094 RESTRICTIVE PROCEDURES deleted text beginFOR CHILDREN WITH
DISABILITIES
deleted text end.

The use of restrictive procedures deleted text beginfor children with disabilitiesdeleted text endnew text begin for all pupils attending
public school
new text end is governed by sections 125A.0941 and 125A.0942.

Sec. 69.

Minnesota Statutes 2020, section 125A.0942, subdivision 1, is amended to read:


Subdivision 1.

Restrictive procedures plan.

(a) Schools that intend to use restrictive
procedures shall maintain and make publicly accessible in an electronic format on a school
or district website or make a paper copy available upon request describing a restrictive
procedures plan for children with disabilities that at least:

(1) lists the restrictive procedures the school intends to use;

(2) describes how the school will implement a range of positive behavior strategies and
provide links to mental health services;

(3) describes how the school will provide training on de-escalation techniques, consistent
with section 122A.187, subdivision 4;

(4) describes how the school will monitor and review the use of restrictive procedures,
including:

(i) conducting post-use debriefings, consistent with subdivision 3, paragraph (a), clause
(5); and

(ii) convening an oversight committee to undertake a quarterly review of the use of
restrictive procedures based on patterns or problems indicated by similarities in the time of
day, day of the week, duration of the use of a procedure, the individuals involved, or other
factors associated with the use of restrictive procedures; the number of times a restrictive
procedure is used schoolwide and for individual children; the number and types of injuries,
if any, resulting from the use of restrictive procedures; whether restrictive procedures are
used in nonemergency situations; the need for additional staff training;new text begin the use of restrictive
procedures for disproportionality, racial disparities, in the usage of restrictive procedures;
the usage of school resource officer's handling of the behaviors; student documentation to
determine if the staff followed the standards for using restrictive procedures and if there is
updated information about whether the restrictive procedures are contraindicated for the
particular student;
new text end and proposed actions to minimize the use of restrictive procedures; and

(5) includes a written description and documentation of the training staff completed
under subdivision 5.

(b) Schools annually must publicly identify oversight committee members who must at
least include:

(1) a mental health professional, school psychologist, or school social worker;

(2) an expert in positive behavior strategies;

(3) a special education administrator; and

(4) a general education administrator.

Sec. 70.

Minnesota Statutes 2020, section 125A.0942, subdivision 2, is amended to read:


Subd. 2.

Restrictive procedures.

(a) Restrictive procedures may be used only by a
licensed special education teacher, school social worker, school psychologist, behavior
analyst certified by the National Behavior Analyst Certification Board, a person with a
master's degree in behavior analysis, other licensed education professional, paraprofessional
under section 120B.363, or mental health professional under section 245.4871, subdivision
27
, who has completed the training program under subdivision 5.

(b) A school shall make reasonable efforts to notify the parent on the same day a
restrictive procedure is used on the child, or if the school is unable to provide same-day
notice, notice is sent within two days by written or electronic means or as otherwise indicated
by the child's parent under paragraph (f).

(c) The district must hold a meeting of the individualized education program team,new text begin if
the student is a student with a disability, or a meeting of relevant members of the student's
team, including the parent, if the student is not a student with a disability,
new text end conduct or review
a functional behavioral analysis, review data, consider developing additional or revised
positive behavioral interventions and supports, consider actions to reduce the use of restrictive
procedures, and modify the individualized education program or behavior intervention plan
as appropriate. The district must hold the meeting: within ten calendar days after district
staff use restrictive procedures on two separate school days within 30 calendar days or a
pattern of use emerges and the child's individualized education program or behavior
intervention plan does not provide for using restrictive procedures in an emergency; or at
the request of a parent or the district after restrictive procedures are used. The district must
review use of restrictive procedures at a child's annual individualized education program
meeting when the child's individualized education program provides for using restrictive
procedures in an emergency.

(d) If the deleted text beginindividualized education programdeleted text endnew text begin meetingnew text end team under paragraph (c) determines
that existing interventions and supports are ineffective in reducing the use of restrictive
procedures or the district uses restrictive procedures on a child on ten or more school days
during the same school year, the team, as appropriate, either must consult with other
professionals working with the child; consult with experts in behavior analysis, mental
health, communication, or autism; consult with culturally competent professionals; review
existing evaluations, resources, and successful strategies; or consider whether to reevaluate
the child.

(e) At the deleted text beginindividualized education programdeleted text end meeting under paragraph (c), the team must
review any known medical or psychological limitations, including any medical information
the parent provides voluntarily, that contraindicate the use of a restrictive procedure, consider
whether to prohibit that restrictive procedure, and document any prohibition in the
individualized education program or behavior intervention plan.

(f) An individualized education program team may plan for using restrictive procedures
and may include these procedures in a child's individualized education program or behavior
intervention plan; however, the restrictive procedures may be used only in response to
behavior that constitutes an emergency, consistent with this section. The individualized
education program or behavior intervention plan shall indicate how the parent wants to be
notified when a restrictive procedure is used.

Sec. 71.

Minnesota Statutes 2020, section 125A.0942, subdivision 3, is amended to read:


Subd. 3.

Physical holding or seclusion.

(a) Physical holding or seclusion may be used
only in an emergency. A school that uses physical holding or seclusion shall meet the
following requirements:

(1) physical holding or seclusion is the least intrusive intervention that effectively
responds to the emergency;

(2) physical holding or seclusion is not used to discipline a noncompliant child;

(3) physical holding or seclusion ends when the threat of harm ends and the staff
determines the child can safely return to the classroom or activity;

(4) staff directly observes the child while physical holding or seclusion is being used;

(5) each time physical holding or seclusion is used, the staff person who implements or
oversees the physical holding or seclusion documents, as soon as possible after the incident
concludes, the following information:

(i) a description of the incident that led to the physical holding or seclusion;

(ii) why a less restrictive measure failed or was determined by staff to be inappropriate
or impractical;

(iii) the time the physical holding or seclusion began and the time the child was released;
deleted text begin and
deleted text end

(iv) a brief record of the child's behavioral and physical status;new text begin and
new text end

new text begin (v) a brief description of the post-use debriefing process that occurred following the use
of the restrictive procedure;
new text end

(6) the room used for seclusion must:

(i) be at least six feet by five feet;

(ii) be well lit, well ventilated, adequately heated, and clean;

(iii) have a window that allows staff to directly observe a child in seclusion;

(iv) have tamperproof fixtures, electrical switches located immediately outside the door,
and secure ceilings;

(v) have doors that open out and are unlocked, locked with keyless locks that have
immediate release mechanisms, or locked with locks that have immediate release mechanisms
connected with a fire and emergency system; and

(vi) not contain objects that a child may use to injure the child or others; and

(7) before using a room for seclusion, a school must:

(i) receive written notice from local authorities that the room and the locking mechanisms
comply with applicable building, fire, and safety codes; and

(ii) register the room with the commissioner, who may view that room.

(b) By February 1, 2015, and annually thereafter, stakeholders may, as necessary,
recommend to the commissioner specific and measurable implementation and outcome
goals for reducing the use of restrictive procedures and the commissioner must submit to
the legislature a report on districts' progress in reducing the use of restrictive procedures
that recommends how to further reduce these procedures and eliminate the use of seclusion.
The statewide plan includes the following components: measurable goals; the resources,
training, technical assistance, mental health services, and collaborative efforts needed to
significantly reduce districts' use of seclusion; and recommendations to clarify and improve
the law governing districts' use of restrictive procedures. The commissioner must consult
with interested stakeholders when preparing the report, including representatives of advocacy
organizations, special education directors, teachers, paraprofessionals, intermediate school
districts, school boards, day treatment providers, county social services, state human services
department staff, mental health professionals, and autism experts. Beginning with the
2016-2017 school year, in a form and manner determined by the commissioner, districts
must report data quarterly to the department by January 15, April 15, July 15, and October
15 about individual students who have been secluded. By July 15 each year, districts must
report summary data on their use of restrictive procedures to the department for the prior
school year, July 1 through June 30, in a form and manner determined by the commissioner.
The summary data must include information about the use of restrictive procedures, including
use of reasonable force under section 121A.582.

Sec. 72.

Minnesota Statutes 2020, section 144.4165, is amended to read:


144.4165 TOBACCO PRODUCTS PROHIBITED IN PUBLIC SCHOOLS.

new text begin (a) new text endNo person shall at any time smoke, chew, or otherwise ingest tobacco, or carry or
use an activated electronic delivery device as defined in section 609.685, subdivision 1, in
a public school, as defined in section 120A.05, subdivisions 9, 11, and 13, or in a charter
school governed by chapter 124E. This prohibition extends to all facilities, whether owned,
rented, or leased, and all vehicles that a school district owns, leases, rents, contracts for, or
controls.

new text begin (b) new text endNothing in this section shall prohibit the lighting of tobacco by an adult as a part of
a traditional Indian spiritual or cultural ceremony. new text beginAn American Indian student may carry
a medicine pouch containing loose tobacco intended in observance of traditional spiritual
or cultural practices.
new text endFor purposes of this section, an new text beginAmerican new text endIndian is a person deleted text beginwho is a
member of an Indian tribe as defined in section 260.755, subdivision 12
deleted text endnew text begin having origins in
any of the original peoples of North America who maintain cultural identification through
Tribal affiliation or community recognition
new text end.

Sec. 73.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 2,
is amended to read:


Subd. 2.

Achievement and integration aid.

For achievement and integration aid under
Minnesota Statutes, section 124D.862:

$
deleted text begin 84,057,000 deleted text end new text begin
80,310,000
new text end
.....
2022
$
deleted text begin 83,431,000 deleted text end new text begin
82,750,000
new text end
.....
2023

The 2022 appropriation includes $8,868,000 for 2021 and deleted text begin$75,189,000deleted text endnew text begin $71,442,000new text end for
2022.

The 2023 appropriation includes deleted text begin$8,353,000deleted text endnew text begin $7,938,000new text end for 2022 and deleted text begin$75,078,000deleted text endnew text begin
$74,812,000
new text end for 2023.

Sec. 74.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 3,
is amended to read:


Subd. 3.

American Indian education aid.

For American Indian education aid under
Minnesota Statutes, section 124D.81, subdivision 2a:

$
deleted text begin 11,351,000 deleted text end new text begin
11,436,000
new text end
.....
2022
$
deleted text begin 11,775,000 deleted text end new text begin
15,009,000
new text end
.....
2023

The 2022 appropriation includes $1,102,000 for 2021 and deleted text begin$10,249,000deleted text endnew text begin $10,334,000new text end for
2022.

The 2023 appropriation includes deleted text begin$1,138,000deleted text endnew text begin $1,148,000new text end for 2022 and deleted text begin$10,637,000deleted text endnew text begin
$13,861,000
new text end for 2023.

Sec. 75.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 4,
is amended to read:


Subd. 4.

Charter school building lease aid.

For building lease aid under Minnesota
Statutes, section 124E.22:

$
deleted text begin 93,547,000 deleted text end new text begin
89,499,000
new text end
.....
2022
$
deleted text begin 99,819,000 deleted text end new text begin
96,340,000
new text end
.....
2023

The 2022 appropriation includes $8,617,000 for 2021 and deleted text begin$84,930,000deleted text endnew text begin $80,882,000new text end for
2022.

The 2023 appropriation includes deleted text begin$9,436,000deleted text endnew text begin 8,987,000new text end for 2022 and deleted text begin$90,383,000deleted text endnew text begin
$87,353,000
new text end for 2023.

Sec. 76.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 7,
is amended to read:


Subd. 7.

Concurrent enrollment aid.

(a) For concurrent enrollment aid under Minnesota
Statutes, section 124D.091:

$
4,000,000
.....
2022
$
deleted text begin 4,000,000 deleted text end new text begin
9,000,000
new text end
.....
2023

(b) If the appropriation is insufficient, the commissioner must proportionately reduce
the aid payment to each school district.

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

new text begin (d) The base for fiscal year 2024 is $8,000,000. The base for fiscal year 2025 is
$9,000,000.
new text end

Sec. 77.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 15,
is amended to read:


Subd. 15.

Minnesota math corps program.

(a) For the Minnesota math corps program
under Minnesota Statutes, section 124D.42, subdivision 9:

$
1,000,000
.....
2022
$
1,000,000
.....
2023

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

(c) The base for fiscal year 2024 and later is deleted text begin$500,000deleted text endnew text begin $1,000,000new text end.

new text begin EFFECTIVE DATE. new text end

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

Sec. 78.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 22,
is amended to read:


Subd. 22.

Sanneh Foundation.

(a) For grants to the Sanneh Foundation for purposes
of paragraph (b):

$
1,500,000
.....
2022
$
deleted text begin 1,500,000
deleted text end new text begin 850,000
new text end
.....
2023

(b) The grants to the Sanneh Foundation must be directed toward programs for
low-performing and chronically absent students with a focus on low-income students and
students of color. The goals of the grants include decreasing absenteeism, encouraging
school engagement, improving grades, and improving graduation rates. The grants may be
used to:

(1) provide all-day, in-school academic and behavioral interventions and social and
emotional learning throughout the school year;

(2) provide year-round, out-of-school behavioral, social, and emotional learning
interventions and enrichment activities;

(3) enhance career exploration opportunities, including exposure to businesses and
business activities; and

(4) develop pathways in cooperation with businesses or higher education partners for
participants to pursue careers in education and youth development.

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

(d) The base for fiscal year 2024 is $0.

Sec. 79.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 27,
is amended to read:


Subd. 27.

Tribal contract school aid.

For Tribal contract school aid under Minnesota
Statutes, section 124D.83:

$
deleted text begin 2,743,000 deleted text end new text begin
2,808,000
new text end
.....
2022
$
deleted text begin 3,160,000 deleted text end new text begin
3,253,000
new text end
.....
2023

The 2022 appropriation includes $240,000 for 2021 and deleted text begin$2,503,000deleted text endnew text begin $2,568,000new text end for
2022.

The 2023 appropriation includes deleted text begin$278,000deleted text endnew text begin $285,000new text end for 2022 and deleted text begin$2,882,000deleted text endnew text begin $2,968,000new text end
for 2023.

Sec. 80. new text beginNATIONAL AND INTERNATIONAL EDUCATION COMPARISONS.
new text end

new text begin Each public district and school selected to participate in the national assessment of
educational progress shall do so pursuant to United States Code, title 20, section 6312(c)(2),
as in effect on December 10, 2015, or similar national or international assessments, both
for the national sample and for any state-by-state comparison programs that may be initiated,
as directed by the commissioner. The assessments must be conducted using the data collection
procedures, student surveys, educator surveys, and other instruments included in the National
Assessment of Educational Progress or similar national or international assessments being
administered in Minnesota. The administration of such assessments shall be in addition to
and separate from the administration of the statewide, standardized assessments.
new text end

Sec. 81. new text beginETHNIC STUDIES TASK FORCE.
new text end

new text begin Subdivision 1. new text end

new text begin Task force established. new text end

new text begin (a) The Ethnic Studies Task Force is established
to advise the commissioner of education on ethnic studies standards, curriculum, and
resources necessary to implement ethnic studies requirements under Minnesota Statutes,
section 120B.0251. The commissioner must appoint members of the task force by July 1,
2022, with input from the Minnesota Ethnic Studies Coalition.
new text end

new text begin (b) The Ethnic Studies Task Force must have 25 members, as follows:
new text end

new text begin (1) five community members with a demonstrated commitment to ethnic studies;
new text end

new text begin (2) three public school students in grades 9 to 12;
new text end

new text begin (3) two public school students in grades 6 to 8;
new text end

new text begin (4) three parents or guardians of public kindergarten through grade 12 students;
new text end

new text begin (5) three Minnesota-based, college-level faculty experts in ethnic studies;
new text end

new text begin (6) three ethnic studies high school teachers;
new text end

new text begin (7) three ethnic studies grades 6 to 8 teachers; and
new text end

new text begin (8) three ethnic studies kindergarten to grade 5 teachers.
new text end

new text begin (c) Demographics of the task force must be inclusive and represent the diversity of the
state, including racial, ethnic, and geographic diversity, and diversity related to gender and
sexual orientation, immigrant status, and religious and linguistic background.
new text end

new text begin Subd. 2. new text end

new text begin Duties. new text end

new text begin (a) The task force must review available ethnic studies curricular and
instructional resources in order to:
new text end

new text begin (1) develop state ethnic studies standards to propose to the commissioner for adoption;
new text end

new text begin (2) recommend professional learning requirements for educators and staff to facilitate
the successful implementation of ethnic studies courses;
new text end

new text begin (3) recommend resources and materials school districts and charter schools may use to
implement ethnic studies standards; and
new text end

new text begin (4) identify or develop model ethnic studies curriculum that school districts and charter
schools may use in accordance with section 120B.0251.
new text end

new text begin (b) The task force must provide to the commissioner of education the ethnic studies
standards and recommendations by October 31, 2023, and the model ethnic studies curriculum
by July 1, 2024.
new text end

new text begin Subd. 3. new text end

new text begin Meetings and compensation. new text end

new text begin (a) The task force must convene on at least a
bimonthly basis and must hold the first meeting no later than October 15, 2022.
new text end

new text begin (b) Members of the task force shall receive a stipend of $250 per month for their time,
work, and expertise.
new text end

new text begin Subd. 4. new text end

new text begin Administration. new text end

new text begin The commissioner must provide meeting space and technical
assistance for the task force.
new text end

new text begin Subd. 5. new text end

new text begin Statewide academic standards. new text end

new text begin The commissioner must adopt the academic
standards for ethnic studies curriculum developed by the task force using the expedited
rulemaking process in Minnesota Statutes, section 14.389.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 82. new text beginCOMPUTER SCIENCE EDUCATION FOUNDATIONAL BLUEPRINT.
new text end

new text begin Subdivision 1. new text end

new text begin Foundational blueprint. new text end

new text begin (a) The commissioner of education must, in
consultation with the Computer Science Education Task Force established under this section,
develop a foundational blueprint for a statewide computer science program for elementary
and secondary schools that includes the following components:
new text end

new text begin (1) a statement of purpose that defines computer science consistent with the definition
found in the K-12 Computer Science Framework, describes the objectives and goals of a
computer science education program, identifies strategies and resources needed to achieve
these goals, and establishes a timeline for achieving these goals;
new text end

new text begin (2) an assessment of the current state landscape for kindergarten through grade 12
computer science education, including teacher licensure and assignments, and data on
enrollment in computer science courses, disaggregated by the student groups under Minnesota
Statutes, section 120B.35, subdivision 3, paragraph (b), clause (2);
new text end

new text begin (3) a plan for expanding computer science education opportunities to every district school
site and charter school within five years;
new text end

new text begin (4) a plan to develop comprehensive and foundational kindergarten through grade 12
computer science academic standards that local districts may adopt at their discretion under
Minnesota Statutes, section 120B.022;
new text end

new text begin (5) a plan for professional development opportunities to prepare current teachers to teach
computer science;
new text end

new text begin (6) a plan relating to teacher licensure, including developing a computer science
endorsement or other computer science credential for teachers who are already licensed,
and a plan to develop a teacher preparation program for licensure in computer science;
new text end

new text begin (7) a plan for the Department of Education to regularly evaluate progress toward the
blueprint goals, including annually reporting disaggregated data on enrollment in computer
science courses; and
new text end

new text begin (8) recommendations to ensure the long-term sustainability of the blueprint.
new text end

new text begin (b) The commissioner must submit a copy of the foundational blueprint for computer
science to the chairs and ranking members of the legislative committees having jurisdiction
over kindergarten through grade 12 education by January 31, 2023, in accordance with
Minnesota Statutes, section 3.195.
new text end

new text begin Subd. 2. new text end

new text begin Task force. new text end

new text begin (a) The commissioner of education must convene an advisory task
force, facilitated by the state computer science specialist, to advise the commissioner on
the development of the foundational blueprint for computer science.
new text end

new text begin (b) Members of the task force must include:
new text end

new text begin (1) 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;
new text end

new text begin (2) one senator appointed by the senate majority leader and one senator appointed by
the senate minority leader;
new text end

new text begin (3) one member appointed by the governor;
new text end

new text begin (4) the commissioner of education or the commissioner's designee;
new text end

new text begin (5) the commissioner of higher education or the commissioner's designee;
new text end

new text begin (6) one representative of the Professional Educator Licensing and Standards Board;
new text end

new text begin (7) one representative of the Computer Science Teachers' Association MN;
new text end

new text begin (8) one representative from the business community;
new text end

new text begin (9) one representative from a nonprofit organization working with students and teachers
on computer science;
new text end

new text begin (10) one representative from the Minnesota Association for School Administrators;
new text end

new text begin (11) one representative from Education Minnesota;
new text end

new text begin (12) one representative from the Minnesota Association of Colleges for Teacher
Education;
new text end

new text begin (13) one representative from CSforAll Minnesota;
new text end

new text begin (14) one computer science teacher from the seven-county metropolitan area and one
computer science teacher from outside the seven-county metropolitan area;
new text end

new text begin (15) a career and technical education teacher;
new text end

new text begin (16) one school administrator from the seven-county metropolitan area who oversees
computer science education in a district, and one school administrator from outside the
seven-county metropolitan area who oversees computer science education in a district; and
new text end

new text begin (17) one representative from the Technology Advisory Council.
new text end

new text begin (c) Appointments to the task force must be made by June 1, 2022. Appointments to the
task force must represent the diverse populations within the state of Minnesota, including
diversity based on race, ethnicity, gender, and disability status. The commissioner of
education must provide administrative support and meeting space for the task force.
new text end

new text begin (d) Public members of the task force may be compensated and reimbursed for expenses
in accordance with Minnesota Statutes, section 15.059, subdivision 3.
new text end

new text begin (e) Meetings of the task force are subject to the Minnesota Open Meeting Law under
Minnesota Statutes, chapter 13D.
new text end

new text begin (f) The task force expires on January 31, 2024.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 83. new text beginAPPROPRIATIONS; DEPARTMENT OF EDUCATION.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin After-school community learning programs. new text end

new text begin (a) For grants for after-school
community learning programs in accordance with Minnesota Statutes, section 124D.2211:
new text end

new text begin $
new text end
new text begin 25,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The commissioner of education may use up to four percent of the appropriation to
assess the effectiveness of after-school community learning programs in accordance with
Minnesota Statutes, section 124D.2211, subdivision 4, paragraph (a). The commissioner
must use three percent of the appropriation to contract with the nonprofit organization
serving as the statewide after-school network in accordance with Minnesota Statutes, section
124D.2211, subdivision 4, paragraph (b).
new text end

new text begin (c) This appropriation is available until June 30, 2025. The base for fiscal years 2024
and 2025 is $0. The base for fiscal year 2026 and later is $10,000,000.
new text end

new text begin Subd. 3. new text end

new text begin BOLD literacy. new text end

new text begin (a) For the Minnesota BOLD statewide literacy plan to increase
the equitable access to effective literacy experiences for all students by ensuring school
leaders and educators are trained in the science of reading; supporting effective
implementation and measurement of instructional practices aligned to state standards through
the multitiered systems of support framework; and utilizing data literacy to inform instruction,
inform educator development, evaluate resource deployment and policy, and employ
intentional family and community engagement strategies.
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 4,750,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Of this amount, $1,750,000 is for the Department of Education to establish science
of reading academies to be provided at no cost to educators who work in Minnesota school
districts and charter schools to complete Language Essentials for Teachers of Reading and
Spelling (LETRS) professional development. Educators who have completed LETRS may
have the opportunity to become LETRS facilitators through a train-the-trainer model.
new text end

new text begin (c) Of this amount, $800,000 is to maintain a literacy unit at the Department of Education.
new text end

new text begin (d) Of this amount, $1,200,000 is to expand literacy and dyslexia data collection and
reporting systems at the Department of Education in order to collect and analyze
prekindergarten through grade 3 data, including foundational reading skills, dyslexia
screening data, and screening results of multilingual learners.
new text end

new text begin (e) Of this amount, $1,000,000 is for state library services grants to support
evidence-based early literacy practices rooted in the science of reading in school and
community libraries.
new text end

new text begin (f) Funds may be used for grant administration costs.
new text end

new text begin Subd. 4. new text end

new text begin Closing educational opportunity gaps grants. new text end

new text begin (a) To support schools in their
efforts to close opportunity gaps under Minnesota Statutes, section 120B.113:
new text end

new text begin $
new text end
new text begin 5,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The department may retain up to five percent of this appropriation to administer the
grant program.
new text end

new text begin Subd. 5. new text end

new text begin Computer Science Advisory Task Force. new text end

new text begin For the Computer Science Advisory
Task Force:
new text end

new text begin $
new text end
new text begin 20,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin Subd. 6. new text end

new text begin Culturally specific learning opportunities. new text end

new text begin (a) For grants to school districts,
charter schools, intermediate school districts, and cooperatives to create and offer culturally
specific learning opportunities, including to form partnerships between community
organizations and schools that offer critical thinking and engagement in learning. "Culturally
specific learning opportunities" means programming that is culturally responsive,
evidence-based, and comprehensive, and that responds to the academic and social-emotional
needs of historically underserved students.
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 5,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Grants may be awarded in an amount up to $200,000 per recipient.
new text end

new text begin (c) To the extent practicable, the commissioner must award grants equitably among the
geographic areas of Minnesota, including rural, suburban, and urban communities.
new text end

new text begin (d) Up to five percent of this appropriation may be retained for administration costs.
new text end

new text begin Subd. 7. new text end

new text begin Ethnic studies implementation. new text end

new text begin (a) For requirements related to ethnic studies
under Minnesota Statutes, section 120B.0251, and the Ethnic Studies Task Force under
section 81:
new text end

new text begin $
new text end
new text begin 576,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The base for fiscal year 2024 is $474,000 and $451,000 in fiscal year 2025.
new text end

new text begin Subd. 8. new text end

new text begin Ethnic studies school grants. new text end

new text begin (a) For competitive grants to school districts
and charter schools to develop and implement ethnic studies courses:
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The commissioner must consult with the Ethnic Studies Task Force to develop criteria
for the grants.
new text end

new text begin (c) The base for fiscal year 2024 and later is $500,000.
new text end

new text begin Subd. 9. new text end

new text begin Expanding rigorous coursework for Black students, Indigenous students,
students of color, and students in greater Minnesota.
new text end

new text begin (a) For grants to expand rigorous
coursework primarily for but not limited to disadvantaged and underrepresented students
and students in greater Minnesota, such as through advanced placement courses, international
baccalaureate programs, career and technical education, and concurrent enrollment courses:
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 5,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Of this amount, $1,800,000 is for grants to districts and charter schools for regional
partnerships and statewide programs in order to support professional development and
incentives for high school teachers to develop and expand course offerings approved by the
state. Compensation for teachers to teach courses beyond the contract day or year is an
allowable expenditure. Funds may supplement, but not replace, current state and federal
program funds. Grants may be awarded in an amount up to $50,000 per recipient.
new text end

new text begin (c) Of this amount, $3,200,000 is for matching grants to school districts and charter
schools to support rigorous course expansion and statewide career and technical education
program quality improvements. The department shall provide technical support and guidance.
Funds may supplement, but not replace, current state and federal program funds. Grants
may be awarded in an amount up to $100,000 per recipient.
new text end

new text begin (d) Eligible grantees include school districts, charter schools, intermediate school districts,
and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2.
new text end

new text begin (e) The department must require an applicant for grant funds to submit a plan that
describes how the applicant would use grant funds to increase participation by disadvantaged
and underrepresented students in rigorous coursework. The department must consider an
applicant's goals, strategies, and capacity to increase participation by disadvantaged and
underrepresented students when awarding funds.
new text end

new text begin (f) At least 50 percent of the funds in this subdivision must be awarded to grant recipients
in greater Minnesota.
new text end

new text begin (g) Up to five percent of this appropriation may be retained for administration costs.
new text end

new text begin Subd. 10. new text end

new text begin Full-service community schools. new text end

new text begin (a) For comprehensive program support
for full-service community schools:
new text end

new text begin $
new text end
new text begin 50,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Of this amount, priority must be given to programs in the following order:
new text end

new text begin (1) current grant recipients issued under Minnesota Statutes, section 124D.231;
new text end

new text begin (2) schools identified as low-performing under the Federal Every Student Succeeds Act;
and
new text end

new text begin (3) any other applicants.
new text end

new text begin (c) This appropriation is available until June 30, 2025. The base for fiscal year 2024 and
2025 is $0. The base for fiscal year 2026 and later is $20,000,000.
new text end

new text begin Subd. 11. new text end

new text begin Minnesota Association of Alternative Programs. new text end

new text begin (a) For a grant to the
Minnesota Association of Alternative Programs STARS Chapter to help students in
alternative programs develop employment, academic, and social skills and support student
participation in trainings and conferences:
new text end

new text begin $
new text end
new text begin 45,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) This appropriation is available until June 30, 2025. The base for fiscal year 2024 and
later is $0.
new text end

new text begin Subd. 12. new text end

new text begin Minnesota Council on Economic Education. new text end

new text begin (a) For a grant to the Minnesota
Council on Economic Education:
new text end

new text begin $
new text end
new text begin 150,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The grant funds must be used to:
new text end

new text begin (1) provide professional development to Minnesota's kindergarten through grade 12
teachers implementing state graduation standards in learning areas related to economic
education;
new text end

new text begin (2) support the direct-to-student ancillary economic and personal finance programs that
Minnesota teachers supervise and coach; and
new text end

new text begin (3) provide support to affiliated higher education-based centers for economic education
currently based at: (i) Minnesota State University, Mankato; (ii) Minnesota State University,
Moorhead; (iii) St. Cloud State University; (iv) St. Catherine University; and (v) the
University of St. Thomas as the higher education centers' work relates to the activities
described in clauses (1) and (2).
new text end

new text begin (c) By February 15 of each year following the receipt of a grant, the Minnesota Council
on Economic Education must report to the commissioner of education on the number and
type of in-person and online teacher professional development opportunities provided by
the Minnesota Council on Economic Education or its affiliated state centers for economic
education. The report must include a description of the content, length, and location of the
programs; the number of preservice and licensed teachers receiving professional development
through each of these opportunities; and a summary of evaluations of teacher professional
opportunities.
new text end

new text begin (d) The Department of Education must pay the full amount of the grant to the Minnesota
Council on Economic Education by August 15 of each fiscal year. The Minnesota Council
on Economic Education must submit its fiscal reporting in the form and manner specified
by the commissioner. The commissioner may request additional information as necessary.
new text end

new text begin (e) This appropriation is in addition to any other appropriation for this purpose.
new text end

new text begin (f) The base for fiscal year 2024 and later is $150,000.
new text end

new text begin Subd. 13. new text end

new text begin Multitiered systems of support. new text end

new text begin (a) For implementation of multitiered systems
of support, a systematic continuous improvement framework that addresses the academic,
behavioral, and social-emotional needs of all students at the universal, targeted, and intensive
levels. Through multitiered systems of support, teachers must provide high quality,
evidence-based instruction and intervention that is matched to a student's needs, use a method
of monitoring progress regularly to inform decisions about instruction and goals, and apply
data-based decision making to key educational efforts.
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 21,250,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Of this amount, $2,600,000 is for the Department of Education to support
implementation. Funds may be used to support increased capacity at the six Regional Centers
of Excellence, the Early Childhood Special Education Centers of Excellence, and Minnesota
Service Cooperatives.
new text end

new text begin (c) Of this amount, $9,400,000 is reserved for grants to school districts, charter schools,
and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2, for
implementation of multitiered systems of support, including hiring local multitiered systems
of support coordinators and deferring costs for personnel to participate in cohort activities.
Up to five percent of this amount is available for program and grant administration.
new text end

new text begin (d) Of this amount, $1,250,000 is for Language Essentials for Teachers of Reading and
Spelling training for educators to ensure multitiered systems of support core, supplemental,
and intervention literacy instructional practices are based in the science of reading. Up to
five percent of this amount is available for program and grant administration.
new text end

new text begin (e) Of this amount, $4,000,000 is for a grant to the Building Assets, Reducing Risks
Center to provide access to services to all multitiered systems of support grantees under
this subdivision. Up to five percent of this amount is available for program and grant
administration.
new text end

new text begin (f) Of this amount, $2,000,000 is for Tribal-state relations training for school staff
engaged in the statewide implementation of multitiered systems of support framework. Up
to five percent of this amount is available for program and grant administration.
new text end

new text begin (g) Of this amount, $2,000,000 is for the University of Minnesota Center for Applied
Research and Educational Improvement to support implementation and evaluation of the
multitiered systems of support framework. Up to five percent of this amount is available
for program and grant administration.
new text end

new text begin (h) Support for school districts, charter schools, and cooperative units under this
subdivision may include but is not limited to:
new text end

new text begin (1) providing training, guidance, and implementation resources for a statewide multitiered
system of support model, including a universal screening process approved by the Department
of Education to identify students who may be at risk of experiencing academic, behavioral,
and social-emotional development difficulties;
new text end

new text begin (2) providing guidance to convene school-based teams to analyze data provided by
screenings under clause (1) and resources for related identification, instruction, and
intervention methods;
new text end

new text begin (3) dyslexia screening and intervention based in the science of reading;
new text end

new text begin (4) requiring school districts and charter schools to provide parents of students identified
in the screenings under clauses (1) and (3) with notice of screening findings and related
support information;
new text end

new text begin (5) requiring districts and charter schools to provide at-risk students with interventions
and to monitor the effectiveness of these interventions and student progress; and
new text end

new text begin (6) developing and annually reporting findings regarding the implementation of the
statewide multitiered systems of support.
new text end

new text begin (i) The base for fiscal year 2024 and later is $21,620,000. Of this amount, $1,620,000
is for Language Essentials for Teachers of Reading and Spelling training.
new text end

new text begin Subd. 14. new text end

new text begin Network for the Development of Children of African Descent. new text end

new text begin (a) For a
grant to the Network for the Development of Children of African Descent to expand the
organization's holistic, evidence-based programming that has been proven to address disparate
literacy, education, and family stabilization outcomes for African American children and
their families, breaking generational cycles of poverty.
new text end

new text begin $
new text end
new text begin 1,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Program and expansion activities must include:
new text end

new text begin (1) providing holistic programming for parents, caregivers, and children in
prekindergarten through grade 8 using a two-generation or whole-family approach to support
healthy child development through programming that is culturally responsive and focused
on building foundational literacy, self-determination, and self-reliance;
new text end

new text begin (2) expanding the organization's family-centered home learning curricula and materials
that support learning at home and school;
new text end

new text begin (3) providing training and consulting services to education and human service providers
on improving culturally responsive services to children and families who are experiencing
disparate outcomes; and
new text end

new text begin (4) scaling or replicating the organization's proven models in the seven-county
metropolitan area and in other regions of Minnesota outside of the seven-county metropolitan
area.
new text end

new text begin (c) This appropriation is available until June 30, 2025. The base for fiscal year 2024 and
later is $0.
new text end

new text begin Subd. 15. new text end

new text begin Wilderness Inquiry. new text end

new text begin (a) For a grant to Wilderness Inquiry for credit recovery
programs, capital expenses, and a fellowship program:
new text end

new text begin $
new text end
new text begin 494,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Of this amount, up to $290,000 is for credit recovery activities.
new text end

new text begin (c) Of this amount, up to $15,000 is for accessibility equipment for youth with disabilities.
new text end

new text begin (d) Of this amount, up to $145,000 is for transportation needs.
new text end

new text begin (e) Of this amount, up to $44,000 is for a fellowship program.
new text end

new text begin (f) Wilderness Inquiry must form at least four partnerships with school district or charter
school programs to deliver services in partnership with the schools that will enhance credit
recovery programs. Two of the districts must be outside of the 11-county metropolitan area.
Each partnership agreement must provide a plan for integrating Wilderness Inquiry
programming into credit recovery activities within the district.
new text end

new text begin (g) This appropriation is available until June 30, 2025.
new text end

new text begin (h) The grant recipient must submit a report describing the programs offered using grant
funds and the effectiveness of program outcomes. The report must be submitted to the
commissioner of education and to the chairs and ranking minority members of the legislative
committees with jurisdiction over kindergarten through grade 12 education.
new text end

new text begin Subd. 16. new text end

new text begin Sanneh Foundation. new text end

new text begin For a grant to the Sanneh Foundation for the purposes
of Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 22:
new text end

new text begin $
new text end
new text begin 650,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin This appropriation is available until June 30, 2025.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 84. new text beginREVISOR INSTRUCTION.
new text end

new text begin The revisor of statutes shall renumber each section of Minnesota Statutes listed in column
A with the number listed in column B. The revisor shall also make necessary cross-reference
changes consistent with the renumbering. The revisor shall also make any technical language
and other changes necessitated by the renumbering and cross-reference changes in this act.
new text end

new text begin Column A
new text end
new text begin Column B
new text end

new text begin General Requirements Statewide Assessments
new text end

new text begin 120B.30, subdivision 1a, paragraph (h)
new text end
new text begin 120B.30, subdivision 1
new text end
new text begin 120B.30, subdivision 1, paragraph (q)
new text end
new text begin 120B.30, subdivision 2
new text end
new text begin 120B.30, subdivision 1a, paragraph (g)
new text end
new text begin 120B.30, subdivision 3
new text end
new text begin 120B.30, subdivision 1b
new text end
new text begin 120B.30, subdivision 4
new text end
new text begin 120B.30, subdivision 1, paragraph (n)
new text end
new text begin 120B.30, subdivision 5, paragraph (a)
new text end
new text begin 120B.30, subdivision 1, paragraph (a)
new text end
new text begin 120B.30, subdivision 5, paragraph (b)
new text end
new text begin 120B.30, subdivision 1a, paragraph (e)
new text end
new text begin 120B.30, subdivision 6, paragraph (a)
new text end
new text begin 120B.30, subdivision 2, paragraph (a)
new text end
new text begin 120B.30, subdivision 6, paragraph (b)
new text end
new text begin 120B.30, subdivision 2, paragraph (b),
clauses (1) and (2)
new text end
new text begin 120B.30, subdivision 6, paragraph (c)
new text end
new text begin 120B.30, subdivision 2
new text end
new text begin 120B.30, subdivision 6, paragraph (d)
new text end
new text begin 120B.30, subdivision 4
new text end
new text begin 120B.30, subdivision 7
new text end
new text begin 120B.30, subdivision 5
new text end
new text begin 120B.30, subdivision 8
new text end
new text begin 120B.30, subdivision 6
new text end
new text begin 120B.30, subdivision 9
new text end
new text begin 120B.30, subdivision 1, paragraph (e)
new text end
new text begin 120B.30, subdivision 10
new text end

new text begin General Requirements Test Design
new text end

new text begin 120B.30, subdivision 1a, paragraph (a),
clauses (1) to (5)
new text end
new text begin 120B.301, subdivision 1
new text end
new text begin 120B.30, subdivision 1, paragraph (a)
new text end
new text begin 120B.301, subdivision 2
new text end
new text begin 120B.30, subdivision 1, paragraph (b)
new text end
new text begin 120B.301, subdivision 3, paragraph (a)
new text end
new text begin 120B.30, subdivision 1, paragraph (n)
new text end
new text begin 120B.301, subdivision 3, paragraph (b)
new text end
new text begin 120B.30, subdivision 1a, paragraph (b)
new text end
new text begin 120B.301, subdivision 3, paragraph (c)
new text end
new text begin 120B.30, subdivision 1a, paragraph (c),
clauses (1) and (2)
new text end
new text begin 120B.301, subdivision 3, paragraph (d)
new text end

new text begin Assessment Graduation Requirements
new text end

new text begin 120B.30, subdivision 1, paragraph (c),
clauses (1) and (2)
new text end
new text begin 120B.304, subdivision 1
new text end
new text begin 120B.30, subdivision 1, paragraph (d)
new text end
new text begin 120B.304, subdivision 2
new text end
new text begin 120B.30, subdivision 1, paragraph (i)
new text end
new text begin 120B.304, subdivision 3
new text end

new text begin Assessment Reporting Requirements
new text end

new text begin 120B.30, subdivision 1a, paragraph (f),
clauses (1) to (3)
new text end
new text begin 120B.305, subdivision 1
new text end
new text begin 120B.30, subdivision 1a, paragraph (d),
clauses (1) to (4)
new text end
new text begin 120B.305, subdivision 2, paragraph (a)
new text end
new text begin 120B.30, subdivision 1, paragraph (m)
new text end
new text begin 120B.305, subdivision 2, paragraph (b)
new text end
new text begin 120B.30, subdivision 1, paragraph (n)
new text end
new text begin 120B.305, subdivision 2, paragraph (c)
new text end
new text begin 120B.30, subdivision 1, paragraph (o),
clauses (1) to (4)
new text end
new text begin 120B.305, subdivision 3, paragraph (a)
new text end
new text begin 120B.30, subdivision 3
new text end
new text begin 120B.305, subdivision 3, paragraph (b)
new text end

new text begin District Assessment Requirements
new text end

new text begin 120B.301, paragraphs (a) to (c)
new text end
new text begin 120B.306, subdivision 1
new text end
new text begin 120B.304, paragraphs (a) and (b)
new text end
new text begin 120B.306, subdivision 2
new text end

new text begin College and Career Readiness
new text end

new text begin 120B.30, subdivision 1, paragraph (p)
new text end
new text begin 120B.307, subdivision 1
new text end
new text begin 120B.30, subdivision 1, paragraph (d)
new text end
new text begin 120B.307, subdivision 2
new text end
new text begin 120B.30, subdivision 1, paragraph (f)
new text end
new text begin 120B.307, subdivision 3
new text end
new text begin 120B.30, subdivision 1, paragraph (g)
new text end
new text begin 120B.307, subdivision 4, paragraph (a)
new text end
new text begin 120B.30, subdivision 1, paragraph (h)
new text end
new text begin 120B.307, subdivision 4, paragraph (b)
new text end
new text begin 120B.30, subdivision 1, paragraph (j)
new text end
new text begin 120B.307, subdivision 4, paragraph (c)
new text end
new text begin 120B.30, subdivision 1, paragraph (k)
new text end
new text begin 120B.307, subdivision 4, paragraph (d)
new text end
new text begin 120B.30, subdivision 1, paragraph (l)
new text end
new text begin 120B.307, subdivision 4, paragraph (e)
new text end

Sec. 85. new text beginREPEALER.
new text end

new text begin Minnesota Statutes 2020, section 120B.35, subdivision 5, new text end new text begin is repealed.
new text end

ARTICLE 3

TEACHERS

Section 1.

new text begin [120B.117] INCREASING THE PERCENTAGE OF TEACHERS OF
COLOR AND AMERICAN INDIAN TEACHERS IN MINNESOTA.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose. new text end

new text begin This section sets short-term and long-term attainment goals for
increasing the percentage of teachers of color and who are American Indian teachers in
Minnesota and for ensuring all students have equitable access to effective and racially and
ethnically diverse teachers who reflect the diversity of students. The goals and report required
under this section are important for meeting attainment goals for the world's best workforce
under section 120B.11, achievement and integration under section 124D.861, and higher
education attainment under section 135A.012, all of which have been established to close
persistent opportunity and achievement gaps that limit students' success in school and life
and impede the state's economic growth.
new text end

new text begin Subd. 2. new text end

new text begin Equitable access to racially and ethnically diverse teachers. new text end

new text begin The percentage
of teachers in Minnesota who are of color or who are American Indian should increase at
least two percentage points per year to have a teaching workforce that more closely reflects
the state's increasingly diverse student population and to ensure all students have equitable
access to effective and diverse teachers by 2040.
new text end

new text begin Subd. 3. new text end

new text begin Rights not created. new text end

new text begin The attainment goal in this section is not to the exclusion
of any other goals and does not confer a right or create a claim for any person.
new text end

new text begin Subd. 4. new text end

new text begin Reporting. new text end

new text begin Beginning in 2022 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 2022 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 1
of each even-numbered year, the board must submit the report to the chairs and ranking
minority members of the legislative committees with jurisdiction over education and higher
education policy and finance. The report must be available to the public on the board's
website.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 2.

new text begin [120B.25] CURRICULUM POLICY.
new text end

new text begin A school board must adopt a written policy that prohibits discrimination or discipline
for a teacher or principal on the basis of incorporating into curriculum contributions by
persons in a federally protected class or protected class under sections 121A.031 and
363A.13, consistent with local collective bargaining agreements and sections 121A.41 to
121A.56.
new text end

Sec. 3.

Minnesota Statutes 2020, section 122A.06, subdivision 6, is amended to read:


Subd. 6.

Shortage area.

"Shortage area" means:

(1) licensure fields and economic development regions reported by the commissioner
of education or the Professional Educator Licensing and Standards Board as experiencing
a teacher shortagenew text begin, including the number of assignments a school district is unable to fill
with a licensed teacher by November 1 of every even-numbered year
new text end; and

(2) economic development regions where there is a shortage of licensed teachers who
reflect the racial or ethnic diversity of students in the region.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 4.

Minnesota Statutes 2020, section 122A.091, subdivision 5, is amended to read:


Subd. 5.

Survey of districts.

(a) The Professional Educator Licensing and Standards
Board must survey the state's school districts and teacher preparation programs and report
to the education committees of the legislature by February 1, 2019, and each odd-numbered
year thereafter, on the status of teacher early retirement patterns, the access to effective and
more diverse teachers who reflect the students under section 120B.35, subdivision 3,
paragraph (b), clause (2), enrolled in a district or school, the teacher shortage, and the
substitute teacher shortage, including patterns and shortages in licensure field areas and the
economic development regions of the state.

(b) The report must also include:

(1) aggregate data on teachers' self-reported race and ethnicity;

(2) data on how districts are making progress in hiring teachers and substitute teachers
in the areas of shortagenew text begin, including the number of teachers hired in the preceding two years,
the number of teachers hired holding a license at each tier level, the number of assignments
the school district was unable to fill with a licensed teacher, and licenses and permissions
for license fields without a board-approved preparation program by economic development
regions
new text end; and

(3) a five-year projection of teacher demand for each district, taking into account the
students under section 120B.35, subdivision 3, paragraph (b), clause (2), expected to enroll
in the district during that five-year period.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 5.

Minnesota Statutes 2020, section 122A.14, is amended by adding a subdivision to
read:


new text begin Subd. 11. new text end

new text begin Mental illness. new text end

new text begin The board must adopt rules that require all school administrators
renewing a license to include in the renewal requirements at least two hours of mental illness
training. The training must include at least one hour of suicide prevention training in each
licensure renewal period that is a nationally recognized evidence-based program. At least
one additional hour of training must include understanding the key warning signs of
early-onset mental illness in children and adolescents, trauma, accommodations for students'
mental illness, parents' roles in addressing students' mental illness, fetal alcohol spectrum
disorders, autism, and de-escalation methods, among other similar topics.
new text end

Sec. 6.

Minnesota Statutes 2020, section 122A.181, subdivision 5, is amended to read:


Subd. 5.

Limitations on license.

(a) A Tier 1 license is limited to the content matter
indicated on the application for the initial Tier 1 license under subdivision 1, clause (2), and
limited to the district or charter school that requested the initial Tier 1 license.

(b) A Tier 1 license does not bring an individual within the definition of a teacher for
purposes of section 122A.40, subdivision 1, or 122A.41, subdivision 1, clause (a).

deleted text begin (c) A Tier 1 license does not bring an individual within the definition of a teacher under
section 179A.03, subdivision 18.
deleted text end

Sec. 7.

Minnesota Statutes 2020, section 122A.183, subdivision 1, is amended to read:


Subdivision 1.

Requirements.

(a) The Professional Educator Licensing and Standards
Board must issue a Tier 3 license to a candidate who provides information sufficient to
demonstrate all of the following:

(1) the candidate meets the educational or professional requirements in paragraphs (b)
and (c);

(2) the candidate has obtained a passing score on the required licensure exams under
section 122A.185; and

(3) the candidate has completed the coursework required under subdivision 2.

(b) A candidate for a Tier 3 license must have a bachelor's degree to teach a class or
course outside a career and technical education or career pathways course of study.

(c) A candidate for a Tier 3 license must have one of the following credentials in a
relevant content area to teach a class or course in a career and technical education or career
pathways course of study:

(1) an associate's degree;

(2) a professional certification; or

(3) five years of relevant work experience.

In consultation with the governor's Workforce Development Board established under section
116L.665, the board must establish a list of qualifying certifications, and may add additional
professional certifications in consultation with school administrators, teachers, and other
stakeholders.

new text begin (d) The board must issue a Tier 3 license to a candidate who provides information
sufficient to demonstrate the following, regardless of whether the candidate meets other
requirements in this section:
new text end

new text begin (1) the candidate has completed a teacher preparation program from a culturally specific
Minority Serving Institution in the United States, such as Historically Black Colleges and
Universities, Tribal Colleges and Universities, or Hispanic-Serving Institutions, including
those in Puerto Rico, and is eligible for a teacher license in another state; or
new text end

new text begin (2) the candidate has completed a university teacher preparation program in another
country and has taught at least two years.
new text end

new text begin The candidate must have completed student teaching comparable to the student teaching
expectations in Minnesota.
new text end

Sec. 8.

Minnesota Statutes 2020, section 122A.184, subdivision 1, is amended to read:


Subdivision 1.

Requirements.

The Professional Educator Licensing and Standards
Board must issue a Tier 4 license to a candidate who provides information sufficient to
demonstrate all of the following:

(1) the candidate meets all requirements for a Tier 3 license under section 122A.183,
and has completed a teacher preparation program under section 122A.183, subdivision 2,
clause (1) or (2);

(2) the candidate has at least three years of teaching experience in Minnesotanew text begin or another
state
new text end;

(3) the candidate has obtained a passing score on all required licensure exams under
section 122A.185; and

(4) the candidate's most recent summative teacher evaluation did not result in placing
or otherwise keeping the teacher in an improvement process pursuant to section 122A.40,
subdivision 8, or 122A.41, subdivision 5.

Sec. 9.

Minnesota Statutes 2020, section 122A.185, subdivision 1, is amended to read:


Subdivision 1.

Tests.

deleted text begin (a) The Professional Educator Licensing and Standards Board
must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
examination of skills in reading, writing, and mathematics before being granted a Tier 4
teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier
3 license to provide direct instruction to pupils in elementary, secondary, or special education
programs if candidates meet the other requirements in section 122A.181, 122A.182, or
122A.183, respectively.
deleted text end

deleted text begin (b)deleted text endnew text begin (a)new text end The board must adopt new text beginand revise new text endrules requiring deleted text begincandidatesdeleted text endnew text begin applicantsnew text end for Tier 3
and Tier 4 licenses to pass an examinationnew text begin or performance assessmentnew text end of general pedagogical
knowledge and examinations of licensure field specific contentdeleted text begin.deleted text endnew text begin if the applicant has not
completed a board-approved preparation program assuring that candidates from the program
recommended for licensure meet content and pedagogy licensure standards in Minnesota.
Candidates who have satisfactorily completed board-approved programs in Minnesota with
required coursework and clinical field experiences that include learning opportunities and
assessments aligned to content and pedagogy licensure standards are not additionally required
to pass content and pedagogy exams for Tier 3 licensure. Applicants who have satisfactorily
completed a preparation program in another state and passed licensure examinations in that
state are not additionally required to pass similar examinations required in Minnesota.
new text end The
content examination requirement does not apply if no relevant content exam exists.

deleted text begin (c)deleted text endnew text begin (b)new text end Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
pass test items assessing the candidates' knowledge, skill, and ability in comprehensive,
scientifically based reading instruction under section 122A.06, subdivision 4, knowledge
and understanding of the foundations of reading development, development of reading
comprehension and reading assessment and instruction, and the ability to integrate that
knowledge and understanding into instruction strategies under section 122A.06, subdivision
4.

new text begin (c) All testing centers in the state must provide monthly opportunities for untimed content
and pedagogy examinations. These opportunities must be advertised on the test registration
website. The board must require the exam vendor to provide other equitable opportunities
to pass exams, including:
new text end

new text begin (1) waiving testing fees for test takers who qualify for federal grants;
new text end

new text begin (2) providing free, multiple, full-length practice tests for each exam and free,
comprehensive study guides on the test registration website;
new text end

new text begin (3) making content and pedagogy exams available in languages other than English for
teachers seeking licensure to teach in language immersion programs; and
new text end

new text begin (4) providing free, detailed exam results analysis by test objective to assist candidates
who do not pass an exam in identifying areas for improvement.
new text end

new text begin Any candidate who has not passed a required exam after two attempts must be allowed to
retake the exam, including new versions of the exam, without being charged an additional
fee.
new text end

(d) The requirement to pass a board-adopted reading, writing, and mathematics skills
examination does not apply to nonnative English speakers, as verified by qualified Minnesota
school district personnel or Minnesota higher education faculty, who, after meeting the
content and pedagogy requirements under this subdivision, apply for a teaching license to
provide direct instruction in their native language or world language instruction under section
120B.022, subdivision 1.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 10.

Minnesota Statutes 2020, section 122A.187, is amended by adding a subdivision
to read:


new text begin Subd. 7. new text end

new text begin American Indian history and culture. new text end

new text begin The Professional Educator Licensing
and Standards Board must adopt rules that require all licensed teachers renewing their license
under sections 122A.181 to 122A.184 to include in the renewal requirements professional
development in the cultural heritage and contemporary contributions of American Indians,
with particular emphasis on Minnesota Tribal Nations.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 11.

Minnesota Statutes 2020, section 122A.40, subdivision 3, is amended to read:


Subd. 3.

Hiring, dismissing.

new text begin(a) new text endSchool boards must hire or dismiss teachers at duly
called meetings. Where a husband and wife, brother and sister, or two brothers or sisters,
constitute a quorum, no contract employing a teacher shall be made or authorized except
upon the unanimous vote of the full board. A teacher related by blood or marriage, within
the fourth degree, computed by the civil law, to a board member shall not be employed
except by a unanimous vote of the full board. The initial employment of the teacher in the
district must be by written contract, signed by the teacher and by the chair and clerk. All
subsequent employment of the teacher in the district must be by written contract, signed by
the teacher and by the chair and clerk, except where there is a master agreement covering
the employment of the teacher. Contracts for teaching or supervision of teaching can be
made only with qualified teachers. A teacher shall not be required to reside within the
employing district as a condition to teaching employment or continued teaching employment.

new text begin (b) A school district must report all new teacher hires and terminations, including layoffs,
by race and ethnicity annually to the Professional Educator Licensing and Standards Board.
The report must not include data that would personally identify individuals.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 12.

Minnesota Statutes 2020, section 122A.40, subdivision 5, is amended to read:


Subd. 5.

Probationary period.

(a) The first three consecutive years of a teacher's first
teaching experience in Minnesota in a single district is deemed to be a probationary period
of employment, and, the probationary period in each district in which the teacher is thereafter
employed shall be one year. The school board must adopt a plan for written evaluation of
teachers during the probationary period that is consistent with subdivision 8. Evaluation
must occur at least three times periodically throughout each school year for a teacher
performing services during that school year; the first evaluation must occur within the first
90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops,
and other staff development opportunities and days on which a teacher is absent from school
must not be included in determining the number of school days on which a teacher performs
services. Except as otherwise provided in paragraph (b), during the probationary period any
annual contract with any teacher may or may not be renewed as the school board shall see
fit. However, the board must give any such teacher whose contract it declines to renew for
the following school year written notice to that effect before July 1. If the teacher requests
reasons for any nonrenewal of a teaching contract, the board must give the teacher its reason
in writing, including a statement that appropriate supervision was furnished describing the
nature and the extent of such supervision furnished the teacher during the employment by
the board, within ten days after receiving such request. The school board may, after a hearing
held upon due notice, discharge a teacher during the probationary period for cause, effective
immediately, under section 122A.44.

(b) A board must discharge a probationary teacher, effective immediately, upon receipt
of notice under section 122A.20, subdivision 1, paragraph (b), that the teacher's license has
been revoked due to a conviction for child abuse or sexual abuse.

(c) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States Code,
title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
of paragraph (a).

(d) A probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.

(e) A probationary teacher must complete at least 120 days of teaching service each year
during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school do not count as days of teaching service under this paragraph.

new text begin (f) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in a single school district or charter school in Minnesota or another state
must serve a probationary period no longer than one year in a Minnesota school district.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for collective bargaining agreements
effective July 1, 2023, and thereafter.
new text end

Sec. 13.

Minnesota Statutes 2020, section 122A.40, subdivision 8, is amended to read:


Subd. 8.

Development, evaluation, and peer coaching for continuing contract
teachers.

(a) To improve student learning and success, a school board and an exclusive
representative of the teachers in the district, consistent with paragraph (b), may develop a
teacher evaluation and peer review process for probationary and continuing contract teachers
through joint agreement. If a school board and the exclusive representative of the teachers
do not agree to an annual teacher evaluation and peer review process, then the school board
and the exclusive representative of the teachers must implement the state teacher evaluation
plan under paragraph (c). The process must include having trained observers serve as peer
coaches or having teachers participate in professional learning communities, consistent with
paragraph (b).

(b) To develop, improve, and support qualified teachers and effective teaching practices,
improve student learning and success, and provide all enrolled students in a district or school
with improved and equitable access to more effective and diverse teachers, the annual
evaluation process for teachers:

(1) must, for probationary teachers, provide for all evaluations required under subdivision
5;

(2) must establish a three-year professional review cycle for each teacher that includes
an individual growth and development plan, a peer review process, and at least one
summative evaluation performed by a qualified and trained evaluator such as a school
administrator. For the years when a tenured teacher is not evaluated by a qualified and
trained evaluator, the teacher must be evaluated by a peer review;

(3) must deleted text beginbe based on professional teaching standards established in ruledeleted text endnew text begin create, adopt,
or revise a rubric of performance standards for teacher practice that (i) is based on
professional teaching standards established in rule, (ii) includes culturally responsive
methodologies, and (iii) provides common descriptions of effectiveness using at least three
levels of performance
new text end;

(4) must coordinate staff development activities under sections 122A.60 and 122A.61
with this evaluation process and teachers' evaluation outcomes;

(5) may provide time during the school day and school year for peer coaching and teacher
collaboration;

(6) may include job-embedded learning opportunities such as professional learning
communities;

(7) may include mentoring and induction programs for teachers, including teachers who
are members of populations underrepresented among the licensed teachers in the district or
school and who reflect the diversity of students under section 120B.35, subdivision 3,
paragraph (b), clause (2), who are enrolled in the district or school;

(8) must include an option for teachers to develop and present a portfolio demonstrating
evidence of reflection and professional growth, consistent with section 122A.187, subdivision
3
, and include teachers' own performance assessment based on student work samples and
examples of teachers' work, which may include video among other activities for the
summative evaluation;

(9) must use data from valid and reliable assessments aligned to state and local academic
standards and must use state and local measures of student growth and literacy that may
include value-added models or student learning goals to determine 35 percent of teacher
evaluation results;

(10) must use longitudinal data on student engagement and connection, and other student
outcome measures explicitly aligned with the elements of curriculum for which teachers
are responsible, including academic literacy, oral academic language, and achievement of
content areas of English learners;

(11) must require qualified and trained evaluators such as school administrators to
perform summative evaluations and ensure school districts and charter schools provide for
effective evaluator training specific to teacher development and evaluation;

(12) must give teachers not meeting professional teaching standards under clauses (3)
through (11) support to improve through a teacher improvement process that includes
established goals and timelines; and

(13) must discipline a teacher for not making adequate progress in the teacher
improvement process under clause (12) that may include a last chance warning, termination,
discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline
a school administrator determines is appropriate.

Data on individual teachers generated under this subdivision are personnel data under
section 13.43. The observation and interview notes of peer coaches may only be disclosed
to other school officials with the consent of the teacher being coached.

(c) The department, in consultation with parents who may represent parent organizations
and teacher and administrator representatives appointed by their respective organizations,
representing the Professional Educator Licensing and Standards Board, the Minnesota
Association of School Administrators, the Minnesota School Boards Association, the
Minnesota Elementary and Secondary Principals Associations, Education Minnesota, and
representatives of the Minnesota Assessment Group, the Minnesota Business Partnership,
the Minnesota Chamber of Commerce, and Minnesota postsecondary institutions with
research expertise in teacher evaluation, must create and publish a teacher evaluation process
that complies with the requirements in paragraph (b) and applies to all teachers under this
section and section 122A.41 for whom no agreement exists under paragraph (a) for an annual
teacher evaluation and peer review process. The teacher evaluation process created under
this subdivision does not create additional due process rights for probationary teachers under
subdivision 5.

(d) Consistent with the measures of teacher effectiveness under this subdivision:

(1) for students in kindergarten through grade 4, a school administrator must not place
or approve the placement of a student in the classroom of a teacher who is in the improvement
process referenced in paragraph (b), clause (12), or has not had a summative evaluation if,
in the prior year, that student was in the classroom of a teacher who received discipline
pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that
grade; and

(2) for students in grades 5 through 12, a school administrator must not place or approve
the placement of a student in the classroom of a teacher who is in the improvement process
referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the
prior year, that student was in the classroom of a teacher who received discipline pursuant
to paragraph (b), clause (13), unless no other teacher at the school teaches that subject area
and grade.

All data created and used under this paragraph retains its classification under chapter 13.

new text begin EFFECTIVE DATE. new text end

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

Sec. 14.

Minnesota Statutes 2020, section 122A.41, subdivision 2, is amended to read:


Subd. 2.

Probationary period; discharge or demotion.

(a) All teachers in the public
schools in cities of the first class during the first three years of consecutive employment
shall be deemed to be in a probationary period of employment during which period any
annual contract with any teacher may, or may not, be renewed as the school board, after
consulting with the peer review committee charged with evaluating the probationary teachers
under subdivision 3, shall see fit. The school site management team or the school board if
there is no school site management team, shall adopt a plan for a written evaluation of
teachers during the probationary period according to subdivisions 3 and 5. Evaluation by
the peer review committee charged with evaluating probationary teachers under subdivision
3 shall occur at least three times periodically throughout each school year for a teacher
performing services during that school year; the first evaluation must occur within the first
90 days of teaching service. Days devoted to parent-teacher conferences, teachers' workshops,
and other staff development opportunities and days on which a teacher is absent from school
shall not be included in determining the number of school days on which a teacher performs
services. The school board may, during such probationary period, discharge or demote a
teacher for any of the causes as specified in this code. A written statement of the cause of
such discharge or demotion shall be given to the teacher by the school board at least 30
days before such removal or demotion shall become effective, and the teacher so notified
shall have no right of appeal therefrom.

(b) A probationary teacher whose first three years of consecutive employment are
interrupted for active military service and who promptly resumes teaching consistent with
federal reemployment timelines for uniformed service personnel under United States Code,
title 38, section 4312(e), is considered to have a consecutive teaching experience for purposes
of paragraph (a).

(c) A probationary teacher whose first three years of consecutive employment are
interrupted for maternity, paternity, or medical leave and who resumes teaching within 12
months of when the leave began is considered to have a consecutive teaching experience
for purposes of paragraph (a) if the probationary teacher completes a combined total of
three years of teaching service immediately before and after the leave.

(d) A probationary teacher must complete at least 120 days of teaching service each year
during the probationary period. Days devoted to parent-teacher conferences, teachers'
workshops, and other staff development opportunities and days on which a teacher is absent
from school do not count as days of teaching service under this paragraph.

new text begin (e) Notwithstanding any law to the contrary, a teacher who has taught for three
consecutive years in a single school district or charter school in Minnesota or another state
must serve a probationary period no longer than one year in a Minnesota school district.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for collective bargaining agreements
effective July 1, 2023, and thereafter.
new text end

Sec. 15.

Minnesota Statutes 2020, section 122A.41, subdivision 5, is amended to read:


Subd. 5.

Development, evaluation, and peer coaching for continuing contract
teachers.

(a) To improve student learning and success, a school board and an exclusive
representative of the teachers in the district, consistent with paragraph (b), may develop an
annual teacher evaluation and peer review process for probationary and nonprobationary
teachers through joint agreement. If a school board and the exclusive representative of the
teachers in the district do not agree to an annual teacher evaluation and peer review process,
then the school board and the exclusive representative of the teachers must implement the
state teacher evaluation plan developed under paragraph (c). The process must include
having trained observers serve as peer coaches or having teachers participate in professional
learning communities, consistent with paragraph (b).

(b) To develop, improve, and support qualified teachers and effective teaching practices
and improve student learning and success, and provide all enrolled students in a district or
school with improved and equitable access to more effective and diverse teachers, the annual
evaluation process for teachers:

(1) must, for probationary teachers, provide for all evaluations required under subdivision
2;

(2) must establish a three-year professional review cycle for each teacher that includes
an individual growth and development plan, a peer review process, and at least one
summative evaluation performed by a qualified and trained evaluator such as a school
administrator;

(3) must deleted text beginbe based on professional teaching standards established in ruledeleted text endnew text begin create, adopt,
or revise a rubric of performance standards for teacher practice that (i) is based on
professional teaching standards established in rule, (ii) includes culturally responsive
methodologies, and (iii) provides common descriptions of effectiveness using at least three
levels of performance
new text end;

(4) must coordinate staff development activities under sections 122A.60 and 122A.61
with this evaluation process and teachers' evaluation outcomes;

(5) may provide time during the school day and school year for peer coaching and teacher
collaboration;

(6) may include job-embedded learning opportunities such as professional learning
communities;

(7) may include mentoring and induction programs for teachers, including teachers who
are members of populations underrepresented among the licensed teachers in the district or
school and who reflect the diversity of students under section 120B.35, subdivision 3,
paragraph (b), clause (2), who are enrolled in the district or school;

(8) must include an option for teachers to develop and present a portfolio demonstrating
evidence of reflection and professional growth, consistent with section 122A.187, subdivision
3, and include teachers' own performance assessment based on student work samples and
examples of teachers' work, which may include video among other activities for the
summative evaluation;

(9) must use data from valid and reliable assessments aligned to state and local academic
standards and must use state and local measures of student growth and literacy that may
include value-added models or student learning goals to determine 35 percent of teacher
evaluation results;

(10) must use longitudinal data on student engagement and connection and other student
outcome measures explicitly aligned with the elements of curriculum for which teachers
are responsible, including academic literacy, oral academic language, and achievement of
English learners;

(11) must require qualified and trained evaluators such as school administrators to
perform summative evaluations and ensure school districts and charter schools provide for
effective evaluator training specific to teacher development and evaluation;

(12) must give teachers not meeting professional teaching standards under clauses (3)
through (11) support to improve through a teacher improvement process that includes
established goals and timelines; and

(13) must discipline a teacher for not making adequate progress in the teacher
improvement process under clause (12) that may include a last chance warning, termination,
discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline
a school administrator determines is appropriate.

Data on individual teachers generated under this subdivision are personnel data under
section 13.43. The observation and interview notes of peer coaches may only be disclosed
to other school officials with the consent of the teacher being coached.

(c) The department, in consultation with parents who may represent parent organizations
and teacher and administrator representatives appointed by their respective organizations,
representing the Professional Educator Licensing and Standards Board, the Minnesota
Association of School Administrators, the Minnesota School Boards Association, the
Minnesota Elementary and Secondary Principals Associations, Education Minnesota, and
representatives of the Minnesota Assessment Group, the Minnesota Business Partnership,
the Minnesota Chamber of Commerce, and Minnesota postsecondary institutions with
research expertise in teacher evaluation, must create and publish a teacher evaluation process
that complies with the requirements in paragraph (b) and applies to all teachers under this
section and section 122A.40 for whom no agreement exists under paragraph (a) for an annual
teacher evaluation and peer review process. The teacher evaluation process created under
this subdivision does not create additional due process rights for probationary teachers under
subdivision 2.

(d) Consistent with the measures of teacher effectiveness under this subdivision:

(1) for students in kindergarten through grade 4, a school administrator must not place
or approve the placement of a student in the classroom of a teacher who is in the improvement
process referenced in paragraph (b), clause (12), or has not had a summative evaluation if,
in the prior year, that student was in the classroom of a teacher who received discipline
pursuant to paragraph (b), clause (13), unless no other teacher at the school teaches that
grade; and

(2) for students in grades 5 through 12, a school administrator must not place or approve
the placement of a student in the classroom of a teacher who is in the improvement process
referenced in paragraph (b), clause (12), or has not had a summative evaluation if, in the
prior year, that student was in the classroom of a teacher who received discipline pursuant
to paragraph (b), clause (13), unless no other teacher at the school teaches that subject area
and grade.

All data created and used under this paragraph retains its classification under chapter 13.

new text begin EFFECTIVE DATE. new text end

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

Sec. 16.

Minnesota Statutes 2020, section 122A.41, is amended by adding a subdivision
to read:


new text begin Subd. 16. new text end

new text begin Hiring and dismissal. new text end

new text begin A school district must report all new teacher hires and
terminations, including layoffs, by race and ethnicity annually to the Professional Educator
Licensing and Standards Board. The report must not include data that would personally
identify individuals.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 17.

Minnesota Statutes 2020, section 122A.415, subdivision 4, is amended to read:


Subd. 4.

Basic alternative teacher compensation aid.

(a) The basic alternative teacher
compensation aid for a school with a plan approved under section 122A.414, subdivision
2b
, equals 65 percent of the alternative teacher compensation revenue under subdivision 1.
The basic alternative teacher compensation aid for a charter school with a plan approved
under section 122A.414, subdivisions 2a and 2b, equals $260 times the number of pupils
enrolled in the school on October 1 of the previous year, or on October 1 of the current year
for a charter school in the first year of operation, times the ratio of the sum of the alternative
teacher compensation aid and alternative teacher compensation levy for all participating
school districts to the maximum alternative teacher compensation revenue for those districts
under subdivision 1.

(b) Notwithstanding paragraph (a) and subdivision 1, the state total basic alternative
teacher compensation aid entitlement must not exceed deleted text begin$75,840,000 for fiscal year 2016 anddeleted text end
$88,118,000 for fiscal year deleted text begin2017deleted text endnew text begin 2022, $88,951,000 for fiscal year 2023, and $89,161,000
for fiscal year 2024
new text end and later. The commissioner must limit the amount of alternative teacher
compensation aid approved under this section so as not to exceed these limits by not
approving new participants or by prorating the aid among participating districts, intermediate
school districts, school sites, and charter schools. The commissioner may also reallocate a
portion of the allowable aid for the biennium from the second year to the first year to meet
the needs of approved participants.

(c) Basic alternative teacher compensation aid for an intermediate district or other
cooperative unit equals $3,000 times the number of licensed teachers employed by the
intermediate district or cooperative unit on October 1 of the previous school year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the entitlement for fiscal year 2023.
new text end

Sec. 18.

Minnesota Statutes 2020, section 122A.415, is amended by adding a subdivision
to read:


new text begin Subd. 7. new text end

new text begin Revenue uses. new text end

new text begin (a) Alternative teacher compensation revenue received under
this section must be used for purposes directly aligned with the implementation of the
approved plan under section 122A.414, subdivisions 2, paragraph (b), and 2a, if the applicant
is a charter school or cooperative.
new text end

new text begin (b) No more than five percent of the total amount of revenue may be spent on
administrative costs.
new text end

Sec. 19.

Minnesota Statutes 2020, section 122A.415, is amended by adding a subdivision
to read:


new text begin Subd. 8. new text end

new text begin Revenue reserved. new text end

new text begin Alternative teacher compensation revenue received under
this section must be reserved and used only for the programs authorized in this section.
new text end

Sec. 20.

Minnesota Statutes 2020, section 122A.50, is amended to read:


122A.50 PREPARATION TIME.

new text begin Subdivision 1. new text end

new text begin Preparation time. new text end

Beginning with agreements effective July 1, 1995,
and thereafter, all collective bargaining agreements for teachers provided for under chapter
179A, must include provisions for preparation time or a provision indicating that the parties
to the agreement chose not to include preparation time in the contract.

If the parties cannot agree on preparation time the following provision shall apply and
be incorporated as part of the agreement: "Within the student day for every 25 minutes of
classroom instructional time, a minimum of five additional minutes of preparation time
shall be provided to each licensed teacher. Preparation time shall be provided in one or two
uninterrupted blocks during the student day. Exceptions to this may be made by mutual
agreement between the district and the exclusive representative of the teachers."

new text begin Subd. 2. new text end

new text begin Due process forms and procedures time. new text end

new text begin (a) Beginning with the 2022-2023
school year, a school district must use the revenue under this subdivision to provide time
for teachers to complete due process forms and procedures in accordance with the plan
developed under paragraph (c). This time is in addition to the preparation time under
subdivision 1. For purposes of this subdivision, "school district" includes a charter school
where teachers have an exclusive representative for purposes of collective bargaining.
new text end

new text begin (b) For fiscal year 2023, the due process revenue for a school district is equal to $19
times the adjusted pupil units for the current fiscal year. For fiscal year 2023, the due process
revenue for a school district that is a member of an intermediate school district or other
cooperative unit that enrolls students is equal to $3.75 times the adjusted pupil units for the
current fiscal year. For fiscal year 2024 and later, the due process revenue for a school
district equals $7.40 times the adjusted pupil units for the current fiscal year. For fiscal year
2024 and later, the due process revenue for a school district that is a member of an
intermediate school district or other cooperative unit that enrolls students equals $1.50 times
the adjusted pupil units for the current fiscal year. If a district is a member of more than one
cooperative unit that enrolls students, the revenue must be allocated among the cooperative
units.
new text end

new text begin (c) A district must meet and negotiate an agreement with the exclusive representative
of teachers in the district containing a plan to use the revenue authorized under this
subdivision. The plan must provide teachers that provide direct services to students with
individualized education programs or individualized family services plans time to complete
due process forms and procedures. Examples of allowed uses for the revenue include:
new text end

new text begin (1) twenty hours of paid time for each teacher providing direct special education services,
with the time paid at a rate proportional to the teacher's annual salary, in addition to the
wages provided under applicable collective bargaining agreements and memoranda between
the school board and exclusive representative of teachers;
new text end

new text begin (2) the costs of necessary substitute teachers;
new text end

new text begin (3) innovative flexible learning days or weeks that provide teachers time during the
regularly scheduled duty day to complete forms and procedures; and
new text end

new text begin (4) due process clerks or other staff dedicated to assisting teachers with due process
forms and procedures.
new text end

new text begin (d) If the district and exclusive representative cannot reach agreement on a plan to use
the revenue, the agreement must require the revenue to be used for the use identified in
paragraph (c), clause (1). The parties may agree to reduce the number of paid hours if they
agree on another use for the revenue, including another use identified in paragraph (c).
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 21.

Minnesota Statutes 2020, section 122A.635, is amended to read:


122A.635 COLLABORATIVE URBAN AND GREATER MINNESOTA
EDUCATORS OF COLOR GRANT PROGRAM.

Subdivision 1.

Establishment.

The Professional Educator Licensing and Standards
Board must award competitive grants to increase the number of teacher candidates new text beginwho are
new text end of color or who are American Indian,new text begin complete teacher preparation programs,new text end and meet the
requirements for a Tier 3 license under section 122A.183. Eligibility for a grant under this
section is limited to public or private higher education institutions that offer a teacher
preparation program approved by the Professional Educator Licensing and Standards Board.

Subd. 2.

Competitive grants.

(a) The Professional Educator Licensing and Standards
Board must award competitive grants new text beginto a variety of higher education institution types new text endunder
this sectionnew text begin. The board must require an applicant institution to submit a plan describing how
it would use grant funds to increase the number of teachers who are of color or who are
American Indian, and must award grants
new text end based on the following criterianew text begin, listed in descending
order of priority
new text end:

deleted text begin (1) the number of teacher candidates being supported in the program who are of color
or who are American Indian;
deleted text end

deleted text begin (2)deleted text endnew text begin (1)new text end program outcomes, including graduation or program completion ratesdeleted text begin,deleted text endnew text begin andnew text end
licensure new text beginrecommendation new text endratesdeleted text begin, and placement ratesdeleted text endnew text begin for candidates who are of color or
who are American Indian compared to all candidates enrolled in a teacher preparation
program at the institution
new text end and, for each outcome measure, the number of deleted text beginthosedeleted text end teacher
candidates new text beginwho are new text endof color or who are American Indian; deleted text beginand
deleted text end

deleted text begin (3) the percent of racially and ethnically diverse teacher candidates enrolled in the
institution compared to:
deleted text end

deleted text begin (i) the total percent of students of color and American Indian students enrolled at the
institution, regardless of major; and
deleted text end

deleted text begin (ii) the percent of underrepresented racially and ethnically diverse teachers in the
economic development region of the state where the institution is located and where a
shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
deleted text end

new text begin (2) the extent to which an institution's plan is clear in describing how the institution
would use grant funds for implementing explicit research-based practices to provide
programmatic support to teacher candidates who are of color or who are American Indian.
Plans for grant funds may include:
new text end

new text begin (i) recruiting more racially and ethnically diverse candidates for admission to teacher
preparation programs;
new text end

new text begin (ii) providing differentiated advising, mentoring, or other supportive community-building
activities in addition to what the institution provides to all candidates enrolled in the
institution;
new text end

new text begin (iii) providing academic tutoring or support to help teacher candidates pass required
assessments; and
new text end

new text begin (iv) providing for program staffing expenses;
new text end

new text begin (3) an institution's plan to provide direct financial assistance as scholarships or stipends
within the allowable dollar range determined by the board under subdivision 3, paragraph
(b), to teacher candidates who are of color or who are American Indian;
new text end

deleted text begin (b) The board must give priority in awarding grants under this section to institutions that
received grants under Laws 2017, First Special Session chapter 5, article 2, section 57,
subdivision 27, and have demonstrated continuing success at recruiting, retaining, graduating,
and inducting
deleted text endnew text begin (4) whether the institution has previously received a competitive grant under
this section and has demonstrated positive outcomes from the use of grant funds for efforts
helping
new text end teacher candidates new text beginwho are new text endof color or who are American Indiandeleted text begin.deleted text endnew text begin to enroll in and
successfully complete teacher preparation programs and be recommended for licensure;
new text end

new text begin (5) geographic diversity among the institutions. In order to expand the number of grant
recipients throughout the state, whenever there is at least a 20 percent increase in the base
appropriation for this grant program, the board must prioritize awarding grants to institutions
outside of the Twin Cities metropolitan area.
new text end If the board awards a deleted text begincompetitivedeleted text end grant based
on the criteria in paragraph (a) to a program that has not previously received funding, the
board must thereafter give priority to the program equivalent to other programs deleted text begingiven priority
under this paragraph.
deleted text endnew text begin that have received grants and demonstrated positive outcomes; and
new text end

new text begin (6) the percentage of racially and ethnically diverse teacher candidates enrolled in the
institution compared to:
new text end

new text begin (i) the aggregate percentage of students of color and American Indian students enrolled
in the institution, regardless of major; and
new text end

new text begin (ii) the percentage of underrepresented racially and ethnically diverse teachers in the
economic development region of the state where the institution is located and where a
shortage of diverse teachers exists, as reported under section 122A.091, subdivision 5.
new text end

new text begin (b) The board must not penalize an applicant institution in the grant review process for
using grant funds only to provide direct financial support to teacher candidates if that is the
institution's priority and the institution uses other resources to provide programmatic support
to candidates.
new text end

(c) The board must determine award amounts for new text begindevelopment, new text endmaintenance deleted text beginanddeleted text endnew text begin, ornew text end
expansion of programs based new text beginonly new text endonnew text begin the degree to which applicants meet the criteria in
this subdivision,
new text end the number of candidatesnew text begin who are of color or who are American Indiannew text end
supported by an applicant program, deleted text beginsustaining support for those candidates,deleted text end and funds
available.

new text begin (d) The board must determine grant awards in part by multiplying the number of teacher
candidates to be provided direct financial assistance by the average amount the institution
proposes per candidate that is within the allowable dollar range. After assessing an
institution's adherence to grant criteria and funds available, the board may grant an institution
a lower average amount per candidate and the institution may decide to award less per
candidate or provide financial assistance to fewer candidates within the allowable range.
Additionally, an institution may use up to 25 percent of the awarded grant funds to provide
programmatic support as described in paragraph (a), clause (3). If the board does not award
an applicant institution's full request, the board must allow the institution to modify how it
uses grant funds to maximize program outcomes consistent with the requirements of this
section.
new text end

Subd. 3.

Grant program administration.

new text begin(a) new text endThe Professional Educator Licensing and
Standards Board may enter into an interagency agreement with the Office of Higher
Education. The agreement may include a transfer of funds to the Office of Higher Education
to help establish and administer the competitive grant process. The board must award grants
to institutions located in various economic development regions throughout the state, but
must not predetermine the number of institutions to be awarded grants under this section
or set a limit for the amount that any one institution may receive as part of the competitive
grant application process.

new text begin (b) The board must establish a standard allowable dollar range for the amount of direct
financial assistance an applicant institution may provide to each candidate. To determine
the range, the board may collect de-identified data from institutions that received a grant
during the previous grant period and calculate the average scholarship amount awarded to
all candidates across all institutions using the most recent fiscal year data available. The
calculation may be used to determine a scholarship range that is no more than 25 percent
than this amount and no less than half the average of this amount. The purpose of direct
financial assistance is to assist candidates matriculating through completing licensure
programs if they demonstrate financial need after considering other grants and scholarships
provided.
new text end

new text begin (c)new text end All grants must be awarded by August 15 of the fiscal year in which the grants are
to be used deleted text beginexcept that, for initial competitive grants awarded for fiscal year 2020, grants
must be awarded by September 15
deleted text end. An institution that receives a grant under this section
may use the grant funds over a two- to four-year period to new text beginsustain new text endsupportnew text begin fornew text end teacher
candidatesnew text begin at any stage from recruitment and program admission to graduation and licensure
application
new text end.

Subd. 4.

Report.

(a) By deleted text beginJanuarydeleted text end new text beginJuly new text end15 of each year, an institution awarded a grant
under this section must prepare for the legislature and the board a detailed report regarding
the expenditure of grant funds, including the amounts used to recruit, retain, and deleted text begininductdeleted text endnew text begin
support
new text end teacher candidates of color or deleted text beginwho aredeleted text end American Indiannew text begin teacher candidates to
complete programs and be recommended for licensure
new text end. The report must includenew text begin:
new text end

new text begin (1)new text end the total number of teacher candidates of colordeleted text begin, disaggregated by race or ethnic group,
who
deleted text endnew text begin and American Indian teacher candidates who:
new text end

new text begin (i) are enrolled in the institution;
new text end

new text begin (ii) are supported by grant funds with direct financial assistance during the academic
reporting year;
new text end

new text begin (iii) are supported with other programmatic supports;
new text end

new text begin (iv)new text end are recruited deleted text beginto the institution, aredeleted text endnew text begin andnew text end newly admitted to deleted text beginthedeleted text endnew text begin anew text end licensure programdeleted text begin,
are enrolled in the
deleted text endnew text begin;
new text end

new text begin (v) are enrolled in a licensure program;
new text end

new text begin (vi) have completed anew text end licensure programdeleted text begin, have completed student teaching, have
graduated, are licensed, and are newly employed as Minnesota teachers in their licensure
field. A grant recipient must report
deleted text endnew text begin; and
new text end

new text begin (vii) were recommended for licensure in the field for which they were prepared;
new text end

new text begin (2)new text end the total number of teacher candidates of color or deleted text beginwho aredeleted text end American Indiannew text begin teacher
candidates
new text end at each stage from deleted text beginrecruitmentdeleted text endnew text begin program admissionnew text end to deleted text beginlicensed teachingdeleted text endnew text begin licensure
recommendation
new text end as a percentage of deleted text begintotaldeleted text endnew text begin allnew text end candidates seeking the same licensure at the
institutiondeleted text begin.deleted text endnew text begin; and
new text end

new text begin (3) a brief narrative describing the successes and challenges of efforts proposed in the
grant application to support candidates with grant funds, and lessons learned for future
efforts.
new text end

(b) new text beginBy September 1 of each year, new text endthe board must post a report on its website summarizing
the activities and outcomes of grant recipients and results that promote sharing of effective
practices new text beginand lessons learned new text endamong grant recipients.

Sec. 22.

Minnesota Statutes 2021 Supplement, section 122A.70, is amended to read:


122A.70 TEACHER MENTORSHIP AND RETENTION OF EFFECTIVE
TEACHERS.

Subdivision 1.

Teacher mentoring, induction, and retention programs.

(a) School
districts must develop teacher mentoring programs for teachers new to the profession or
district, including teaching residents, teachers of color, teachers who are American Indian,
teachers in license shortage areas, teachers with special needs, or experienced teachers in
need of peer coaching.

(b) Teacher mentoring programs must be included in or aligned with districts' teacher
evaluation and peer review processes under sections 122A.40, subdivision 8, and 122A.41,
subdivision 5. A district may use staff development revenue under section 122A.61, special
grant programs established by the legislature, or another funding source to pay a stipend to
a mentor who may be a current or former teacher who has taught at least three years and is
not on an improvement plan. deleted text beginOther initiatives using such funds or funds available under
sections 124D.861 and 124D.862 may include:
deleted text end

deleted text begin (1) additional stipends as incentives to mentors of color or who are American Indian;
deleted text end

deleted text begin (2) financial supports for professional learning community affinity groups across schools
within and between districts for teachers from underrepresented racial and ethnic groups to
come together throughout the school year. For purposes of this section, "affinity groups"
are groups of educators who share a common racial or ethnic identity in society as persons
of color or who are American Indian;
deleted text end

deleted text begin (3) programs for induction aligned with the district or school mentorship program during
the first three years of teaching, especially for teachers from underrepresented racial and
ethnic groups; or
deleted text end

deleted text begin (4) grants supporting licensed and nonlicensed educator participation in professional
development, such as workshops and graduate courses, related to increasing student
achievement for students of color and American Indian students in order to close opportunity
and achievement gaps.
deleted text end

deleted text begin (c) A school or district that receives a grant must negotiate additional retention strategies
or protection from unrequested leave of absences in the beginning years of employment for
teachers of color and teachers who are American Indian. Retention strategies may include
providing financial incentives for teachers of color and teachers who are American Indian
to work in the school or district for at least five years and placing American Indian educators
at sites with other American Indian educators and educators of color at sites with other
educators of color to reduce isolation and increase opportunity for collegial support.
deleted text end

Subd. 2.

Board grants.

The Professional Educator Licensing and Standards Board must
make grant application forms available to sites interested in developingnew text begin, sustaining,new text end or
expanding a mentorship program. A school districtdeleted text begin; adeleted text endnew text begin ornew text end group of school districtsdeleted text begin; a coalition
of districts, teachers, and teacher education institutions; or
deleted text endnew text begin,new text end a new text beginschool or new text endcoalition of schools,
new text begin or a coalition of new text endteachersdeleted text begin, or nonlicensed educatorsdeleted text end may apply for a program grant. new text beginA higher
education institution or nonprofit organization may partner with a grant applicant but is not
eligible as a sole applicant for grant funds.
new text endThe Professional Educator Licensing and
Standards Board, in consultation with the teacher mentoring task force, must approve or
disapprove the applications. To the extent possible, the approved applications must reflect
effective mentoring, professional development, and retention components, and be
geographically distributed throughout the state. The Professional Educator Licensing and
Standards Board must encourage the selected sites to consider the use of its assessment
procedures.

new text begin Subd. 2a. new text end

new text begin Funded work. new text end

new text begin (a) Grant funds may be used for the following:
new text end

new text begin (1) additional stipends as incentives to mentors who are of color or who are American
Indian;
new text end

new text begin (2) financial supports for professional learning community affinity groups across schools
within and between districts for educators from underrepresented racial and ethnic groups
to come together throughout the school year. For purposes of this section, "affinity groups"
mean groups of licensed and nonlicensed educators who share a common racial or ethnic
identity in society as persons who are of color or who are American Indian;
new text end

new text begin (3) programs for induction aligned with the district or school mentorship program during
the first three years of teaching, especially for teachers from underrepresented racial and
ethnic groups;
new text end

new text begin (4) professional development focused on ways to close opportunity and achievement
gaps for students of color and American Indian students; or
new text end

new text begin (5) for teachers of color and American Indian teachers, graduate courses toward a first
master's degree in a field related to their licensure or toward an additional license.
new text end

new text begin (b) A charter school or district that receives a grant must negotiate additional retention
strategies or protection from unrequested leaves of absence in the beginning years of
employment for teachers who are of color or who are American Indian. Retention strategies
may include providing financial incentives for teachers of color and teachers who are
American Indian to work in the school or district for at least five years and placing American
Indian educators at sites with other American Indian educators and educators of color at
sites with other educators of color to reduce isolation and increase opportunity for collegial
support.
new text end

Subd. 3.

Criteria for selection.

new text begin(a) new text endAt a minimum, applicants for grants under subdivision
2 must express commitment to:

(1) allow staff participation;

(2) assess skills of both beginning and mentor teachers;

(3) provide appropriate in-service to needs identified in the assessment;

(4) provide leadership to the effort;

(5) cooperate with higher education institutionsnew text begin or teacher educatorsnew text end;

(6) provide facilities and other resources;

(7) share findings, materials, and techniques with other school districts; and

(8) retain teachers of color and teachers who are American Indian.

new text begin (b) The Professional Educator Licensing and Standards Board must give priority to
applications to fund programs to induct, mentor, and retain Tier 2 or Tier 3 teachers who
are of color or who are American Indian, and Tier 2 or Tier 3 teachers in licensure shortage
areas within the applicant's economic development region.
new text end

Subd. 4.

Additional funding.

Grant applicants must seek additional funding and
assistance from sources such as school districts, postsecondary institutions, foundations,
and the private sector.

Subd. 5.

Program implementation.

new text beginA grant recipient may use grant funds on
implementing activities over a period of time up to 24 months.
new text endNew and expanding
mentorship sites that receive a board grant under subdivision 2 to design, develop, implement,
and evaluate their program must participate in activities that support program development
and implementation.

Subd. 6.

Report.

By deleted text beginJunedeleted text endnew text begin Septembernew text end 30 of each year after receiving a grant, recipients
must submit a report to the Professional Educator Licensing and Standards Board on program
efforts that describes mentoring and induction activities and assesses the impact of these
programs on teacher effectiveness and retention.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 23.

Minnesota Statutes 2020, section 122A.76, is amended to read:


122A.76 deleted text beginSTATEWIDEdeleted text end CONCURRENT ENROLLMENT TEACHER deleted text beginTRAINING
PROGRAM
deleted text endnew text begin PARTNERSHIPnew text end.

Subdivision 1.

Definition.

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

(b) deleted text begin"Northwest Regional Partnership"deleted text endnew text begin "Concurrent Enrollment Teacher Partnership"new text end
means a voluntary association of the Lakes Country Service Cooperative, the Northwest
Service Cooperative, deleted text beginanddeleted text endnew text begin the Metropolitan Education Cooperative Service Unit,new text end Minnesota
State University-Moorheadnew text begin, and other interested colleges and universities operated by the
Minnesota State system or the University of Minnesota
new text end that deleted text beginworksdeleted text endnew text begin worknew text end together to provide
coordinated higher learning opportunities for teachers.

deleted text begin (c) "State Partnership" means a voluntary association of the Northwest Regional
Partnership and the Metropolitan Educational Cooperative Service Unit.
deleted text end

deleted text begin (d)deleted text endnew text begin (c)new text end "Eligible postsecondary institution" means a public or private postsecondary
institution that awards graduate credits.

deleted text begin (e)deleted text endnew text begin (d)new text end "Eligible teacher" means a licensed new text beginsecondary new text endteacher deleted text beginof secondary school courses
for postsecondary credit
deleted text endnew text begin interested in teaching or currently teaching concurrent enrollment
courses
new text end.

new text begin Subd. 1a. new text end

new text begin Fiscal host. new text end

new text begin Lakes Country Service Cooperative is the fiscal host for the
Concurrent Enrollment Teacher Partnership.
new text end

Subd. 2.

Establishment.

(a) deleted text beginLakes Country Service Cooperative, in consultation with
the Northwest Service Cooperative,
deleted text endnew text begin The Concurrent Enrollment Teacher Partnershipnew text end may
develop a deleted text begincontinuing educationdeleted text end program to allow eligible teachers to attain the requisite
graduate credits necessary to be qualified to teach deleted text beginsecondary school courses for postsecondary
credit
deleted text endnew text begin concurrent enrollment coursesnew text end.

(b) deleted text beginIf established, the State Partnershipdeleted text endnew text begin The Concurrent Enrollment Teacher Partnershipnew text end
must contract with one or more eligible postsecondary institutions to establish a deleted text begincontinuing
education credit
deleted text end program to allow eligible teachers to attain sufficient graduate credits to
qualify to teach deleted text beginsecondary schooldeleted text endnew text begin concurrent enrollmentnew text end courses deleted text beginfor postsecondary creditdeleted text end.
Members of the deleted text beginStatedeleted text endnew text begin Concurrent Enrollment Teachernew text end Partnership must work to eliminate
duplication of service and develop the deleted text begincontinuing education creditdeleted text end program efficiently and
cost-effectively.

Subd. 3.

Curriculum development.

The deleted text begincontinuing educationdeleted text end program must use flexible
delivery models, such as an online education curriculum, that allow eligible secondary
school teachers to attain graduate credit at a reduced credit rate. Information about the
curriculum, including course length and course requirements, must be posted on the website
of the eligible institution offering the course at least two weeks before eligible teachers are
required to register for courses deleted text beginin the continuing education programdeleted text end.

Subd. 4.

Funding for course new text beginparticipation; course new text enddevelopment; deleted text beginscholarships;
stipends
deleted text endnew text begin participation incentivesnew text end.

(a) Lakes Country Service Cooperative, in consultation
with the other members of the deleted text beginNorthwest Regionaldeleted text endnew text begin Concurrent Enrollment Teachernew text end
Partnership, deleted text beginshall:deleted text endnew text begin must
new text end

deleted text begin (1)deleted text end provide funding for deleted text begincourse developmentdeleted text endnew text begin eligible teachers to participate in the programnew text end
for up to 18 credits in applicable postsecondary subject areasdeleted text begin;deleted text endnew text begin.
new text end

deleted text begin (2) provide scholarships for eligible teachers to enroll in the continuing education
program; and
deleted text end

deleted text begin (3) develop criteria for awarding educator stipends on a per-credit basis to incentivize
participation in the continuing education program.
deleted text end

deleted text begin (b) If established, the State Partnership must:
deleted text end

deleted text begin (1) provide funding for course development for up to 18 credits in applicable
postsecondary subject areas;
deleted text end

deleted text begin (2) provide scholarships for eligible teachers to enroll in the continuing education
program; and
deleted text end

deleted text begin (3) develop criteria for awarding educator stipends on a per-credit basis to incentivize
participation in the continuing education program.
deleted text end

new text begin (b) The Concurrent Enrollment Teacher Partnership may:
new text end

new text begin (1) provide funding for course development in applicable postsecondary subject areas;
new text end

new text begin (2) work with school districts to develop incentives for teachers to participate in the
program; and
new text end

new text begin (3) enroll college faculty, as space permits, and provide financial assistance if state aid
remains available.
new text end

Subd. 5.

Private funding.

The partnerships may receive private resources to supplement
the available public money. deleted text beginAll money received in fiscal year 2017 shall be administered
by the Lakes Country Service Cooperative. All money received in fiscal year 2018 and later
shall be administered by the State Partnership.
deleted text end

Subd. 6.

Report required.

deleted text begin (a) The Northwest Regional Partnership must submit a report
by January 15, 2018, on the progress of its activities to the legislature, commissioner of
education, and Board of Trustees of the Minnesota State Colleges and Universities. The
report shall contain a financial report for the preceding year.
deleted text end

deleted text begin (b) If established, the Statedeleted text endnew text begin The Concurrent Enrollment Teachernew text end Partnership must submit
an annual joint report to the legislature and the Office of Higher Education by January 15
of each year on the progress of its activities. The report must include the number of teachers
participating in the program, the geographic location of the teachers, the number of credits
earned, and the subject areas of the courses in which participants earned credit. The report
must include a financial report for the preceding year.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 24.

Minnesota Statutes 2020, section 123B.147, subdivision 3, is amended to read:


Subd. 3.

Duties; evaluation.

(a) The principal shall provide administrative, supervisory,
and instructional leadership services, under the supervision of the superintendent of schools
of the district and according to the policies, rules, and regulations of the school board, for
the planning, management, operation, and evaluation of the education program of the building
or buildings to which the principal is assigned.

(b) To enhance a principal'snew text begin culturally responsivenew text end leadership skills and support and
improve teaching practices, school performance, and student achievement for diverse student
populations, including at-risk students, children with disabilities, English learners, and gifted
students, among others, a district must develop and implement a performance-based system
for annually evaluating school principals assigned to supervise a school building within the
district. The evaluation must be designed to improve teaching and learning by supporting
the principal in shaping the school's professional environment and developing teacher
quality, performance, and effectiveness. The annual evaluation must:

(1) support and improve a principal's instructional leadership, organizational management,
and professional development, and strengthen the principal's capacity in the areas of
instruction, supervision, evaluation, and teacher development;

new text begin (2) support and improve a principal's culturally responsive leadership practices that
create inclusive and respectful teaching and learning environments for all students, families,
and employees;
new text end

deleted text begin (2)deleted text endnew text begin (3)new text end include formative and summative evaluations based on multiple measures of
student progress toward career and college readiness;

deleted text begin (3)deleted text endnew text begin (4)new text end be consistent with a principal's job description, a district's long-term plans and
goals, and the principal's own professional multiyear growth plans and goals, all of which
must support the principal's leadership behaviors and practices, rigorous curriculum, school
performance, and high-quality instruction;

deleted text begin (4)deleted text endnew text begin (5)new text end include on-the-job observations and previous evaluations;

deleted text begin (5)deleted text endnew text begin (6)new text end allow surveys to help identify a principal's effectiveness, leadership skills and
processes, and strengths and weaknesses in exercising leadership in pursuit of school success;

deleted text begin (6)deleted text endnew text begin (7)new text end use longitudinal data on student academic growth as 35 percent of the evaluation
and incorporate district achievement goals and targets;

deleted text begin (7)deleted text endnew text begin (8)new text end be linked to professional development that emphasizes improved teaching and
learning, curriculum and instruction, student learning, new text beginculturally responsive leadership
practices,
new text endand a collaborative professional culture; and

deleted text begin (8)deleted text endnew text begin (9)new text end for principals not meeting standards of professional practice or other criteria
under this subdivision, implement a plan to improve the principal's performance and specify
the procedure and consequence if the principal's performance is not improved.

The provisions of this paragraph are intended to provide districts with sufficient flexibility
to accommodate district needs and goals related to developing, supporting, and evaluating
principals.

new text begin EFFECTIVE DATE. new text end

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

Sec. 25.

Minnesota Statutes 2020, section 179A.03, subdivision 19, is amended to read:


Subd. 19.

Terms and conditions of employment.

"Terms and conditions of employment"
means the hours of employment, the compensation therefor including fringe benefits except
retirement contributions or benefits other than employer payment of, or contributions to,
premiums for group insurance coverage of retired employees or severance pay,new text begin class sizes
in school districts and charter schools, student testing, student to personnel ratios in school
districts,
new text end and the employer's personnel policies affecting the working conditions of the
employees. In the case of professional employees the term does not mean educational
policies of a school district. "Terms and conditions of employment" is subject to section
179A.07.

Sec. 26.

Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 3,
is amended to read:


Subd. 3.

deleted text beginStatewidedeleted text end Concurrent enrollment teacher training program.

(a) For the
concurrent enrollment teacher partnership under Minnesota Statutes, section 122A.76:

$
375,000
.....
2022
$
deleted text begin 375,000 deleted text end new text begin
1,000,000
new text end
.....
2023

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

new text begin (c) Any balance in the second year does not cancel but is available until June 30, 2025.
new text end

Sec. 27.

Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 4,
is amended to read:


Subd. 4.

Grow Your Own.

(a) For grants to develop, continue, or expand Grow Your
Own new teacher programs under Minnesota Statutes, section 122A.73:

$
6,500,000
.....
2022
$
deleted text begin 6,500,000 deleted text end new text begin
68,000,000
new text end
.....
2023

(b) This appropriation is subject to the requirements under Minnesota Statutes, section
122A.73, subdivision 5.

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

new text begin (d) The base for fiscal years 2024 and 2025 is $6,500,000. The base for fiscal year 2026
is $27,000,000.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 28.

Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 5,
is amended to read:


Subd. 5.

Nonexclusionary discipline.

(a) For grants to school districts and charter
schools to provide training for school staff on nonexclusionary disciplinary practices:

$
1,750,000
.....
2022
$
deleted text begin 0 deleted text end new text begin
5,000,000
new text end
.....
2023

(b) Grants are to develop training and to work with schools to train staff on
nonexclusionary disciplinary practices that maintain the respect, trust, and attention of
students and help keep students in classrooms. These funds may also be used for grant
administration.

(c) Eligible grantees include school districts, charter schools, intermediate school districts,
and cooperative units as defined in section 123A.24, subdivision 2.

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

(e) The base for fiscal year 2024 and later is deleted text begin$0deleted text endnew text begin $5,000,000new text end.

Sec. 29.

Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 6,
is amended to read:


Subd. 6.

Expanded concurrent enrollment grants.

(a) For grants to institutions offering
"Introduction to Teaching" or "Introduction to Education" college in the schools courses
under Minnesota Statutes, section 124D.09, subdivision 10, paragraph (b):

$
500,000
.....
2022
$
deleted text begin 500,000 deleted text end new text begin
1,000,000
new text end
.....
2023

(b) The department may retain up to five percent of the appropriation amount to monitor
and administer the grant program.

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 30.

Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 7,
is amended to read:


Subd. 7.

Alternative teacher compensation aid.

(a) For alternative teacher compensation
aid under Minnesota Statutes, section 122A.415, subdivision 4:

$
deleted text begin 88,896,000 deleted text end new text begin
88,559,000
new text end
.....
2022
$
deleted text begin 88,898,000 deleted text end new text begin
89,234,000
new text end
.....
2023

(b) The 2022 appropriation includes $8,877,000 for 2021 and deleted text begin$80,019,000deleted text endnew text begin $79,682,000new text end
for 2022.

(c) The 2023 appropriation includes deleted text begin$8,891,000deleted text endnew text begin $8,854,000new text end for 2022 and deleted text begin$80,007,000deleted text endnew text begin
$80,380,000
new text end for 2023.

Sec. 31.

Laws 2021, First Special Session chapter 13, article 3, section 8, subdivision 2,
is amended to read:


Subd. 2.

Collaborative urban and greater Minnesota educators of color grants.

(a)
For collaborative urban and greater Minnesota educators of color grants under Minnesota
Statutes, section 122A.635:

$
1,000,000
.....
2022
$
deleted text begin 1,000,000 deleted text end new text begin
3,000,000
new text end
.....
2023

(b) The board may retain up to $30,000 of the appropriation amount in each fiscal year
to monitor and administer the grant program and a portion of these funds may be transferred
to the Office of Higher Education as determined by the executive director of the board and
the commissioner to support the administration of the program.

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 32. new text beginTEACHER SUPPLY AND DEMAND REPORT.
new text end

new text begin (a) By February 1, 2023, the Professional Educator Licensing and Standards Board must
include in the report required under Minnesota Statutes, section 122A.091, subdivision 5,
the number of teacher openings, by school district, for teachers with licenses in the following
fields:
new text end

new text begin (1) English as a second language;
new text end

new text begin (2) early childhood;
new text end

new text begin (3) special education;
new text end

new text begin (4) career and technical education;
new text end

new text begin (5) science, technology, engineering, arts, and math; and
new text end

new text begin (6) world languages.
new text end

new text begin (b) For each field listed in paragraph (a), the report must also include the number of
teachers hired, by school district, at each license tier level, and the number of teacher
assignments the school district was unable to fill with a licensed teacher.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 33. new text beginTEMPORARY INCREASE IN TEACHERS RETIREMENT ASSOCIATION
EARNINGS LIMITATION.
new text end

new text begin For fiscal years 2023, 2024, and 2025, notwithstanding Minnesota Statutes, section
354.44, subdivision 5, the applicable earnings limitation for an individual collecting a
retirement annuity is $92,000.
new text end

Sec. 34. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin American Indian history and culture. new text end

new text begin (a) For implementation of the American
Indian history and culture relicensure requirement under Minnesota Statutes, section
122A.187, subdivision 7. The commissioner may transfer funds to the Professional Educator
Licensing and Standards Board as necessary:
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The base is $86,000 for fiscal year 2024 and $60,000 for fiscal year 2025.
new text end

new text begin Subd. 3. new text end

new text begin Due process aid. new text end

new text begin (a) For special education teacher due process aid under section
122A.50 not otherwise reimbursed as special education aid:
new text end

new text begin $
new text end
new text begin 18,230,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The base is $8,227,000 for fiscal year 2024 and $8,605,000 for fiscal year 2025.
new text end

new text begin Subd. 4. new text end

new text begin Science teachers. new text end

new text begin (a) For a grant to the Minnesota Science Teachers Association:
new text end

new text begin $
new text end
new text begin 611,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Grant funds must be used to provide pedagogical and content professional
development to implement the 2019 revised science standards, including for current high
school teachers to prepare to take the content test for additional licensure in earth science,
and to provide pedagogical and content professional development to 6th grade and high
school teachers to be effective teachers of earth and space science. Professional development
must be offered at multiple locations across the state, including outside the seven-county
metropolitan area as well as online.
new text end

new text begin (c) This appropriation is available until June 30, 2025. Up to five percent of this
appropriation may be used for administrative costs incurred by the Department of Education.
new text end

new text begin Subd. 5. new text end

new text begin Teacher retention bonuses. new text end

new text begin (a) For providing retention bonuses to teachers
who are new to the profession:
new text end

new text begin $
new text end
new text begin 0
new text end
new text begin .....
new text end
new text begin 2022
new text end
new text begin $
new text end
new text begin 11,250,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The commissioner must establish a process to identify eligible teachers to receive
retention bonuses in this program.
new text end

new text begin (c) The commissioner must prioritize teachers of color and American Indian teachers,
teachers filling licensure shortage areas, and teachers from low-income backgrounds.
new text end

new text begin (d) The employer of the eligible teacher must offer the stipend and request reimbursement
from the department using a process established by the department.
new text end

new text begin (e) A retention bonus must be in addition to the local salary agreement.
new text end

new text begin (f) Reimbursements for eligible teachers must meet the following requirements:
new text end

new text begin (1) $1,000 awarded to first-year teachers who successfully complete their first year of
employment and are returning for a second year.
new text end

new text begin (2) $2,000 awarded to the same cohort of teachers who successfully complete their
second year of employment and are returning for a third year.
new text end

new text begin (3) $4,500 awarded to the same cohort of teachers who successfully complete their third
year of employment and are returning for a fourth year.
new text end

new text begin (g) This appropriation is available until June 30, 2025.
new text end

new text begin (h) The department may retain up to five percent of the appropriation amount to monitor
and administer the program.
new text end

ARTICLE 4

CHARTER SCHOOLS

Section 1.

Minnesota Statutes 2020, section 124E.02, is amended to read:


124E.02 DEFINITIONS.

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

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

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

new text begin (d) "Charter management organization" means any nonprofit entity that contracts with
a charter school board of directors to provide, manage, or oversee all or substantially all of
the charter school's educational program design or implementation, or the charter school's
administrative, financial, business, and operational functions.
new text end

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

new text begin (f) "Education management organization" means any for-profit entity that contracts with
a charter school board of directors to provide, manage, or oversee all or substantially all of
the charter school's educational program design or implementation, or the charter school's
administrative, financial, business, and operational functions.
new text end

deleted text begin (e)deleted text endnew text begin (g)new text end "Immediate family" means an individual whose relationship by blood, marriage,
adoption, or partnership is no more remote than first cousin.

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

new text begin (1) current and projected demographic information of student populations in the
geographic area;
new text end

new text begin (2) current student enrollment patterns in the geographic area;
new text end

new text begin (3) information on existing schools and types of educational programs currently available;
new text end

new text begin (4) documentation of the plan for outreach to diverse and underrepresented populations;
new text end

new text begin (5) information on the availability of properly zoned and classified facilities; and
new text end

new text begin (6) quantification of existing demand for the new school or site expansion.
new text end

new text begin (i) "Online education service provider" means an organization that provides the online
learning management system, virtual learning environment, or online student management
system and services for the implementation and operation of the online education program.
new text end

deleted text begin (f)deleted text endnew text begin (j)new text end "Person" means an individual or entity of any kind.

deleted text begin (g)deleted text endnew text begin (k)new text end "Related party" means an affiliate or immediate relative of the other interested
party, an affiliate of an immediate relative who is the other interested party, or an immediate
relative of an affiliate who is the other interested party.

deleted text begin (h)deleted text endnew text begin (l)new text end For purposes of this chapter, the terms defined in section 120A.05 have the same
meanings.

Sec. 2.

Minnesota Statutes 2020, section 124E.03, subdivision 2, is amended to read:


Subd. 2.

Certain federal, state, and local requirements.

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

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

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

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

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

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

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

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

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

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

Sec. 3.

Minnesota Statutes 2020, section 124E.03, is amended by adding a subdivision to
read:


new text begin Subd. 9. new text end

new text begin English learners. new text end

new text begin A charter school is subject to and must comply with the
Education for English Learners Act, sections 124D.58 to 124D.64 as though it were a district.
new text end

Sec. 4.

Minnesota Statutes 2020, section 124E.05, subdivision 4, is amended to read:


Subd. 4.

Application content.

(a) To be approved as an authorizer, an applicant must
include in its application to the commissioner at least the following:

(1) how the organization carries out its mission by chartering schools;

(2) a description of the capacity of the organization to serve as an authorizer, including
the positions allocated to authorizing duties, the qualifications for those positions, the
full-time equivalencies of those positions, and the financial resources available to fund the
positions;

(3) the application and review process the authorizer uses to decide whether to grant
charters;

(4) the type of contract it arranges with the schools it charters to meet the provisions of
section 124E.10;

(5) the process for overseeing the school, consistent with clause (4), to ensure that the
schools chartered comply with applicable law and rules and the contract;

(6) the criteria and process the authorizer uses to approve applications adding grades or
sites under section 124E.06, subdivision 5;

(7) the process for renewing or terminating the school's charter based on evidence
showing the academic, organizational, and financial competency of the school, including
its success in increasing student achievement and meeting the goals of the charter school
agreement; and

(8) an assurance specifying that the organization is committed to serving as an authorizer
deleted text begin for the full five-year termdeleted text endnew text begin until the organization formally withdraws as an approved authorizer
under subdivision 7 or the commissioner terminates the organization's ability to authorize
charter schools under subdivision 6
new text end.

(b) Notwithstanding paragraph (a), an authorizer that is a school district may satisfy the
requirements of paragraph (a), clauses (1) and (2), and any requirement governing a conflict
of interest between an authorizer and its charter schools or ongoing evaluation or continuing
education of an administrator or other professional support staff by submitting to the
commissioner a written promise to comply with the requirements.

new text begin EFFECTIVE DATE. new text end

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

Sec. 5.

Minnesota Statutes 2020, section 124E.05, subdivision 7, is amended to read:


Subd. 7.

Withdrawal.

If the governing board of an approved authorizer votes to withdraw
as an approved authorizer for a reason unrelated to any cause under deleted text beginsection 124E.10,
subdivision 4
deleted text endnew text begin subdivision 6new text end, the authorizer must notify all its chartered schools and the
commissioner in writing by March 1 of its intent to withdraw as an authorizer on June 30
in the next calendar yeardeleted text begin, regardless of when the authorizer's five-year term of approval
ends
deleted text end. Upon notification of the schools and commissioner, the authorizer must provide a
letter to the school for distribution to families of students enrolled in the school that explains
the decision to withdraw as an authorizer. The commissioner may approve the transfer of
a charter school to a new authorizer under section 124E.10, subdivision 5.

Sec. 6.

Minnesota Statutes 2020, 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 school developer's:

(i) mission statement;

(ii) school purposes;

(iii) program design;

new text begin (iv) market need and demand study;
new text end

deleted text begin (iv)deleted text endnew text begin (v)new text end financial plan;

deleted text begin (v)deleted text endnew text begin (vi)new text end governance and management structure; and

deleted text begin (vi)deleted text endnew text begin (vii)new text end background and experience;new text begin and
new text end

(2) any other information the authorizer requestsdeleted text begin; anddeleted text endnew text begin.
new text end

deleted text begin (3) 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. 7.

Minnesota Statutes 2020, section 124E.06, subdivision 4, is amended to read:


Subd. 4.

Authorizer's affidavit; approval process.

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

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

(2) how the authorizer intends to oversee:

(i) the fiscal and student performance of the charter school; and

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

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

Sec. 8.

Minnesota Statutes 2020, section 124E.06, subdivision 5, is amended to read:


Subd. 5.

Adding grades or sites.

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

(1) the need for the additional grades or sites with supporting long-range enrollment
projections;

(2) a longitudinal record of student academic performance and growth on statewide
assessments under chapter 120B or on other academic assessments that measure longitudinal
student performance and growth approved by the charter school's board of directors and
agreed upon with the authorizer;

(3) a history of sound school finances and a plan to add grades or sites that sustains the
school's finances; deleted text beginand
deleted text end

(4) board capacity to administer and manage the additional grades or sitesdeleted text begin.deleted text endnew text begin; and
new text end

new text begin (5) for a site expansion, the market need and demand study.
new text end

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

Sec. 9.

Minnesota Statutes 2020, 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 teachernew text begin, as
defined in section 122A.06, subdivision 2,
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, 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.

Sec. 10.

Minnesota Statutes 2020, section 124E.11, is amended to read:


124E.11 ADMISSION REQUIREMENTS AND ENROLLMENT.

(a) A charter school, including its preschool or prekindergarten program established
under section 124E.06, subdivision 3, paragraph (b), may limit admission to:

(1) pupils within an age group or grade level;

(2) pupils who are eligible to participate in the graduation incentives program under
section 124D.68; or

(3) residents of a specific geographic area in which the school is located when the
majority of students served by the school are members of underserved populations.

(b) A charter school, including its preschool or prekindergarten program established
under section 124E.06, subdivision 3, paragraph (b), shall enroll an eligible pupil who
submits a timely application, unless the number of applications exceeds the capacity of a
program, class, grade level, or building. In this case, pupils must be accepted by lot. The
charter school must develop and publish, including on its website, a lottery policy and
process that it must use when accepting pupils by lot.

(c) new text beginAdmission to a charter school is free to any person who resides within the state of
Minnesota and Minnesota students have enrollment preference over out-of-state residents.
new text end A charter school shall give enrollment preference to a sibling of an enrolled pupil and to a
foster child of that pupil's parents and may give preference for enrolling children of the
school's staff before accepting other pupils by lot. A charter school that is located in Duluth
township in St. Louis County and admits students in kindergarten through grade 6 must
give enrollment preference to students residing within a five-mile radius of the school and
to the siblings of enrolled children. deleted text beginA charter school may give enrollment preference to
children currently enrolled in the school's free preschool or prekindergarten program under
section 124E.06, subdivision 3, paragraph (b), who are eligible to enroll in kindergarten in
the next school year.
deleted text end

(d) A person shall not be admitted to a charter school (1) as a kindergarten pupil, unless
the pupil is at least five years of age on September 1 of the calendar year in which the school
year for which the pupil seeks admission commences; or (2) as a first grade student, unless
the pupil is at least six years of age on September 1 of the calendar year in which the school
year for which the pupil seeks admission commences or has completed kindergarten; except
that a charter school may establish and publish on its website a policy for admission of
selected pupils at an earlier age, consistent with the enrollment process in paragraphs (b)
and (c)new text begin, and section 124D.02, subdivision 1new text end.

(e) Except as permitted in deleted text beginparagraphdeleted text endnew text begin paragraphsnew text end (d)new text begin and (i)new text end, a charter school, including
its preschool or prekindergarten program established under section 124E.06, subdivision
3
, paragraph (b), may not limit admission to pupils on the basis of intellectual ability,
measures of achievement or aptitude, or athletic ability and may not establish any criteria
or requirements for admission that are inconsistent with this section.

(f) The charter school shall not distribute any services or goods of value to students,
parents, or guardians as an inducement, term, or condition of enrolling a student in a charter
school.

(g) Once a student is enrolled in the school, the student is considered enrolled in the
school until the student formally withdraws or is expelled under the Pupil Fair Dismissal
Act in sections 121A.40 to 121A.56new text begin, except that children currently enrolled in the school's
fee-based preschool or prekindergarten program under section 124E.06, subdivision 3,
paragraph (b), who are eligible to enroll in kindergarten in the next school year must apply
for entry into kindergarten according to the provisions of this section. Out-of-state residents
must annually apply to and be admitted by the school according to the provisions of this
section
new text end.

(h) A charter school with at least 90 percent of enrolled students who are eligible for
special education services and have a primary disability of deaf or hard-of-hearing may
enroll prekindergarten pupils with a disability under section 126C.05, subdivision 1,
paragraph (a), and must comply with the federal Individuals with Disabilities Education
Act under Code of Federal Regulations, title 34, section 300.324, subsection (2), clause
(iv).

new text begin (i) A charter school serving at least 90 percent of enrolled students who are eligible for
special education services and have a primary disability of deaf, hard-of-hearing, or deafblind
may give enrollment preference to students who are eligible for special education services
and have a primary disability of deaf, hard-of-hearing, or deafblind. The charter school may
not limit admission based on the student's eligibility for additional special education services.
new text end

Sec. 11.

Minnesota Statutes 2020, section 124E.13, subdivision 1, is amended to read:


Subdivision 1.

Leased space.

A charter school may lease space from: an independent
or special school board; other public organization; private, nonprofit, nonsectarian
organization; private property owner; or a sectarian organization if the leased space is
constructed as a school facility. new text beginThe owner of the space must be the lessor. new text endThe commissioner
must review and approve or disapprove leases in a timely manner to determine eligibility
for lease aid under section 124E.22.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for leases effective July 1, 2022, and
thereafter.
new text end

Sec. 12.

Minnesota Statutes 2020, section 124E.13, subdivision 3, is amended to read:


Subd. 3.

Affiliated nonprofit building corporation.

(a) An affiliated nonprofit building
corporation may purchase, expand, or renovate an existing facility to serve as a school or
may construct a new school facility. deleted text beginAdeleted text endnew text begin Onenew text end charter school may organize an affiliated
nonprofit building corporation new text beginthat serves only that charter school new text endif the charter school:

(1) has operated for at least six consecutive years;

(2) as of June 30, has a net positive unreserved general fund balance in the preceding
three fiscal years;

(3) has long-range strategic and financial plans that include enrollment projections for
at least five years;

(4) completes a feasibility study of facility options that outlines the benefits and costs
of each option; and

(5) has a plan that describes project parameters and budget.

(b) An affiliated nonprofit building corporation under this subdivision must:

(1) be incorporated under section 317A;

(2) comply with applicable Internal Revenue Service regulations, including regulations
for "supporting organizations" as defined by the Internal Revenue Service;

(3) post on the school website the name, mailing address, bylaws, minutes of board
meetings, and names of the current board of directors of the affiliated nonprofit building
corporation;

(4) submit to the commissioner a copy of its annual audit by December 31 of each year;
and

(5) comply with government data practices law under chapter 13.

(c) An affiliated nonprofit building corporation must not serve as the leasing agent for
property deleted text beginordeleted text endnew text begin andnew text end facilities it does not own. A charter school that leases new text beginproperty and new text enda facility
from an affiliated nonprofit building corporation that does not own the leased deleted text beginfacilitydeleted text endnew text begin property
and building
new text end is ineligible to receive charter school lease aid. The state is immune from
liability resulting from a contract between a charter school and an affiliated nonprofit building
corporation.

(d) The board of directors of the charter school must ensure the affiliated nonprofit
building corporation complies with all applicable legal requirements. The charter school's
authorizer must oversee the efforts of the board of directors of the charter school to ensure
legal compliance of the affiliated building corporation. A school's board of directors that
fails to ensure the affiliated nonprofit building corporation's compliance violates its
responsibilities and an authorizer must consider that failure when evaluating the charter
school.

Sec. 13.

Minnesota Statutes 2020, 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. A charter school is subject to and must comply with sections 15.054;
118A.01; 118A.02; 118A.03; 118A.04; 118A.05; 118A.06 governing government property
and financial investments; and sections 471.38; 471.391; 471.392; and 471.425 governing
municipal contracting. The audit must comply with the requirements of sections 123B.75
to 123B.83 governing school district finance, except when the commissioner and authorizer
approve a deviation made necessary because of school program finances. The commissioner,
state auditor, legislative auditor, or authorizer may conduct financial, program, or compliance
audits. A charter school in statutory operating debt under sections 123B.81 to 123B.83 must
submit a plan under section 123B.81, subdivision 4.

(b) The charter school must submit an audit report to the commissioner and its authorizer
annually by December 31.new text begin The charter school's charter management organization or
educational management organization must submit an audit report to the commissioner
annually by December 31.
new text end

(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 management agreements
with a charter management organization or an educational management organization and
(2) service agreements or contracts over the lesser of $100,000 or ten percent of the school's
most recent annual audited expenditures. The agreements must detail the terms of the
agreement, including the services provided and the annual costs for those services. If the
entity that provides the professional services to the charter school is exempt from taxation
under section 501 of the Internal Revenue Code of 1986, that entity must file with the
commissioner by February 15 a copy of the annual return required under section 6033 of
the Internal Revenue Code of 1986.

(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. 14.

Minnesota Statutes 2020, section 124E.25, subdivision 1a, is amended to read:


Subd. 1a.

School closures; payments.

(a) Notwithstanding subdivision 1 and section
127A.45, for a charter school ceasing operation on or before June 30, for the payment periods
occurring after the school ceases serving students, the commissioner shall withhold the
estimated state aid owed the school. The charter school board of directors and authorizer
must submit to the commissioner a closure plan under chapter deleted text begin308A ordeleted text end 317A, and financial
information about the school's liabilities and assets. After receiving the closure plan, financial
information, an audit of pupil counts, and documented lease expenditures from the charter
school and monitoring special education expenditures, the commissioner may release cash
withheld and may continue regular payments up to the current year payment percentages
if further amounts are owed. If, based on audits and monitoring, the school received state
aid in excess of the amount owed, the commissioner shall retain aid withheld sufficient to
eliminate the aid overpayment.

(b) For a charter school ceasing operations before or at the end of a school year,
notwithstanding section 127A.45, subdivision 3, the commissioner may make preliminary
final payments after the school submits the closure plan, an audit of pupil counts, documented
lease expenditures, and Uniform Financial Accounting and Reporting Standards (UFARS)
financial data and the commissioner monitors special education expenditures for the final
year of operation. The commissioner may make the final payment after receiving audited
financial statements under section 123B.77, subdivision 3.

(c) Notwithstanding sections 317A.701 to 317A.791, after closing a charter school and
satisfying creditors, remaining cash and investment balances shall be returned by the
commissioner to the state general fund.

ARTICLE 5

SPECIAL EDUCATION

Section 1.

Minnesota Statutes 2020, section 122A.31, subdivision 1, is amended to read:


Subdivision 1.

Requirements for American sign language/English interpreters.

(a)
In addition to any other requirements that a school district establishes, any person employed
to provide American sign language/English interpreting or sign transliterating services on
a full-time or part-time basis for a school district deleted text beginafter July 1, 2000,deleted text end must:

(1) hold current interpreter deleted text beginanddeleted text endnew text begin ornew text end transliterator certificates awarded by the Registry of
Interpreters for the Deaf (RID), or the general level interpreter proficiency certificate awarded
by the National Association of the Deaf (NAD), or a comparable state certification from
the commissioner of educationdeleted text begin;deleted text endnew text begin,new text end and

deleted text begin (2)deleted text end satisfactorily complete an interpreter/transliterator training program affiliated with
an accredited educational institutiondeleted text begin.deleted text endnew text begin; or
new text end

new text begin (2) hold a certified deaf interpreter certification issued by RID.
new text end

(b) New graduates of an interpreter/transliterator program affiliated with an accredited
education institutionnew text begin or deaf interpretersnew text end shall be granted a two-year provisional certificate
by the commissioner. During the two-year provisional period, the interpreter/transliterator
must develop and implement an education plan in collaboration with a mentor under
paragraph (c).

(c) A mentor of a provisionally certified interpreter/transliterator must be an
interpreter/transliterator who has either NAD level IV or V certification or RID certified
interpreter and certified transliterator certification and have at least three years new text beginof
new text end interpreting/transliterating experience in any educational setting. The mentor, in collaboration
with the provisionally certified interpreter/transliterator, shall develop and implement an
education plan designed to meet the requirements of paragraph (a), clause (1), and include
a weekly on-site mentoring process.

(d) Consistent with the requirements of this paragraph, a person holding a provisional
certificate may apply to the commissioner for one time-limited extension. The commissioner,
in consultation with the Commission of the Deaf, DeafBlind and Hard of Hearing, must
grant the person a time-limited extension of the provisional certificate based on the following
documentation:

(1) letters of support from the person's mentor, a parent of a pupil the person serves, the
special education director of the district in which the person is employed, and a representative
from the regional service center of the deaf and hard-of-hearing;

(2) records of the person's formal education, training, experience, and progress on the
person's education plan; and

(3) an explanation of why the extension is needed.

As a condition of receiving the extension, the person must comply with a plan and the
accompanying deleted text begintime linedeleted text endnew text begin timelinenew text end for meeting the requirements of this subdivision. A
committee composed of the deaf and hard-of-hearing state specialist, a representative of
the Minnesota Association of Deaf Citizens, a representative of the Minnesota Registry of
Interpreters deleted text beginofdeleted text endnew text begin fornew text end the Deaf, and other appropriate deleted text beginpersonsdeleted text endnew text begin committee membersnew text end selected by
the commissioner must develop the plan and deleted text begintime linedeleted text endnew text begin timelinenew text end for the person receiving the
extension.

(e) A school district may employ only an interpreter/transliterator who has been certified
under paragraph (a) or (b), or for whom a time-limited extension has been granted under
paragraph (d).

new text begin (f) An interpreter who meets the requirements of paragraph (a) is "essential personnel"
as defined in section 125A.76, subdivision 1.
new text end

Sec. 2.

Minnesota Statutes 2020, section 125A.03, is amended to read:


125A.03 SPECIAL INSTRUCTION FOR CHILDREN WITH A DISABILITY.

(a) As defined in paragraph (b), every district must provide special instruction and
services, either within the district or in another district, for all children with a disability,
including providing required services under Code of Federal Regulations, title 34, section
300.121, paragraph (d), to those children suspended or expelled from school for more than
ten school days in that school year, who are residents of the district and who are disabled
as set forth in section 125A.02. For purposes of state and federal special education laws,
the phrase "special instruction and services" in the state Education Code means a free and
appropriate public education provided to an eligible child with disabilities. "Free appropriate
public education" means special education and related services that:

(1) are provided at public expense, under public supervision and direction, and without
charge;

(2) meet the standards of the state, including the requirements of the Individuals with
Disabilities Education Act, Part B or C;

(3) include an appropriate preschool, elementary school, or secondary school education;
and

(4) are provided to children ages three through 21 in conformity with an individualized
education program that meets the requirements of the Individuals with Disabilities Education
Act, subpart A, sections 300.320 to 300.324, and provided to infants and toddlers in
conformity with an individualized family service plan that meets the requirements of the
Individuals with Disabilities Education Act, subpart A, sections 303.300 to 303.346.

(b) Notwithstanding any age limits in laws to the contrary, special instruction and services
must be provided from birth until deleted text beginJuly 1 afterdeleted text end the child with a disability becomes deleted text begin21deleted text endnew text begin 22new text end
years old but shall not extend beyond secondary school or its equivalent, except as provided
in section 124D.68, subdivision 2. new text beginFor the 2022-2023 school year only, special instruction
and services must be provided until a child with a disability becomes 23 years old, but shall
not extend beyond secondary school or its equivalent, except as provided in section 124D.68,
subdivision 2.
new text endLocal health, education, and social service agencies must refer children under
age five who are known to need or suspected of needing special instruction and services to
the school district. Districts with less than the minimum number of eligible children with a
disability as determined by the commissioner must cooperate with other districts to maintain
a full range of programs for education and services for children with a disability. This section
does not alter the compulsory attendance requirements of section 120A.22.

(c) At the board's discretion, a school district that participates in a reciprocity agreement
with a neighboring state under section 124D.041 may enroll and provide special instruction
and services to a child from an adjoining state whose family resides at a Minnesota address
as assigned by the United States Postal Service if the district has completed child
identification procedures for that child to determine the child's eligibility for special education
services, and the child has received developmental screening under sections 121A.16 to
121A.19.

Sec. 3.

Minnesota Statutes 2020, section 125A.08, is amended to read:


125A.08 INDIVIDUALIZED EDUCATION PROGRAMS.

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

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

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

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

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

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

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

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

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

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

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

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

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

new text begin (4) a minimum of 20 hours of paid orientation or professional development must be
provided annually to all paraprofessionals, Title I aides, and other instructional support
staff. Eight of the 20 hours must be completed before the first instructional day of the school
year or within 30 days of hire. The orientation or professional development must be relevant
to the employee's occupation and may include collaboration time with classroom teachers
and planning for the school year. For paraprofessionals who provide direct support to
students, at least 50 percent of the professional development or orientation must be dedicated
to meeting the requirements of this section. Professional development for paraprofessionals
may also address the requirements of section 120B.363, subdivision 3. A school administrator
must provide an annual certification of compliance with this requirement to the commissioner;
and
new text end

deleted text begin (3)deleted text endnew text begin (5)new text end a districtwide process obligates each paraprofessional to work under the ongoing
direction of a licensed teacher and, where appropriate and possible, the supervision of a
school nurse.

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

Sec. 4.

new text begin [125A.755] PARAPROFESSIONAL TRAINING AID.
new text end

new text begin Beginning in fiscal year 2023, each school district, charter school, and cooperative
organization serving pupils is eligible for paraprofessional training aid. Paraprofessional
training aid equals $196 times the number of paraprofessionals, Title I aides, and other
instructional support staff employed by the school district, charter school, or cooperative
organization during the previous school year. A school district must reserve paraprofessional
training aid and spend it only on the training required in section 125A.08.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for fiscal year 2023 and later.
new text end

Sec. 5.

Minnesota Statutes 2020, section 125A.76, subdivision 2e, is amended to read:


Subd. 2e.

Cross subsidy reduction aid.

(a) A school district's annual cross subsidy
reduction aid equals the school district's initial special education cross subsidy for the
previous fiscal year times the cross subsidy aid factor for that fiscal year.

(b) The cross subsidy aid factor equals deleted text begin2.6 percent for fiscal year 2020 anddeleted text end 6.43 percent
for fiscal year 2021new text begin, 6.43 percent for fiscal year 2022, 55.895 percent for fiscal year 2023,
and 56.9405 percent for fiscal year 2024
new text end and later.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 6.

Minnesota Statutes 2020, section 127A.45, subdivision 13, is amended to read:


Subd. 13.

Aid payment percentage.

Except as provided in subdivisions 11, 12, 12a,
and 14, each fiscal year, all education aids and credits in this chapter and chapters 120A,
120B, 121A, 122A, 123A, 123B, 124D, 124E, 125A, 125B, 126C, 134, and section 273.1392,
shall be paid at the current year aid payment percentage of the estimated entitlement during
the fiscal year of the entitlement. deleted text beginFor the purposes of this subdivision, a district's estimated
entitlement for special education aid under section 125A.76 for fiscal year 2014 and later
equals 97.4 percent of the district's entitlement for the current fiscal year.
deleted text end The final adjustment
payment, according to subdivision 9, must be the amount of the actual entitlement, after
adjustment for actual data, minus the payments made during the fiscal year of the entitlement.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 7.

Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 2, is
amended to read:


Subd. 2.

Special education; regular.

For special education aid under Minnesota Statutes,
section 125A.75:

$
deleted text begin 1,822,998,000 deleted text end new text begin
1,748,169,000
new text end
.....
2022
$
deleted text begin 1,945,533,000 deleted text end new text begin
2,353,733,000
new text end
.....
2023

The 2022 appropriation includes $215,125,000 for 2021 and deleted text begin$1,607,873,000deleted text end
new text begin $1,533,044,000 new text endfor 2022.

The 2023 appropriation includes deleted text begin$226,342,000deleted text end new text begin$215,809,000 new text endfor 2022 and
deleted text begin $1,719,191,000deleted text endnew text begin $2,137,924,000new text end for 2023.

Sec. 8. new text beginLEGISLATIVE WORKING GROUP ON SPECIAL EDUCATION TUITION
BILLING.
new text end

new text begin Subdivision 1. new text end

new text begin Membership; chair. new text end

new text begin (a) The legislative working group on special
education tuition billing must consist of eight members as follows:
new text end

new text begin (1) four members of the house of representatives, two members appointed by the speaker
of the house and two members appointed by the minority leader of the house of
representatives; and
new text end

new text begin (2) four members of the senate, two members appointed by the senate majority leader
and two members appointed by the senate minority leader.
new text end

new text begin (b) Appointing authorities must make appointments by June 15, 2022.
new text end

new text begin (c) If a vacancy occurs, the appointing authority for the vacated position must fill the
vacancy.
new text end

new text begin (d) The speaker and the majority leader must each designate one working group member
from each respective body to serve as chair. The chair must rotate after each meeting. The
person appointed as chair by the speaker must convene the first meeting of the working
group by June 30, 2022.
new text end

new text begin Subd. 2. new text end

new text begin Duties. new text end

new text begin (a) The working group must study requirements and practices relating
to tuition billing for special education and general education services provided to a student
with a disability by a nonresident school district; cooperative as defined in Minnesota
Statutes, section 123A.24, subdivision 2; or charter school, including a charter school that
serves a high percentage of students with individualized education programs. The billing
costs considered must include special education costs, general education costs, facility costs,
and access fees charged by a cooperative to a nonmember school district. The working
group must review data from the Department of Education relating to special education
services billed to resident school districts, third-party billing data, and other relevant data
provided by school districts, cooperatives, charter schools, and families of children with
individualized education programs.
new text end

new text begin (b) The working group must solicit input from the Department of Education, including
the School Finance Division, school districts, cooperatives, charter schools, special education
school administrators, families of children with individualized education programs, and
other interested stakeholders.
new text end

new text begin (c) The working group must determine what statutory changes to special education
billing are necessary to adequately and equitably fund school districts, cooperatives, and
charter schools in meeting the needs of students with individualized education programs.
new text end

new text begin Subd. 3. new text end

new text begin Assistance. new text end

new text begin (a) The Department of Education must provide the working group
with all available data necessary to analyze special education billing costs to school districts,
including the effect of potential changes to special education billing requirements.
new text end

new text begin (b) The Legislative Coordinating Commission must provide technical and administrative
assistance to the working group upon request.
new text end

new text begin Subd. 4. new text end

new text begin Recommendations; report. new text end

new text begin The working group must issue a report to the
governor and chairs and ranking minority members of the legislative committees with
jurisdiction over kindergarten through grade 12 education by January 31, 2023.
new text end

new text begin Subd. 5. new text end

new text begin Expiration. new text end

new text begin The working group expires February 1, 2023.
new text end

new text begin EFFECTIVE DATE. new text end

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

Sec. 9. new text beginSPECIFIC LEARNING DISABILITY; RULEMAKING.
new text end

new text begin (a) The commissioner of education must begin the rulemaking process to amend
Minnesota Rules, part 3525.1341, and establish a stakeholder workgroup to review current
specific learning disabilities criteria by December 31, 2022. By June 20, 2023, the workgroup
must make recommendations aligned with related state and federal requirements, including:
new text end

new text begin (1) removing discrepancies from criteria;
new text end

new text begin (2) developing a plan to operationalize changes to criteria to align with current best
practices and address concerns of multiple stakeholder groups, including but not limited to
administrators, parents, educators, researchers, related services staff, advocates, lawyers,
and minority and immigrant groups;
new text end

new text begin (3) providing definitions and clarification of terms and procedures within existing
requirements;
new text end

new text begin (4) establishing the accountability process, including procedures and targets, for districts
and cooperatives to use in evaluating their progress toward implementation of the amended
rule; and
new text end

new text begin (5) developing an evaluation framework for measuring intended and unintended results
of amended criteria. Intended and unintended results may include overidentification and
underidentification of minorities, delays to referral and identification, transitioning from
developmental delay to specific learning disability, consistency of identification across
districts and the state, adding unnecessary paperwork, limiting team decision making, or
limiting access and progress with intensive and individualized special education support.
new text end

new text begin (b) Following the development of recommendations from the stakeholder workgroup,
the commissioner must proceed with the rulemaking process and recommended alignment
with other existing state and federal law completed by June 30, 2024.
new text end

new text begin (c) Concurrent with rulemaking, the commissioner must establish technical assistance
and training capacity on the amended criteria, and training and capacity building must begin
upon final approval of the amended rule through June 30, 2029.
new text end

new text begin (d) The amended rule must go into full effect no later than five years after the proposed
revised rules are approved by the administrative law judge.
new text end

Sec. 10. new text beginAPPROPRIATION.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sums in this section are appropriated
from the general fund to the commissioner of education in the fiscal years designated.
new text end

new text begin Subd. 2. new text end

new text begin Paraprofessional training. new text end

new text begin For compensation associated with paid orientation
and professional development for paraprofessionals under Minnesota Statutes, sections
125A.08 and 125A.755:
new text end

new text begin $
new text end
new text begin 20,352,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

Sec. 11. new text beginLEGISLATIVE WORKING GROUP.
new text end

new text begin $23,000 in fiscal year 2023 is appropriated from the general fund to the director of the
Legislative Coordinating Commission for purposes of section 8.
new text end

ARTICLE 6

HEALTH AND SAFETY

Section 1.

new text begin [120B.239] SUBSTANCE MISUSE AWARENESS AND PREVENTION.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

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

new text begin (b) "Public school" means a school district or charter school.
new text end

new text begin (c) "Substance misuse" has the meaning given in section 254A.02, subdivision 6a.
new text end

new text begin Subd. 2. new text end

new text begin School instruction requirements. new text end

new text begin (a) A public school is strongly encouraged
to provide substance misuse awareness and prevention instruction at least once to students
in grades 6 through 8. A public school must use age-appropriate substance misuse prevention
instructional materials. Substance misuse awareness and prevention instruction must include
the role of social media in substance misuse and in the distribution of illegal drugs. The
instruction may be provided as part of a public school's locally developed health standards
and curriculum.
new text end

new text begin (b) A public school is strongly encouraged to provide substance misuse awareness and
prevention instruction to students in grades 9 through 12.
new text end

new text begin (c) A public school is encouraged to use a peer-to-peer education program to provide
substance misuse awareness and prevention instruction.
new text end

new text begin (d) Instruction provided under this section, including a peer-to-peer education program,
must be evidence-based.
new text end

Sec. 2.

Minnesota Statutes 2020, section 121A.031, subdivision 5, is amended to read:


Subd. 5.

Safe and supportive schools programming.

(a) deleted text beginDistricts and schools are
encouraged to provide developmentally appropriate programmatic instruction to help students
identify, prevent, and reduce prohibited conduct; value diversity in school and society;
develop and improve students' knowledge and skills for solving problems, managing conflict,
engaging in civil discourse, and recognizing, responding to, and reporting prohibited conduct;
and make effective prevention and intervention programs available to students. Upon request,
the school safety technical assistance center under section 127A.052 must assist a district
or school in helping students understand social media and cyberbullying.
deleted text end Districts and
schools must establish strategies for creating a positive school climate and use evidence-based
social-emotional learning to prevent and reduce discrimination and other improper conduct.

(b) Districts and schools deleted text beginare encouraged todeleted text endnew text begin mustnew text end:

(1) engage all students in creating a safe and supportive school environment;

(2) partner with parents and other community members to develop and implement
prevention and intervention programs;

(3) engage all students and adults in integrating education, intervention, and other
remedial responses into the school environment;

(4) train student bystanders to intervene in and report incidents of prohibited conduct to
the school's primary contact person;

(5) teach students to advocate for themselves and others;

(6) prevent inappropriate referrals to special education of students who may engage in
prohibited conduct; and

(7) foster student collaborations that foster a safe and supportive school climate.

Sec. 3.

Minnesota Statutes 2020, section 121A.031, subdivision 6, is amended to read:


Subd. 6.

State model policy.

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

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

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

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

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

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

(1) periodically reviewing district and school programs and policies for compliance with
this sectionnew text begin, including evidence-based social-emotional learningnew text end;

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

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

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

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

new text begin (e) The commissioner must develop and adopt state-level social-emotional learning
standards.
new text end

Sec. 4.

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

new text begin (a) A school board must adopt a written policy to address malicious and sadistic conduct
involving race, gender, religion, disability, sexual harassment, sexual orientation, and sexual
exploitation by a district or school staff member or student enrolled in a public or charter
school against another staff member or student that occurs as described in section 121A.031,
subdivision 1.
new text end

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

new text begin (c) The policy must be conspicuously posted throughout each school building, given to
each district employee and independent contractor at the time of entering into the person's
employment contract, and included in each school's student handbook on school policies.
Each school must develop a process for discussing the school's policy addressing malicious
and sadistic conduct involving race, gender, religion, disability, sexual harassment, sexual
orientation, and sexual exploitation with students, parents of students, and school employees.
new text end

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

Sec. 5.

new text begin [121A.07] CHILD ABUSE HOTLINE NUMBER.
new text end

new text begin (a) To the extent funds or in-kind contributions are available under paragraph (b), a
school board or charter school must display in a conspicuous place in each school building
an easily readable durable poster of the national child abuse hotline number or otherwise
communicate to students notice of the national child abuse hotline number.
new text end

new text begin (b) A school board or charter school may accept nonpublic funds or in-kind contributions
to implement this section.
new text end

Sec. 6.

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

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

new text begin (b) A school district or charter school may enter into arrangements with suppliers of
opiate antagonists to obtain opiate antagonists at fair-market, free, or reduced prices. A third
party, other than a supplier, may pay for a school's supply of opiate antagonists.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 7.

new text begin [121A.245] MENTAL HEALTH SCREENING.
new text end

new text begin Subdivision 1. new text end

new text begin Screening required. new text end

new text begin A school district or charter school must develop a
plan to conduct evidence-based mental health screenings on students in kindergarten through
grade 12. This requirement applies to a district or charter school that has received funding
under section 124D.901 to hire student support services personnel.
new text end

new text begin Subd. 2. new text end

new text begin Parent notice. new text end

new text begin (a) A district or charter school must notify a student's parent of
the plan to conduct the screening, including the purpose of the screening and when the
screening will be conducted. A district or charter school must not conduct a mental health
screening on a student whose parent has not consented to the screening. "Parent" as used
in this section has the meaning provided in section 120A.22, subdivision 3.
new text end

new text begin (b) If the results of a student's screening indicate a potential mental health condition, the
district or charter school must notify the student's parent of the results and provide the parent
a copy of the results and a list of resources available to the student in the school or
community.
new text end

new text begin Subd. 3. new text end

new text begin Commissioner assistance. new text end

new text begin The commissioner of education may provide districts
or charter schools with sample mental health screenings and other resources to assist them
with implementing mental health screenings under this section.
new text end

new text begin Subd. 4. new text end

new text begin Screening data. new text end

new text begin (a) A school district or charter school must not use the results
of mental health screenings to make any decision relating to the student's instruction,
academic opportunities, or student discipline.
new text end

new text begin (b) Records relating to mental health screenings must be maintained in accordance with
the Data Practices Act under chapter 13 and the Family Educational Rights and Privacy Act
of 1974, United States Code, title 20, section 1232(g).
new text end

new text begin (c) Notwithstanding section 138.17, mental health screening data collected by a school
district or charter school under this section must be destroyed the earlier of:
new text end

new text begin (1) the district or charter school notifying the student's parent of the results and resources
available to the student in the school or community in accordance with subdivision 2; or
new text end

new text begin (2) 60 days from the date of collection.
new text end

new text begin Subd. 5. new text end

new text begin Intermediate school districts and other cooperative units. new text end

new text begin For purposes of
this section, "school district" includes programs serving school-age children operated by
an intermediate school district or other cooperative unit defined in section 123A.24,
subdivision 2.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 8.

new text begin [124D.901] STUDENT SUPPORT PERSONNEL AID.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin For the purposes of this section, the following terms have
the meanings given:
new text end

new text begin (1) "new position" means a student support services personnel full-time or part-time
position not under contract by a school district, charter school, or cooperative unit at the
start of the 2021-2022 school year; and
new text end

new text begin (2) "student support services personnel" means an individual licensed to serve as a school
counselor, school psychologist, school social worker, school nurse, or chemical dependency
counselor in Minnesota.
new text end

new text begin Subd. 2. new text end

new text begin Purpose. new text end

new text begin The purpose of student support personnel aid is to:
new text end

new text begin (1) address shortages of student support services personnel within Minnesota schools;
new text end

new text begin (2) decrease caseloads for existing student support services personnel to ensure effective
services;
new text end

new text begin (3) ensure that students receive effective student support services and integrated and
comprehensive services to improve prekindergarten through grade 12 academic, physical,
social, and emotional outcomes supporting career and college readiness and effective school
mental health services;
new text end

new text begin (4) ensure that student support services personnel serve within the scope and practice
of their training and licensure;
new text end

new text begin (5) fully integrate learning supports, instruction, assessment, data-based decision making,
and family and community engagement within a comprehensive approach that facilitates
interdisciplinary collaboration; and
new text end

new text begin (6) improve student health, school safety, and school climate to support academic success
and career and college readiness.
new text end

new text begin Subd. 3. new text end

new text begin Aid eligibility and application. new text end

new text begin A school district, charter school, intermediate
school district, or other cooperative unit is eligible to apply for student support personnel
aid under this section. The commissioner must prescribe the form and manner of the
application, which must include a plan describing how the aid will be used.
new text end

new text begin Subd. 4. new text end

new text begin Student support personnel aid. new text end

new text begin (a) The initial student support personnel aid
for a school district equals the greater of $100 times the adjusted pupil units at the district
for the current fiscal year or $50,000. The initial student support personnel aid for a charter
school equals $100 times the adjusted pupil units at the charter school for the current fiscal
year.
new text end

new text begin (b) The cooperative student support personnel aid for a school district that is a member
of an intermediate school district or other cooperative unit that enrolls students equals $6
times the adjusted pupil units at the district for the current fiscal year. If a district is a member
of more than one cooperative unit that enrolls students, the revenue must be allocated among
the cooperative units.
new text end

new text begin (c) Notwithstanding paragraphs (a) and (b), the student support personnel aid must not
exceed the district or cooperative unit's actual expenditure according to the approved plan
under subdivision 3.
new text end

new text begin Subd. 5. new text end

new text begin Allowed uses; match requirements. new text end

new text begin (a) Cooperative student support personnel
aid must be transferred to the intermediate district or other cooperative unit of which the
district is a member and used to hire new positions for student support services personnel
at the intermediate district or cooperative unit.
new text end

new text begin (b) If a school district, charter school, or cooperative unit does not receive at least two
applications and is not able to hire a new full-time equivalent position with student support
personnel aid, the aid may be used for contracted services from individuals licensed to serve
as a school counselor, school psychologist, school social worker, school nurse, or chemical
dependency counselor in Minnesota.
new text end

new text begin Subd. 6. new text end

new text begin Support personnel pipeline. new text end

new text begin An account is established in the special revenue
fund known as the "school support personnel pipeline account." Funds appropriated for the
school support personnel pipeline program must be transferred to the school support personnel
pipeline account in the special revenue fund. Money in the account is appropriated to the
commissioner for developing a student support personnel workforce pipeline focused on
workforce development strategies to increase providers of color and Indigenous providers,
professional respecialization, recruitment, and retention; to increase the number of student
support personnel providing school-based services; and to provide a licensed school nurse
position at the Department of Education.
new text end

new text begin Subd. 7. new text end

new text begin Report required. new text end

new text begin By February 1 following any fiscal year in which student
support personnel aid was received, a school district, charter school, or cooperative unit
must submit a written report to the commissioner indicating how the new position affected
two or more of the following measures:
new text end

new text begin (1) school climate;
new text end

new text begin (2) student health;
new text end

new text begin (3) attendance rates;
new text end

new text begin (4) academic achievement;
new text end

new text begin (5) career and college readiness; and
new text end

new text begin (6) postsecondary completion rates.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 9.

new text begin [127A.21] COMPREHENSIVE SCHOOL MENTAL HEALTH SERVICES
LEADS.
new text end

new text begin Subdivision 1. new text end

new text begin Lead position established. new text end

new text begin The department must employ two leads to
serve as a source of information and support for schools in addressing the mental health
needs of students, teachers, and school staff, and developing comprehensive school mental
health systems in school districts and charter schools. One lead must work on addressing
the mental health needs of students and the other lead must work on addressing the mental
health needs of teachers and other school staff.
new text end

new text begin Subd. 2. new text end

new text begin Assistance to districts. new text end

new text begin (a) The leads must, upon request, assist schools in
assessing the quality of their comprehensive school mental health systems and developing
improvement plans to implement evidence-based mental health resources, tools, and practices
in school districts and charter schools throughout Minnesota.
new text end

new text begin (b) The leads must establish a clearinghouse and provide information and resources for
school districts, charter schools, teachers, and families to support students', teachers', and
school staff's mental health needs.
new text end

new text begin (c) The leads must work with school districts and charter schools to improve mental
health infrastructure support by:
new text end

new text begin (1) developing guidance and sharing resources on improving the quality of comprehensive
school mental health systems;
new text end

new text begin (2) developing and sharing resources on evidence-based strategies, behavioral
interventions, and practices or techniques for addressing mental health needs, including
implementing a comprehensive approach to suicide prevention;
new text end

new text begin (3) facilitating coordination and cooperation to enable school districts and charter schools
to share strategies, challenges, and successes associated with supporting the mental health
needs of students, teachers, and staff;
new text end

new text begin (4) providing advice, upon request, to schools on implementing trauma-informed and
culturally responsive school-based programs that provide prevention or intervention services
to students, teachers, and staff;
new text end

new text begin (5) aligning resources among the different state agencies, including the Department of
Education, Department of Human Services, and Department of Health, to ensure school
mental health systems can efficiently access state resources; and
new text end

new text begin (6) maintaining a comprehensive list of resources on the Department of Education website
that schools may use to address students', teachers', and staff's mental health needs, including
grant opportunities; community-based prevention and intervention services; model policies;
written publications that schools may distribute to students, teachers, and staff; professional
development opportunities; best practices; and other resources for mental health education
under section 120B.21.
new text end

new text begin (d) The leads may report to the legislature as necessary regarding students', teachers',
and school staff's mental health needs, challenges in developing comprehensive school
mental health services, successful strategies and outcomes, and recommendations for
integrating mental health services and supports in schools.
new text end

new text begin Subd. 3. new text end

new text begin Coordination with other agencies. new text end

new text begin The comprehensive school mental health
services lead must consult with the Regional Centers of Excellence, the Department of
Health, the Department of Human Services, the Minnesota School Safety Center, and other
federal, state, and local agencies as necessary to identify or develop information, training,
and resources to help school districts and charter schools support students', teachers', and
school staff's mental health needs.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2022.
new text end

Sec. 10. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sum indicated in this section is
appropriated from the general fund to the Department of Education for the fiscal year
designated.
new text end

new text begin Subd. 2. new text end

new text begin Comprehensive school mental health services leads. new text end

new text begin (a) For the comprehensive
school mental health services lead under Minnesota Statutes, section 127A.21:
new text end

new text begin $
new text end
new text begin 226,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The base for fiscal year 2024 and later is $301,000.
new text end

new text begin Subd. 3. new text end

new text begin Level 4 special education sites mental health grants. new text end

new text begin (a) For transfer to the
commissioner of human services for additional school-linked mental health grants:
new text end

new text begin $
new text end
new text begin 9,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Of the appropriations in paragraph (a), up to $3,500,000 is for grants to eligible
providers for programs established under Laws 2017, First Special Session chapter 5, article
2, section 56.
new text end

new text begin (c) Up to $5,500,000 is for grants to eligible providers serving students in other federal
instructional setting level 4 special education sites.
new text end

new text begin (d) If any funds remain, the commissioner of human services may increase grant awards
under paragraph (b) and award additional grants to other eligible providers for school-linked
mental health services.
new text end

new text begin (e) The commissioner of human services may designate a portion of the awards granted
under this subdivision for school staff development activities for licensed and unlicensed
staff supporting families in meeting their children's needs, including assistance navigating
the health care, social service, and juvenile justice systems.
new text end

new text begin (f) The annual budget base for this program is $9,000,000.
new text end

new text begin Subd. 4. new text end

new text begin Student support personnel pipeline. new text end

new text begin (a) For the school support personnel
pipeline program under section 124D.901:
new text end

new text begin $
new text end
new text begin 9,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The base for fiscal year 2024 and 2025 is $1,500,000.
new text end

new text begin Subd. 5. new text end

new text begin Student support personnel aid. new text end

new text begin (a) For aid to support schools in addressing
students' social, emotional, and physical health under Minnesota Statutes, section 124D.901:
new text end

new text begin $
new text end
new text begin 95,862,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The 2023 appropriation includes $95,862,000 for 2023. This is based on an entitlement
of $106,513,000.
new text end

new text begin (c) The base for fiscal year 2024 and later is $106,336,000.
new text end

ARTICLE 7

FACILITIES

Section 1.

Minnesota Statutes 2020, section 123B.595, is amended to read:


123B.595 LONG-TERM FACILITIES MAINTENANCE REVENUE.

Subdivision 1.

Long-term facilities maintenance revenue.

deleted text begin (a) For fiscal year 2017
only, long-term facilities maintenance revenue equals the greater of (1) the sum of (i) $193
times the district's adjusted pupil units times the lesser of one or the ratio of the district's
average building age to 35 years, plus the cost approved by the commissioner for indoor
air quality, fire alarm and suppression, and asbestos abatement projects under section
123B.57, subdivision 6, with an estimated cost of $100,000 or more per site, plus (ii) for a
school district with an approved voluntary prekindergarten program under section 124D.151,
the cost approved by the commissioner for remodeling existing instructional space to
accommodate prekindergarten instruction, or (2) the sum of (i) the amount the district would
have qualified for under Minnesota Statutes 2014, section 123B.57, Minnesota Statutes
2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591, and (ii) for a school
district with an approved voluntary prekindergarten program under section 124D.151, the
cost approved by the commissioner for remodeling existing instructional space to
accommodate prekindergarten instruction.
deleted text end

deleted text begin (b) For fiscal year 2018 only, long-term facilities maintenance revenue equals the greater
of (1) the sum of (i) $292 times the district's adjusted pupil units times the lesser of one or
the ratio of the district's average building age to 35 years, plus (ii) the cost approved by the
commissioner for indoor air quality, fire alarm and suppression, and asbestos abatement
projects under section 123B.57, subdivision 6, with an estimated cost of $100,000 or more
per site, plus (iii) for a school district with an approved voluntary prekindergarten program
under section 124D.151, the cost approved by the commissioner for remodeling existing
instructional space to accommodate prekindergarten instruction, or (2) the sum of (i) the
amount the district would have qualified for under Minnesota Statutes 2014, section 123B.57,
Minnesota Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591,
and (ii) for a school district with an approved voluntary prekindergarten program under
section 124D.151, the cost approved by the commissioner for remodeling existing
instructional space to accommodate prekindergarten instruction.
deleted text end

deleted text begin (c)deleted text endnew text begin (a)new text end For fiscal year deleted text begin2019deleted text endnew text begin 2022new text end and later, long-term facilities maintenance revenue
equals the greater of (1) the sum of (i) deleted text begin$380deleted text endnew text begin the long-term facilities maintenance allowancenew text end
times the district's adjusted pupil units times the deleted text beginlesser of one or the ratio of the district's
average building age to 35 years, plus
deleted text endnew text begin district's building age index,new text end (ii) the cost approved
by the commissioner for indoor air quality, fire alarm and suppression, and asbestos
abatement projects under section 123B.57, subdivision 6, with an estimated cost of $100,000
or more per site, deleted text beginplusdeleted text endnew text begin andnew text end (iii) for a school district with an approved voluntary prekindergarten
program under section 124D.151, the cost approved by the commissioner for remodeling
existing instructional space to accommodate prekindergarten instruction, or (2) the sum of
(i) the amount the district would have qualified for under Minnesota Statutes 2014, section
123B.57, Minnesota Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section
123B.591, and (ii) for a school district with an approved voluntary prekindergarten program
under section 124D.151, the cost approved by the commissioner for remodeling existing
instructional space to accommodate prekindergarten instruction.

deleted text begin (d)deleted text endnew text begin (b)new text end Notwithstanding deleted text beginparagraphsdeleted text endnew text begin paragraphnew text end (a), deleted text begin(b), and (c),deleted text end a school district that
qualified for eligibility under Minnesota Statutes 2014, section 123B.59, subdivision 1,
paragraph (a), for fiscal year 2010 remains eligible for funding under this section as a district
that would have qualified for eligibility under Minnesota Statutes 2014, section 123B.59,
subdivision 1, paragraph (a), for fiscal year 2017 and later.

new text begin (c) For purposes of this section, a district's building age index for fiscal years 2022 and
2023 equals the lesser of one or the ratio of the district's average building age to 35. For
fiscal year 2024 and later, a district's building age index equals one.
new text end

new text begin (d) The long-term facilities maintenance allowance is $380 for fiscal years 2022 and
2023. For fiscal year 2024 and later, the long-term facilities maintenance allowance equals
the product of $380 times the ratio of the formula allowance under section 126C.10,
subdivision 2, for the current fiscal year to the formula allowance under section 126C.10,
subdivision 2, for fiscal year 2023.
new text end

Subd. 2.

Long-term facilities maintenance revenue for a charter school.

deleted text begin (a) For fiscal
year 2017 only, long-term facilities maintenance revenue for a charter school equals $34
times the adjusted pupil units.
deleted text end

deleted text begin (b) For fiscal year 2018 only, long-term facilities maintenance revenue for a charter
school equals $85 times the adjusted pupil units.
deleted text end

deleted text begin (c) For fiscal year 2019 and later,deleted text endnew text begin (a)new text end Long-term facilities maintenance revenue for a
charter school equals deleted text begin$132deleted text endnew text begin charter school long-term facilities maintenance allowancenew text end times
the adjusted pupil units.

new text begin (b) The charter school long-term facilities maintenance allowance is $132 for fiscal
years 2022 and 2023. For fiscal year 2024 and later, the charter school long-term facilities
maintenance allowance equals the product of $132 times the ratio of the formula allowance
under section 126C.10, subdivision 2, for the current fiscal year to the formula allowance
under section 126C.10, subdivision 2, for fiscal year 2023.
new text end

Subd. 3.

Intermediate districts and other cooperative units.

Upon approval through
the adoption of a resolution by each member district school board of an intermediate district
or other cooperative units under section 123A.24, subdivision 2, and the approval of the
commissioner of education, a school district may include in its authority under this section
a proportionate share of the long-term maintenance costs of the intermediate district or
cooperative unit. The cooperative unit may issue bonds to finance the project costs or levy
for the costs, using long-term maintenance revenue transferred from member districts to
make debt service payments or pay project costs. Authority under this subdivision is in
addition to the authority for individual district projects under subdivision 1.

Subd. 4.

Facilities plans.

(a) To qualify for revenue under this section, a school district
or intermediate district, not including a charter school, must have a ten-year facility plan
adopted by the school board and approved by the commissioner. The plan must include
provisions for implementing a health and safety program that complies with health, safety,
and environmental regulations and best practices, including indoor air quality management
and remediation of lead hazards.

(b) The district must annually update the plan, submit the plan to the commissioner for
approval by July 31, and indicate whether the district will issue bonds to finance the plan
or levy for the costs.

(c) For school districts issuing bonds to finance the plan, the plan must include a debt
service schedule demonstrating that the debt service revenue required to pay the principal
and interest on the bonds each year will not exceed the projected long-term facilities revenue
for that year.

Subd. 5.

Bond authorization.

(a) A school district may issue general obligation bonds
under this section to finance facilities plans approved by its board and the commissioner.
Chapter 475, except sections 475.58 and 475.59, must be complied with. The authority to
issue bonds under this section is in addition to any bonding authority authorized by this
chapter or other law. The amount of bonding authority authorized under this section must
be disregarded in calculating the bonding or net debt limits of this chapter, or any other law
other than section 475.53, subdivision 4.

(b) At least 20 days before the earliest of the issuance of bonds or the final certification
of levies under subdivision 6, the district must publish notice of the intended projects, the
amount of the bond issue, and the total amount of district indebtedness.

(c) The portion of revenue under this section for bonded debt must be recognized in the
debt service fund.

Subd. 6.

Levy authorization.

A district may levy for costs related to an approved plan
under subdivision 4 as follows:

(1) if the district has indicated to the commissioner that bonds will be issued, the district
may levy for the principal and interest payments on outstanding bonds issued under
subdivision 5 after reduction for any aid receivable under subdivision 9;

(2) if the district has indicated to the commissioner that the plan will be funded through
levy, the district may levy according to the schedule approved in the plan after reduction
for any aid receivable under subdivision 9; or

(3) if the debt service revenue for a district required to pay the principal and interest on
bonds issued under subdivision 5 exceeds the district's long-term facilities maintenance
revenue for the same fiscal year, the district's general fund levy must be reduced by the
amount of the excess.

Subd. 7.

Long-term facilities maintenance equalization revenue.

deleted text begin (a) For fiscal year
2017 only, a district's long-term facilities maintenance equalization revenue equals the lesser
of (1) $193 times the adjusted pupil units or (2) the district's revenue under subdivision 1.
deleted text end

deleted text begin (b) For fiscal year 2018 only, a district's long-term facilities maintenance equalization
revenue equals the lesser of (1) $292 times the adjusted pupil units or (2) the district's
revenue under subdivision 1.
deleted text end

deleted text begin (c)deleted text endnew text begin (a)new text end For fiscal year deleted text begin2019deleted text endnew text begin 2022new text end and later, a district's long-term facilities maintenance
equalization revenue equals the lesser of (1) deleted text begin$380deleted text endnew text begin the long-term facilities maintenance
allowance
new text end times the adjusted pupil units or (2) the district's revenue under subdivision 1.

deleted text begin (d)deleted text endnew text begin (b)new text end Notwithstanding deleted text beginparagraphsdeleted text endnew text begin paragraphnew text end (a) deleted text beginto (c)deleted text end, a district's long-term facilities
maintenance equalization revenue must not be less than the lesser of the district's long-term
facilities maintenance revenue or the amount of aid the district received for fiscal year 2015
under new text beginMinnesota Statutes 2014, new text endsection 123B.59, subdivision 6.

Subd. 8.

Long-term facilities maintenance equalized levy.

(a) deleted text beginFor fiscal year 2017
and later,
deleted text end A district's long-term facilities maintenance equalized levy equals the district's
long-term facilities maintenance equalization revenue minus the greater of:

(1) the lesser of the district's long-term facilities maintenance equalization revenue or
the amount of aid the district received for fiscal year 2015 under Minnesota Statutes 2014,
section 123B.59, subdivision 6; or

(2) the district's long-term facilities maintenance equalization revenue times the greater
of (i) zero or (ii) one minus the ratio of its adjusted net tax capacity per adjusted pupil unit
in the year preceding the year the levy is certified to deleted text begin123deleted text endnew text begin 128.7new text end percent of the state average
adjusted net tax capacity per adjusted pupil unit for all school districts in the year preceding
the year the levy is certified.

(b) For purposes of this subdivision, "adjusted net tax capacity" means the value described
in section 126C.01, subdivision 2, paragraph (b).

Subd. 8a.

Long-term facilities maintenance unequalized levy.

deleted text beginFor fiscal year 2017
and later,
deleted text end A district's long-term facilities maintenance unequalized levy equals the difference
between the district's revenue under subdivision 1 and the district's equalization revenue
under subdivision 7.

Subd. 9.

Long-term facilities maintenance equalized aid.

deleted text beginFor fiscal year 2017 and
later,
deleted text end A district's long-term facilities maintenance equalized aid equals its long-term facilities
maintenance equalization revenue minus its long-term facilities maintenance equalized levy
times the ratio of the actual equalized amount levied to the permitted equalized levy.

Subd. 10.

Allowed uses for long-term facilities maintenance revenue.

(a) A district
may use revenue under this section for any of the following:

(1) deferred capital expenditures and maintenance projects necessary to prevent further
erosion of facilities;

(2) increasing accessibility of school facilities;

(3) health and safety capital projects under section 123B.57; deleted text beginor
deleted text end

(4) by board resolution, to transfer money from the general fund reserve for long-term
facilities maintenance to the debt redemption fund to pay the amounts needed to meet, when
due, principal and interest on general obligation bonds issued under subdivision 5deleted text begin.deleted text endnew text begin; or
new text end

new text begin (5) by annual board resolution, to transfer money from the general fund reserve for
long-term facilities maintenance to the reserve for operating capital.
new text end

(b) A charter school may use revenue under this section for any purpose related to the
school.

Subd. 11.

Restrictions on long-term facilities maintenance revenue.

Notwithstanding
subdivision 10, long-term facilities maintenance revenue may not be used:

(1) for the construction of new facilities, remodeling of existing facilities, or the purchase
of portable classrooms;

(2) to finance a lease purchase agreement, installment purchase agreement, or other
deferred payments agreement;

(3) for energy-efficiency projects under section 123B.65, for a building or property or
part of a building or property used for postsecondary instruction or administration, or for a
purpose unrelated to elementary and secondary education; or

(4) for violence prevention and facility security, ergonomics, or emergency
communication devices.

Subd. 12.

Reserve account.

The portion of long-term facilities maintenance revenue
not recognized under subdivision 5, paragraph (c), must be maintained in a reserve account
within the general fund.

new text begin EFFECTIVE DATE. new text end

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

Sec. 2.

Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 3, is
amended to read:


Subd. 3.

Long-term facilities maintenance equalized aid.

For long-term facilities
maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:

$
deleted text begin 108,582,000deleted text endnew text begin
107,837,000
new text end
.....
2022
$
deleted text begin 111,077,000 deleted text end new text begin
110,014,000
new text end
.....
2023

The 2022 appropriation includes $10,660,000 for 2021 and deleted text begin$97,922,000deleted text endnew text begin $97,177,000new text end
for 2022.

The 2023 appropriation includes deleted text begin$10,880,000deleted text endnew text begin $10,797,000new text end for 2022 and deleted text begin$100,197,000deleted text endnew text begin
$99,217,000
new text end for 2023.

Sec. 3. new text beginFUND TRANSFER; BURNSVILLE-EAGAN-SAVAGE SCHOOL DISTRICT.
new text end

new text begin (a) Notwithstanding Minnesota Statutes, section 123B.51, subdivision 4, paragraph (b),
or any law to the contrary, any remaining net proceeds received by Independent School
District No. 191, Burnsville-Eagan-Savage, in connection with a lease of real property that
is not needed for school purposes, or part of the property that is not needed for school
purposes permitted under Minnesota Statutes, section 123B.51, subdivision 4, paragraph
(a), which property the school board of the district has specifically identified in its open
facilities action plan, may be deposited in the district's general unrestricted fund following
the deposit of such proceeds in the debt retirement fund of the district in an amount sufficient
to meet, when due, that percentage of the principal and interest payments for outstanding
bonds that is ascribable to the payment of expenses necessary and incidental to the
construction or purchase of the particular building or property that is leased.
new text end

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 4. new text beginLEASE LEVY FOR TRANSPORTATION HUB FOR EASTERN CARVER
COUNTY SCHOOL DISTRICT.
new text end

new text begin Notwithstanding Minnesota Statutes, section 126C.40, subdivision 1, Independent School
District No. 112, Eastern Carver County Schools, may lease a transportation hub under
Minnesota Statutes, section 126C.40, subdivision 1, if the district demonstrates to the
satisfaction of the commissioner of education that the transportation hub will result in
significant financial savings for the school district. Levy authority under this section must
not exceed the total levy authority under Minnesota Statutes, section 126C.40, subdivision
1, paragraph (e).
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for taxes payable in 2023 and later.
new text end

ARTICLE 8

NUTRITION AND LIBRARIES

Section 1.

new text begin [124D.1112]COMMUNITY ELIGIBILITY PROVISION
PARTICIPATION; TECHNICAL ASSISTANCE; COMPENSATORY REVENUE
ADJUSTMENT.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

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

new text begin (b) "Community eligibility provision" means the reimbursement option available for the
national school lunch program and national school breakfast program, as defined under
Code of Federal Regulations, title 7, section 245.9.
new text end

new text begin (c) "Community-eligibility qualifying school" means a school that, as determined by
the Department of Education by April 1 of each year, meets the eligibility criteria specified
in Code of Federal Regulations, title 7, section 245.9, for participation in the community
eligibility provision. A school meets the eligibility criteria if the department determines it
qualifies to do so as an individual school, as part of an entire local educational agency, or
as part of a group of schools within a local educational agency, as defined under Code of
Federal Regulations, title 7, section 245.9(f).
new text end

new text begin (d) "Full-reimbursement qualifying school" means a community-eligibility qualifying
school that, as determined by the department by April 1 of each year, has an identified
student percentage sufficient to allow the school to claim reimbursement through the
community eligibility provision at the applicable federal free rate for all meals served within
the school as part of the national school lunch program and national school breakfast program.
A school satisfies this definition if the department determines that it meets the criteria as
an individual school, part of an entire local educational agency, or part of a group of schools
within a local educational agency, as defined under Code of Federal Regulations, title 7,
section 245.9(f).
new text end

new text begin (e) "Identified student" and "identified student percentage" have the meanings as defined
under Code of Federal Regulations, title 7, section 245.9.
new text end

new text begin (f) "Local educational agency" has the meaning as defined under Code of Federal
Regulations, title 7, section 245.2.
new text end

new text begin (g) "National school breakfast program" means the nonprofit breakfast program
established by section 4 of the Child Nutrition Act of 1966, as defined under United States
Code, title 42, section 1773.
new text end

new text begin (h) "National school lunch program" means the nonprofit lunch program established
under the Richard B. Russell National School Lunch Act, as defined under United States
Code, title 42, section 1751, et seq.
new text end

new text begin Subd. 2. new text end

new text begin Purpose. new text end

new text begin The purposes of this section are to leverage federal funding through
the community eligibility provision to support students in achieving their academic potential,
provide students with increased access to nutritious options while they are developing
lifelong eating habits, and reduce stigma associated with receiving free school meals and
ensure that a school site's compensatory revenue is not negatively affected by the school's
participation in the community eligibility provision program.
new text end

new text begin Subd. 3. new text end

new text begin Department duties. new text end

new text begin (a) In addition to fulfilling any other applicable state and
federal requirements, the department must provide to each local educational agency a list
of schools as defined under Code of Federal Regulations, title 7, section 245.9(f)(5), within
the prescribed time frame, and must gather the information necessary to compile this list.
A local education agency is exempt from the requirement to submit this information to the
state.
new text end

new text begin (b) A community-eligible qualifying school, whether eligible for full or partial federal
funding, must participate in the community eligibility provision program. Within the time
frames established in paragraph (a), by April 1 of each year, the department must notify
each local education agency of its qualifying school sites and, for sites eligible for partial
federal funding, calculate and notify the local education agency of the state aid contribution
for each site to ensure the site receives full funding for the national school breakfast and
lunch program meals served by the site to its students.
new text end

new text begin (c) The department must ensure appropriate reimbursement rates for schools and districts
using the community eligibility provision.
new text end

new text begin (d) If a school or district is ineligible to receive reimbursement through the community
eligibility provision, the department must assist the school or district, if feasible, in achieving
eligibility.
new text end

new text begin (e) The department must conduct an annual review to identify local educational agencies
that have not fully complied with subdivision 5 and provide notification of that determination
to the relevant local educational agencies within 30 days of making that determination.
new text end

new text begin Subd. 4. new text end

new text begin Technical assistance. new text end

new text begin The department must provide technical assistance to a
local educational agency with one or more community-eligibility qualifying schools to assist
them in meeting any state and federal requirements necessary in order to receive
reimbursement through the community eligibility provision.
new text end

new text begin Subd. 5. new text end

new text begin Community eligibility provision; required participation; exemption. new text end

new text begin (a)
Except as provided otherwise by this section, effective in the 2023-2024 school year and
every school year thereafter, each community-eligibility qualifying school must participate
in the community eligibility provision in the subsequent school year and throughout the
duration of the community eligibility provision's four-year cycle.
new text end

new text begin (b) Schools that, through an arrangement with a local entity, provide meals to all students
and at no cost to the students are exempt from the requirements of this section.
new text end

new text begin Subd. 6. new text end

new text begin Reporting obligations for noncompliant full-reimbursement qualifying
schools.
new text end

new text begin A local agency with one or more schools that qualify for full reimbursement that
fails to comply with subdivision 5 must respond to a notification of noncompliance from
the department within 60 days of receipt of the notification. The response must include a
report available to the local school board and the public on any obstacles to participation
that contributed to the noncompliance and plans to ensure compliance for the following
school year.
new text end

Sec. 2.

Minnesota Statutes 2020, section 124D.119, is amended to read:


124D.119 SUMMER FOOD SERVICE deleted text beginREPLACEMENT AIDdeleted text endnew text begin PROGRAM AND
CHILD AND ADULT CARE FOOD PROGRAM
new text end.

new text begin Subdivision 1. new text end

new text begin Summer Food Service Program replacement aid. new text end

deleted text beginStatesdeleted text endnew text begin Statenew text end funds
are available to compensate department-approved Summer Food new text beginService new text endProgram sponsors.
Reimbursement shall be made on December 15 based on total meals served by each sponsor
from the end of the school year to the beginning of the next school year on a pro rata basis.

new text begin Subd. 2. new text end

new text begin Child and Adult Care Food Program and Summer Food Service Program
sponsor organizations.
new text end

new text begin Legally distinct Child and Adult Care Food Program and Summer
Food Service Program sites may transfer sponsoring organizations no more than once per
year, except under extenuating circumstances including termination of the sponsoring
organization's agreement or other circumstances approved by the Department of Education.
new text end

new text begin Subd. 3. new text end

new text begin Child and Adult Care Food Program and Summer Food Service Program
training.
new text end

new text begin Prior to applying to sponsor a Child and Adult Care Food Program or Summer
Food Service Program site, a nongovernmental organization applicant must provide
documentation to the Department of Education verifying that staff members have completed
program-specific training as designated by the commissioner.
new text end

new text begin Subd. 4. new text end

new text begin Summer Food Service Program locations. new text end

new text begin Consistent with Code of Federal
Regulations, title 7, section 225.6(d)(1)(ii), the Department of Education must not approve
a new Summer Food Service Program open site that is within a half-mile radius of an existing
Summer Food Service Program open site, except the department may approve a new Summer
Food Service Program open site within a half-mile radius if the new program will not be
serving the same group of children for the same meal type.
new text end

Sec. 3.

new text begin [124D.901] SCHOOL LIBRARIES AND MEDIA CENTERS.
new text end

new text begin A school district or charter school library or school library media center provides equitable
and free access to students, teachers, and administrators. A school library or school library
media center is defined as having the following characteristics:
new text end

new text begin (1) ensures every student has equitable access to resources and is able to locate, access,
and use resources that are organized and cataloged;
new text end

new text begin (2) has a collection development plan that includes but is not limited to materials selection
and de-selection, a challenged materials procedure, and an intellectual and academic freedom
statement;
new text end

new text begin (3) is housed in a central location that provides an environment for expanded learning
and supports a variety of student interests;
new text end

new text begin (4) has technology and Internet access; and
new text end

new text begin (5) is served by a licensed school library media specialist or licensed school librarian.
new text end

Sec. 4.

Minnesota Statutes 2021 Supplement, section 126C.05, subdivision 3, is amended
to read:


Subd. 3.

Compensation revenue pupil units.

Compensation revenue pupil units must
be computed according to this subdivision.

(a) The compensation revenue concentration percentage for each building in a district
equals the product of 100 times the ratio of:

(1) the sum of the number of pupils enrolled in the building eligible to receive free deleted text beginlunchdeleted text endnew text begin
meals
new text end plus one-half of the pupils eligible to receive deleted text beginreduced priced lunchdeleted text endnew text begin reduced-price
meals
new text end on October 1 of the previous fiscal year; to

(2) the number of pupils enrolled in the building on October 1 of the previous fiscal
year.

(b) The compensation revenue pupil weighting factor for a building equals the lesser of
one or the quotient obtained by dividing the building's compensation revenue concentration
percentage by 80.0.

(c) The compensation revenue pupil units for a building equals the product of:

(1) the sum of the number of pupils enrolled in the building eligible to receive free deleted text beginlunchdeleted text endnew text begin
meals
new text end and one-half of the pupils eligible to receive deleted text beginreduced priced lunchdeleted text endnew text begin reduced-price
meals
new text end on October 1 of the previous fiscal year; times

(2) the compensation revenue pupil weighting factor for the building; times

(3) .60.

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

deleted text begin (e) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten seats discontinued
deleted text end deleted text begin in fiscal year 2024 due to the reduction in the participation limit under section deleted text end deleted text begin ,
deleted text end deleted text begin subdivision 6, those discontinued seats must not be used to calculate compensation revenue
deleted text end deleted text begin pupil units for fiscal year 2024.
deleted text end

deleted text begin (f)deleted text endnew text begin (e)new text end The percentages in this subdivision must be based on the count of individual
pupils and not on a building average or minimum.

new text begin (f) For fiscal year 2023 and later, for a school participating in the community eligibility
provision program or special assistance program under section 11(a)(1) of the Richard B.
Russell National School Lunch Act, United States Code, title 42, section 1759a, compensatory
revenue under section 126C.10, subdivision 3, equals the greatest of the amount determined
using:
new text end

new text begin (1) the pupil counts according to paragraphs (a) to (f) for the year specified;
new text end

new text begin (2) the pupil counts for the year specified in paragraphs (b) to (f) and the compensation
revenue concentration percentages from paragraph (a) for the pupil count from the fall of
2019; or
new text end

new text begin (3) the pupil counts for the year specified in paragraphs (b) to (f) and the compensation
revenue concentration percentages from paragraph (a) for the pupil count from the fall of
the year preceding the school's participation in the four-year community eligibility provision
program.
new text end

Sec. 5.

Minnesota Statutes 2020, section 134.31, subdivision 1, is amended to read:


Subdivision 1.

Library service.

The state shall, as an integral part of its responsibility
for public education, support the provision of library service for every deleted text begincitizendeleted text endnew text begin residentnew text end, the
development of cooperative programs for the sharing of resources and services among all
libraries, and the establishment of jointly operated library services at a single location where
appropriate.

Sec. 6.

Minnesota Statutes 2020, section 134.31, subdivision 4a, is amended to read:


Subd. 4a.

Services to people with visual and physical disabilities.

The Minnesota
Department of Education shall provide specialized services to people with visual and physical
disabilities through the Minnesota Braille and Talking Book Library under a cooperative
plan with the National Library deleted text beginServicesdeleted text endnew text begin Servicenew text end for the Blind and deleted text beginPhysically Handicapped
of the Library of Congress
deleted text endnew text begin Print Disablednew text end.

Sec. 7.

Minnesota Statutes 2020, section 134.32, subdivision 4, is amended to read:


Subd. 4.

Special project grants.

It may provide special project grants to assist innovative
and experimental library programs including, but not limited to, special services for American
Indians and deleted text beginthe Spanish-speakingdeleted text endnew text begin English language learnersnew text end, delivery of library materials
to homebound persons, other extensions of library services to persons without access to
libraries and projects to strengthen and improve library services.

Sec. 8.

Minnesota Statutes 2020, section 134.34, subdivision 1, is amended to read:


Subdivision 1.

Local support levels.

(a) Regional library basic system support aid shall
be provided to any regional public library system where there are at least three participating
counties and where each participating city and county is providing for public library service
support the lesser of (a) an amount equivalent to .82 percent of the average of the adjusted
net tax capacity of the taxable property of that city or county, as determined by the
commissioner of revenue for the second, third, and fourth year preceding that calendar year
or (b) a per capita amount calculated under the provisions of this subdivision. The per capita
amount is established for calendar year 1993 as $7.62. In succeeding calendar years, the
per capita amount shall be increased by a percentage equal to one-half of the percentage by
which the total state adjusted net tax capacity of property as determined by the commissioner
of revenue for the second year preceding that calendar year increases over that total adjusted
net tax capacity for the third year preceding that calendar year.

(b) The minimum level of support specified under this subdivision or subdivision 4 shall
be certified annually to the participating cities and counties by the Department of Education.
If a city or county chooses to reduce its local support in accordance with subdivision 4,
paragraph (b) or (c), it shall notify its regional public library system. The regional public
library system shall notify the Department of Education that a revised certification is required.
The revised minimum level of support shall be certified to the city or county by the
Department of Education.

(c) A city which is a part of a regional public library system shall not be required to
provide this level of support if the property of that city is already taxable by the county for
the support of that regional public library system. In no event shall the Department of
Education require any city or county to provide a higher level of support than the level of
support specified in this section in order for a system to qualify for regional library basic
system support aid. This section shall not be construed to prohibit a city or county from
providing a higher level of support for public libraries than the level of support specified
in this section.

new text begin (d) The amounts required to be expended under this section are subject to the reduced
maintenance of effort requirements in section 275.761.
new text end

Sec. 9.

Minnesota Statutes 2020, section 134.355, subdivision 5, is amended to read:


Subd. 5.

Base aid distribution.

deleted text beginFivedeleted text endnew text begin Fifteennew text end percent of the available aid funds shall be
paid to each system as base aid for basic system services.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for state aid for fiscal year 2023 and
later.
new text end

Sec. 10.

Minnesota Statutes 2020, section 134.355, subdivision 6, is amended to read:


Subd. 6.

Adjusted net tax capacity per capita distribution.

deleted text beginTwenty-fivedeleted text endnew text begin Fifteennew text end percent
of the available aid funds shall be distributed to regional public library systems based upon
the adjusted net tax capacity per capita for each member county or participating portion of
a county as calculated for the deleted text beginseconddeleted text endnew text begin thirdnew text end year preceding the fiscal year for which aid is
provided. Each system's entitlement shall be calculated as follows:

deleted text begin (a)deleted text endnew text begin (1)new text end multiply the adjusted net tax capacity per capita for each county or participating
portion of a county by .0082deleted text begin.deleted text endnew text begin;
new text end

deleted text begin (b)deleted text endnew text begin (2)new text end add sufficient aid funds that are available under this subdivision to raise the
amount of the county or participating portion of a county with the lowest value calculated
according to deleted text beginparagraph (a)deleted text endnew text begin clause (1)new text end to the amount of the county or participating portion
of a county with the next highest value calculated according to deleted text beginparagraph (a)deleted text endnew text begin clause (1)new text end.
Multiply the amount of the additional aid funds by the population of the county or
participating portion of a countydeleted text begin.deleted text endnew text begin;
new text end

deleted text begin (c)deleted text endnew text begin (3)new text end continue the process described in deleted text beginparagraph (b)deleted text endnew text begin clause (2)new text end by adding sufficient
aid funds that are available under this subdivision to the amount of a county or participating
portion of a county with the next highest value calculated in deleted text beginparagraph (a)deleted text endnew text begin clause (1)new text end to raise
it and the amount of counties and participating portions of counties with lower values
calculated in deleted text beginparagraph (a)deleted text endnew text begin clause (1)new text end up to the amount of the county or participating portion
of a county with the next highest value, until reaching an amount where funds available
under this subdivision are no longer sufficient to raise the amount of a county or participating
portion of a county and the amount of counties and participating portions of counties with
lower values up to the amount of the next highest county or participating portion of a countydeleted text begin.deleted text endnew text begin;
and
new text end

deleted text begin (d)deleted text endnew text begin (4)new text end if the point is reached using the process in deleted text beginparagraphs (b) and (c)deleted text endnew text begin clauses (2) and
(3)
new text end at which the remaining aid funds under this subdivision are not adequate for raising the
amount of a county or participating portion of a county and all counties and participating
portions of counties with amounts of lower value to the amount of the county or participating
portion of a county with the next highest value, those funds are to be divided on a per capita
basis for all counties or participating portions of counties that received aid funds under the
calculation in deleted text beginparagraphs (b) and (c)deleted text endnew text begin clauses (2) and (3)new text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for state aid for fiscal year 2023 and
later.
new text end

Sec. 11.

Minnesota Statutes 2020, section 134.355, subdivision 7, is amended to read:


Subd. 7.

Population determination.

new text beginA regional public library system's new text endpopulation deleted text beginshall
be determined according to
deleted text endnew text begin must be calculated using the most recent estimate available
under
new text end section 477A.011, subdivision 3new text begin, at the time the aid amounts are calculated, which
must be by April 1 in the year the calculation is made
new text end.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for state aid for fiscal year 2023 and
later.
new text end

Sec. 12.

Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 2,
is amended to read:


Subd. 2.

School lunch.

For school lunch aid under Minnesota Statutes, section 124D.111,
and Code of Federal Regulations, title 7, section 210.17:

$
deleted text begin 16,661,000deleted text endnew text begin
14,187,000
new text end
.....
2022
$
deleted text begin 16,954,000deleted text endnew text begin
16,194,000
new text end
.....
2023

Sec. 13.

Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 3,
is amended to read:


Subd. 3.

School breakfast.

For traditional school breakfast aid under Minnesota Statutes,
section 124D.1158:

$
deleted text begin 11,848,000deleted text endnew text begin
20,000
new text end
.....
2022
$
deleted text begin 12,200,000deleted text endnew text begin
11,153,000
new text end
.....
2023

Sec. 14.

Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 6,
is amended to read:


Subd. 6.

Basic system support.

For basic system support aid under Minnesota Statutes,
section 134.355:

$
13,570,000
.....
2022
$
deleted text begin 13,570,000deleted text endnew text begin
15,370,000
new text end
.....
2023

The 2022 appropriation includes $1,357,000 for 2021 and $12,213,000 for 2022.

The 2023 appropriation includes $1,357,000 for 2022 and deleted text begin$12,213,000deleted text endnew text begin $14,013,000new text end for
2023.

Sec. 15. new text beginAPPROPRIATION; COMMUNITY ELIGIBILITY PROVISION FUNDING.
new text end

new text begin (a) $18,546,000 in fiscal year 2023 is appropriated from the general fund to the
Department of Education for additional funding for school meals.
new text end

new text begin (b) For each school participating in the Community Eligibility Provision program, the
commissioner must calculate the difference between the federal reimbursement for the
school breakfasts and school lunches served at the site and the average cost of the school
breakfasts and school lunches as annually defined by the United States Department of
Agriculture and pay that amount to the school in the form and manner designated by the
commissioner.
new text end

new text begin (c) If the appropriation for school meals under this section exceeds the amount necessary
for payments under paragraph (b), the commissioner may award grants to other schools to
provide free breakfast and free lunch to all students at the school site. A school participating
in the school meals program must apply for a grant in the form and manner specified by the
commissioner. The commissioner must prioritize grants applications based on the number
of free and reduced-price meal eligible students at each applicant school site.
new text end

new text begin (d) The commissioner may retain up to two percent of the appropriation in this section
for administrative purposes.
new text end

new text begin (e) The budget base is $14,146,000 for fiscal year 2024 and $13,792,000 for fiscal year
2025.
new text end

Sec. 16. new text beginREVISOR INSTRUCTION.
new text end

new text begin The revisor of statutes shall replace the phrases "free lunch," "reduced price lunch,"
"reduced priced lunch," "reduced-price lunch," and "free or reduced price lunch" with "free
meals," "reduced-price meals," and "free or reduced-price meals" wherever they appear in
statute when used in context with the national school lunch and breakfast program.
new text end

ARTICLE 9

EARLY CHILDHOOD

Section 1.

Minnesota Statutes 2020, section 119A.52, is amended to read:


119A.52 DISTRIBUTION OF APPROPRIATION.

(a) The commissioner of education must distribute money appropriated for that purpose
to federally designated Head Start programs to expand services and to serve additional
low-income childrendeleted text begin. Migrant and Indian reservation programs must be initially allocated
money based on the programs' share of federal funds.
deleted text endnew text begin, which may include costs associated
with program operations, infrastructure, or reconfiguration to serve children from birth to
age five in center-based services. The distribution must occur in the following order: (1)
10.72 percent of the total Head Start appropriation must be allocated to federally designated
Tribal Head Start programs; (2) the Tribal Head Start portion of the appropriation must be
allocated to Tribal Head Start programs based on the programs' share of federal funds; and
(3) migrant programs must then be initially allocated funding based on the programs' share
of federal funds.
new text end The remaining money must be initially allocated to the remaining local
agencies based equally on the agencies' share of federal funds and on the proportion of
eligible children in the agencies' service area who are not currently being served. A Head
Start program must be funded at a per child rate equal to its contracted, federally funded
base level at the start of the fiscal year. For all agencies without a federal Early Head Start
rate, the state average federal cost per child for Early Head Start applies. In allocating funds
under this paragraph, the commissioner of education must assure that each Head Start
program in existence in 1993 is allocated no less funding in any fiscal year than was allocated
to that program in fiscal year 1993. Before paying money to the programs, the commissioner
must notify each program of its initial allocation and how the money must be used. Each
program must present a plan under section 119A.535. For any program that cannot utilize
its full allocation at the beginning of the fiscal year, the commissioner must reduce the
allocation proportionately. Money available after the initial allocations are reduced must
be redistributed to eligible programs.

(b) The commissioner must develop procedures to make payments to programs based
upon the number of children reported to be enrolled during the required time period of
program operations. Enrollment is defined by federal Head Start regulations. The procedures
must include a reporting schedule, corrective action plan requirements, and financial
consequences to be imposed on programs that do not meet full enrollment after the period
of corrective action. Programs reporting chronic underenrollment, as defined by the
commissioner, will have their subsequent program year allocation reduced proportionately.
Funds made available by prorating payments and allocations to programs with reported
underenrollment will be made available to the extent funds exist to fully enrolled Head Start
programs through a form and manner prescribed by the department.

(c) Programs with approved innovative initiatives that target services to high-risk
populations, including homeless families and families living in homeless shelters and
transitional housing, are exempt from the procedures in paragraph (b). This exemption does
not apply to entire programs. The exemption applies only to approved innovative initiatives
that target services to high-risk populations, including homeless families and families living
in homeless shelters, transitional housing, and permanent supportive housing.

Sec. 2.

Minnesota Statutes 2020, section 120A.20, subdivision 1, is amended to read:


Subdivision 1.

Age limitations; pupils.

(a) All schools supported in whole or in part
by state funds are public schools. Admission to a public school is free to any person who:
(1) resides within the district that operates the school; (2) is under 21 years of age or who
meets the requirements of paragraph (c); and (3) satisfies the minimum age requirements
imposed by this section. Notwithstanding the provisions of any law to the contrary, the
conduct of all students under 21 years of age attending a public secondary school is governed
by a single set of reasonable rules and regulations promulgated by the school board.

(b) A person shall not be admitted to a public schoolnew text begin:new text end (1)new text begin as a prekindergarten pupil,
unless the pupil is at least four years of age as of September 1 of the calendar year in which
the school year for which the pupil seeks admission commences; (2)
new text end as a kindergarten pupil,
unless the pupil is at least five years of age on September 1 of the calendar year in which
the school year for which the pupil seeks admission commences; or deleted text begin(2)deleted text endnew text begin (3)new text end as a 1st grade
student, unless the pupil is at least six years of age on September 1 of the calendar year in
which the school year for which the pupil seeks admission commences or has completed
kindergarten; except that any school board may establish a policy for admission of selected
pupils at an earlier age under section 124D.02.

(c) A pupil who becomes age 21 after enrollment is eligible for continued free public
school enrollment until at least one of the following occurs: (1) the first September 1 after
the pupil's 21st birthday; (2) the pupil's completion of the graduation requirements; (3) the
pupil's withdrawal with no subsequent enrollment within 21 calendar days; or (4) the end
of the school year.

Sec. 3.

Minnesota Statutes 2020, section 120A.41, is amended to read:


120A.41 LENGTH OF SCHOOL YEAR; HOURS OF INSTRUCTION.

(a) A school board's annual school calendar must include at least 425 hours of instruction
for a kindergarten student without a disability, 935 hours of instruction for a student in
grades 1 through 6, and 1,020 hours of instruction for a student in grades 7 through 12, not
including summer school. The school calendar fornew text begin a prekindergarten student without a
disability and a student in an
new text end all-day kindergarten must include at least 850 hours of
instruction for the school year. deleted text beginThe school calendar for a prekindergarten student under
section 124D.151, if offered by the district, must include at least 350 hours of instruction
for the school year.
deleted text end A school board's annual calendar must include at least 165 days of
instruction for a student in grades 1 through 11 unless a four-day week schedule has been
approved by the commissioner under section 124D.126.

(b) A school board's annual school calendar may include plans for up to five days of
instruction provided through online instruction due to inclement weather. The inclement
weather plans must be developed according to section 120A.414.

Sec. 4.

Minnesota Statutes 2020, section 121A.17, subdivision 3, is amended to read:


Subd. 3.

Screening program.

(a) A screening program must include at least the following
components: developmental assessments, new text beginwhich may include parent report developmental
screening instruments if the parent or child is unable to complete the screening in person
due to an immunocompromised status or other health concern;
new text endhearing and vision screening
or referraldeleted text begin,deleted text endnew text begin;new text end immunization review and referraldeleted text begin,deleted text endnew text begin;new text end the child's height and weightdeleted text begin,deleted text endnew text begin;new text end the date of
the child's most recent comprehensive vision examination, if anydeleted text begin,deleted text endnew text begin;new text end identification of risk
factors that may influence learningdeleted text begin,deleted text endnew text begin;new text end an interview with the parent about the childdeleted text begin,deleted text endnew text begin;new text end and
referral for assessment, diagnosis, and treatment when potential needs are identified. The
district and the person performing or supervising the screening must provide a parent or
guardian with clear written notice that the parent or guardian may decline to answer questions
or provide information about family circumstances that might affect development and
identification of risk factors that may influence learning. The notice must state "Early
childhood developmental screening helps a school district identify children who may benefit
from district and community resources available to help in their development. Early childhood
developmental screening includes a vision screening that helps detect potential eye problems
but is not a substitute for a comprehensive eye exam." The notice must clearly state that
declining to answer questions or provide information does not prevent the child from being
enrolled in kindergarten or first grade if all other screening components are met. If a parent
or guardian is not able to read and comprehend the written notice, the district and the person
performing or supervising the screening must convey the information in another manner.
The notice must also inform the parent or guardian that a child need not submit to the district
screening program if the child's health records indicate to the school that the child has
received comparable developmental screening performed within the preceding 365 days by
a public or private health care organization or individual health care provider. The notice
must be given to a parent or guardian at the time the district initially provides information
to the parent or guardian about screening and must be given again at the screening location.

(b) All screening components shall be consistent with the standards of the state
commissioner of health for early developmental screening programs. A developmental
screening program must not provide laboratory tests or a physical examination to any child.
The district must request from the public or private health care organization or the individual
health care provider the results of any laboratory test or physical examination within the 12
months preceding a child's scheduled screening. For the purposes of this section,
"comprehensive vision examination" means a vision examination performed by an optometrist
or ophthalmologist.

(c) If a child is without health coverage, the school district must refer the child to an
appropriate health care provider.

(d) A board may offer additional components such as nutritional, physical and dental
assessments, review of family circumstances that might affect development, blood pressure,
laboratory tests, and health history.

(e) If a statement signed by the child's parent or guardian is submitted to the administrator
or other person having general control and supervision of the school that the child has not
been screened because of conscientiously held beliefs of the parent or guardian, the screening
is not required.

Sec. 5.

Minnesota Statutes 2020, section 121A.19, is amended to read:


121A.19 DEVELOPMENTAL SCREENING AID.

Each school year, the state must pay a district for each child or student screened by the
district according to the requirements of section 121A.17. The amount of state aid for each
child or student screened shall be: (1) deleted text begin$75deleted text endnew text begin $98new text end for a child screened at age three; (2) deleted text begin$50deleted text endnew text begin $65new text end
for a child screened at age four; (3) deleted text begin$40deleted text endnew text begin $52new text end for a child screened at age five or six prior to
kindergarten; and (4) deleted text begin$30deleted text endnew text begin $39new text end for a student screened within 30 days after first enrolling in
a public school kindergarten if the student has not previously been screened according to
the requirements of section 121A.17. If this amount of aid is insufficient, the district may
permanently transfer from the general fund an amount that, when added to the aid, is
sufficient. Developmental screening aid shall not be paid for any student who is screened
more than 30 days after the first day of attendance at a public school kindergarten, except
if a student transfers to another public school kindergarten within 30 days after first enrolling
in a Minnesota public school kindergarten program. In this case, if the student has not been
screened, the district to which the student transfers may receive developmental screening
aid for screening that student when the screening is performed within 30 days of the transfer
date.

Sec. 6.

new text begin [122A.731] GRANTS FOR GROW YOUR OWN EARLY CHILDHOOD
EDUCATOR PROGRAMS.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment. new text end

new text begin The commissioner of education must award grants for
Grow Your Own Early Childhood Educator programs established under this section in order
to develop an early childhood education workforce that more closely reflects the state's
increasingly diverse student population and to ensure all students have equitable access to
high-quality early educators.
new text end

new text begin Subd. 2. new text end

new text begin Grow Your Own Early Childhood Educator programs. new text end

new text begin (a) Minnesota
licensed family child care or licensed center-based child care programs, school district or
charter school early learning programs, Head Start programs, institutions of higher education,
and other community partnership nongovernment organizations may apply for a grant to
host, build, or expand an early childhood educator preparation program that leads to an
individual earning the credential or degree needed to enter or advance in the early childhood
education workforce. Examples include programs that help interested individuals earn the
Child Development Associate credential, an associate's degree in child development, or a
bachelor's degree in early childhood studies or early childhood licensures. Programs must
prioritize candidates that represent the demographics of the populations served. The grant
recipient must use at least 80 percent of grant funds for student stipends and tuition
scholarships.
new text end

new text begin (b) Programs providing financial support to interested individuals may require a
commitment from the individuals awarded financial support, as determined by the program,
to teach in the program or school for a reasonable amount of time that does not exceed one
year.
new text end

new text begin Subd. 3. new text end

new text begin Grant procedure. new text end

new text begin Eligible programs must apply for a grant under this section
in the form and manner specified by the commissioner. To the extent that there are sufficient
applications, the commissioner must, to the extent practicable, award an equal number of
grants between applicants in greater Minnesota and those in the seven-county metropolitan
area.
new text end

new text begin Subd. 4. new text end

new text begin Grow Your Own Early Childhood Educator programs account. new text end

new text begin (a) The
Grow Your Own Early Childhood Educator programs account is established in the special
revenue fund.
new text end

new text begin (b) Funds appropriated for the Grow Your Own Early Childhood Educator programs
under this section must be transferred to the Grow Your Own Early Childhood Educator
programs account in the special revenue fund.
new text end

new text begin (c) Money in the account is annually appropriated to the commissioner for the Grow
Your Own Early Childhood Educator programs under this section. Any returned funds are
available to be regranted. Grant recipients may apply to use grant money over a period of
up to 60 months.
new text end

new text begin (d) Up to $300,000 annually is appropriated to the commissioner for costs associated
with administering and monitoring the programs under this section.
new text end

new text begin Subd. 5. new text end

new text begin Report. new text end

new text begin Grant recipients must annually report to the commissioner in the form
and manner determined by the commissioner on their activities under this section after
completing preparation programs. The report must include the number of educators being
supported through grant funds, the number of educators obtaining credentials by type, a
comparison of the beginning level of education and ending level of education of individual
participants, and an assessment of program effectiveness, including participant feedback,
areas for improvement, and where applicable, employment changes and current employment
status. The commissioner must publish a public report that summarizes the activities and
outcomes of grant recipients and what was done to promote sharing of effective practices
among grant recipients and potential grant applicants.
new text end

Sec. 7.

Minnesota Statutes 2020, section 124D.1158, subdivision 3, is amended to read:


Subd. 3.

Program reimbursement.

Each school year, the state must reimburse each
participating school 30 cents for each reduced-price breakfast, 55 cents for each fully paid
breakfast served to students in grades 1 to 12, and $1.30 for each fully paid breakfast served
to a prekindergarten student enrolled in an approved voluntary prekindergarten program
under section 124D.151new text begin, early childhood special education students participating in a program
authorized under section 124D.151,
new text end or a kindergarten student.

Sec. 8.

Minnesota Statutes 2020, section 124D.1158, subdivision 4, is amended to read:


Subd. 4.

No fees.

A school that receives school breakfast aid under this section must
make breakfast available without charge to all participating students in grades 1 to 12 who
qualify for free or reduced-price meals and to all prekindergarten students enrolled in an
approved voluntary prekindergarten program under section 124D.151new text begin, early childhood
special education students participating in a program authorized under section 124D.151,
new text end
and all kindergarten students.

Sec. 9.

Minnesota Statutes 2020, section 124D.13, subdivision 2, is amended to read:


Subd. 2.

Program requirements.

(a) Early childhood family education programs are
programs for children in the period of life from birth to kindergarten, for the parents and
other relatives of these children, new text beginfor adults who provide child care, new text endand for expectant parents.
To the extent that funds are insufficient to provide programs for all children, early childhood
family education programs should emphasize programming for a child from birth to age
three and encourage parents and other relatives to involve four- and five-year-old children
in school readiness programs, and other public and nonpublic early learning programs. A
district may not limit participation to school district residents. Early childhood family
education programs must provide:

(1) programs to educate parents deleted text beginanddeleted text endnew text begin,new text end other relativesnew text begin, and caregiversnew text end about the physical,
cognitive, social, and emotional development of children and to enhance the skills of parents
and other relatives in providing for their children's learning and development;

(2) structured learning activities requiring interaction between children and their parents
deleted text begin ordeleted text endnew text begin, othernew text end relativesnew text begin, and caregiversnew text end;

(3) structured learning activities for children that promote children's development and
positive interaction with peers, which are held while parents deleted text beginordeleted text endnew text begin, othernew text end relativesnew text begin, and caregiversnew text end
attend parent education classes;

(4) information on related community resources;

(5) information, materials, and activities that support the safety of children, including
prevention of child abuse and neglect;

(6) a community needs assessment that identifies new and underserved populations,
identifies child and family risk factors, particularly those that impact children's learning and
development, and assesses family and parenting education needs in the community;

(7) programming and services that are tailored to the needs of families and parents
prioritized in the community needs assessment; and

(8) information about and, if needed, assist in making arrangements for an early childhood
health and developmental screening under sections 121A.16 and 121A.17, when the child
nears the third birthday.

Early childhood family education programs should prioritize programming and services
for families and parents identified in the community needs assessment, particularly those
families and parents with children with the most risk factors birth to age three.

Early childhood family education programs are encouraged to provide parents of English
learners with translated oral and written information to monitor the program's impact on
their children's English language development, to know whether their children are progressing
in developing their English and native language proficiency, and to actively engage with
and support their children in developing their English and native language proficiency.

The programs must include learning experiences for children, parents, deleted text beginanddeleted text end other relativesnew text begin,
and caregivers
new text end that promote children's early literacy and, where practicable, their native
language skills and activities for children that require substantial involvement of the children's
parents or other relatives. The program may provide parenting education programming or
services to anyone identified in the community needs assessment. Providers must review
the program periodically to assure the instruction and materials are not racially, culturally,
or sexually biased. The programs must encourage parents to be aware of practices that may
affect equitable development of children.

(b) For the purposes of this section, "relative" or "relatives" means noncustodial
grandparents or other persons related to a child by blood, marriage, adoption, or foster
placement, excluding parents.

Sec. 10.

Minnesota Statutes 2020, section 124D.13, subdivision 3, is amended to read:


Subd. 3.

Substantial parental involvement.

The requirement of substantial parental
deleted text begin ordeleted text endnew text begin,new text end other relativenew text begin, or caregivernew text end involvement in subdivision 2 means that:

deleted text begin (a)deleted text endnew text begin (1)new text end parents deleted text beginordeleted text endnew text begin,new text end other relativesnew text begin, or caregiversnew text end must be physically present much of the
time in classes with their children or be in concurrent classes;

deleted text begin (b)deleted text endnew text begin (2)new text end parenting education or family education must be an integral part of every early
childhood family education program;

deleted text begin (c)deleted text endnew text begin (3)new text end early childhood family education appropriations must not be used for traditional
day care or nursery school, or similar programs; and

deleted text begin (d)deleted text endnew text begin (4)new text end the form of parent involvement common to kindergarten, elementary school, or
early childhood special education programs such as parent conferences, newsletters, and
notes to parents do not qualify a program under subdivision 2.

Sec. 11.

Minnesota Statutes 2020, section 124D.141, subdivision 2, is amended to read:


Subd. 2.

Additional duties.

The following duties are added to those assigned to the
council under federal law:

(1) make recommendations on the most efficient and effective way to leverage state and
federal funding streams for early childhood and child care programs;

deleted text begin (2) make recommendations on how to coordinate or colocate early childhood and child
care programs in one state Office of Early Learning. The council shall establish a task force
to develop these recommendations. The task force shall include two nonexecutive branch
or nonlegislative branch representatives from the council; six representatives from the early
childhood caucus; two representatives each from the Departments of Education, Human
Services, and Health; one representative each from a local public health agency, a local
county human services agency, and a school district; and two representatives from the
private nonprofit organizations that support early childhood programs in Minnesota. In
developing recommendations in coordination with existing efforts of the council, the task
force shall consider how to:
deleted text end

deleted text begin (i) consolidate and coordinate resources and public funding streams for early childhood
education and child care, and ensure the accountability and coordinated development of all
early childhood education and child care services to children from birth to kindergarten
entrance;
deleted text end

deleted text begin (ii) create a seamless transition from early childhood programs to kindergarten;
deleted text end

deleted text begin (iii) encourage family choice by ensuring a mixed system of high-quality public and
private programs, with local points of entry, staffed by well-qualified professionals;
deleted text end

deleted text begin (iv) ensure parents a decisive role in the planning, operation, and evaluation of programs
that aid families in the care of children;
deleted text end

deleted text begin (v) provide consumer education and accessibility to early childhood education and child
care resources;
deleted text end

deleted text begin (vi) advance the quality of early childhood education and child care programs in order
to support the healthy development of children and preparation for their success in school;
deleted text end

deleted text begin (vii) develop a seamless service delivery system with local points of entry for early
childhood education and child care programs administered by local, state, and federal
agencies;
deleted text end

deleted text begin (viii) ensure effective collaboration between state and local child welfare programs and
early childhood mental health programs and the Office of Early Learning;
deleted text end

deleted text begin (ix) develop and manage an effective data collection system to support the necessary
functions of a coordinated system of early childhood education and child care in order to
enable accurate evaluation of its impact;
deleted text end

deleted text begin (x) respect and be sensitive to family values and cultural heritage; and
deleted text end

deleted text begin (xi) establish the administrative framework for and promote the development of early
childhood education and child care services in order to provide that these services, staffed
by well-qualified professionals, are available in every community for all families that express
a need for them.
deleted text end

deleted text begin In addition, the task force must consider the following responsibilities for transfer to the
Office of Early Learning:
deleted text end

deleted text begin (A) responsibilities of the commissioner of education for early childhood education
programs and financing under sections 119A.50 to 119A.535, 121A.16 to 121A.19, and
124D.129 to 124D.2211;
deleted text end

deleted text begin (B) responsibilities of the commissioner of human services for child care assistance,
child care development, and early childhood learning and child protection facilities programs
and financing under chapter 119B and section 256E.37; and
deleted text end

deleted text begin (C) responsibilities of the commissioner of health for family home visiting programs
and financing under section 145A.17.
deleted text end

deleted text begin Any costs incurred by the council in making these recommendations must be paid from
private funds. If no private funds are received, the council must not proceed in making these
recommendations. The council must report its recommendations to the governor and the
legislature by January 15, 2011;
deleted text end

deleted text begin (3)deleted text endnew text begin (2)new text end review program evaluations regarding high-quality early childhood programs;

deleted text begin (4)deleted text endnew text begin (3)new text end make recommendations to the governor and legislature, including proposed
legislation on how to most effectively create a high-quality early childhood system in
Minnesota in order to improve the educational outcomes of children so that all children are
school-ready deleted text beginby 2020deleted text end;new text begin and
new text end

deleted text begin (5) make recommendations to the governor and the legislature by March 1, 2011, on the
creation and implementation of a statewide school readiness report card to monitor progress
toward the goal of having all children ready for kindergarten by the year 2020. The
recommendations shall include what should be measured including both children and system
indicators, what benchmarks should be established to measure state progress toward the
goal, and how frequently the report card should be published. In making their
recommendations, the council shall consider the indicators and strategies for Minnesota's
early childhood system report, the Minnesota school readiness study, developmental
assessment at kindergarten entrance, and the work of the council's accountability committee.
Any costs incurred by the council in making these recommendations must be paid from
private funds. If no private funds are received, the council must not proceed in making these
recommendations; and
deleted text end

deleted text begin (6) make recommendations to the governor and the legislature on how to screen earlier
and comprehensively assess children for school readiness in order to provide increased early
interventions and increase the number of children ready for kindergarten. In formulating
their recommendations, the council shall consider (i) ways to interface with parents of
children who are not participating in early childhood education or care programs, (ii) ways
to interface with family child care providers, child care centers, and school-based early
childhood and Head Start programs, (iii) if there are age-appropriate and culturally sensitive
screening and assessment tools for three-, four-, and five-year-olds, (iv) the role of the
medical community in screening, (v) incentives for parents to have children screened at an
earlier age, (vi) incentives for early education and care providers to comprehensively assess
children in order to improve instructional practice, (vii) how to phase in increases in screening
and assessment over time, (viii) how the screening and assessment data will be collected
and used and who will have access to the data, (ix) how to monitor progress toward the goal
of having 50 percent of three-year-old children screened and 50 percent of entering
kindergarteners assessed for school readiness by 2015 and 100 percent of three-year-old
children screened and entering kindergarteners assessed for school readiness by 2020, and
(x) costs to meet these benchmarks. The council shall consider the screening instruments
and comprehensive assessment tools used in Minnesota early childhood education and care
programs and kindergarten. The council may survey early childhood education and care
programs in the state to determine the screening and assessment tools being used or rely on
previously collected survey data, if available. For purposes of this subdivision, "school
readiness" is defined as the child's skills, knowledge, and behaviors at kindergarten entrance
in these areas of child development: social; self-regulation; cognitive, including language,
literacy, and mathematical thinking; and physical. For purposes of this subdivision,
"screening" is defined as the activities used to identify a child who may need further
evaluation to determine delay in development or disability. For purposes of this subdivision,
"assessment" is defined as the activities used to determine a child's level of performance in
order to promote the child's learning and development. Work on this duty will begin in
fiscal year 2012. Any costs incurred by the council in making these recommendations must
be paid from private funds. If no private funds are received, the council must not proceed
in making these recommendations. The council must report its recommendations to the
governor and legislature by January 15, 2013, with an interim report on February 15, 2011.
deleted text end

new text begin (4) review and provide input on the recommendations and implementation timelines
developed by the Great Start For All Minnesota Children Task Force under Laws 2021,
First Special Session chapter 7, article 14, section 18, subdivision 2.
new text end

Sec. 12.

Minnesota Statutes 2020, section 124D.151, as amended by Laws 2021, First
Special Session chapter 13, article 9, section 1, is amended to read:


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

Subdivision 1.

Establishment; purpose.

A deleted text begindistrict, a charter school, a group of districts,
a group of charter schools, or a group of districts and charter schools
deleted text endnew text begin school district or
charter school, a child care center or family child care provider licensed under section
245A.03, or a Head Start agency licensed under section 245A.03 that meets program
requirements under subdivision 2
new text end may establish a voluntary prekindergarten programnew text begin for
eligible four-year-old children
new text end. The purpose of a voluntary prekindergarten program is to
prepare children for success as they enter kindergarten in the following year.

new text begin Subd. 1a. new text end

new text begin Definition. new text end

new text begin For purposes of this section, "lead teacher" means an individual
with primary responsibility for the instruction and care of eligible children in a voluntary
prekindergarten classroom. A lead teacher employed by a school district is a teacher for
purposes of sections 122A.40, subdivision 1; 122A.41, subdivision 1, paragraph (a); and
179A.03, subdivision 18.
new text end

Subd. 2.

Program requirements.

deleted text begin(a)deleted text end 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 beginmeasure each child's cognitive and social skillsdeleted text endnew text begin assess each child's progress toward
the state's early learning standards at program entrance and exit
new text end using anew text begin
commissioner-approved,
new text end formative deleted text beginmeasure aligned to the state's early learning standards
when the child enters and again before the child leaves the program, screening and progress
monitoring measures, and other age-appropriate versions from the state-approved menu of
kindergarten entry profile measures;
deleted text endnew text begin, age-appropriate assessment that must be submitted to
the department in the form and manner prescribed by the commissioner;
new text end

(3) provide comprehensive program contentnew text begin aligned with the state's early learning
standards,
new text end including the implementation of curriculum, assessment, andnew text begin intentionalnew text end
instructional strategies deleted text beginaligned 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 deleted text begin350deleted text endnew text begin 850new text end hours of
instruction per school year for a prekindergarten student;

(5) provide voluntary prekindergarten deleted text begininstructionaldeleted text end staff salaries deleted text begincomparabledeleted text endnew text begin and set
salary schedules equivalent
new text end to the salaries of deleted text beginlocal kindergarten through grade 12 instructional
staff;
deleted text endnew text begin public school district elementary school staff with similar credentials and experience
for school district and charter prekindergarten program sites and, to the extent practicable,
for Head Start, child care center, and family child care sites;
new text end

new text begin (6) employ a lead teacher for each voluntary prekindergarten classroom who has at least
a bachelor's degree in early education or a related field no later than July 1, 2028. Teachers
employed by an eligible provider for at least three of the last five years immediately preceding
July 1, 2022, who meet the necessary content knowledge and teaching skills for early
childhood educators, as demonstrated through measures determined by the state, may be
employed as a lead teacher;
new text end

deleted text begin (6)deleted text endnew text begin (7)new text end coordinate appropriate kindergarten transition with familiesdeleted text begin, community-based
prekindergarten programs, and school district kindergarten programs;
deleted text endnew text begin and all mixed-delivery
partners within the school district;
new text end

deleted text begin (7)deleted text endnew text begin (8)new text end involve parents in program deleted text beginplanningdeleted text endnew text begin decision makingnew 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 endnew text begin (9)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 endnew text begin (10)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 endnew text begin (11)new text end ensure staff-to-child ratios of one-to-ten and a maximum group size of 20
childrendeleted text begin;deleted text endnew text begin in school-based programs, staff-to-child ratios and group size as required for child
care center and family child care licensing in programs offered in child care centers and by
family child care providers, and staff-to-child ratios and group size as determined by Head
Start standards in programs offered by Head Start agencies; and
new text end

deleted text begin (11)deleted text endnew text begin (12)new text end provide high-quality coordinated professional development, training, and
coaching for deleted text beginbothdeleted text end school district deleted text beginand community-based early learningdeleted text endnew text begin, Head Start, child
care center, and family child care
new text end providers 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 instructiondeleted text begin;
and
deleted text endnew text begin.
new text end

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

deleted text begin (b) A voluntary prekindergarten program must have teachers knowledgeable in early
childhood curriculum content, assessment, native and English language programs, and
instruction.
deleted 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 beginof servicesdeleted text endnew text begin program plannew text end.

deleted text begin A district or charter school may
contract with a charter school, Head Start or child care centers, family child care programs
licensed under section 245A.03, 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.
deleted text end new text begin School districts and
charter schools that receive funding for voluntary prekindergarten programs must develop
and submit a mixed-delivery program plan to the Department of Education annually by July
1, 2023, and every year thereafter, in a manner and format prescribed by the commissioner.
The plan must ensure alignment of all voluntary prekindergarten program providers within
the school district boundaries in meeting the program requirements in subdivision 2 and
must include:
new text end

new text begin (1) a description of the process used to convene and obtain group agreement among all
voluntary prekindergarten program providers within the district boundaries in order to
coordinate efforts regarding the requirements in subdivision 2;
new text end

new text begin (2) a description of the voluntary prekindergarten program providers within the school
district boundaries, including but not limited to the name and location of partners and the
number of hours and days per week the program will be offered at each program site;
new text end

new text begin (3) an estimate of the number of eligible children to be served in the program at each
school site or mixed-delivery location;
new text end

new text begin (4) a plan for recruitment, outreach, and communication regarding the availability of
public prekindergarten programming within the community;
new text end

new text begin (5) a plan for coordinating and offering professional development opportunities, as
needed;
new text end

new text begin (6) a plan for coordinating the required child assessments, as needed, and continuous
quality improvement efforts to ensure quality instruction;
new text end

new text begin (7) a plan for meeting the needs of any child with an individualized education plan;
new text end

new text begin (8) a plan to ensure salaries equivalent to school staff with comparable credentials and
experience;
new text end

new text begin (9) a detailed plan for transitioning children and families to kindergarten; and
new text end

new text begin (10) a statement of assurances signed by the superintendent, charter school director,
Head Start director, child care center director, or family child care license holder that the
proposed program meets the requirements of subdivision 2. A statement of assurances must
be submitted in the mixed-delivery program plan and must be signed by an individual from
each voluntary prekindergarten program provider with authority to enter into the agreement.
new text end

new text begin Subd. 3a. new text end

new text begin Funding. new text end

new text begin (a) School district and charter school voluntary prekindergarten
providers are funded based on the number of eligible pupils enrolled as authorized under
chapters 124D, 124E, and 126C.
new text end

new text begin (b) Head Start voluntary prekindergarten providers that are licensed under section
245A.03 and meet the requirements of subdivisions 2 and 3 must receive $11,000 per child
served per year.
new text end

new text begin (c) Licensed child care center and family child care voluntary prekindergarten providers
that are licensed under section 245A.03 and meet the requirements of subdivisions 2 and 3
must receive $11,000 per child served per year.
new text end

new text begin (d) The commissioner must establish a process for allocating the seats under paragraphs
(b) and (c) that match community strengths, capacity, and needs. The number of seats per
year is subject to the availability of appropriations.
new text end

new text begin (e) Up to 2.5 percent of the amounts appropriated for paragraphs (b) and (c) may be
used for distribution of funds.
new text end

Subd. 4.

Eligibility.

deleted text beginAdeleted text endnew text begin (a) An eligiblenew text end childnew text begin means a childnew text end whonew 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 beginisdeleted text endnew 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-price meals;
new text end

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

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

new text begin (iv) is experiencing homelessness;
new text end

new text begin (v) has an individualized education plan under section 125A.08;
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 121.19;
new text end

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

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

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

new text begin (b) Annew text end eligible new text beginchild is eligible new text endto participate in a voluntary prekindergarten program
free of charge. deleted text beginAn 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
deleted text endnew text begin Programs may charge a sliding fee for instructional hours that exceed 850
hours during the school year, any hours that provide before- or after-school child care during
the school year, or any hours that provide child care during the summer. A child that does
not meet the eligibility requirements in paragraph (a), clause (2), may participate in the
same classroom as eligible children and
new text end may be charged anew text begin slidingnew text end fee as long as deleted text beginthe
mixed-delivery partner
deleted text endnew text begin state fundingnew text end was not awarded deleted text begina seatdeleted text end for that child.

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.

Subd. 5.

Application process; priority for high poverty schools.

(a) To qualify for
program approval for fiscal year 2017, a district or charter school must submit an application
to the commissioner by July 1, 2016. To qualify for program approval for fiscal year 2018
and later, a 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 for fiscal year 2017 by
August 1, 2016, and must review all applications submitted for fiscal year 2018 and later
by March 1 of the fiscal year in which the applications are received and determine whether
each application meets the requirements of paragraph (a).

(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 lunches 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
lunch 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 lunches 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 lunches 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 lunches 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 for fiscal years 2018 and 2019 must first be allocated to school sites
approved for aid in the previous year to ensure that those sites are funded for the same
number of participants as approved for the previous year. 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. 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).

(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 lunches.

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

(b) In reviewing applications under subdivision 5, the commissioner must limit the total
number of participants in the voluntary prekindergarten and school readiness plus programs
under Laws 2017, First Special Session chapter 5, article 8, section 9, to not more than 7,160
participants for fiscal years 2019, 2020, 2021, 2022, and 2023, and 3,160 participants for
fiscal years 2024 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 Child care centers, family child care providers,
and Head Start agencies must record expenditures attributable to voluntary prekindergarten
pupils according to guidelines developed and approved by the commissioner of education.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 13.

Minnesota Statutes 2020, 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 new text beginhave an eligible child and new text endmeet new text beginat least one of new text endthe following
deleted text begin eligibilitydeleted text end requirements:

deleted text begin (1) have an eligible child; and
deleted text end

deleted text begin (2)deleted text endnew text begin (1)new text end have income equal to or less than deleted text begin185deleted text end new text begin200new text end percent of federal poverty level income
in the current calendar yeardeleted text begin, ordeleted text endnew text begin;
new text end

new text begin (2)new text end be able to document their child's current participation in the free and reduced-price
deleted text begin lunchdeleted text endnew text begin mealnew text end 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 deleted text beginplacement
deleted text end

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

(b) An "eligible child" means a child who has not yet enrolled in kindergarten and isdeleted text begin:
deleted text end

deleted text begin (1) at least three butdeleted text end not yet five years of age on September 1 of the current school yeardeleted text begin;deleted text endnew text begin.
new text end

deleted text begin (2) a sibling from birth to age five of a child who has been awarded a scholarship under
this section provided the sibling attends the same program as long as funds are available;
deleted text end

deleted text begin (3) the child of a parent under age 21 who is pursuing a high school degree or a course
of study for a high school equivalency test; or
deleted text end

deleted text begin (4) homeless, in foster care, or in need of child protective services.
deleted text end

(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. 14.

Minnesota Statutes 2020, section 124D.165, subdivision 3, is amended to read:


Subd. 3.

Administration.

(a) The commissioner shall establish application timelines
and determine the schedule for awarding scholarships that meets operational needs of eligible
families and programs. The commissioner must give highest priority to applications from
children who:

new text begin (1) are not yet four years of age;
new text end

deleted text begin (1)deleted text endnew text begin (2)new text end have a parent under age 21 who is pursuing a high school diploma or a course of
study for a high school equivalency test;

deleted text begin (2)deleted text endnew text begin (3)new text end are in foster care deleted text beginor otherwisedeleted text endnew text begin;
new text end

new text begin (4) have been referred asnew text end in need of new text beginchild new text endprotection deleted text beginordeleted text end services; deleted text beginor
deleted text end

new text begin (5) have an incarcerated parent;
new text end

deleted text begin (3)deleted text endnew text begin (6)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 11434adeleted text begin.deleted text endnew text begin;
or
new text end

new text begin (7) has family income less than or equal to 185 percent of federal poverty level income
in the current calendar year.
new text end

new text begin (b) new text endThe commissioner may prioritize applications on additional factors including 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.

deleted text begin (b)deleted text endnew text begin (c)new text end The commissioner shall establish a target for the average scholarship amount per
child based on the results of the rate survey conducted under section 119B.02.

deleted text begin (c) A four-star rated program that has children eligible for a scholarship enrolled in or
on a waiting list for a program beginning in July, August, or September may notify the
commissioner, in the form and manner prescribed by the commissioner, each year of the
program's desire to enhance program services or to serve more children than current funding
provides. The commissioner may designate a predetermined number of scholarship slots
for that program and notify the program of that number. For fiscal year 2018 and later, the
statewide amount of funding directly designated by the commissioner must not exceed the
funding directly designated for fiscal year 2017. Beginning July 1, 2016, a school district
or Head Start program qualifying under this paragraph may use its established registration
process to enroll scholarship recipients and may verify a scholarship recipient's family
income in the same manner as for other program participants.
deleted text end

new text begin (d) The commissioner may establish exploratory efforts to increase parent education
and family support services to families receiving early learning scholarships, including
home visits and parent education services.
new text end

deleted text begin (d)deleted text endnew text begin (e)new text end A scholarship is awarded for a 12-month period. If the scholarship recipient has
not been accepted and subsequently enrolled in a rated program within deleted text begintendeleted text endnew text begin threenew text end months of
the awarding of the scholarship, the scholarship cancels and the recipient must reapply in
order to be eligible for another scholarship.new text begin An extension may be requested if a program is
unavailable for the child within the three-month timeline.
new text end A child may not be awarded more
than one scholarship in a 12-month period.

deleted text begin (e)deleted text endnew text begin (f)new text end A child who receives a scholarship who has not completed development screening
under sections 121A.16 to 121A.19 must complete that screening within 90 days of first
attending an eligible program or within 90 days after the child's third birthday if awarded
a scholarship under the age of three.

deleted text begin (f) For fiscal year 2017 and later, a school district or Head Start program enrolling
scholarship recipients under paragraph (c) may apply to the commissioner, in the form and
manner prescribed by the commissioner, for direct payment of state aid. Upon receipt of
the application, the commissioner must pay each program directly for each approved
scholarship recipient enrolled under paragraph (c) according to the metered payment system
or another schedule established by the commissioner.
deleted text end

Sec. 15.

Minnesota Statutes 2020, section 124D.59, subdivision 2, is amended to read:


Subd. 2.

English learner.

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

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

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

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

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

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

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 16.

Minnesota Statutes 2021 Supplement, section 126C.05, subdivision 1, is amended
to read:


Subdivision 1.

Pupil unit.

Pupil units for each Minnesota resident pupil under the age
of 21 or who meets the requirements of section 120A.20, subdivision 1, paragraph (c), in
average daily membership enrolled in the district of residence, in another district under
sections 123A.05 to 123A.08, 124D.03, 124D.08, or 124D.68; in a charter school under
chapter 124E; or for whom the resident district pays tuition under section 123A.18, 123A.22,
123A.30, 123A.32, 123A.44, 123A.488, 123B.88, subdivision 4, 124D.04, 124D.05, 125A.03
to 125A.24, 125A.51, or 125A.65, shall be counted according to this subdivision.

(a) A prekindergarten pupil with a disability who is enrolled in a program approved by
the commissioner and has an individualized education program is counted as the ratio of
the number of hours of assessment and education service to 825 times 1.0 with a minimum
average daily membership of 0.28, but not more than 1.0 pupil unit.

(b) A prekindergarten pupil who is assessed but determined not to be disabled is counted
as the ratio of the number of hours of assessment service to 825 times 1.0.

deleted text begin (c) A kindergarten pupil with a disability who is enrolled in a program approved by the
commissioner is counted as the ratio of the number of hours of assessment and education
services required in the fiscal year by the pupil's individualized education program to 875,
but not more than one.
deleted text end

deleted text begin (d)deleted text endnew text begin (c)new text end A prekindergarten pupil who is not included in paragraph (a) or (b) and is enrolled
in deleted text beginan approveddeleted text endnew text begin anew text end voluntary prekindergarten program under section 124D.151 deleted text beginis counted as
the ratio of the number of hours of instruction to 850 times 1.0, but not more than 0.6 pupil
units
deleted text endnew text begin that meets the minimum hours required in section 120A.41 is counted as 1.0 pupil
unit
new text end.

deleted text begin (e)deleted text endnew text begin (d)new text end A kindergarten pupil deleted text beginwho is not included in paragraph (c)deleted text end is counted as 1.0 pupil
unit if the pupil is enrolled in a free all-day, every day kindergarten program available to
all kindergarten pupils at the pupil's school that meets the minimum hours requirement in
section 120A.41, or is counted as .55 pupil unit, if the pupil is not enrolled in a free all-day,
every day kindergarten program available to all kindergarten pupils at the pupil's school.

deleted text begin (f)deleted text endnew text begin (e)new text end A pupil who is in any of grades 1 to 6 is counted as 1.0 pupil unit.

deleted text begin (g)deleted text endnew text begin (f)new text end A pupil who is in any of grades 7 to 12 is counted as 1.2 pupil units.

deleted text begin (h)deleted text endnew text begin (g)new text end A pupil who is in the postsecondary enrollment options program is counted as
1.2 pupil units.

deleted text begin (i) For fiscal years 2018 through 2023, a prekindergarten pupil who:
deleted text end

deleted text begin (1) is not included in paragraph (a), (b), or (d);
deleted text end

deleted text begin (2) is enrolled in a school readiness plus program under Laws 2017, First Special Session
chapter 5, article 8, section 9; and
deleted text end

deleted text begin (3) has one or more of the risk factors specified by the eligibility requirements for a
school readiness plus program,
deleted text end

deleted text begin is counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more
than 0.6 pupil units. A pupil qualifying under this paragraph must be counted in the same
manner as a voluntary prekindergarten student for all general education and other school
funding formulas.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 17.

Minnesota Statutes 2021 Supplement, section 126C.10, subdivision 2d, is amended
to read:


Subd. 2d.

Declining enrollment revenue.

(a) A school district's declining enrollment
revenue equals the greater of zero or the product of: (1) 28 percent of the formula allowance
for that year and (2) the difference between the adjusted pupil units for the preceding year
and the adjusted pupil units for the current year.

(b) Notwithstanding paragraph (a),new text begin for prekindergarten programsnew text end for fiscal year deleted text begin2024deleted text endnew text begin
2023
new text end only, prekindergarten pupil units under section 126C.05, subdivision 1, paragraph deleted text begin(d)deleted text endnew text begin
(c)
new text end, must be excluded from the calculation of declining enrollment revenue.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue for fiscal year 2023 and later.
new text end

Sec. 18.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 3,
is amended to read:


Subd. 3.

Early learning scholarships.

(a) For the early learning scholarship program
under Minnesota Statutes, section 124D.165:

$
70,709,000
.....
2022
$
deleted text begin 70,709,000 deleted text end new text begin
201,886,000
new text end
.....
2023

(b) This appropriation is subject to the requirements under Minnesota Statutes, section
124D.165, subdivision 6.

new text begin (c) Notwithstanding Minnesota Statutes, section 124D.165, for fiscal year 2023 only,
the commissioner may allocate funds to Head Start agencies, child care centers, and family
child care providers as necessary to implement the voluntary prekindergarten transition
year, including allocating funds under Minnesota Statutes, section 124D.165, as they existed
prior to the date of enactment of this act.
new text end

new text begin (d) The base for fiscal year 2024 is $94,682,000 and the base for fiscal year 2025 is
$90,656,000.
new text end

Sec. 19.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 4,
is amended to read:


Subd. 4.

Head Start program.

new text begin(a) new text endFor Head Start programs under Minnesota Statutes,
section 119A.52:

$
25,100,000
.....
2022
$
deleted text begin 25,100,000 deleted text end new text begin
35,100,000
new text end
.....
2023

new text begin (b) The base for fiscal year 2024 and later is $35,100,000.
new text end

new text begin (c) Beginning in fiscal year 2023, a Head Start program must spend on Early Head Start:
new text end

new text begin (1) at least the amount the Head Start program spent on Early Head Start from its share
of the $25,100,000 state appropriation in fiscal year 2022; and
new text end

new text begin (2) the program's share of $10,000,000.
new text end

Sec. 20.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 6,
is amended to read:


Subd. 6.

Developmental screening aid.

(a) For developmental screening aid under
Minnesota Statutes, sections 121A.17 and 121A.19:

$
deleted text begin 3,582,000 deleted text end new text begin
3,655,000
new text end
.....
2022
$
deleted text begin 3,476,000 deleted text end new text begin
4,560,000
new text end
.....
2023

(b) The 2022 appropriation includes $360,000 for 2021 and deleted text begin$3,222,000deleted text endnew text begin $3,295,000new text end for
2022.

(c) The 2023 appropriation includes deleted text begin$357,000deleted text endnew text begin $366,000new text end for 2022 and deleted text begin$3,119,000deleted text endnew text begin
$4,194,000
new text end for 2023.

Sec. 21. new text beginTRANSITION YEAR IN 2023.
new text end

new text begin (a) Fiscal year 2023 may serve as a transition year in order to give current voluntary
prekindergarten programs, school readiness plus programs, and early learning scholarships
pathway II programs one year to transition to the new voluntary prekindergarten program
for eligible four-year-old children and to make the necessary adjustments to meet the
additional program requirements and facilitate relationships with all voluntary
prekindergarten program providers within the school district boundaries.
new text end

new text begin (b) For fiscal year 2023 only, school districts operating a voluntary prekindergarten
program under Minnesota Statutes, section 124D.151, or school readiness plus program
under Laws 2017, First Special Session chapter 5, article 8, section 9, may apply to the
Department of Education to allow the program to continue to operate under the provisions
of Minnesota Statutes, sections 124D.151 and 126C.05, subdivision 1, as they existed prior
to the date of enactment of this act.
new text end

Sec. 22. new text beginAPPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin Mental health services and early childhood social workers. new text end

new text begin (a) For grants
to fund social workers focused solely on early childhood systems that strengthen early
childhood programs and improve outcomes for participating children and families:
new text end

new text begin $
new text end
new text begin 2,500,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Eligible applicants are school districts and charter schools with early learning
programs that may include but are not limited to Head Start, early Head Start, and early
intervention programs serving children from birth to kindergarten that:
new text end

new text begin (1) implement a family partnership process to support family well-being, family safety,
health, and economic stability;
new text end

new text begin (2) identify family strengths and needs using the Head Start Parent Family and
Community Engagement Framework;
new text end

new text begin (3) offer individualized family partnership services in collaboration with families; and
new text end

new text begin (4) offer support services in collaboration or colocation with mental health practitioners
to provide training, coaching, or skill building to early learning staff and parents.
new text end

new text begin (c) This appropriation is in addition to any other federal funds a grantee receives for this
purpose.
new text end

new text begin (d) Up to five percent of this appropriation may be retained for grant administration
costs.
new text end

new text begin Subd. 3. new text end

new text begin Grow Your Own Early Childhood Educator programs. new text end

new text begin (a) For grants to
develop, continue, or expand the Grow Your Own Early Childhood Educator programs
under Minnesota Statutes, section 122A.731:
new text end

new text begin $
new text end
new text begin 3,860,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) This appropriation is subject to the requirements under Minnesota Statutes, section
122A.731, subdivision 4.
new text end

new text begin (c) The base for fiscal year 2024 and later is $3,805,000.
new text end

new text begin Subd. 4. new text end

new text begin Early childhood family education licensure grant. new text end

new text begin (a) For a grant to the
University of Minnesota to provide scholarships for prospective teachers enrolled in the
parent and family education licensure program to cover the cost of attendance in the program:
new text end

new text begin $
new text end
new text begin 177,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The commissioner may award additional grants to other postsecondary institutions
with parent and family education licensure programs if funds are available.
new text end

new text begin (c) A grant application must at least include:
new text end

new text begin (1) the in-kind, coordination, and mentorship services to be provided by the postsecondary
institution;
new text end

new text begin (2) the process for identifying and recruiting prospective teachers who represent known
parent and family education teacher licensure shortage areas, both demographic and
geographic;
new text end

new text begin (3) the process for coordinating with school districts to support prospective teachers in
completing a licensure program or working in an early childhood family education program;
and
new text end

new text begin (4) the process for prioritizing and awarding scholarships to students.
new text end

new text begin (d) A grant recipient must report in a form and manner determined by the commissioner
on their activities under this subdivision, including the number of participants; the percentage
of participants who are of color or American Indian; the percentage of participants who
reside in, or will be employed in, school districts located in the rural equity region as defined
in Minnesota Statutes, section 126C.10, subdivision 28; an assessment of program
effectiveness, including participant feedback and areas of improvement; the percentage of
participants continuing to pursue parent and family education licensure; and where applicable,
the number of participants hired in a district as parent and family education teachers after
completing the preparation program.
new text end

new text begin (e) The base for fiscal year 2024 is $177,000. The base for fiscal year 2025 is $0.
new text end

new text begin Subd. 5. new text end

new text begin Executive function across generations curriculum grant. new text end

new text begin (a) For a grant to
The Family Partnership for an executive function curriculum pilot program:
new text end

new text begin $
new text end
new text begin 450,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The Family Partnership must establish 15 sites across Minnesota to provide executive
function across generations curriculum. The sites must be spread across the state and include
rural, suburban, and urban early education and care providers, organizations providing home
visiting services, or parenting groups in high-risk communities. The Family Partnership
must report to the legislative committees with jurisdiction over early childhood by December
15, 2022, and December 15, 2023, on the progress made to expand the executive function
curriculum across Minnesota.
new text end

new text begin (c) This is a onetime appropriation and is available until June 30, 2025.
new text end

new text begin Subd. 6. new text end

new text begin Reach Out and Read Minnesota. new text end

new text begin (a) For a grant to support Reach Out and
Read Minnesota to establish a statewide plan that encourages early childhood development
through a network of health care clinics:
new text end

new text begin $
new text end
new text begin 250,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The grant recipient must develop and implement a plan that includes:
new text end

new text begin (1) integrating children's books and parent education into well-child visits;
new text end

new text begin (2) creating literacy-rich environments at clinics, including books for visits outside of
Reach Out and Read Minnesota parameters or for waiting room use or volunteer readers to
model read-aloud techniques for parents where possible;
new text end

new text begin (3) working with public health clinics, federally qualified health centers, Tribal sites,
community health centers, and clinics that belong to health care systems, as well as
independent clinics in underserved areas; and
new text end

new text begin (4) training medical professionals on speaking with parents of infants, toddlers, and
preschoolers on the importance of early literacy.
new text end

new text begin (c) The base for fiscal year 2024 and later is $250,000.
new text end

new text begin (d) The plan must be fully implemented on a statewide basis by 2029.
new text end

new text begin Subd. 7. new text end

new text begin Minnesota Children's Museum. new text end

new text begin (a) For a grant to the Minnesota Children's
Museum for operating costs:
new text end

new text begin $
new text end
new text begin 2,000,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) The appropriation in paragraph (a) must be used by the Minnesota Children's Museum
to aid in the recovery of general operations and programming losses due to COVID-19.
new text end

new text begin (c) The appropriation is in addition to the appropriation in Laws 2021, First Special
Session chapter 13, article 2, section 4, subdivision 18.
new text end

new text begin (d) This is a onetime appropriation and is available until June 30, 2025.
new text end

new text begin Subd. 8. new text end

new text begin Children's asset building program. new text end

new text begin (a) For a matching grant to the Saint Paul
and Minnesota Foundation to support a children's asset building program that: (1) creates
a savings account for every child born to a resident of the city of St. Paul during the time
period for which funds are available; and (2) supports financial education for families on
their child's college and career pathway:
new text end

new text begin $
new text end
new text begin 250,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Grant money provided under this subdivision must be matched with money from
nonstate sources.
new text end

new text begin (c) By February 15, 2025, the Saint Paul and Minnesota Foundation must submit a report
on the children's asset building program to the commissioner of education and to legislative
committees with jurisdiction over early childhood. At a minimum, the report must provide
a detailed review of the program's design and features, including program outcomes, funding,
financial education programming activities, and program marketing, outreach, and
engagement activities.
new text end

new text begin (d) This is a onetime appropriation and is available until June 30, 2025.
new text end

new text begin Subd. 9. new text end

new text begin Early Childhood Family Education Office. new text end

new text begin (a) For two full-time equivalent
staff and for operational expenses to provide support and guidance for early childhood
family education programs:
new text end

new text begin $
new text end
new text begin 325,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

new text begin (b) Each staff member must hold a valid license as a teacher of parent and family
education.
new text end

new text begin (c) The base in fiscal year 2024 and later is $325,000.
new text end

new text begin Subd. 10. new text end

new text begin Voluntary prekindergarten through mixed delivery. new text end

new text begin For voluntary
prekindergarten provided by Head Start agencies, child care centers, and family child care
providers under Minnesota Statutes, section 124D.151, subdivision 3a, paragraphs (b) and
(c):
new text end

new text begin $
new text end
new text begin 96,920,000
new text end
new text begin .....
new text end
new text begin 2023
new text end

Sec. 23. new text beginREPEALER.
new text end

new text begin (a) new text end new text begin Minnesota Statutes 2020, section 124D.151, subdivision 5, new text end new text begin is repealed.
new text end

new text begin (b) new text end new text begin Minnesota Statutes 2021 Supplement, section 124D.151, subdivision 6, 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, 2022.
new text end

ARTICLE 10

COMMUNITY EDUCATION AND LIFELONG LEARNING

Section 1.

Minnesota Statutes 2020, section 124D.531, subdivision 1, is amended to read:


Subdivision 1.

State total adult basic education aid.

(a) The state total adult basic
education aid for fiscal year deleted text begin2011deleted text endnew text begin 2023new text end equals deleted text begin$44,419,000deleted text endnew text begin $52,781,000new text end, plus any amount
that is not paid during the previous fiscal year as a result of adjustments under subdivision
4, paragraph (a), or section 124D.52, subdivision 3. The state total adult basic education
aid for later fiscal years equals:

(1) the state total adult basic education aid for the preceding fiscal year plus any amount
that is not paid for during the previous fiscal year, as a result of adjustments under subdivision
4, paragraph (a), or section 124D.52, subdivision 3; times

(2) the lesser ofnew text begin 1.03, or the greater ofnew text end:

(i) deleted text begin1.03deleted text endnew text begin one plus the percent change in the formula allowance under section 126C.10,
subdivision 2, from the previous fiscal year to the current fiscal year
new text end; or

(ii) the average growth in state total contact hours over the prior ten program years.

Three percent of the state total adult basic education aid must be set aside for adult basic
education supplemental service grants under section 124D.522.

(b) The state total adult basic education aid, excluding basic population aid, equals the
difference between the amount computed in paragraph (a), and the state total basic population
aid under subdivision 2.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2023 and later.
new text end

Sec. 2.

Minnesota Statutes 2020, section 124D.531, subdivision 4, is amended to read:


Subd. 4.

Adult basic education program aid limit.

(a) Notwithstanding subdivisions
2 and 3, the total adult basic education aid for a program per prior year contact hour must
not exceed deleted text begin$22deleted text endnew text begin $28new text end per prior year contact hour computed under subdivision 3, clause (2).

(b) The aid for a program under subdivision 3, clause (2), adjusted for changes in program
membership, must not exceed the aid for that program under subdivision 3, clause (2), for
the first preceding fiscal year by more than the greater of 11 percent or $10,000.

(c) Adult basic education aid is payable to a program for unreimbursed costs occurring
in the program year as defined in section 124D.52, subdivision 3.

(d) Any adult basic education aid that is not paid to a program because of the program
aid limitation under paragraph (a) must be added to the state total adult basic education aid
for the next fiscal year under subdivision 1. Any adult basic education aid that is not paid
to a program because of the program aid limitations under paragraph (b) must be reallocated
among programs by adjusting the rate per contact hour under subdivision 3, clause (2).

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for revenue in fiscal year 2023 and later.
new text end

Sec. 3.

Minnesota Statutes 2020, section 124D.55, is amended to read:


124D.55 COMMISSIONER-SELECTED HIGH SCHOOL EQUIVALENCY TEST
FEES.

deleted text begin (a) The commissioner shall pay 60 percent of the fee that is charged to an eligible
individual for the full battery of the commissioner-selected high school equivalency tests,
but not more than $40 for an eligible individual.
deleted text end

deleted text begin (b) Notwithstanding paragraph (a), for fiscal years 2020 and 2021 only,deleted text end The commissioner
shall pay 100 percent of the fee charged to an eligible individual for the full battery of the
commissioner-selected high school equivalency tests, but not more than the cost of one full
battery of tests per year for any individual.

Sec. 4.

Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 8,
is amended to read:


Subd. 8.

Adult basic education aid.

For adult basic education aid under Minnesota
Statutes, section 124D.531:

$
deleted text begin 53,191,000
deleted text end new text begin 51,764,000
new text end
.....
2022
$
deleted text begin 54,768,000
deleted text end new text begin 52,760,000
new text end
.....
2023

The 2022 appropriation includes $5,177,000 for 2021 and deleted text begin$48,014,000deleted text endnew text begin $46,587,000new text end for
2022.

The 2023 appropriation includes deleted text begin$5,334,000deleted text endnew text begin $5,176,000new text end for 2022 and deleted text begin$49,434,000deleted text endnew text begin
$47,584,000
new text end for 2023.

Sec. 5.

Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 9,
is amended to read:


Subd. 9.

High school equivalency tests.

For payment of the costs of the
commissioner-selected high school equivalency tests under Minnesota Statutes, section
124D.55:

$
125,000
.....
2022
$
deleted text begin 125,000 deleted text end new text begin
470,000
new text end
.....
2023

ARTICLE 11

STATE AGENCIES

Section 1.

Minnesota Statutes 2020, section 125A.71, subdivision 1, is amended to read:


Subdivision 1.

Rental income; appropriation.

Rental incomedeleted text begin, excluding rent for land
and living residences,
deleted text end must be deposited in the state treasury and credited to a revolving
fund of the academies. Money in the revolving fund for rental income is annually
appropriated to the academies for staff development purposes. Payment from the revolving
fund for rental income may be made only according to vouchers authorized by the
administrator of the academies.

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 2020, section 127A.353, subdivision 2, is amended to read:


Subd. 2.

Qualifications.

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

Sec. 3.

Minnesota Statutes 2021 Supplement, section 127A.353, subdivision 4, is amended
to read:


Subd. 4.

Duties; powers.

(a) The school trust lands director shall:

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

(2) evaluate the school trust land asset position;

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

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

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

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

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

(ii) leases of school trust lands;

(iii) royalty agreements on school trust lands;

(iv) land sales and exchanges;

(v) cost certification; and

(vi) revenue generating options;

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

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

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

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

(i) retain core real estate assets;

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

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

(iv) establish priorities for management actions;

(v) balance revenue enhancement and resource stewardship; and

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

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

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

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

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

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

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

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

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

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

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

Sec. 4.

Laws 2021, First Special Session chapter 13, article 11, section 4, subdivision 2,
is amended to read:


Subd. 2.

Department.

(a) For the Department of Education:

$
30,837,000
.....
2022
$
deleted text begin 26,287,000 deleted text end new text begin
29,411,000
new text end
.....
2023

Of these amounts:

(1) $319,000 each year is for the Board of School Administrators;

(2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes,
section 120B.115;

(3) $250,000 each year is for the School Finance Division to enhance financial data
analysis;

(4) $720,000 each year is for implementing Minnesota's Learning for English Academic
Proficiency and Success Act under Laws 2014, chapter 272, article 1, as amended;

(5) $123,000 each year is for a dyslexia specialist;

(6) $480,000 each year is for the Department of Education's mainframe update;

(7) $4,500,000 in fiscal year 2022 only is for legal fees and costs associated with
litigation; deleted text beginand
deleted text end

(8) $340,000 in fiscal deleted text beginyearsdeleted text endnew text begin yearnew text end 2022 and new text begin$2,924,000 in new text end2023 deleted text beginonlydeleted text end are for new text beginadministration
and monitoring of
new text endvoluntary prekindergarten programsdeleted text begin.deleted text endnew text begin, including data collection, analysis,
and support for providers implementing the assessment required under Minnesota Statutes,
section 124D.151. The base for this item is $2,674,000 in fiscal year 2024 and $2,784,000
in fiscal year 2025; and
new text end

new text begin (9) $540,000 in fiscal year 2023 is for costs associated with implementing the specific
learning disability criteria change, which may include grants for training.
new text end

(b) None of the amounts appropriated under this subdivision may be used for Minnesota's
Washington, D.C., office.

(c) The expenditures of federal grants and aids as shown in the biennial budget document
and its supplements are approved and appropriated and must be spent as indicated.

(d) This appropriation includes funds for information technology project services and
support subject to the provisions of Minnesota Statutes, section 16E.21. Any ongoing
information technology costs will be incorporated into the service level agreement and will
be paid to the Office of MN.IT Services by the Department of Education under the rates
and mechanisms specified in that agreement.

(e) To account for the base adjustments provided in Laws 2018, chapter 211, article 21,
section 1, paragraph (a), and section 3, paragraph (a),new text begin as well as the adjustments in paragraph
(a), clauses (8) and (9),
new text end the base for fiscal year 2024 deleted text beginand laterdeleted text end is deleted text begin$25,965,000deleted text endnew text begin $29,179,000.
The base for fiscal year 2025 is $29,289,000
new text end.

Sec. 5.

Laws 2021, First Special Session chapter 13, article 11, section 7, subdivision 1,
is amended to read:


Subdivision 1.

Professional Educator Licensing and Standards Board.

(a) The sums
indicated in this section are appropriated from the general fund to the Professional Educator
Licensing and Standards Board for the fiscal years designated:

$
2,792,000
.....
2022
$
deleted text begin 2,839,000 deleted text end new text begin
3,499,000
new text end
.....
2023

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

new text begin (c) $660,000 in fiscal year 2023 is for enhancements to the educator licensing system
to ensure the Professional Educator Licensing and Standards Board may review and approve
educator licensing applications in a timely and effective manner.
new text end

deleted text begin (c)deleted text endnew text begin (d)new text end This appropriation includes funds for information technology project services
and support subject to Minnesota Statutes, section 16E.21. Any ongoing information
technology costs will be incorporated into an interagency agreement and will be paid to the
Office of MN.IT Services by the Professional Educator Licensing and Standards Board
under the mechanism specified in that agreement.

new text begin (e) The base for fiscal year 2024 and later is $3,203,000.
new text end

ARTICLE 12

FORECAST ADJUSTMENTS

A. GENERAL EDUCATION

Section 1.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision
3, is amended to read:


Subd. 3.

Enrollment options transportation.

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

$
deleted text begin 12,000 deleted text end new text begin 1,000
new text end
.....
2022
$
deleted text begin 13,000 deleted text end new text begin 1,000
new text end
.....
2023

Sec. 2.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 4,
is amended to read:


Subd. 4.

Abatement aid.

For abatement aid under Minnesota Statutes, section 127A.49:

$
deleted text begin 2,897,000 deleted text end new text begin
2,042,000
new text end
.....
2022
$
deleted text begin 3,558,000 deleted text end new text begin
2,003,000
new text end
.....
2023

The 2022 appropriation includes $269,000 for 2021 and deleted text begin$2,628,000deleted text endnew text begin $1,773,000new text end for
2022.

The 2023 appropriation includes deleted text begin$291,000deleted text endnew text begin $197,000new text end for 2022 and deleted text begin$3,267,000deleted text endnew text begin $1,806,000new text end
for 2023.

Sec. 3.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 7,
is amended to read:


Subd. 7.

Nonpublic pupil transportation.

For nonpublic pupil transportation aid under
Minnesota Statutes, section 123B.92, subdivision 9:

$
deleted text begin 19,770,000 deleted text end new text begin
19,143,000
new text end
.....
2022
$
deleted text begin 19,906,000 deleted text end new text begin
19,796,000
new text end
.....
2023

The 2022 appropriation includes $1,910,000 for 2021 and deleted text begin$17,860,000deleted text endnew text begin $17,233,000new text end for
2022.

The 2023 appropriation includes deleted text begin$1,984,000deleted text end new text begin$1,915,000 new text endfor 2022 and deleted text begin$17,922,000deleted text endnew text begin
$17,881,000
new text end for 2023.

Sec. 4.

Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 9,
is amended to read:


Subd. 9.

Career and technical aid

For career and technical aid under Minnesota Statutes,
section 124D.4531, subdivision 1b:

$
deleted text begin 2,668,000 deleted text end new text begin
2,582,000
new text end
.....
2022
$
deleted text begin 2,279,000 deleted text end new text begin
1,980,000
new text end
.....
2023

The 2022 appropriation includes $323,000 for 2021 and deleted text begin$2,345,000deleted text endnew text begin $2,259,000new text end for
2022.

The 2023 appropriation includes deleted text begin$260,000deleted text endnew text begin $251,000new text end for 2022 and deleted text begin$2,019,000deleted text endnew text begin $1,729,000new text end
for 2023.

B. EDUCATION EXCELLENCE

Sec. 5.

Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 12,
is amended to read:


Subd. 12.

Interdistrict desegregation or integration transportation grants.

For
interdistrict desegregation or integration transportation grants under Minnesota Statutes,
section 124D.87:

$
deleted text begin 12,310,000 deleted text end new text begin
9,900,000
new text end
.....
2022
$
deleted text begin 14,823,000 deleted text end new text begin
10,974,000
new text end
.....
2023

C. SPECIAL EDUCATION

Sec. 6.

Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 3, is
amended to read:


Subd. 3.

Aid for children with disabilities.

For aid under Minnesota Statutes, section
125A.75, subdivision 3, for children with disabilities placed in residential facilities within
the district boundaries for whom no district of residence can be determined:

$
deleted text begin 1,818,000 deleted text end new text begin
1,674,000
new text end
.....
2022
$
deleted text begin 2,010,000 deleted text end new text begin
1,887,000
new text end
.....
2023

If the appropriation for either year is insufficient, the appropriation for the other year is
available.

Sec. 7.

Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 4, is
amended to read:


Subd. 4.

Travel for home-based services.

For aid for teacher travel for home-based
services under Minnesota Statutes, section 125A.75, subdivision 1:

$
deleted text begin 465,000 deleted text end new text begin
356,000
new text end
.....
2022
$
deleted text begin 512,000 deleted text end new text begin
384,000
new text end
.....
2023

The 2022 appropriation includes $23,000 for 2021 and deleted text begin$442,000deleted text endnew text begin $333,000new text end for 2022.

The 2023 appropriation includes deleted text begin$49,000deleted text endnew text begin $36,000new text end for 2022 and deleted text begin$463,000deleted text endnew text begin $348,000new text end for
2023.

Sec. 8.

Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 5, is
amended to read:


Subd. 5.

Court-placed special education revenue.

For reimbursing serving school
districts for unreimbursed eligible expenditures attributable to children placed in the serving
school district by court action under Minnesota Statutes, section 125A.79, subdivision 4:

$
deleted text begin 24,000 deleted text end new text begin
0
new text end
.....
2022
$
25,000
.....
2023

D. FACILITIES

Sec. 9.

Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 2, is
amended to read:


Subd. 2.

Debt service equalization aid.

For debt service equalization aid under
Minnesota Statutes, section 123B.53, subdivision 6:

$
25,001,000
.....
2022
$
deleted text begin 24,286,000 deleted text end new text begin
24,315,000
new text end
.....
2023

The 2022 appropriation includes $2,588,000 for 2021 and $22,413,000 for 2022.

The 2023 appropriation includes $2,490,000 for 2022 and deleted text begin$21,796,000deleted text endnew text begin $21,825,000new text end for
2023.

E. NUTRITION

Sec. 10.

Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 4,
is amended to read:


Subd. 4.

Kindergarten milk.

For kindergarten milk aid under Minnesota Statutes,
section 124D.118:

$
deleted text begin 656,000 deleted text end new text begin
566,000
new text end
.....
2022
$
deleted text begin 658,000 deleted text end new text begin
659,000
new text end
.....
2023

F. EARLY EDUCATION

Sec. 11.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 5,
is amended to read:


Subd. 5.

Early childhood family education aid.

(a) For early childhood family education
aid under Minnesota Statutes, section 124D.135:

$
deleted text begin 35,003,000 deleted text end new text begin
34,160,000
new text end
.....
2022
$
deleted text begin 36,478,000 deleted text end new text begin
35,126,000
new text end
.....
2023

(b) The 2022 appropriation includes $3,341,000 for 2021 and deleted text begin$31,662,000deleted text endnew text begin $30,819,000new text end
for 2022.

(c) The 2023 appropriation includes deleted text begin$3,518,000deleted text endnew text begin $3,424,000new text end for 2022 and deleted text begin$32,960,000deleted text endnew text begin
$31,702,000
new text end for 2023.

Sec. 12.

Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 12,
is amended to read:


Subd. 12.

Home visiting aid.

(a) For home visiting aid under Minnesota Statutes, section
124D.135:

$
deleted text begin 462,000 deleted text end new text begin
455,000
new text end
.....
2022
$
deleted text begin 444,000 deleted text end new text begin
426,000
new text end
.....
2023

(b) The 2022 appropriation includes $47,000 for 2021 and deleted text begin$415,000deleted text endnew text begin $408,000new text end for 2022.

(c) The 2023 appropriation includes deleted text begin$46,000deleted text endnew text begin $45,000new text end for 2022 and deleted text begin$398,000deleted text endnew text begin $381,000new text end
for 2023.

G. COMMUNITY EDUCATION AND LIFELONG LEARNING

Sec. 13.

Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 2,
is amended to read:


Subd. 2.

Community education aid.

For community education aid under Minnesota
Statutes, section 124D.20:

$
180,000
.....
2022
$
deleted text begin 155,000 deleted text end new text begin
175,000
new text end
.....
2023

The 2022 appropriation includes $22,000 for 2021 and $158,000 for 2022.

The 2023 appropriation includes $17,000 for 2022 and deleted text begin$138,000deleted text endnew text begin $158,000new text end for 2023.

Sec. 14.

Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 5,
is amended to read:


Subd. 5.

School-age care aid.

For school-age care aid under Minnesota Statutes, section
124D.22:

$
deleted text begin 1,000 deleted text end new text begin
0
new text end
.....
2022
$
1,000
.....
2023

The 2022 appropriation includes $0 for 2021 and deleted text begin$1,000deleted text endnew text begin $0new text end for 2022.

The 2023 appropriation includes $0 for 2022 and $1,000 for 2023.

APPENDIX

Repealed Minnesota Statutes: H4300-4

120B.35 STUDENT ACADEMIC ACHIEVEMENT AND GROWTH.

Subd. 5.

Improving graduation rates for students with emotional or behavioral disorders.

(a) A district must develop strategies in conjunction with parents of students with emotional or behavioral disorders and the county board responsible for implementing sections 245.487 to 245.4889 to keep students with emotional or behavioral disorders in school, when the district has a drop-out rate for students with an emotional or behavioral disorder in grades 9 through 12 exceeding 25 percent.

(b) A district must develop a plan in conjunction with parents of students with emotional or behavioral disorders and the local mental health authority to increase the graduation rates of students with emotional or behavioral disorders. A district with a drop-out rate for children with an emotional or behavioral disturbance in grades 9 through 12 that is in the top 25 percent of all districts shall submit a plan for review and oversight to the commissioner.

124D.151 VOLUNTARY PREKINDERGARTEN PROGRAM.

Subd. 5.

Application process; priority for high poverty schools.

(a) To qualify for program approval for fiscal year 2017, a district or charter school must submit an application to the commissioner by July 1, 2016. To qualify for program approval for fiscal year 2018 and later, a 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 for fiscal year 2017 by August 1, 2016, and must review all applications submitted for fiscal year 2018 and later by March 1 of the fiscal year in which the applications are received and determine whether each application meets the requirements of paragraph (a).

(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 lunches 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 lunch 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 lunches 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 lunches 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 lunches 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 for fiscal years 2018 and 2019 must first be allocated to school sites approved for aid in the previous year to ensure that those sites are funded for the same number of participants as approved for the previous year. 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. 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).

(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 lunches.

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

(b) In reviewing applications under subdivision 5, the commissioner must limit the total number of participants in the voluntary prekindergarten and school readiness plus programs under Laws 2017, First Special Session chapter 5, article 8, section 9, to not more than 7,160 participants for fiscal years 2019, 2020, 2021, 2022, and 2023, and 3,160 participants for fiscal years 2024 and later.

124D.4531 CAREER AND TECHNICAL REVENUE.

Subd. 3a.

Revenue adjustments.

Notwithstanding subdivisions 1, 1a, and 3, for taxes payable in 2012 to 2014 only, the department must calculate the career and technical revenue for each district according to Minnesota Statutes 2010, section 124D.4531, and adjust the revenue for each district proportionately to meet the statewide revenue target under subdivision 1, paragraph (c). For purposes of calculating the revenue guarantee under subdivision 3, the career and technical education revenue for the previous fiscal year is the revenue according to Minnesota Statutes 2010, section 124D.4531, before adjustments to meet the statewide revenue target.