1.1 	A bill for an act
1.2 	relating to education finance; providing for supplemental funding for 
1.3 	prekindergarten through grade 12 education; modifying provisions for general 
1.4 	education, education excellence, teachers, special education, facilities, nutrition 
1.5 	and libraries, early childhood, community education, and state agencies; requiring 
1.6 	reports; appropriating money;amending Minnesota Statutes 2020, sections 
1.7 	119A.52; 120A.20, subdivision 1; 120A.41; 120B.018, by adding a subdivision; 
1.8 	120B.02, by adding a subdivision; 120B.12; 121A.19; 122A.06, subdivision 4; 
1.9 	122A.187, by adding a subdivision; 122A.415, subdivision 4, by adding 
1.10 	subdivisions; 123B.595, subdivisions 1, 2, 7; 124D.095, subdivisions 2, 7, 8; 
1.11 	124D.1158, subdivisions 1, 3, 4; 124D.151, as amended; 124D.165, subdivisions 
1.12 	2, 3; 124D.2211; 124D.231; 124D.4531, subdivisions 1, 1a, 1b; 124D.531, 
1.13 	subdivision 1; 124D.55; 124D.59, subdivision 2; 124D.65, subdivision 5; 124D.68, 
1.14 	subdivision 2; 124D.74, subdivision 3; 124D.81, subdivisions 1, 2, 2a; 124D.98, 
1.15 	by adding a subdivision; 125A.03; 125A.76, subdivision 2e; 126C.05, subdivisions 
1.16 	17, 19; 126C.10, subdivisions 2a, 4; 126C.15, subdivisions 1, 2; 126C.44; 127A.45, 
1.17 	subdivision 12a; Minnesota Statutes 2021 Supplement, sections 122A.73, 
1.18 	subdivisions 2, 3, 5; 124D.111, subdivisions 1a, 4; 126C.05, subdivisions 1, 3; 
1.19 	126C.10, subdivisions 2, 2d, 2e; 245.4889, subdivision 1; Laws 2021, First Special 
1.20 	Session chapter 13, article 1, sections 9; 10, subdivisions 2, 6, 7, 9, 11; article 2, 
1.21 	section 4, subdivisions 2, 3, 4, 27; article 3, section 7, subdivisions 4, 7; article 5, 
1.22 	section 3, subdivision 2; article 7, section 2, subdivision 3; article 8, section 3, 
1.23 	subdivisions 2, 3; article 9, section 4, subdivisions 3, 5, 6; article 10, section 1, 
1.24 	subdivision 9; article 11, sections 4, subdivision 2; 7, subdivision 1; proposing 
1.25 	coding for new law in Minnesota Statutes, chapters 122A; 124D; 125A; repealing 
1.26 	Minnesota Statutes 2020, section 124D.4531, subdivision 3a.
1.27 	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

1.28 	ARTICLE 1
1.29 	GENERAL EDUCATION

1.30 	Section 1. Minnesota Statutes 2020, section 124D.095, subdivision 2, is amended to read:
1.31 		Subd. 2.Definitions. For purposes of this section, the following terms have the meanings 
1.32 	given them.
2.1 	(a) "Digital learning" is means learning facilitated by technology that offers students an 
2.2 	element of control over the time, place, path, or pace of their learning and includes blended 
2.3 	and online learning.
2.4 	(b) "Blended learning" is means a form of digital learning that occurs when a student 
2.5 	learns part time in a supervised physical setting and part time through digital delivery of 
2.6 	instruction, or a student learns in a supervised physical setting where technology is used as 
2.7 	a primary method to deliver instruction.
2.8 	(c) "Online learning" is means a form of digital learning delivered by an approved online 
2.9 	learning provider under paragraph (d).
2.10 	(d) "Online learning provider" is means a school district, an intermediate school district, 
2.11 	an organization of two or more school districts operating under a joint powers agreement, 
2.12 	or a charter school located in Minnesota that provides online learning to students and is 
2.13 	approved by the department to provide online learning courses.
2.14 	(e) "Student" is means a Minnesota resident enrolled in a school under section 120A.22, 
2.15 	subdivision 4, or in a Tribal contract or grant school authorized to receive aid under section 
2.16 	124D.83 in kindergarten through grade 12.
2.17 	(f) "Online learning student" is means a student enrolled in an online learning course or 
2.18 	program delivered by an online learning provider under paragraph (d).
2.19 	(g) "Enrolling district" means the school district or charter school in which a student is 
2.20 	enrolled under section 120A.22, subdivision 4, for purposes of compulsory attendance.
2.21 	(h) "Supplemental online learning" means an online learning course taken in place of a 
2.22 	course period at a local district school.
2.23 	(i) "Full-time online learning provider" means an enrolling school authorized by the 
2.24 	department to deliver comprehensive public education at any or all of the elementary, middle, 
2.25 	or high school levels.
2.26 	(j) "Online learning course syllabus" is means a written document that an online learning 
2.27 	provider transmits to the enrolling district using a format prescribed by the commissioner 
2.28 	to identify the state academic standards embedded in an online course, the course content 
2.29 	outline, required course assessments, expectations for actual teacher contact time and other 
2.30 	student-to-teacher communications, and the academic support available to the online learning 
2.31 	student.

3.1 	Sec. 2. Minnesota Statutes 2020, section 124D.095, subdivision 8, is amended to read:
3.2 		Subd. 8.Financial arrangements. (a) For a student enrolled in an online learning course, 
3.3 	the department must calculate average daily membership and make payments according to 
3.4 	this subdivision.
3.5 	(b) The initial online learning average daily membership equals 1/12 for each semester 
3.6 	course or a proportionate amount for courses of different lengths. The adjusted online 
3.7 	learning average daily membership equals the initial online learning average daily 
3.8 	membership times .88.
3.9 	(c) No online learning average daily membership shall be generated if: (1) the student 
3.10 	does not complete the online learning course, or (2) the student is enrolled in online learning 
3.11 	provided by the enrolling district.
3.12 	(d) Online learning average daily membership under this subdivision for a student 
3.13 	currently enrolled in a Minnesota public school or in a Tribal contract or grant school 
3.14 	authorized to receive aid under section 124D.83 shall be used only for computing average 
3.15 	daily membership according to section 126C.05, subdivision 19, paragraph (a), clause (2), 
3.16 	and for computing online learning aid according to section 124D.096.

3.17 	Sec. 3. Minnesota Statutes 2020, section 124D.4531, subdivision 1, is amended to read:
3.18 		Subdivision 1.Career and technical revenue. (a) A district with a career and technical 
3.19 	program approved under this section for the fiscal year in which the levy is certified is 
3.20 	eligible for career and technical revenue equal to 35 50 percent of approved expenditures 
3.21 	in the fiscal year in which the levy is certified for the following:
3.22 	(1) salaries paid to essential, licensed personnel providing direct instructional services 
3.23 	to students in that fiscal year, including extended contracts, for services rendered in the 
3.24 	district's approved career and technical education programs, excluding salaries reimbursed 
3.25 	by another school district under clause (2);
3.26 	(2) amounts paid to another Minnesota school district for salaries of essential, licensed 
3.27 	personnel providing direct instructional services to students in that fiscal year for services 
3.28 	rendered in the district's approved career and technical education programs;
3.29 	(3) contracted services provided by a public or private agency other than a Minnesota 
3.30 	school district or cooperative center under chapter 123A or 136D;
4.1 	(4) necessary travel between instructional sites by licensed career and technical education 
4.2 	personnel and district-encumbered student travel between instructional and placement sites 
4.3 	in state-approved work-based learning programs;
4.4 	(5) necessary travel by licensed career and technical education personnel for vocational
4.5 	career and technical education student organization activities held within the state for 
4.6 	instructional purposes;
4.7 	(6) curriculum development activities that are part of a five-year plan for improvement 
4.8 	based on program assessment;
4.9 	(7) necessary travel by licensed career and technical education personnel for noncollegiate 
4.10 	credit-bearing professional development; and
4.11 	(8) specialized vocational career and technical education instructional supplies.
4.12 	(b) The district must recognize the full amount of this levy as revenue for the fiscal year 
4.13 	in which it is certified.
4.14 	(c) The amount of the revenue calculated under this subdivision may not exceed 
4.15 	$17,850,000 for taxes payable in 2012, $15,520,000 for taxes payable in 2013, and 
4.16 	$20,657,000 for taxes payable in 2014.
4.17 	(d) If the estimated revenue exceeds the amount in paragraph (c), the commissioner must 
4.18 	reduce the percentage in paragraph (a) until the estimated revenue no longer exceeds the 
4.19 	limit in paragraph (c).

4.20 	Sec. 4. Minnesota Statutes 2020, section 124D.4531, subdivision 1a, is amended to read:
4.21 		Subd. 1a.Career and technical levy. (a) For fiscal year 2014 only, a district may levy 
4.22 	an amount not more than the product of its career and technical revenue times the lesser of 
4.23 	one or the ratio of its adjusted net tax capacity per adjusted pupil unit in the fiscal year in 
4.24 	which the levy is certified to the career and technical revenue equalizing factor. The career 
4.25 	and technical revenue equalizing factor for fiscal year 2014 equals $7,612.
4.26 	(b) For fiscal year 2015 and later, A district may levy an amount not more than the 
4.27 	product of its career and technical revenue times the lesser of one or the ratio of its adjusted 
4.28 	net tax capacity per adjusted pupil unit in the fiscal year in which the levy is certified to the 
4.29 	career and technical revenue equalizing factor. The career and technical revenue equalizing 
4.30 	factor for fiscal year 2015 and later equals $7,612.

5.1 	Sec. 5. Minnesota Statutes 2020, section 124D.4531, subdivision 1b, is amended to read:
5.2 		Subd. 1b.Career and technical aid. For fiscal year 2014 and later, A district's career 
5.3 	and technical aid equals its career and technical revenue less its career and technical levy. 
5.4 	If the district levy is less than the permitted levy, the district's career and technical aid shall 
5.5 	be reduced proportionately.

5.6 	Sec. 6. [124D.4532] CAREER AND TECHNICAL STUDENT TRANSPORTATION 
5.7 	AID.
5.8 	A district that provides student travel between instructional and placement sites in 
5.9 	state-approved work-based learning programs is eligible for state aid to reimburse the 
5.10 	additional costs of transportation during the preceding fiscal year.

5.11 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2024 and later.

5.12 	Sec. 7. Minnesota Statutes 2020, section 124D.59, subdivision 2, is amended to read:
5.13 		Subd. 2.English learner. (a) "English learner" means a pupil in kindergarten through 
5.14 	grade 12; an early childhood special education student under Part B, section 619 of the 
5.15 	Individuals with Disabilities Education Act, United States Code, title 20, section 1419; or 
5.16 	a prekindergarten student enrolled in an approved voluntary prekindergarten program under 
5.17 	section 124D.151 or a school readiness plus program who meets the requirements under 
5.18 	subdivision 2a or the following requirements:
5.19 	(1) the pupil, as declared by a parent or guardian first learned a language other than 
5.20 	English, comes from a home where the language usually spoken is other than English, or 
5.21 	usually speaks a language other than English; and
5.22 	(2) the pupil is determined by a valid assessment measuring the pupil's English language 
5.23 	proficiency and by developmentally appropriate measures, which might include observations, 
5.24 	teacher judgment, parent recommendations, or developmentally appropriate assessment 
5.25 	instruments, to lack the necessary English skills to participate fully in academic classes 
5.26 	taught in English.
5.27 	(b) A pupil enrolled in a Minnesota public school in any grade 4 through 12 who in the 
5.28 	previous school year took a commissioner-provided assessment measuring the pupil's 
5.29 	emerging academic English, shall be counted as an English learner in calculating English 
5.30 	learner pupil units under section 126C.05, subdivision 17, and shall generate state English 
5.31 	learner aid under section 124D.65, subdivision 5, if the pupil scored below the state cutoff 
5.32 	score or is otherwise counted as a nonproficient participant on the assessment measuring 
6.1 	the pupil's emerging academic English, or, in the judgment of the pupil's classroom teachers, 
6.2 	consistent with section 124D.61, clause (1), the pupil is unable to demonstrate academic 
6.3 	language proficiency in English, including oral academic language, sufficient to successfully 
6.4 	and fully participate in the general core curriculum in the regular classroom.
6.5 	(c) Notwithstanding paragraphs (a) and (b), a pupil in early childhood special education 
6.6 	or prekindergarten under section 124D.151, through grade 12 shall not be counted as an 
6.7 	English learner in calculating English learner pupil units under section 126C.05, subdivision 
6.8 	17, and shall not generate state English learner aid under section 124D.65, subdivision 5, 
6.9 	if:
6.10 	(1) the pupil is not enrolled during the current fiscal year in an educational program for 
6.11 	English learners under sections 124D.58 to 124D.64; or
6.12 	(2) the pupil has generated seven or more years of average daily membership in Minnesota 
6.13 	public schools since July 1, 1996.

6.14 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

6.15 	Sec. 8. Minnesota Statutes 2020, section 124D.65, subdivision 5, is amended to read:
6.16 		Subd. 5.School district EL revenue. (a) The English learner programs initial allowance 
6.17 	equals $704 for fiscal years 2021 and 2022. The English learner programs allowance equals 
6.18 	$755 for fiscal year 2023. The English learner programs initial allowance for fiscal year 
6.19 	2024 and later equals the product of $755 times the ratio of the formula allowance under 
6.20 	section 126C.10, subdivision 2, for the current fiscal year to the formula allowance under 
6.21 	section 126C.10, subdivision 2, for fiscal year 2023.
6.22 	(b) The English learner programs concentration allowance equals $250 for fiscal years 
6.23 	2021 and 2022. The English learner programs concentration allowance equals $536 for 
6.24 	fiscal year 2023. The English learner programs concentration allowance for fiscal year 2024 
6.25 	and later equals the product of $536 times the ratio of the formula allowance under section 
6.26 	126C.10, subdivision 2, for the current fiscal year to the formula allowance under section 
6.27 	126C.10, subdivision 2, for fiscal year 2023.
6.28 	(a) (c) A district's English learner programs initial revenue equals the product of (1) 
6.29 	$704 the English learner programs initial allowance times (2) the greater of 20 or the adjusted 
6.30 	average daily membership of eligible English learners enrolled in the district during the 
6.31 	current fiscal year.
7.1 	(d) A district's English learner programs concentration revenue equals the product of 
7.2 	the English learner programs concentration allowance times the English learner pupil units 
7.3 	under section 126C.05, subdivision 17.
7.4 	(e) A district's English learner programs revenue equals the sum of the initial revenue 
7.5 	under paragraph (c) and the concentration revenue under paragraph (d).
7.6 	(b) (f) A pupil ceases to generate state English learner aid in the school year following 
7.7 	the school year in which the pupil attains the state cutoff score on a commissioner-provided 
7.8 	assessment that measures the pupil's emerging academic English.

7.9 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

7.10 	Sec. 9. Minnesota Statutes 2020, section 124D.68, subdivision 2, is amended to read:
7.11 		Subd. 2.Eligible pupils. (a) A pupil under the age of 21 or who meets the requirements 
7.12 	of section 120A.20, subdivision 1, paragraph (c), is eligible to participate in the graduation 
7.13 	incentives program, if the pupil:
7.14 	(1) performs substantially below the performance level for pupils of the same age in a 
7.15 	locally determined achievement test;
7.16 	(2) is behind in satisfactorily completing coursework or obtaining credits for graduation;
7.17 	(3) is pregnant or is a parent;
7.18 	(4) has been assessed as chemically dependent;
7.19 	(5) has been excluded or expelled according to sections 121A.40 to 121A.56;
7.20 	(6) has been referred by a school district for enrollment in an eligible program or a 
7.21 	program pursuant to section 124D.69;
7.22 	(7) (6) is a victim of physical or sexual abuse;
7.23 	(8) (7) has experienced mental health problems;
7.24 	(9) (8) has experienced homelessness sometime within six months before requesting a 
7.25 	transfer to an eligible program;
7.26 	(10) (9) speaks English as a second language or is an English learner;
7.27 	(11) (10) has withdrawn from school or has been chronically truant; or
7.28 	(12) (11) is being treated in a hospital in the seven-county metropolitan area for cancer 
7.29 	or other life threatening illness or is the sibling of an eligible pupil who is being currently 
8.1 	treated, and resides with the pupil's family at least 60 miles beyond the outside boundary 
8.2 	of the seven-county metropolitan area.
8.3 	(b) A pupil otherwise qualifying under paragraph (a) who is at least 21 years of age and 
8.4 	not yet 22 years of age, and is an English learner with an interrupted formal education 
8.5 	according to section 124D.59, subdivision 2a, is eligible to participate in the graduation 
8.6 	incentives program under section 124D.68 and in concurrent enrollment courses offered 
8.7 	under section 124D.09, subdivision 10, and is funded in the same manner as other pupils 
8.8 	under this section.

8.9 	Sec. 10. Minnesota Statutes 2020, section 126C.05, subdivision 17, is amended to read:
8.10 		Subd. 17.English learner pupil units. (a) English learner pupil units for fiscal year 
8.11 	2004 and thereafter 2022 and later shall be determined according to this subdivision.
8.12 	(b) The English learner concentration percentage for a district equals the product of 100 
8.13 	times the ratio of:
8.14 	(1) the number of eligible English learners in average daily membership enrolled in the 
8.15 	district during the current fiscal year; to
8.16 	(2) the number of pupils in average daily membership enrolled in the district.
8.17 	(c) For fiscal year 2022, the English learner pupil units for each eligible English learner 
8.18 	in average daily membership equals the lesser of one or the quotient obtained by dividing 
8.19 	the English learner concentration percentage for the pupil's district of enrollment by 11.5.
8.20 	For fiscal year 2023 and later, the English learner pupil units for each eligible English learner 
8.21 	in average daily membership equals the lesser of one or the quotient obtained by dividing 
8.22 	the English learner concentration percentage for the pupil's district of enrollment by 16.8.
8.23 	(d) English learner pupil units shall be counted by the district of enrollment.
8.24 	(e) Notwithstanding paragraph (d), for the purposes of this subdivision, pupils enrolled 
8.25 	in a cooperative or intermediate school district shall be counted by the district of residence.
8.26 	(f) For the purposes of this subdivision, the terms defined in section 124D.59 have the 
8.27 	same meaning.

8.28 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

8.29 	Sec. 11. Minnesota Statutes 2020, section 126C.05, subdivision 19, is amended to read:
8.30 		Subd. 19.Online learning students. (a) The average daily membership for a public 
8.31 	school pupil or a pupil enrolled in a school authorized to receive Tribal contract or grant 
9.1 	aid under section 124D.83 generating online learning average daily membership according 
9.2 	to section 124D.095, subdivision 8, paragraph (b), equals the sum of: (1) the ratio of the 
9.3 	sum of the number of instructional hours the pupil is enrolled in a regular classroom setting 
9.4 	at the enrolling school to the actual number of instructional hours in the school year at the 
9.5 	enrolling school, plus (2) .12 times the initial online learning average daily membership 
9.6 	according to section 124D.095, subdivision 8, paragraph (b).
9.7 	(b) When the sum of the average daily membership under paragraph (a) and the adjusted 
9.8 	online learning average daily membership under section 124D.095, subdivision 8, paragraph 
9.9 	(b), exceeds the maximum allowed for the student under subdivision 8 or 15, as applicable, 
9.10 	the average daily membership under paragraph (a) shall be reduced by the excess over the 
9.11 	maximum, but shall not be reduced below .12. The adjusted online learning average daily 
9.12 	membership according to section 124D.095, subdivision 8, paragraph (b), shall be reduced 
9.13 	by any remaining excess over the maximum.

9.14 	Sec. 12. Minnesota Statutes 2021 Supplement, section 126C.10, subdivision 2, is amended 
9.15 	to read:
9.16 		Subd. 2.Basic revenue. The basic revenue for each district equals the formula allowance 
9.17 	times the adjusted pupil units for the school year. The formula allowance for fiscal year 
9.18 	2021 is $6,567. The formula allowance for fiscal year 2022 is $6,728. The formula allowance 
9.19 	for fiscal year 2023 and later is $6,863 $7,000.

9.20 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

9.21 	Sec. 13. Minnesota Statutes 2020, section 126C.10, subdivision 2a, is amended to read:
9.22 		Subd. 2a.Extended time revenue. (a) The extended time allowance is $5,117 for fiscal 
9.23 	years 2022 and 2023. For fiscal year 2024 and later, the extended time allowance equals 
9.24 	the product of $5,117 times the ratio of the formula allowance under subdivision 2 for the 
9.25 	current fiscal year to the formula allowance under subdivision 2 for fiscal year 2023.
9.26 	(a) (b) A school district's extended time revenue is equal to the product of $5,117 the 
9.27 	extended time allowance and the sum of the adjusted pupil units of the district for each pupil 
9.28 	in average daily membership in excess of 1.0 and less than 1.2 according to section 126C.05, 
9.29 	subdivision 8.
9.30 	(b) (c) Extended time revenue for pupils placed in an on-site education program at the 
9.31 	Prairie Lakes Education Center or the Lake Park School, located within the borders of 
9.32 	Independent School District No. 347, Willmar, for instruction provided after the end of the 
10.1 	preceding regular school year and before the beginning of the following regular school year 
10.2 	equals membership hours divided by the minimum annual instructional hours in section 
10.3 	126C.05, subdivision 15, not to exceed 0.20, times the pupil unit weighting in section 
10.4 	126C.05, subdivision 1, times $5,117 the extended time allowance.
10.5 	(d) A school district's summer residential care and treatment extended time revenue 
10.6 	equals the product of the extended time allowance times the sum of the resident summer 
10.7 	residential care and treatment extended time average daily membership, times the pupil unit 
10.8 	weighting in section 126C.05, subdivision 1.
10.9 	(e) Summer residential care and treatment extended time average daily membership for 
10.10 	resident pupils placed in a residential program for care and treatment, excluding those in 
10.11 	paragraph (b) for instruction after the end of the preceding regular school year and before 
10.12 	the beginning of the following regular school year, equals membership hours divided by 
10.13 	the minimum annual instructional hours in section 126C.05, subdivision 15, not to exceed 
10.14 	0.20.
10.15 	(f) For fiscal year 2023 and later, the amount of extended time revenue calculated under 
10.16 	this paragraph may not exceed $1,000,000 for each fiscal year.
10.17 	(c) (g) A school district's extended time revenue may be used for extended day programs, 
10.18 	extended week programs, summer school, vacation break academies such as spring break 
10.19 	academies and summer term academies, and other programming authorized under the 
10.20 	learning year program.

10.21 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

10.22 	Sec. 14. Minnesota Statutes 2021 Supplement, section 126C.10, subdivision 2e, is amended 
10.23 	to read:
10.24 		Subd. 2e.Local optional revenue. (a) For fiscal year 2021 and later, local optional 
10.25 	revenue for a school district equals the sum of the district's first tier local optional revenue 
10.26 	and second tier local optional revenue. A district's first tier local optional revenue equals 
10.27 	$300 the first tier local optional revenue allowance times the adjusted pupil units of the 
10.28 	district for that school year. A district's second tier local optional revenue equals $424 the 
10.29 	second tier local optional revenue allowance times the adjusted pupil units of the district 
10.30 	for that school year.
10.31 	(b) The first tier local optional revenue allowance is $300 for fiscal years 2022 and 2023. 
10.32 	The first tier local optional revenue allowance for fiscal year 2024 and later equals the 
11.1 	product of $300 times the ratio of the formula allowance under subdivision 2 for the current 
11.2 	fiscal year to the formula allowance under subdivision 2 for fiscal year 2023.
11.3 	(c) The second tier local optional revenue allowance is $424 for fiscal years 2022 and 
11.4 	2023. The second tier local optional revenue allowance for fiscal year 2024 and later equals 
11.5 	the product of $424 times the ratio of the formula allowance under subdivision 2 for the 
11.6 	current fiscal year to the formula allowance under subdivision 2 for fiscal year 2023.
11.7 	(b) (d) For fiscal year 2021 and later, a district's local optional levy equals the sum of 
11.8 	the first tier local optional levy and the second tier local optional levy.
11.9 	(c) (e) A district's first tier local optional levy equals the district's first tier local optional 
11.10 	revenue times the lesser of one or the ratio of the district's referendum market value per 
11.11 	resident pupil unit to $880,000.
11.12 	(d) (f) For fiscal year 2022, a district's second tier local optional levy equals the district's 
11.13 	second tier local optional revenue times the lesser of one or the ratio of the district's 
11.14 	referendum market value per resident pupil unit to $510,000. For fiscal year 2023, a district's 
11.15 	second tier local optional levy equals the district's second tier local optional revenue times 
11.16 	the lesser of one or the ratio of the district's referendum market value per resident pupil unit 
11.17 	to $548,842. For fiscal year 2024 and later, a district's second tier local optional levy equals 
11.18 	the district's second tier local optional revenue times the lesser of one or the ratio of the 
11.19 	district's referendum market value per resident pupil unit to $510,000.
11.20 	(e) (g) The local optional levy must be spread on referendum market value. A district 
11.21 	may levy less than the permitted amount.
11.22 	(f) (h) A district's local optional aid equals its local optional revenue minus its local 
11.23 	optional levy. If a district's actual levy for first or second tier local optional revenue is less 
11.24 	than its maximum levy limit for that tier, its aid must be proportionately reduced.

11.25 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

11.26 	Sec. 15. Minnesota Statutes 2020, section 126C.10, subdivision 4, is amended to read:
11.27 		Subd. 4.Basic skills revenue. A school district's basic skills revenue equals the sum 
11.28 	of:
11.29 	(1) compensatory revenue under subdivision 3; plus
11.30 	(2) English learner revenue under section 124D.65, subdivision 5; plus, paragraph (e).
11.31 	(3) $250 times the English learner pupil units under section 126C.05, subdivision 17.

12.1 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

12.2 	Sec. 16. Minnesota Statutes 2020, section 126C.15, subdivision 1, is amended to read:
12.3 		Subdivision 1.Use of revenue. The basic skills revenue under section 126C.10, 
12.4 	subdivision 4, must be reserved and used to meet the educational needs of pupils who enroll 
12.5 	under-prepared to learn and whose progress toward meeting state or local content or 
12.6 	performance standards is below the level that is appropriate for learners of their age. Basic 
12.7 	skills revenue may also be used for programs designed to prepare children and their families 
12.8 	for entry into school whether the student first enrolls in kindergarten or first grade. Any of 
12.9 	the following may be provided to meet these learners' needs:
12.10 	(1) direct instructional services under the assurance of mastery program according to 
12.11 	section 124D.66;
12.12 	(2) remedial instruction in reading, language arts, mathematics, other content areas, or 
12.13 	study skills to improve the achievement level of these learners;
12.14 	(3) additional teachers and teacher aides to provide more individualized instruction to 
12.15 	these learners through individual tutoring, lower instructor-to-learner ratios, or team teaching;
12.16 	(4) a longer school day or week during the regular school year or through a summer 
12.17 	program that may be offered directly by the site or under a performance-based contract with 
12.18 	a community-based organization;
12.19 	(5) comprehensive and ongoing staff development consistent with district and site plans 
12.20 	according to section 122A.60 and to implement plans under section 120B.12, subdivision 
12.21 	4a, for teachers, teacher aides, principals, and other personnel to improve their ability to 
12.22 	identify the needs of these learners and provide appropriate remediation, intervention, 
12.23 	accommodations, or modifications;
12.24 	(6) instructional materials, digital learning, and technology appropriate for meeting the 
12.25 	individual needs of these learners;
12.26 	(7) programs to reduce truancy, encourage completion of high school, enhance 
12.27 	self-concept, provide health services, provide nutrition services, provide a safe and secure 
12.28 	learning environment, provide coordination for pupils receiving services from other 
12.29 	governmental agencies, provide psychological services to determine the level of social, 
12.30 	emotional, cognitive, and intellectual development, and provide counseling services, guidance 
12.31 	services, and social work services;
12.32 	(8) bilingual programs, bicultural programs, and programs for English learners;
13.1 	(9) all-day kindergarten;
13.2 	(10) (9) early education programs, parent-training programs, school readiness programs, 
13.3 	kindergarten voluntary public prekindergarten programs for four-year-olds, voluntary home 
13.4 	visits under section 124D.13, subdivision 4, and other outreach efforts designed to prepare 
13.5 	children for kindergarten;
13.6 	(11) (10) extended school day and extended school year programs, including summer 
13.7 	programs that may be offered directly by the site or under a performance-based contract 
13.8 	with a community-based organization; and
13.9 	(12) (11) substantial parent involvement in developing and implementing remedial 
13.10 	education or intervention plans for a learner, including learning contracts between the school, 
13.11 	the learner, and the parent that establish achievement goals and responsibilities of the learner 
13.12 	and the learner's parent or guardian.

13.13 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

13.14 	Sec. 17. Minnesota Statutes 2020, section 126C.15, subdivision 2, is amended to read:
13.15 		Subd. 2.Building allocation. (a) A district or cooperative must allocate its compensatory 
13.16 	revenue to each school building in the district or cooperative where the children who have 
13.17 	generated the revenue are served unless the school district or cooperative has received 
13.18 	permission under Laws 2005, First Special Session chapter 5, article 1, section 50, to allocate 
13.19 	compensatory revenue according to student performance measures developed by the school 
13.20 	board.
13.21 	(b) Notwithstanding paragraph (a), a district or cooperative may allocate up to 50 20
13.22 	percent of the amount of compensatory revenue that the district receives to school sites 
13.23 	according to a plan adopted by the school board. The money reallocated under this paragraph 
13.24 	must be spent for the purposes listed in subdivision 1, but may be spent on students in any 
13.25 	grade, including students attending school readiness or other prekindergarten programs.
13.26 	(c) For the purposes of this section and section 126C.05, subdivision 3, "building" means 
13.27 	education site as defined in section 123B.04, subdivision 1.
13.28 	(d) Notwithstanding section 123A.26, subdivision 1, compensatory revenue generated 
13.29 	by students served at a cooperative unit shall be paid to the cooperative unit.
13.30 	(e) A district or cooperative with school building openings, school building closings, 
13.31 	changes in attendance area boundaries, or other changes in programs or student demographics 
13.32 	between the prior year and the current year may reallocate compensatory revenue among 
14.1 	sites to reflect these changes. A district or cooperative must report to the department any 
14.2 	adjustments it makes according to this paragraph and the department must use the adjusted 
14.3 	compensatory revenue allocations in preparing the report required under section 123B.76, 
14.4 	subdivision 3, paragraph (c).

14.5 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

14.6 	Sec. 18. Minnesota Statutes 2020, section 126C.44, is amended to read:
14.7 	126C.44 SAFE SCHOOLS LEVY.
14.8 	(a) Each district may make a levy on all taxable property located within the district for 
14.9 	the purposes specified in this section. The maximum amount which may be levied for all 
14.10 	costs under this section shall be equal to $36 multiplied by the district's adjusted pupil units 
14.11 	for the school year.
14.12 	(b) The proceeds of the levy must be reserved and used for directly funding the following 
14.13 	purposes or for reimbursing the cities and counties who contract with the district for the 
14.14 	following purposes:
14.15 	(1) to pay the costs incurred for the salaries, benefits, and transportation costs of peace 
14.16 	officers and sheriffs for liaison in services in the district's schools;
14.17 	(2) to pay the costs for a drug abuse prevention program as defined in section 609.101, 
14.18 	subdivision 3, paragraph (e), in the elementary schools;
14.19 	(3) to pay the costs for a gang resistance education training curriculum in the district's 
14.20 	schools;
14.21 	(4) to pay the costs for security in the district's schools and on school property;
14.22 	(5) to pay the costs for other crime prevention, drug abuse, student and staff safety, 
14.23 	voluntary opt-in suicide prevention tools, and violence prevention measures taken by the 
14.24 	school district;
14.25 	(6) to pay costs for licensed school counselors, licensed school nurses, licensed school 
14.26 	social workers, licensed school psychologists, and licensed alcohol and chemical dependency 
14.27 	counselors to help provide early responses to problems;
14.28 	(7) to pay for facility security enhancements including laminated glass, public 
14.29 	announcement systems, emergency communications devices, and equipment and facility 
14.30 	modifications related to violence prevention and facility security;
14.31 	(8) to pay for costs associated with improving the school climate; or
15.1 	(9) to pay costs for colocating and collaborating with mental health professionals who 
15.2 	are not district employees or contractors.
15.3 	(b) (c) For expenditures under paragraph (a) (b), clause (1), the district must initially 
15.4 	attempt to contract for services to be provided by peace officers or sheriffs with the police 
15.5 	department of each city or the sheriff's department of the county within the district containing 
15.6 	the school receiving the services. If a local police department or a county sheriff's department 
15.7 	does not wish to provide the necessary services, the district may contract for these services 
15.8 	with any other police or sheriff's department located entirely or partially within the school 
15.9 	district's boundaries.
15.10 	(c) (d) A school district that is a member of an intermediate school district may include 
15.11 	in its authority under this section the costs associated with safe schools activities authorized 
15.12 	under paragraph (a) (b) for intermediate school district programs. This authority must not 
15.13 	exceed $15 times the adjusted pupil units of the member districts. This authority is in addition 
15.14 	to any other authority authorized under this section. Revenue raised under this paragraph 
15.15 	must be transferred to the intermediate school district.
15.16 	(e) A school district or charter school receiving revenue under this section must annually 
15.17 	report safe schools expenditures to the commissioner in the form and manner specified by 
15.18 	the commissioner. The report must conform to uniform financial and reporting standards 
15.19 	established for this purpose and provide a breakdown by functional area.

15.20 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

15.21 	Sec. 19. Minnesota Statutes 2020, section 127A.45, subdivision 12a, is amended to read:
15.22 		Subd. 12a.Forward shifted aid payments.  One hundred percent of the state aid in 
15.23 	fiscal years 2003 and later received under section sections124D.87 and 124D.4532 must 
15.24 	be paid by the state to the recipient school district on August 30 of that year. The recipient 
15.25 	school district must recognize this aid in the previous fiscal year.

15.26 	Sec. 20. Laws 2021, First Special Session chapter 13, article 1, section 9, is amended to 
15.27 	read:
15.28 	Sec. 9. ENGLISH LEARNER CROSS SUBSIDY REDUCTION AID.
 15.29 	(a) Notwithstanding Minnesota Statutes, section 124D.65, English learner aid is increased 
15.30 	by $2,000,000 per year for fiscal years year 2022, 2023, 2024, and 2025. The commissioner 
15.31 	must allocate the aid to each school district and charter school based on the school district's 
15.32 	or charter school's proportionate share of English learner and concentration revenue under 
16.1 	Minnesota Statutes, section 126C.10, subdivision 4, clauses (2) and (3), for the preceding 
16.2 	fiscal year.
16.3 	(b) Revenue under this section must be used and reserved as basic skills revenue 
16.4 	according to Minnesota Statutes, section 126C.15.

16.5 	Sec. 21. Laws 2021, First Special Session chapter 13, article 1, section 9, the effective 
16.6 	date, is amended to read:

16.7 	EFFECTIVE DATE. This section is effective for revenue in fiscal year 2022 and 
16.8 	expires at the end of fiscal year 2025.

16.9 	Sec. 22. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 2, 
16.10 	is amended to read:
16.11 		Subd. 2.General education aid. For general education aid under Minnesota Statutes, 
16.12 	section 126C.13, subdivision 4:

16.1416.13
		$
	7,569,266,000
7,487,944,000
	.....
	2022
	
16.1616.15
		$
	7,804,527,000
7,900,940,000
	.....
	2023
	
16.17 	The 2022 appropriation includes $717,326,000 for 2021 and $6,851,940,000
16.18 	$6,770,618,000 for 2022.
16.19 	The 2023 appropriation includes $734,520,000 $725,349,000 for 2022 and 
16.20 	$7,070,007,000 $7,175,591,000 for 2023.

16.21 	Sec. 23. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 6, 
16.22 	is amended to read:
16.23 		Subd. 6.Nonpublic pupil education aid. For nonpublic pupil education aid under 
16.24 	Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:

16.2616.25
		$
	16,991,000
16,995,000
	.....
	2022
	
16.2816.27
		$
	17,450,000
17,553,000
	.....
	2023
	
16.29 	The 2022 appropriation includes $1,903,000 for 2021 and $15,088,000 $15,092,000 for 
16.30 	2022.
16.31 	The 2023 appropriation includes $1,676,000 for 2022 and $15,774,000 $15,877,000 for 
16.32 	2023.

17.1 	Sec. 24. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 7, 
17.2 	is amended to read:
17.3 		Subd. 7.Nonpublic pupil transportation. For nonpublic pupil transportation aid under 
17.4 	Minnesota Statutes, section 123B.92, subdivision 9:

17.617.5
		$
	19,770,000
19,384,000
	.....
	2022
	
17.817.7
		$
	19,906,000
19,841,000
	.....
	2023
	
17.9 	The 2022 appropriation includes $1,910,000 for 2021 and $17,860,000 $17,474,000 for 
17.10 	2022.
17.11 	The 2023 appropriation includes $1,984,000$1,941,000 for 2022 and $17,922,000
17.12 	$17,900,000 for 2023.

17.13 	Sec. 25. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 9, 
17.14 	is amended to read:
17.15 		Subd. 9.Career and technical aid For career and technical aid under Minnesota Statutes, 
17.16 	section 124D.4531, subdivision 1b:

17.1817.17
		$
	2,668,000
3,135,000
	.....
	2022
	
17.2017.19
		$
	2,279,000
2,645,000
	.....
	2023
	
17.21 	The 2022 appropriation includes $323,000 for 2021 and $2,345,000 $2,812,000 for 
17.22 	2022.
17.23 	The 2023 appropriation includes $260,000 $312,000 for 2022 and $2,019,000 $2,333,000
17.24 	for 2023.

17.25 	Sec. 26. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 
17.26 	11, is amended to read:
17.27 		Subd. 11.English learner cross subsidy reduction aid. (a) For English learner cross 
17.28 	subsidy reduction aid under section 9:

17.29		$
	2,000,000
	.....
	2022
	
17.30		$
	2,000,000
	.....
	2023
	
17.31 	(b) The base for English learner cross subsidy reduction aid is $2,000,000 for fiscal year 
17.32 	2024, $2,000,000 for fiscal year 2025, and $0 for fiscal year 2026 and later.

18.1 	Sec. 27. REPEALER.
 18.2 	Minnesota Statutes 2020, section 124D.4531, subdivision 3a, is repealed.

18.3 	ARTICLE 2
18.4 	EDUCATION EXCELLENCE

18.5 	Section 1. Minnesota Statutes 2020, section 120B.018, is amended by adding a subdivision 
18.6 	to read:
18.7 		Subd. 7.Personalized, competency-based education. "Personalized, competency-based 
18.8 	education" means a system of learning in which the:
18.9 	(1) staff and students are empowered to make important decisions about the students' 
18.10 	learning experiences, how the students will create and apply knowledge, and how students 
18.11 	will demonstrate the students' learning;
18.12 	(2) local assessment is a meaningful, positive, and empowering learning experience for 
18.13 	students that yields timely, relevant, and actionable evidence;
18.14 	(3) students receive timely, differentiated support based on the students' individual 
18.15 	learning needs;
18.16 	(4) students' progress is based on evidence of mastery rather than by hours of attendance;
18.17 	(5) students learn actively using different pathways and varied pacing;
18.18 	(6) strategies to ensure equity for all students are embedded in the culture, structure, and 
18.19 	pedagogy of schools and education systems; and
18.20 	(7) rigorous, common expectations for learning, including knowledge, skills, and 
18.21 	dispositions identified in required academic standards, are explicit, transparent, measurable, 
18.22 	and transferable.

18.23 	Sec. 2. Minnesota Statutes 2020, section 120B.02, is amended by adding a subdivision to 
18.24 	read:
18.25 		Subd. 1a.Personalized, competency-based education. (a) A school district or charter 
18.26 	school may adopt a locally developed competency-based education plan to allow students 
18.27 	to satisfactorily complete both required academic standards under section 120B.021, and 
18.28 	credits under section 120B.024, and advance to higher levels of learning by demonstrating 
18.29 	mastery of required state standards, regardless of the time, place, or pace of learning. The 
18.30 	local plan may be implemented in individual school sites within a school district or 
19.1 	districtwide. Personalized, competency-based education is designed to improve educational 
19.2 	outcomes for students by advancing their mastery of concepts and skills.
19.3 	(b) A school district or charter school that adopts a personalized, competency-based 
19.4 	education plan must include a description in its long-term strategic plan under section 
19.5 	120B.11 or annual public report under section 124E.16 and post on the website information 
19.6 	on how:
19.7 	(1) the plan's components satisfy required state standards and the goals included in the 
19.8 	world's best workforce plan under section 120B.11;
19.9 	(2) competencies include explicit and measurable student learning objectives aligned to 
19.10 	required and elective state standards and benchmarks;
19.11 	(3) students master competencies along a personalized and flexible pathway. A student 
19.12 	may demonstrate mastery of competencies through successful performance of the 
19.13 	competencies, application of the competencies, or both;
19.14 	(4) local assessments are used to personalize learning experiences for a student; and
19.15 	(5) students receive timely and personalized support based on individual learning needs.
19.16 	(c) A school district or charter school with a personalized, competency-based education 
19.17 	plan must administer the required statewide assessments to all students in the appropriate 
19.18 	grade levels consistent with section 120B.30.
19.19 	(d) Average daily membership for a student participating in a personalized, 
19.20 	competency-based education is subject to the limits under section 126C.05, subdivision 8.

19.21 	Sec. 3. Minnesota Statutes 2020, section 120B.12, is amended to read:
19.22 	120B.12 READING PROFICIENTLY NO LATER THAN THE END OF GRADE 
19.23 	3.
19.24 		Subdivision 1.Literacy goal. The legislature seeks to have every child reading at or 
19.25 	above grade level beginning in kindergarten and no later than the end of grade 3, including 
19.26 	English learners, and that teachers provide comprehensive, scientifically based
19.27 	evidence-based reading instruction through a multitiered system of support and based in 
19.28 	the science of reading by 2027. Instruction must focus on student mastery of the foundational 
19.29 	reading skills of phonemic awareness, phonics, and fluency, as well as the development of 
19.30 	oral language and vocabulary and reading comprehension skills. Students must receive 
19.31 	evidenced-based instruction based in the science of reading that is proven to effectively 
19.32 	teach children to read consistent with section 122A.06, subdivision 4.
20.1 		Subd. 2.Identification; report. (a) Each school district must identify before the end of 
20.2 	kindergarten, grade 1, and grade 2 all students who are not reading at grade level
20.3 	demonstrating mastery of foundational reading skills, including phonemic awareness, 
20.4 	phonics, decoding, and fluency, using a screening tool approved by the Department of 
20.5 	Education. Students identified as not reading at grade level demonstrating mastery of 
20.6 	foundational reading skills by the end of kindergarten, grade 1, and grade 2 must be screened, 
20.7 	in a locally determined manner using a tool approved by the Department of Education, for 
20.8 	characteristics of dyslexia and screening data must be submitted to the Department of 
20.9 	Education in the form and manner prescribed by the commissioner.
20.10 	(b) Students in grade 3 or higher who demonstrate a reading difficulty to a classroom 
20.11 	teacher must be screened, in a locally determined manner using a tool approved by the 
20.12 	Department of Education, for deficits in foundational reading skills and characteristics of 
20.13 	dyslexia, unless a different reason for the reading difficulty has been identified.
20.14 	(c) Reading assessments in English, and in the predominant languages of district students 
20.15 	where practicable, must identify and evaluate students' areas of academic need related to 
20.16 	literacy. The district also must monitor the progress and provide reading instruction 
20.17 	appropriate to the specific needs of English learners. The district must use a locally adopted,
20.18 	tools approved by the Department of Education that are developmentally appropriate, and 
20.19 	culturally responsive assessment assessments and annually report summary assessment 
20.20 	results to the commissioner by July 1.
20.21 	(d) The district also must annually report to the commissioner by December 15 and July 
20.22 	1 a summary of the district's efforts to screen and identify students who demonstrate 
20.23 	characteristics of dyslexia using screening tools approved by the Department of Education
20.24 	such as those recommended by the department's dyslexia specialist. With respect to students 
20.25 	screened or identified under paragraph (a), the report must include:
20.26 	(1) a summary of the district's efforts to screen for dyslexia;
20.27 	(2) the number of students screened for that reporting year; and
20.28 	(3) the number of students demonstrating characteristics of dyslexia for that year.
20.29 	(e) A student identified under this subdivision must be provided with alternate instruction 
20.30 	under section 125A.56, subdivision 1.
20.31 		Subd. 2a.Parent notification and involvement. Schools, at least annually on a quarterly 
20.32 	basis, must give the parent of each student who is not reading at or above grade level timely 
20.33 	information about:
21.1 	(1) the student's reading proficiency, including student performance on foundational 
21.2 	reading skills and whether the student has been identified as demonstrating characteristics 
21.3 	of dyslexia, as measured by a locally adopted assessment tool approved by the Department 
21.4 	of Education;
21.5 	(2) reading-related services currently being provided within a multitiered system of 
21.6 	support framework to the student, specific curricula being used, the training and licensure 
21.7 	of the teacher providing these services, how these services address identified skill deficits,
21.8 	and how the student's progress will be monitored; and
21.9 	(3) strategies for parents to use at home in helping their student succeed in becoming 
21.10 	grade-level proficient in reading in English and in their native language.
21.11 	A district may not use this section to deny a student's right to a special education 
21.12 	evaluation.
21.13 		Subd. 3.Intervention. (a) For each student identified under subdivision 2, the district 
21.14 	shall provide reading intervention to accelerate student growth and reach the goal of reading 
21.15 	at or above grade level by the end of the current grade and school year. If a student does 
21.16 	not read at or above grade level by the end of grade 3 the current school year, the district 
21.17 	must continue to provide reading intervention until the student reads at grade level. District 
21.18 	intervention methods shall encourage must include family engagement and, where possible, 
21.19 	collaboration with appropriate school and community programs that specialize in 
21.20 	evidence-based instructional practices based in the science of reading and emphasis on 
21.21 	mastery of foundational reading skills, including phonemic awareness, phonics, decoding, 
21.22 	and fluency. Intervention methods must be taught by a certified or licensed reading specialist 
21.23 	and may include, but are not limited to, requiring attendance in summer school, intensified 
21.24 	reading instruction that may require that the student be removed from the regular classroom 
21.25 	for part of the school day, extended-day programs, or programs that strengthen students' 
21.26 	cultural connections.
21.27 	(b) A school district or charter school is strongly encouraged to must provide a personal 
21.28 	learning plan for a student who is unable to demonstrate grade-level proficiency, as measured 
21.29 	by the statewide reading assessment in grade 3 state-approved progress monitoring tools in 
21.30 	kindergarten through grade 3. The district or charter school must determine the format of 
21.31 	the personal learning plan in collaboration with the student's educators and other appropriate 
21.32 	professionals. The school must develop the learning plan in consultation with the student's 
21.33 	parent or guardian. The personal learning plan must address knowledge gaps and skill 
21.34 	deficiencies through strategies such as specific exercises and practices during and outside 
22.1 	of the regular school day, periodic assessments, and reasonable timelines. The personal 
22.2 	learning plan may include grade retention, if it is in the student's best interest. A school 
22.3 	must maintain and regularly update and modify the personal learning plan until the student 
22.4 	reads at grade level. This paragraph does not apply to a student under an individualized 
22.5 	education program.
22.6 		Subd. 4.Staff development. Each district shall use the data under subdivision 2 to 
22.7 	identify the staff development needs so that:
22.8 	(1) elementary teachers and early childhood educators, where appropriate, are able to 
22.9 	implement comprehensive, scientifically based reading and oral language instruction based 
22.10 	in the science of reading. Instruction provided by elementary teachers must include explicit, 
22.11 	systematic instruction in the five reading areas of phonemic awareness, phonics, fluency, 
22.12 	vocabulary, and comprehension as defined in section 122A.06, subdivision 4, and other 
22.13 	literacy-related areas including writing until the student achieves grade-level reading 
22.14 	proficiency. Instruction provided by early childhood educators must include explicit, 
22.15 	systematic instruction in phonological and phonemic awareness, oral language, including 
22.16 	listening comprehension and vocabulary, and letter-sound correspondence;
22.17 	(2) elementary teachers and early childhood educators, where appropriate, have sufficient 
22.18 	training to provide comprehensive, scientifically based reading and oral language instruction 
22.19 	based in the science of reading that meets students' developmental, linguistic, and literacy 
22.20 	needs, including foundational reading skills, using the intervention methods or programs 
22.21 	selected by the district for the identified students;
22.22 	(3) licensed teachers employed by the district have regular opportunities to improve 
22.23 	reading and writing instruction by July 1, 2027, all public school kindergarten through grade 
22.24 	3 teachers and support staff employed by the school district must be offered training and 
22.25 	provided ongoing coaching in the science of reading using a training program approved by 
22.26 	the Department of Education and must be funded with literacy incentive aid received annually 
22.27 	by districts under section 124D.98;
22.28 	(4) licensed teachers recognize students' diverse needs in cross-cultural settings and are 
22.29 	able to serve the oral language and linguistic needs of students who are English learners by 
22.30 	maximizing strengths in their native languages in order to cultivate students' English language 
22.31 	development, including oral academic language development, and build academic literacy; 
22.32 	and
22.33 	(5) licensed teachers are well trained in culturally responsive pedagogy that enables 
22.34 	students to master content, develop skills to access content, and build relationships.
23.1 		Subd. 4a.Local literacy plan. (a) Consistent with this section, a school district must 
23.2 	adopt submit a local literacy plan using the template provided by the Department of 
23.3 	Education, to have every child in kindergarten through grade 3 developing early literacy 
23.4 	skills and reading at or above grade level no later than the end of grade 3, including English 
23.5 	learners. The plan must be consistent with section 122A.06, subdivision 4, and include the 
23.6 	following:
23.7 	(1) a process within a multitiered system of support framework to assess students' level 
23.8 	of reading proficiency and data to support the effectiveness of an assessment used to screen 
23.9 	and identify a student's level of reading proficiency foundational reading skills that are 
23.10 	characteristic of dyslexia;
23.11 	(2) a process to notify and involve partner with parents to promote developmentally 
23.12 	appropriate and culturally relevant language and literacy support at home;
23.13 	(3) a description of the data-based decision-making process within the multitiered system 
23.14 	of support framework for how schools in the district will determine the proper appropriate
23.15 	reading instruction and intervention strategy for a student to meet the identified student's 
23.16 	needs and the progress monitoring process for intensifying or modifying the reading strategy
23.17 	instruction and intervention in order to obtain measurable reading progress;
23.18 	(4) a process within a multitiered system of support framework to implement explicit, 
23.19 	systematic, evidence-based intervention methods based in the science of reading  for students 
23.20 	who demonstrate foundational reading skills deficits or are not reading at or above grade 
23.21 	level and progress monitoring to provide information on the effectiveness of the intervention. 
23.22 	Intervention methods may not include the three-cueing system.  Progress monitoring must 
23.23 	be completed to provide information on the effectiveness of the intervention; and
23.24 	(5) a process to screen and identify students with characteristics of dyslexia as required 
23.25 	by section 120B.12; and
23.26 	(5) (6) identification of staff development needs, including a program plan to meet those 
23.27 	needs.
23.28 	(b) The district must post its literacy plan on the official school district website.
23.29 		Subd. 5.Commissioner. The commissioner shall recommend to districts multiple 
23.30 	assessment tools provide a menu of state-approved assessment tools that are aligned to the 
23.31 	English language arts state academic standards and to early childhood indicators of progress
23.32 	to assist districts and teachers with identifying students under subdivision 2. The 
23.33 	commissioner shall also make available examples of nationally recognized and research-based 
24.1 	instructional methods or programs to districts to provide opportunities for teachers to be 
24.2 	trained in the science of reading in order to ensure the instruction being provided is
24.3 	comprehensive, scientifically based reading instruction and intervention under this section.

24.4 	Sec. 4. Minnesota Statutes 2020, section 122A.06, subdivision 4, is amended to read:
24.5 		Subd. 4.Comprehensive, scientifically based reading instruction. (a) "Comprehensive, 
24.6 	scientifically based reading instruction" includes a program or collection of instructional 
24.7 	practices that is based on valid, replicable evidence showing that when these programs or 
24.8 	practices are used, students can be expected to achieve, at a minimum, satisfactory reading 
24.9 	progress. The program or collection of practices must include, at a minimum, effective, 
24.10 	balanced explicit, systematic  instruction based in the science of reading with instruction 
24.11 	in all five areas of reading: phonemic awareness, phonics, fluency, vocabulary development, 
24.12 	and reading comprehension.
24.13 	Comprehensive, scientifically based reading instruction also occurs within a multitiered 
24.14 	system of support framework. A multitiered system of support includes and integrates 
24.15 	instructional strategies for continuously assessing, evaluating, and communicating the 
24.16 	student's reading progress and needs in order to design and implement ongoing instruction 
24.17 	and interventions based in the science of reading so that students of all ages and proficiency 
24.18 	levels can read and comprehend text, write, and apply higher level thinking skills. Instruction 
24.19 	within a multitiered system of support framework includes core, supplemental, and intensive 
24.20 	reading instruction used at each grade level, including prekindergarten through third grade, 
24.21 	and must be designed around teaching the five foundational reading skills based in the 
24.22 	science of reading. For English learners developing literacy skills, districts are encouraged 
24.23 	to use strategies that teach reading and writing in the students' native language and English 
24.24 	at the same time.
24.25 	(b) For the purposes of this subdivision, the following terms have the meanings given:
24.26 	(b) (1) "Fluency" is means the ability of students to read text with speed, accuracy, and 
24.27 	proper expression.
24.28 	(c) (2) "Phonemic awareness" is means the ability of students to notice, think about, and 
24.29 	manipulate individual sounds in spoken syllables and words.
24.30 	(3) "Phonics instruction" means the explicit, systematic, and direct instruction of the 
24.31 	relationships between letters and the sounds they represent and the application of this 
24.32 	knowledge in reading and spelling.
25.1 	(d) (4) "Phonics" is means the understanding that there are systematic and predictable 
25.2 	relationships between written letters and spoken words. Phonics instruction is a way of 
25.3 	teaching reading that stresses learning how letters correspond to sounds and how to apply 
25.4 	this knowledge in reading and spelling.
25.5 	(e) (5) "Reading comprehension" is means an active process that requires intentional 
25.6 	thinking during which meaning is constructed through interactions between text and reader. 
25.7 	Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and 
25.8 	implementing specific cognitive strategies to help beginning readers derive meaning through 
25.9 	intentional, problem-solving thinking processes.
25.10 	(f) (6) "Vocabulary development" is means the process of teaching vocabulary both 
25.11 	directly and indirectly, with repetition and multiple exposures to vocabulary items. Learning 
25.12 	in rich contexts, incidental learning, and use of computer technology enhance the acquiring 
25.13 	of vocabulary.
25.14 	(7) "Foundational reading skills" means phonological and phonemic awareness, phonics 
25.15 	or decoding, and fluency. Foundational reading skills appropriate to each grade level must 
25.16 	be mastered in kindergarten, grade 1, and grade 2. Struggling readers in grade 3 and higher 
25.17 	who demonstrate deficits in foundational reading skills may require explicit, systematic 
25.18 	instruction to reach mastery.
25.19 	(8) A "multitiered system of support" means a systematic preventative approach that 
25.20 	addresses the academic, behavioral, and social-emotional needs of all students at the core 
25.21 	(universal), targeted (Tier I), and intensive (Tier II) levels. Through a multitiered system 
25.22 	of support a teacher must provide high quality, scientifically based or evidence-based 
25.23 	instruction and intervention that is matched to a student's needs; uses a method monitoring 
25.24 	progress frequently to inform decisions about instruction and goals; and applies data literacy 
25.25 	skills to educational decision making.
25.26 	(c) Beginning in the 2022-2023 school year, a public school district or charter school 
25.27 	must transition away from a program of instruction for students in kindergarten through 
25.28 	grade 2 that is based in any practice or intervention program that uses:
25.29 	(1) visual memory as the primary basis for teaching word recognition; or
25.30 	(2) the three-cueing system model of reading based on meaning, structure and syntax, 
25.31 	and visual, which is also known as "MSV."
25.32 	(g) (d) Nothing in this subdivision limits the authority of a school district to select a 
25.33 	school's reading program or curriculum.

26.1 	Sec. 5. Minnesota Statutes 2020, section 124D.095, subdivision 7, is amended to read:
26.2 		Subd. 7.Department of Education. (a) The department must review and approve or 
26.3 	disapprove online learning providers within 90 calendar days of receiving an online learning 
26.4 	provider's completed application. The commissioner, using research-based standards of 
26.5 	quality for online learning programs, must review all approved online learning providers 
26.6 	on a cyclical three-year basis. Approved online learning providers annually must submit 
26.7 	program data to, confirm statements of assurances for, and provide program updates including 
26.8 	a current course list to the commissioner.
26.9 	(b) The online learning courses and programs must be rigorous, aligned with state 
26.10 	academic standards, and contribute to grade progression in a single subject. The online 
26.11 	learning provider, other than a digital learning provider offering digital learning to its enrolled 
26.12 	students only under subdivision 4, paragraph (d), must give the commissioner written 
26.13 	assurance that: (1) all courses meet state academic standards; and (2) the online learning 
26.14 	curriculum, instruction, and assessment, expectations for actual teacher-contact time or 
26.15 	other student-to-teacher communication, and academic support meet nationally recognized 
26.16 	professional standards and are described as such in an online learning course syllabus that 
26.17 	meets the commissioner's requirements. Once an online learning provider is approved under 
26.18 	this paragraph, all of its online learning course offerings are eligible for payment under this 
26.19 	section unless a course is successfully challenged by an enrolling district or the department 
26.20 	under paragraph (c).
26.21 	(c) An enrolling district may challenge the validity of a course offered by an online 
26.22 	learning provider. The department must review such challenges based on the approval 
26.23 	procedures under paragraph (b). The department may initiate its own review of the validity 
26.24 	of an online learning course offered by an online learning provider.
26.25 	(d) The department may collect a fee not to exceed $250 for approving online learning 
26.26 	providers or $50 per course for reviewing a challenge by an enrolling district.
26.27 	(e) The department must develop, publish, and maintain a list of online learning providers 
26.28 	that it has reviewed and approved.
26.29 	(f) The department may review a complaint about an online learning provider, or a 
26.30 	complaint about a provider based on the provider's response to notice of a violation. If the 
26.31 	department determines that an online learning provider violated a law or rule, the department 
26.32 	may:
26.33 	(1) create a compliance plan for the provider; or
27.1 	(2) withhold funds from the provider under sections 124D.095, 124E.25, and 127A.42. 
27.2 	The department must notify an online learning provider in writing about withholding funds 
27.3 	and provide detailed calculations.
27.4 	(g) An online learning program fee administration account is created in the special 
27.5 	revenue fund. Funds retained under paragraph (d) shall be deposited in the account. Money 
27.6 	in the account is appropriated to the commissioner for costs associated with administering 
27.7 	and monitoring online and digital learning programs.

27.8 	Sec. 6. Minnesota Statutes 2020, section 124D.231, is amended to read:
27.9 	124D.231 FULL-SERVICE COMMUNITY SCHOOLS.
27.10 		Subdivision 1.Definitions. For the purposes of this section, the following terms have 
27.11 	the meanings given them.
27.12 	(a) "Community organization" means a nonprofit organization that has been in existence 
27.13 	for three years or more and serves persons within the community surrounding the covered 
27.14 	school site on education and other issues.
27.15 	(b) "Community school consortium" means a group of schools and community 
27.16 	organizations that propose to work together to plan and implement community school 
27.17 	programming.
27.18 	(c) "Community school programming" means services, activities, and opportunities 
27.19 	described under subdivision 2, paragraph (g) (f).
27.20 	(d) "Community-wide full-service community school leadership team" means a 
27.21 	district-level team that is responsible for guiding the vision, policy, resource alignment, 
27.22 	implementation, oversight, and goal setting for community school programs within the 
27.23 	district. This team shall include representatives from the district; teachers, school leaders,   
27.24 	students, and family members from the eligible schools; community members; system-level 
27.25 	partners that include representatives from government agencies, relevant unions, and 
27.26 	nonprofit and other community-based partners; and, if applicable, the full-service community 
27.27 	school initiative director.
27.28 	(e) "Full-service community school initiative director" means a director responsible for   
27.29 	coordinating districtwide administrative and leadership assistance to community school   
27.30 	sites and site coordinators including chairing the district's community-wide full-service   
27.31 	community school leadership team, site coordinator support, data gathering and evaluation,   
27.32 	administration of partnership and data agreements, contracts and procurement, and grants.
28.1 	(d) (f) "High-quality child care or early childhood education programming" means 
28.2 	educational programming for preschool-aged children that is grounded in research, consistent 
28.3 	with best practices in the field, and provided by licensed teachers.
28.4 	(e) (g) "School site" means a school site at which an applicant has proposed or has been 
28.5 	funded to provide community school programming.
28.6 	(f) (h) "Site coordinator" is an individual means a full-time staff member serving one   
28.7 	eligible school who is responsible for aligning the identification, implementation, and 
28.8 	coordination of programming with to address the needs of the school community identified 
28.9 	in the baseline analysis.
28.10 		Subd. 2.Full-service community school program. (a) The commissioner shall provide 
28.11 	funding to districts and charter schools with eligible school sites to plan, implement, and 
28.12 	improve full-service community schools. Eligible school sites must meet one of the following 
28.13 	criteria:
28.14 	(1) the school is on a development plan for continuous improvement under section 
28.15 	120B.35, subdivision 2; or
28.16 	(2) the school is in a district that has an achievement and integration plan approved by 
28.17 	the commissioner of education under sections 124D.861 and 124D.862.; or
28.18 	(3) the school is part of an intermediate district organized under Minnesota Statutes, 
28.19 	section 136D.01.
28.20 	(b) An eligible school site may receive up to $150,000 annually.Districts and charter 
28.21 	schools may receive up to:
28.22 	(1) $150,000 for each eligible school available for up to one year to fund planning   
28.23 	activities including convening a full-service community school leadership team, facilitating   
28.24 	family and community stakeholder engagement, conducting a baseline analysis, and creating   
28.25 	a full-service community school plan. At the end of this period, the school must submit a   
28.26 	full-service community school plan, pursuant to paragraphs (d) and (e); and
28.27 	(2) $200,000 annually for each eligible school for up to three years of implementation   
28.28 	of a full-service community school plan, pursuant to paragraphs (f) and (g). School sites 
28.29 	receiving funding under this section shall hire or contract with a partner agency to hire a 
28.30 	site coordinator to coordinate services at each covered school site. Districts or charter schools   
28.31 	receiving funding under this section for three or more schools shall provide or contract with   
28.32 	a partner agency to provide a full-service community school initiative director.
29.1 	(c) Of grants awarded, implementation funding of up to $20,000 must be available for 
29.2 	up to one year for planning for school sites. At the end of this period, the school must submit 
29.3 	a full-service community school plan, pursuant to paragraph (g). If the site decides not to 
29.4 	use planning funds, the plan must be submitted with the application.
29.5 	(d) (c) The commissioner shall consider additional school factors when dispensing funds 
29.6 	including: schools with significant populations of students receiving free or reduced-price 
29.7 	lunches; significant homeless and highly mobile rates; and equity among urban, suburban, 
29.8 	and greater Minnesota schools; and demonstrated success implementing full-service 
29.9 	community school programming.
29.10 	(e) (d) A school site must establish a full-service community school leadership team 
29.11 	responsible for developing school-specific programming goals, assessing program needs, 
29.12 	and overseeing the process of implementing expanded programming at each covered site
29.13 	the full-service community school plan and evidence-based model. The full-service 
29.14 	community school leadership team shall have between at least 12 to 15 members and shall 
29.15 	meet the following requirements:
29.16 	(1) at least 30 percent of the members are parents, guardians, or students and 30 percent 
29.17 	of the members are teachers educators at the school site and must include the school principal 
29.18 	and representatives from partner agencies; and
29.19 	(2) the full-service community school leadership team must be responsible for overseeing 
29.20 	the baseline analyses under paragraph (f) (e) and the creation of a full-service community   
29.21 	school plan under paragraphs (f) and (g).
29.22 	(3) a full-service community school leadership team must meet at least quarterly and 
29.23 	have ongoing responsibility for monitoring the development and implementation of 
29.24 	full-service community school operations and programming at the school site and shall 
29.25 	issue recommendations to schools school administration on a regular basis and summarized 
29.26 	in an annual full-service community school review report under subdivision 3, paragraph 
29.27 	(a). These reports shall also be made available to the public at the school site and on school 
29.28 	and district websites.
29.29 	(f) (e) School sites must complete a baseline analysis prior to beginning programming 
29.30 	as the creation of a full-service community school plan. The analysis shall include:
29.31 	(1) a baseline analysis of needs at the school site, led by the school leadership team, 
29.32 	which shall include including the following elements:
29.33 	(i) identification of challenges facing the school;
30.1 	(ii) analysis of the student body, including:
30.2 	(A) number and percentage of students with disabilities and needs of these students;
30.3 	(B) number and percentage of students who are English learners and the needs of these 
30.4 	students;
30.5 	(C) number of students who are homeless or highly mobile; and
30.6 	(D) number and percentage of students receiving free or reduced-price lunch and the 
30.7 	needs of these students; and
30.8 	(E) number and percentage of students by race and ethnicity;
30.9 	(iii) analysis of enrollment and retention rates for students with disabilities, English 
30.10 	learners, homeless and highly mobile students, and students receiving free or reduced-price 
30.11 	lunch;
30.12 	(iv) analysis of suspension and expulsion data, including the justification for such 
30.13 	disciplinary actions and the degree to which particular populations, including, but not limited 
30.14 	to, American Indian students and students of color, students with disabilities, students who 
30.15 	are English learners, and students receiving free or reduced-price lunch are represented 
30.16 	among students subject to such actions;
30.17 	(v) analysis of school achievement data disaggregated by major demographic categories, 
30.18 	including, but not limited to, race, ethnicity, English learner status, disability status, and 
30.19 	free or reduced-price lunch status;
30.20 	(vi) analysis of current parent engagement strategies and their success; and
30.21 	(vii) evaluation of the need for and availability of wraparound services full-service 
30.22 	community school activities, including, but not limited to:
30.23 	(A) mechanisms for meeting students' social, emotional, and physical health needs, 
30.24 	which may include coordination of existing services as well as the development of new 
30.25 	services based on student needs; and
30.26 	(B) strategies to create a safe and secure school environment and improve school climate 
30.27 	and discipline, such as implementing a system of positive behavioral supports, and taking 
30.28 	additional steps to eliminate bullying;
30.29 	(A) integrated student supports that address out-of-school   barriers to learning through 
30.30 	partnerships with social and health service agencies and   providers, and may include medical, 
30.31 	dental, vision care, and mental health services, or   counselors to assist with housing, 
30.32 	transportation, nutrition, immigration, or criminal justice   issues;
31.1 	(B) enriched learning time and opportunities,   including before-school, after-school, 
31.2 	weekend, and summer programs that provide additional   academic instruction, individualized 
31.3 	academic support, enrichment activities, and learning   opportunities that emphasize real-world 
31.4 	learning and community problem solving and may   include art, music, drama, creative 
31.5 	writing, hands-on experience with engineering or science,   tutoring and homework help, or 
31.6 	recreational programs that enhance and are consistent with   the school's curriculum;
31.7 	(C) active family, student, and community engagement that brings students' families 
31.8 	and the   community into the school as partners in children's education and makes the school 
31.9 	a   neighborhood hub, providing adults with educational opportunities that may include adult   
31.10 	English as a second language classes, computer skills, art, or other programs that bring   
31.11 	community members into the school for meetings or events; and
31.12 	(D) collaborative leadership and practices that build a culture of professional learning,   
31.13 	collective trust, and shared responsibility and include a school-based full-service community   
31.14 	school leadership team, a full-service community school site coordinator, a full-service   
31.15 	community school initiative director, a community-wide leadership team, other leadership   
31.16 	or governance teams, teacher learning communities, or other staff to manage the joint work   
31.17 	of school and community organizations;
31.18 	(2) a baseline analysis of community assets and a strategic plan for utilizing and aligning 
31.19 	identified assets. This analysis should include, but is not limited to, including a documentation 
31.20 	of individuals in the community, faith-based organizations, community and neighborhood 
31.21 	associations, colleges, hospitals, libraries, businesses, and social service agencies who that
31.22 	may be able to provide support and resources; and
31.23 	(3) a baseline analysis of needs in the community surrounding the school, led by the 
31.24 	school leadership team, including, but not limited to:
31.25 	(i) the need for high-quality, full-day child care and early childhood education programs;
31.26 	(ii) the need for physical and mental health care services for children and adults; and
31.27 	(iii) the need for job training and other adult education programming.
31.28 	(g) (f) Each school site receiving funding under this section must establish develop a 
31.29 	full-service community school plan that utilizes and aligns district and community assets 
31.30 	and establishes services in at least two of the following types of programming:
31.31 	(1) early childhood:
31.32 	(i) early childhood education; and
32.1 	(ii) child care services;
32.2 	(2) academic:
32.3 	(i) academic support and enrichment activities, including expanded learning time;
32.4 	(ii) summer or after-school enrichment and learning experiences;
32.5 	(iii) job training, internship opportunities, and career counseling services;
32.6 	(iv) programs that provide assistance to students who have been chronically absent, 
32.7 	truant, suspended, or expelled; and
32.8 	(v) specialized instructional support services;
32.9 	(vi) social-emotional learning;
32.10 	(vii) culturally sustaining instruction;
32.11 	(viii) civic learning and leadership opportunities; and
32.12 	(ix) community-based learning opportunities;
32.13 	(3) parental involvement engaging families:
32.14 	(i) programs that promote parental involvement and link families to their child's learning 
32.15 	such as family literacy;
32.16 	(ii) parent family leadership development activities that empower and strengthen families 
32.17 	and   communities, provide volunteer opportunities, or promote inclusion in school-based   
32.18 	leadership teams; and
32.19 	(iii) parenting education activities;
32.20 	(iv) designating space where families may meet with school staff and each other; and
32.21 	(v) designating staff at the school site to meet with families and educators to build dual 
32.22 	capacities for family-school partnerships;
32.23 	(4) mental and physical health:
32.24 	(i) mentoring and other youth development programs, including peer mentoring and 
32.25 	conflict mediation;
32.26 	(ii) juvenile crime prevention and rehabilitation programs;
32.27 	(iii) home visitation services by teachers and other professionals;
32.28 	(iv) developmentally appropriate physical education;
32.29 	(v) nutrition services;
33.1 	(vi) primary health and dental care; and
33.2 	(vii) mental health counseling services;
33.3 	(5) community involvement:
33.4 	(i) service and service-learning opportunities;
33.5 	(ii) adult education, including instruction in English as a second language; and
33.6 	(iii) homeless prevention services;
33.7 	(6) positive discipline practices; and
33.8 	(7) other programming designed to meet school and community needs identified in the 
33.9 	baseline analysis and reflected in the full-service community school plan.
33.10 	(h) (g) The full-service community school leadership team at each school site must 
33.11 	develop a full-service community school plan detailing the steps the school leadership team 
33.12 	will take, including:
33.13 	(1) timely establishment and consistent operation of the school leadership team;
33.14 	(2) maintenance of attendance records in all programming components;
33.15 	(3) maintenance of measurable data showing annual participation and the impact of 
33.16 	programming on the participating children and adults;
33.17 	(4) documentation of meaningful and sustained collaboration between the school and 
33.18 	community stakeholders, including local governmental units, civic engagement organizations, 
33.19 	businesses, and social service providers;
33.20 	(5) establishment and maintenance of partnerships with institutions, such as universities, 
33.21 	hospitals, museums, or not-for-profit community organizations to further the development 
33.22 	and implementation of community school programming;
33.23 	(6) ensuring compliance with the district nondiscrimination policy; and
33.24 	(7) plan for school leadership team development.
33.25 		Subd. 3.Full-service community school review. (a) Every three years, A full-service 
33.26 	community school site must submit to the commissioner, and make available at the school 
33.27 	site and online, a report describing efforts to integrate community school programming at 
33.28 	each covered currently funded school site and the effect of the transition to a full-service 
33.29 	community school on participating children and adults. This report shall include, but is not 
33.30 	limited to, the following:
34.1 	(1) an assessment of the effectiveness of the school site in development or implementing 
34.2 	the community school plan;
34.3 	(1) the effectiveness of the school or the community school consortium in implementing 
34.4 	the full-service community school plan, including the effectiveness of the community plan 
34.5 	to address needs identified during the needs assessment process, the degree to which the 
34.6 	school site   navigated difficulties encountered in the design and operation of the full-service 
34.7 	community   school plan, including identification of any federal, state, or local statute or 
34.8 	regulation   impeding program implementation;
34.9 	(2) the extent to which the project has produced lessons about ways to improve delivery   
34.10 	of community school programming to students;
34.11 	(2) (3) problems encountered in the design and execution of the community school plan, 
34.12 	including identification of any federal, state, or local statute or regulation impeding program 
34.13 	implementation;
34.14 	(3) (4) the operation of the school leadership team and its contribution to successful 
34.15 	execution of the community school plan;
34.16 	(4) (5) recommendations for improving delivery of community school programming to 
34.17 	students and families;
34.18 	(5) (6) the number and percentage of students receiving community school programming 
34.19 	who had not previously been served;
34.20 	(6) (7) the number and percentage of nonstudent community members receiving 
34.21 	community school programming who had not previously been served;
34.22 	(7) improvement in retention among students who receive community school 
34.23 	programming;
34.24 	(8) improvement in academic achievement among students who receive community 
34.25 	school programming;
34.26 	(9) improvement in student attendance; course completion, grades, or other interim 
34.27 	measures of academic achievement; and student discipline incidents;
34.28 	(9) (10) changes in student's readiness to enter school, active involvement in learning 
34.29 	and in their community, physical, social and emotional health, and student's relationship 
34.30 	with the school and community environment;
34.31 	(10) an accounting of anticipated local budget savings, if any, resulting from the 
34.32 	implementation of the program;
35.1 	(11) improvements to the frequency or depth of families' involvement with their children's 
35.2 	education;
35.3 	(12) (11) assessment of family, community stakeholder member, community institution, 
35.4 	and, where appropriate, student satisfaction over the duration of the grant;
35.5 	(13) assessment of institutional partner satisfaction;
35.6 	(12) a summary of how stakeholders were engaged in the planning and implementation 
35.7 	process;
35.8 	(13) a summary of new or expanded community partnerships that formed as a result of 
35.9 	the grant;
35.10 	(14) the ability, or anticipated ability, of the school site and partners to continue to 
35.11 	provide services in the absence of future funding under this section; and
35.12 	(15) increases in access to services for students and their families; and.
35.13 	(16) the degree of increased collaboration among participating agencies and private 
35.14 	partners.
35.15 	(b) Reports submitted under this section shall be evaluated by the commissioner with 
35.16 	respect to the following criteria: clauses in paragraph (a).
35.17 	(1) the effectiveness of the school or the community school consortium in implementing 
35.18 	the full-service community school plan, including the degree to which the school site 
35.19 	navigated difficulties encountered in the design and operation of the full-service community 
35.20 	school plan, including identification of any federal, state, or local statute or regulation 
35.21 	impeding program implementation;
35.22 	(2) the extent to which the project has produced lessons about ways to improve delivery 
35.23 	of community school programming to students;
35.24 	(3) the degree to which there has been an increase in the number or percentage of students 
35.25 	and nonstudents receiving community school programming;
35.26 	(4) the degree to which there has been an improvement in retention of students and 
35.27 	improvement in academic achievement among students receiving community school 
35.28 	programming;
35.29 	(5) local budget savings, if any, resulting from the implementation of the program;
35.30 	(6) the degree of community stakeholder and institutional partner engagement;
36.1 	(7) the ability, or anticipated ability, of the school site and partners to continue to provide 
36.2 	services in the absence of future funding under this section;
36.3 	(8) increases in access to services for students and their families; and
36.4 	(9) the degree of increased collaboration among participating agencies and private 
36.5 	partners.

36.6 	Sec. 7. Minnesota Statutes 2020, section 124D.74, subdivision 3, is amended to read:
36.7 		Subd. 3.Enrollment of other children; shared time enrollment. To the extent it is 
36.8 	economically feasible that the unique educational and culturally related academic needs of 
36.9 	American Indian people are met and American Indian student accountability factors are the 
36.10 	same or higher than their non-American Indian peers, a district or participating school may 
36.11 	make provision for the voluntary enrollment of non-American Indian children in the 
36.12 	instructional components of an American Indian education program in order that they may 
36.13 	acquire an understanding of the cultural heritage of the American Indian children for whom 
36.14 	that particular program is designed. However, in determining eligibility to participate in a 
36.15 	program, priority must be given to American Indian children. American Indian children 
36.16 	and other children enrolled in an existing nonpublic school system may be enrolled on a 
36.17 	shared time basis in American Indian education programs.

36.18 	Sec. 8. Minnesota Statutes 2020, section 124D.81, subdivision 1, is amended to read:
36.19 		Subdivision 1. Procedures. A school district, charter school, or American 
36.20 	Indian-controlled Tribal contract or grant school enrolling at least 20 American Indian 
36.21 	students on October 1 of the previous school year and operating an American Indian 
36.22 	education program according to section 124D.74 is eligible for American Indian education 
36.23 	aid if it meets the requirements of this section. Programs may provide for contracts for the 
36.24 	provision of program components by nonsectarian nonpublic, community, Tribal, charter, 
36.25 	or alternative schools. The commissioner shall prescribe the form and manner of application 
36.26 	for aids, and no aid shall be made for a program not complying with the requirements of 
36.27 	sections 124D.71 to 124D.82.

36.28 	Sec. 9. Minnesota Statutes 2020, section 124D.81, subdivision 2, is amended to read:
36.29 		Subd. 2.Plans. To qualify for receive aid, an eligible district, charter school, or Tribal 
36.30 	contract school must develop and submit a plan for approval by the Indian education director 
36.31 	that shall:
37.1 	(a) Identify the measures to be used to meet the requirements of sections 124D.71 to 
37.2 	124D.82;
37.3 	(b) Identify the activities, methods and programs to meet the identified educational needs 
37.4 	of the children to be enrolled in the program;
37.5 	(c) Describe how district goals and objectives as well as the objectives of sections 
37.6 	124D.71 to 124D.82 are to be achieved;
37.7 	(d) Demonstrate that required and elective courses as structured do not have a 
37.8 	discriminatory effect within the meaning of section 124D.74, subdivision 5;
37.9 	(e) Describe how each school program will be organized, staffed, coordinated, and 
37.10 	monitored; and
37.11 	(f) Project expenditures for programs under sections 124D.71 to 124D.82.

37.12 	Sec. 10. Minnesota Statutes 2020, section 124D.81, subdivision 2a, is amended to read:
37.13 		Subd. 2a.American Indian education aid. (a) The American Indian education aid 
37.14 	allowance equals $358 for fiscal years 2022 and 2023. The American Indian education aid 
37.15 	allowance for fiscal year 2024 and later equals the product of $358 times the ratio of the 
37.16 	formula allowance under section 126C.10, subdivision 2, for the current fiscal year to the 
37.17 	formula allowance under section 126C.10, subdivision 2, for fiscal year 2023.
37.18 	(b) The American Indian education aid minimum equals $20,000 for fiscal years 2022. 
37.19 	The American Indian education aid minimum equals $40,000 for fiscal year 2023. The 
37.20 	American Indian education aid minimum for fiscal year 2024 and later equals the product 
37.21 	of $40,000 times the ratio of the formula allowance under section 126C.10, subdivision 2, 
37.22 	for the current fiscal year to the formula allowance under section 126C.10, subdivision 2, 
37.23 	for fiscal year 2023.
37.24 	(a) (c) The American Indian education aid for an eligible district or Tribal contract school 
37.25 	equals the greater of (1) the sum of $20,000 the American Indian education aid minimum
37.26 	plus the product of $358 the American Indian education aid allowance times the difference 
37.27 	between the number of American Indian students enrolled on October 1 of the previous 
37.28 	school year and 20; or (2) if the district or school received a grant under this section for 
37.29 	fiscal year 2015, the amount of the grant for fiscal year 2015.
37.30 	(b) (d) Notwithstanding paragraph (a) (c), the American Indian education aid must not 
37.31 	exceed the district or Tribal contract school's actual expenditure according to the approved 
37.32 	plan under subdivision 2.

38.1 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

38.2 	Sec. 11. [124D.901] STUDENT SUPPORT PERSONNEL AID.
38.3 		Subdivision 1.Definitions. For the purposes of this section, the following terms have 
38.4 	the meanings given:
38.5 	(1) "new position" means a student support services personnel full-time or part-time 
38.6 	position not under contract by a school district, charter school, or cooperative unit at the 
38.7 	start of the 2021-2022 school year; and
38.8 	(2) "student support services personnel" means an individual licensed to serve as a school 
38.9 	counselor, school psychologist, school social worker, school nurse, or chemical dependency 
38.10 	counselor in Minnesota.
38.11 		Subd. 2.Purpose. The purpose of student support personnel aid is to:
38.12 	(1) address shortages of student support services personnel within Minnesota schools;
38.13 	(2) decrease caseloads for existing student support services personnel to ensure effective 
38.14 	services;
38.15 	(3) ensure that students receive effective academic guidance and integrated and 
38.16 	comprehensive services to improve prekindergarten through grade 12 school outcomes and 
38.17 	career and college readiness;
38.18 	(4) ensure that student support services personnel serve within the scope and practice 
38.19 	of their training and licensure;
38.20 	(5) fully integrate learning supports, instruction, and school management within a 
38.21 	comprehensive approach that facilitates interdisciplinary collaboration; and
38.22 	(6) improve school safety and school climate to support academic success and career 
38.23 	and college readiness.
38.24 		Subd. 3.Aid eligibility and application. A school district, charter school, intermediate 
38.25 	school district, or other cooperative unit is eligible to apply for student support personnel 
38.26 	aid under this section. The commissioner must prescribe the form and manner of the 
38.27 	application, which must include a plan describing how the aid will be used.
38.28 		Subd. 4.Student support personnel aid. (a) The initial student support personnel aid 
38.29 	for a school district equals the greater of $22 times the number of pupils enrolled at the 
38.30 	district on October 1 of the previous fiscal year or $35,000. The initial student support 
39.1 	personnel aid for a charter school equals $22 times the number of pupils enrolled at the 
39.2 	charter school on October 1 of the previous fiscal year.
39.3 	(b) The cooperative student support personnel aid for a school district that is a member 
39.4 	of an intermediate  school district or other cooperative unit that enrolls students equals $6 
39.5 	times the number of pupils enrolled at the district on October 1 of the previous fiscal year. 
39.6 	If a district is a member of more than one cooperative unit that enrolls students, the revenue 
39.7 	must be allocated among the cooperative units.
39.8 	(c) Notwithstanding paragraphs (a) and (b), the student support personnel aid must not 
39.9 	exceed the district or cooperative unit's actual expenditure according to the approved plan 
39.10 	under subdivision 3.
39.11 		Subd. 5.Allowed uses; match requirements. (a) Aid under this section must be used 
39.12 	to hire new positions for student support services personnel.
39.13 	(b) Cooperative student support personnel aid must be transferred to the intermediate 
39.14 	district or other cooperative unit of which the district is a member and used to hire new 
39.15 	positions for student support services personnel at the intermediate district or cooperative 
39.16 	unit.
39.17 	(c) If a school district, charter school, or cooperative unit is not able to hire a new full-time 
39.18 	equivalent position with student support personnel aid, the aid may be used for contracted 
39.19 	services from individuals licensed to  serve as a school counselor, school psychologist, school 
39.20 	social worker, school nurse, or chemical dependency counselor in Minnesota.
39.21 		Subd. 6.Report required. By February 1 following any fiscal year in which student 
39.22 	support personnel aid was received, a school district, charter school, or cooperative unit 
39.23 	must submit a written report to the commissioner indicating how the new position affected 
39.24 	two or more of the following measures:
39.25 	(1) school climate;
39.26 	(2) attendance rates;
39.27 	(3) academic achievement;
39.28 	(4) career and college readiness; and
39.29 	(5) postsecondary completion rates.

39.30 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

40.1 	Sec. 12. Minnesota Statutes 2020, section 124D.98, is amended by adding a subdivision 
40.2 	to read:
40.3 		Subd. 5.Literacy incentive aid uses. Beginning July 1, 2022, literacy incentive aid 
40.4 	must be used to support comprehensive literacy reform efforts in public schools as follows:
40.5 	(1) for public school prekindergarten through grade 3 teachers and support staff to be 
40.6 	trained in the science of reading using a training program approved by the Department of 
40.7 	Education no later than July 1, 2027, unless the commissioner of education grants an 
40.8 	extension;
40.9 	(2) to hire a licensed reading and dyslexia specialist who is trained in the science of 
40.10 	reading as determined by the commissioner of education and oversees a school district's or 
40.11 	charter school's implementation of required components under section 120B.12 no later 
40.12 	than July 1, 2027, unless the commissioner of education grants an extension;
40.13 	(3) for the most underperforming schools, defined as those at 25 percent or below 
40.14 	proficiency on grade 3 reading on the Minnesota Comprehensive Assessments, to hire 
40.15 	literacy coaches trained in the science of reading to support teachers and multitiered systems 
40.16 	of support implementation; and
40.17 	(4) to provide materials, training, and ongoing coaching to ensure alternate instruction 
40.18 	under section 125A.56, subdivision 1, is based in the science of reading.

40.19 	EFFECTIVE DATE. This section is effective the day following final enactment.

40.20 	Sec. 13. [125A.561] STATEWIDE SCHOOL-BASED MENTAL HEALTH 
40.21 	SCREENING.
40.22 		Subdivision 1.Purpose and applicability. The purpose of this section is to establish a 
40.23 	statewide system of school-based mental health screening for students, and school assessment 
40.24 	of staff well-being as a support for student mental health and well-being.
40.25 		Subd. 2.Definition of statewide school-based mental health screening. (a) For purposes 
40.26 	of this section, school-based mental health screening means assessment of students to 
40.27 	determine whether they may be at risk for a mental health concern using a systematic tool 
40.28 	or process, including standardized student-report, parent-report, and teacher-report measures, 
40.29 	mental health surveillance data, and structured teacher nomination processes.
40.30 	(b) For purposes of this section, school staff assessment of well-being means a system 
40.31 	and process for school staff self-assessments of an array of school staff well-being 
40.32 	components, using surveys, interviews, focus groups or other means.
41.1 		Subd. 3.Consent and confidentiality. For purposes of this section, the consent and 
41.2 	confidentiality requirements of the Family Educational Rights and Privacy Act, United 
41.3 	States Code, title 20, section 1232g, the Health Insurance Portability and Accountability 
41.4 	Act, United States Code, title 42, section 1320d, and the Minnesota Government Data 
41.5 	Practices Act, chapter 13, shall apply.
41.6 		Subd. 4.Eligibility for statewide school-based mental health screening aid. A school 
41.7 	district under chapter 123B, charter school under chapter 124E, or Tribal school under 
41.8 	section 124D.83, qualifies for additional state funding to conduct school-based mental health 
41.9 	screening for every student in kindergarten through grade 12 enrolled in that school district, 
41.10 	charter school, or Tribal contract school if the school district board under section 123B.09, 
41.11 	charter school board of directors under section 124E.07, with parent and community 
41.12 	participation under section 124D.78, approves establishment of a mental health screening 
41.13 	system .
41.14 		Subd. 5.Uses of statewide school-based mental health screening aid. School districts, 
41.15 	charter schools and Tribal schools may use funds under this section for:
41.16 	(1) obtaining professional development for mental health screening of students and 
41.17 	school staff self-assessment of well-being;
41.18 	(2) procuring needed resources, technology and supplies for systematic mental health 
41.19 	screening of students and school staff self-assessment of well-being;
41.20 	(3) funding school staff mental health professionals and practitioners and contracted 
41.21 	services to conduct student mental health screening, referral, and follow-up for students;
41.22 	(4) funding administrative costs of conducting school staff well-being self-assessment;
41.23 	(5) costs of billing public or private insurance for student mental health screening services 
41.24 	reimbursement; and
41.25 	(6) other expenses in implementing systems for mental health screening of students and 
41.26 	school staff self-assessment of well-being.
41.27 		Subd. 6.Statewide school-based mental health screening aid. For fiscal year 2023 
41.28 	and later, statewide school-based mental health screening aid equals $11 times the number 
41.29 	of kindergarten through grade 12 pupil units enrolled in the eligible school district, charter 
41.30 	school, or Tribal school on October 1 of the previous fiscal year.

41.31 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

42.1 	Sec. 14. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 2, 
42.2 	is amended to read:
42.3 		Subd. 2.Achievement and integration aid. For achievement and integration aid under 
42.4 	Minnesota Statutes, section 124D.862:

42.642.5
		$
	84,057,000
82,369,000
	.....
	2022
	
42.842.7
		$
	83,431,000
82,432,000
	.....
	2023
	
42.9 	The 2022 appropriation includes $8,868,000 for 2021 and $75,189,000 $73,501,000 for 
42.10 	2022.
42.11 	The 2023 appropriation includes $8,353,000 $8,167,000 for 2022 and $75,078,000
42.12 	$74,265,000 for 2023.

42.13 	Sec. 15. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 3, 
42.14 	is amended to read:
42.15 		Subd. 3.American Indian education aid. For American Indian education aid under 
42.16 	Minnesota Statutes, section 124D.81, subdivision 2a:

42.1842.17
		$
	11,351,000
11,426,000
	.....
	2022
	
42.2042.19
		$
	11,775,000
14,997,000
	.....
	2023
	
42.21 	The 2022 appropriation includes $1,102,000 for 2021 and $10,249,000 $10,324,000 for 
42.22 	2022.
42.23 	The 2023 appropriation includes $1,138,000 $1,147,000 for 2022 and $10,637,000
42.24 	$13,850,000 for 2023.

42.25 	Sec. 16. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 4, 
42.26 	is amended to read:
42.27 		Subd. 4.Charter school building lease aid. For building lease aid under Minnesota 
42.28 	Statutes, section 124E.22:

42.3042.29
		$
	93,547,000
90,717,000
	.....
	2022
	
42.3242.31
		$
	99,819,000
97,627,000
	.....
	2023
	
43.1 	The 2022 appropriation includes $8,617,000 for 2021 and $84,930,000 $82,100,000 for 
43.2 	2022.
43.3 	The 2023 appropriation includes $9,436,000 $9,122,000 for 2022 and $90,383,000
43.4 	$88,505,000 for 2023.

43.5 	Sec. 17. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 27, 
43.6 	is amended to read:
43.7 		Subd. 27.Tribal contract school aid. For Tribal contract school aid under Minnesota 
43.8 	Statutes, section 124D.83:

43.1043.9		$
	2,743,000
2,808,000
	.....
	2022
	
43.1243.11
		$
	3,160,000
3,225,000
	.....
	2023
	
43.13 	The 2022 appropriation includes $240,000 for 2021 and $2,503,000 $2,568,000 for 
43.14 	2022.
43.15 	The 2023 appropriation includes $278,000 $285,000 for 2022 and $2,882,000 $2,940,000
43.16 	for 2023.

43.17 	Sec. 18. APPROPRIATIONS; DEPARTMENT OF EDUCATION.
 43.18 		Subdivision 1.Department of Education. The sums indicated in this section are 
43.19 	appropriated from the general fund to the Department of Education for the fiscal years 
43.20 	designated.
43.21 		Subd. 2.Expand competency-based education. (a) For expanding competency-based 
43.22 	education under Minnesota Statutes, section 120B.02, subdivision 1a:

43.23		$
	0
	.....
	2022
	
43.24		$
	6,648,000
	.....
	2023
	
43.25 	(b) Planning grants are available to encourage districts, charter schools, and area learning 
43.26 	centers to develop criteria around personalized, competency-based education requirements. 
43.27 	A grant application must include evidence that the district, charter school, or area learning 
43.28 	center:
43.29 	(1) must implement personalized, competency-based education schoolwide or has a plan 
43.30 	to phase in implementation schoolwide;
43.31 	(2) has partners that must help with the plan and assist with implementation;
44.1 	(3) must implement activities and programs that focus on the implementation of the core 
44.2 	principles and outcome-based measures aligned to academic standards and benchmarks, 
44.3 	including a local system of assessment creating meaningful, positive, and empowering 
44.4 	learning experiences for students that yield timely, relevant, and actionable data;
44.5 	(4) has the capacity, qualifications, local governing body support, and time to successfully 
44.6 	plan the program and an intentional and feasible planning process, including full participation 
44.7 	in department professional development and technical assistance cohorts or networks;
44.8 	(5) must align their budget as necessary with the planning process; and
44.9 	(6) must communicate and promote the plan with parents, teachers, and members of the 
44.10 	community.
44.11 	(c) Grant recipients must annually report to the commissioner by June 30 on 
44.12 	implementation progress and the numbers of students participating and earning credits or 
44.13 	grade progressing through competency-based education. Grant recipients must describe 
44.14 	progress in specific areas of study, progress in meeting the stated goals in their application, 
44.15 	and any adjustments needed to achieve their stated goals.
44.16 	(d) The base for fiscal year 2024 is $1,676,000. This appropriation is available until 
44.17 	June 30, 2025.
44.18 	(e) Any balance in the first year does not cancel and is available in the second year.
44.19 	(f) Up to five percent of this appropriation may be retained for administration costs.
44.20 		Subd. 3.Statewide school-based mental health screening. (a) For grants to school 
44.21 	districts for school-based mental health screening under Minnesota Statutes, section 
44.22 	125A.561:

44.23		$
	0
	.....
	2022
	
44.24		$
	9,983,000
	.....
	2023
	
44.25 	(b) Up to $150,000 of this appropriation may be retained for administration costs.
44.26 	(c) If the appropriation is insufficient, the commissioner must proportionately reduce 
44.27 	the aid payment to each school district.
44.28 		Subd. 4.Multitiered systems of support. (a) For implementation of multitiered systems 
44.29 	of support, a systematic continuous improvement framework that addresses the academic, 
44.30 	behavioral, and social-emotional needs of all students at the universal, targeted, and intensive 
44.31 	levels. Through multitiered systems of support, teachers must provide high quality, 
44.32 	evidence-based instruction and intervention that is matched to a student's needs, use a method 
45.1 	of monitoring progress regularly to inform decisions about instruction and goals, and apply 
45.2 	data-based decision making to key educational efforts.

45.3		$
	0
	.....
	2022
	
45.4		$
	15,000,000
	.....
	2023
	
45.5 	(b) Of this amount, $1,300,000 is for the Department of Education to support 
45.6 	implementation. Funds may be used to support increased capacity at the six Regional Centers 
45.7 	of Excellence, the Early Childhood Special Education Centers of Excellence, and Minnesota 
45.8 	Service Cooperatives.
45.9 	(c) Of this amount, $4,700,000 is reserved for grants to school districts, charter schools, 
45.10 	and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2, for 
45.11 	implementation of multitiered systems of support, including hiring local multitiered systems 
45.12 	of support coordinators and deferring costs for personnel to participate in cohort activities. 
45.13 	Up to five percent of this amount is available for program and grant administration.
45.14 	(d) Of this amount, $3,000,000 is for Language Essentials for Teachers of Reading and 
45.15 	Spelling training for educators to ensure multitiered systems of support core, supplemental, 
45.16 	and intervention literacy instructional practices are based in the science of reading. Up to 
45.17 	five percent of this amount is available for program and grant administration.
45.18 	(e) Of this amount, $2,000,000 is for a grant to the Building Assets, Reducing Risks 
45.19 	Center to provide access to services to all multitiered systems of support grantees under 
45.20 	this subdivision. Up to five percent of this amount is available for program and grant 
45.21 	administration.
45.22 	(f) Of this amount, $2,000,000 is for Tribal-State Relations training for school staff 
45.23 	engaged in the statewide implementation of multitiered systems of support framework. Up 
45.24 	to five percent of this amount is available for program and grant administration.
45.25 	(g) Of this amount, $2,000,000 is for the University of Minnesota Center for Applied 
45.26 	Research and Educational Improvement to support implementation and evaluation of the 
45.27 	multitiered systems of support framework. Up to five percent of this amount is available 
45.28 	for program and grant administration.
45.29 	(h) Support for school districts, charter schools, and cooperative units under this 
45.30 	subdivision may include but is not limited to:
45.31 	(1) providing training, guidance, and implementation resources for a statewide multitiered 
45.32 	system of support model, including a universal screening process approved by the Department 
46.1 	of Education to identify students who may be at risk of experiencing academic, behavioral 
46.2 	and social-emotional development difficulties;
46.3 	(2) providing guidance to convene school-based teams to analyze data provided by 
46.4 	screenings under clause (1), and resources for related identification, instruction, and 
46.5 	intervention methods;
46.6 	(3) dyslexia screening and intervention based in the science of reading;
46.7 	(4) requiring school districts and charter schools to provide parents of students identified 
46.8 	in the screenings under clauses (1) and (3) with notice of screening findings and related 
46.9 	support information;
46.10 	(5) requiring districts and charter schools to provide at-risk students with interventions 
46.11 	and to monitor the effectiveness of these interventions and student progress; and
46.12 	(6) developing and annually reporting findings regarding the implementation of the 
46.13 	statewide multitiered systems of support.
46.14 		Subd. 5.BOLD literacy. (a) For the Minnesota BOLD statewide literacy plan to increase 
46.15 	the equitable access to effective literacy experiences for all students by ensuring school 
46.16 	leaders and educators are trained in the science of reading; supporting effective 
46.17 	implementation and measurement of instructional practices aligned to state standards through 
46.18 	the multitiered systems of support framework; and utilizing data literacy to inform instruction, 
46.19 	inform educator development, evaluate resource deployment and policy, and employ 
46.20 	intentional family and community engagement strategies.

46.21		$
	0
	.....
	2022
	
46.22		$
	5,000,000
	.....
	2023
	
46.23 	(b) Of this amount, $1,750,000 is for the Department of Education to establish science 
46.24 	of reading academies to be provided at no cost to educators who work in Minnesota school 
46.25 	districts and charter schools to complete Language Essentials for Teachers of Reading and 
46.26 	Spelling (LETRS) professional development. Educators who have completed LETRS may 
46.27 	have the opportunity to become LETRS facilitators through a train-the-trainer model.
46.28 	(c) Of this amount, $800,000 is to maintain a literacy unit at the Department of Education.
46.29 	(d) Of this amount, $1,200,000 is to expand literacy and dyslexia data collection and 
46.30 	reporting systems at the Department of Education in order to collect and analyze 
46.31 	prekindergarten through grade 3 data, including foundational reading skills, dyslexia 
46.32 	screening data, and screening results of multilingual learners.
47.1 	(e) Of this amount, $1,000,000 is for state library services grants to support 
47.2 	evidence-based early literacy practices rooted in the science of reading in school and 
47.3 	community libraries.
47.4 	(f) Of this amount, $250,000 is for a grant to Reach Out and Read.
47.5 	(g) Funds may be used for grant administration costs.
47.6 		Subd. 6.Culturally specific learning opportunities. (a) For grants to school districts, 
47.7 	charter schools, intermediate school districts, and cooperatives to create and offer culturally 
47.8 	specific learning opportunities, including to form partnerships between community 
47.9 	organizations and schools that offer critical thinking and engagement in learning. "Culturally 
47.10 	specific learning opportunities" means programming that is culturally responsive, 
47.11 	evidence-based, and comprehensive that responds to the academic and social-emotional 
47.12 	needs of historically underserved students.

47.13		$
	0
	.....
	2022
	
47.14		$
	5,000,000
	.....
	2023
	
47.15 	(b) Grants may be awarded in an amount up to $200,000 per recipient.
47.16 	(c) To the extent practicable, the commissioner must award grants equitably among the 
47.17 	geographic areas of Minnesota, including rural, suburban, and urban communities.
47.18 	(d) Up to five percent of this appropriation may be retained for administration costs.
47.19 		Subd. 7.Expanding rigorous coursework for black students, indigenous students, 
47.20 	students of color, and students in greater Minnesota. (a) For grants to expand rigorous 
47.21 	coursework primarily for but not limited to disadvantaged and underrepresented students 
47.22 	and students in greater Minnesota, such as through advanced placement courses, international 
47.23 	baccalaureate programs, career and technical education, and concurrent enrollment courses:

47.24		$
	0
	.....
	2022
	
47.25		$
	10,000,000
	.....
	2023
	
47.26 	(b) Of this amount, $3,600,000 is for grants to districts and charter schools for regional 
47.27 	partnerships and statewide programs in order to support professional development and 
47.28 	incentives for high school teachers to develop and expand course offerings approved by the 
47.29 	state. Compensation for teachers to teach courses beyond the contract day or year is an 
47.30 	allowable expenditure. Funds may supplement, but not replace, current state and federal 
47.31 	program funds. Grants may be awarded in an amount up to $50,000 per recipient.
47.32 	(c) Of this amount, $6,400,000 is for matching grants to school districts and charter 
47.33 	schools to support rigorous course expansion and statewide career and technical education 
48.1 	program quality improvements. The department shall provide technical support and guidance. 
48.2 	Funds may supplement, but not replace, current state and federal program funds. Grants 
48.3 	may be awarded in an amount up to $100,000 per recipient.
48.4 	(d) Eligible grantees include school districts, charter schools, intermediate school districts, 
48.5 	and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2.
48.6 	(e) At least 50 percent of the funds in this subdivision must be awarded to grant recipients 
48.7 	in greater Minnesota.
48.8 	(f) Any balance in the first year does not cancel and is available in the second year.
48.9 	(g) Up to five percent of this appropriation may be retained for administration costs.
48.10 		Subd. 8.Full-service community schools. (a) For for grants to districts and charter 
48.11 	schools to plan or expand full-service community schools programs under Minnesota 
48.12 	Statutes, section 124D.231:

48.13		$
	0
	.....
	2022
	
48.14		$
	5,000,000
	.....
	2023
	
48.15 	(b) Any balance in the first year does not cancel and is available in the second year.
48.16 	(c) Up to five percent of this appropriation may be retained for administration costs.
48.17 		Subd. 9.Intermediate school district mental health innovation grant program. (a) 
48.18 	For grants to fund innovative projects to improve mental health outcomes for youth attending 
48.19 	a qualifying school unit:

48.20		$
	0
	.....
	2022
	
48.21		$
	4,900,000
	.....
	2023
	
48.22 	(b) This is a onetime appropriation.
48.23 	(c) The commissioner may transfer funds to the commissioner of human services as 
48.24 	needed.
48.25 	(d) A "qualifying school unit" means an intermediate district organized under Minnesota 
48.26 	Statutes, section 136D.01, or a service cooperative organized under Minnesota Statutes, 
48.27 	section 123A.21, subdivision 1, paragraph (a), clause (2), that provides instruction to students 
48.28 	in a setting of federal instructional level 4 or higher.
48.29 	(e) Grants must be awarded to eligible applicants to ensure the services are proportionately 
48.30 	provided among qualifying school units as determined by the commissioner.
49.1 	(f) An eligible applicant is an entity that has demonstrated capacity to serve the youth 
49.2 	identified in paragraph (e), employs or contracts with at least two licensed mental health 
49.3 	professionals who have formal training in evidence-based practices, and that is:
49.4 	(1) certified under Minnesota Rules, parts 9520.0750 to 9520.0870;
49.5 	(2) a community mental health center under Minnesota Statutes, section 256B.0625, 
49.6 	subdivision 5;
49.7 	(3) an American Indian health service facility or facility owned and operated by a Tribe 
49.8 	or Tribal organization operating under United States Code, title 25, section 5321; or
49.9 	(4) a provider of children's therapeutic services and supports as defined in Minnesota 
49.10 	Statutes, section 256B.0943.
49.11 	(g) The commissioner may require grantees pursue third-party reimbursement.
49.12 	(h) Up to five percent of this appropriation may be retained for administration costs.
49.13 		Subd. 10.Intermediate district supports. (a) For grants to five intermediate districts 
49.14 	within Minnesota for the purpose of establishing and maintaining a full-service community 
49.15 	school model and providing professional development to teachers:

49.16		$
	0
	.....
	2022
	
49.17		$
	1,000,000
	.....
	2023
	
49.18 	(b) Any balance in the first year does not cancel and is available in the second year.
49.19 	(c) Up to five percent of this appropriation may be retained for technical assistance, 
49.20 	evaluation, and administration costs.
49.21 		Subd. 11.Student support personnel aid. For aid to support schools in addressing 
49.22 	students' social, emotional, and physical health under Minnesota Statutes, section 124D.901:

49.23		$
	0
	.....
	2022
	
49.24		$
	19,405,000
	.....
	2023
	
49.25 		Subd. 12.Student support personnel. (a) For developing a student support personnel 
49.26 	workforce pipeline focused on workforce development strategies to increase providers of 
49.27 	color and Indigenous providers, professional respecialization, recruitment, and retention;  
49.28 	to increase the number of student support personnel providing school-based services; and 
49.29 	to provide a school health services support position at the Department of Education:

49.30		$
	0
	.....
	2022
	
49.31		$
	2,550,000
	.....
	2023
	
50.1 	(b) Any balance in the first year does not cancel and is available in the second year.
50.2 		Subd. 13.School-linked behavioral health. (a) For transfer to the commissioner of 
50.3 	human services for expanding school-linked behavioral health grants under Minnesota 
50.4 	Statutes, section 245.4901.

50.5		$
	0
	.....
	2022
	
50.6		$
	6,000,000
	.....
	2023
	
50.7 	(b) Of this amount, $5,775,000 is for expanding school-linked behavioral health grants.
50.8 	(c) Of the amount in paragraph (b), $4,775,000 is to support kindergarten through grade 
50.9 	12 students needing mental health supports.
50.10 	(d) Of the amount in paragraph (b), $1,000,000 is to support school staff in providing 
50.11 	supports to students.
50.12 	(e) Grant funds may be awarded to existing school-linked mental health providers through 
50.13 	amending current grant contracts.

50.14 	EFFECTIVE DATE. This section is effective the day following final enactment.

50.15 	ARTICLE 3
50.16 	TEACHERS

50.17 	Section 1. Minnesota Statutes 2020, section 122A.187, is amended by adding a subdivision 
50.18 	to read:
50.19 		Subd. 7.American Indian history and culture. The Professional Educator Licensing 
50.20 	and Standards Board must adopt rules that require all licensed teachers renewing their license 
50.21 	under sections 122A.181 to 122A.184 to include in the renewal requirements professional 
50.22 	development in the cultural heritage and contemporary contributions of American Indians, 
50.23 	with particular emphasis on Minnesota Tribal Nations.

50.24 	Sec. 2. Minnesota Statutes 2020, section 122A.415, subdivision 4, is amended to read:
50.25 		Subd. 4.Basic alternative teacher compensation aid. (a) The basic alternative teacher 
50.26 	compensation aid for a school with a plan approved under section 122A.414, subdivision 
50.27 	2b, equals 65 percent of the alternative teacher compensation revenue under subdivision 1. 
50.28 	The basic alternative teacher compensation aid for a charter school with a plan approved 
50.29 	under section 122A.414, subdivisions 2a and 2b, equals $260 times the number of pupils 
50.30 	enrolled in the school on October 1 of the previous year, or on October 1 of the current year 
50.31 	for a charter school in the first year of operation, times the ratio of the sum of the alternative 
51.1 	teacher compensation aid and alternative teacher compensation levy for all participating 
51.2 	school districts to the maximum alternative teacher compensation revenue for those districts 
51.3 	under subdivision 1.
51.4 	(b) Notwithstanding paragraph (a) and subdivision 1, the state total basic alternative 
51.5 	teacher compensation aid entitlement must not exceed $75,840,000 for fiscal year 2016 and
51.6 	$88,118,000 for fiscal year 2017 2022, $88,951,000 for fiscal year 2023, and $89,161,000 
51.7 	for fiscal year 2024 and later. The commissioner must limit the amount of alternative teacher 
51.8 	compensation aid approved under this section so as not to exceed these limits by not 
51.9 	approving new participants or by prorating the aid among participating districts, intermediate 
51.10 	school districts, school sites, and charter schools. The commissioner may also reallocate a 
51.11 	portion of the allowable aid for the biennium from the second year to the first year to meet 
51.12 	the needs of approved participants.
51.13 	(c) Basic alternative teacher compensation aid for an intermediate district or other 
51.14 	cooperative unit equals $3,000 times the number of licensed teachers employed by the 
51.15 	intermediate district or cooperative unit on October 1 of the previous school year.

51.16 	EFFECTIVE DATE. This section is effective for the entitlement for fiscal year 2023.

51.17 	Sec. 3. Minnesota Statutes 2020, section 122A.415, is amended by adding a subdivision 
51.18 	to read:
51.19 		Subd. 7.Revenue uses. (a) Alternative teacher compensation revenue received under 
51.20 	this section must be used for purposes directly aligned with the implementation of the 
51.21 	approved plan under section 122A.414, subdivisions 2, paragraph (b), and 2a, if the applicant 
51.22 	is a charter school or cooperative.
51.23 	(b) No more than five percent of the total amount of revenue may be spent on 
51.24 	administrative costs.

51.25 	Sec. 4. Minnesota Statutes 2020, section 122A.415, is amended by adding a subdivision 
51.26 	to read:
51.27 		Subd. 8.Revenue reserved. Alternative teacher compensation revenue received under 
51.28 	this section must be reserved and used only for the programs authorized in this section.

52.1 	Sec. 5. Minnesota Statutes 2021 Supplement, section 122A.73, subdivision 2, is amended 
52.2 	to read:
52.3 		Subd. 2.Grow Your Own district programs. (a) A school district may apply for a 
52.4 	grant for a Professional Educator Licensing and Standards Board-approved teacher 
52.5 	preparation program. The grant recipient must use at least 80 percent of grant funds to 
52.6 	provide tuition scholarships or stipends to enable school district employees or community 
52.7 	members affiliated with a school district, who are of color or American Indian and who 
52.8 	seek a teaching license, to participate in the teacher preparation program. Grant funds may 
52.9 	also be used to pay for teacher licensure exams and licensure fees.
52.10 	(b) A district using grant funds under this subdivision to provide financial support to 
52.11 	teacher candidates may require a commitment as determined by the district to teach in the 
52.12 	district for a reasonable amount of time that does not exceed five years.

52.13 	Sec. 6. Minnesota Statutes 2021 Supplement, section 122A.73, subdivision 3, is amended 
52.14 	to read:
52.15 		Subd. 3.Grants for programs serving secondary school students. (a) School districts 
52.16 	and charter schools may apply for grants to develop innovative expanded Grow Your Own 
52.17 	programs that encourage secondary school students to pursue teaching, including developing 
52.18 	and offering dual-credit postsecondary course options in schools for "Introduction to 
52.19 	Teaching" or "Introduction to Education" courses consistent with Minnesota Statutes, section 
52.20 	124D.09, subdivision 10. In addition to grants for developing and offering dual-credit 
52.21 	postsecondary course options in schools for "Introduction to Teaching" or "Introduction to 
52.22 	Education" courses under section 124D.09, subdivision 10, a school district or charter school 
52.23 	may apply for grants under this section to offer other innovative programs that encourage 
52.24 	secondary school students, especially students of color and American Indian students, to 
52.25 	pursue teaching. To be eligible for a grant under this subdivision, a school district or charter 
52.26 	school must ensure that the aggregate percentage of secondary school students of color and 
52.27 	American Indian students participating in the program is equal to or greater than the aggregate 
52.28 	percentage of students of color and American Indian students in the school district or charter 
52.29 	school.
52.30 	(b) A grant recipient must use grant funds awarded under this subdivision for:
52.31 	(1) supporting future teacher clubs or service-learning opportunities that provide middle 
52.32 	and high school students with experiential learning that supports the success of younger 
52.33 	students or peers and increases students' interest in pursuing a teaching career;
53.1 	(2) providing secondary courses, including but not limited to dual-credit and 
53.2 	postsecondary course options, that encourage secondary school students to pursue teaching 
53.3 	careers;
53.4 	(2) (3) providing direct support, including wrap-around services, for students who are 
53.5 	of color or American Indian to enroll and be successful in postsecondary enrollment options 
53.6 	courses under section 124D.09 that would meet degree requirements for teacher licensure; 
53.7 	or
53.8 	(3) (4) offering scholarships to graduating high school students who are of color or 
53.9 	American Indian to enroll in board-approved undergraduate teacher preparation programs 
53.10 	at a college or university in Minnesota.

53.11 	Sec. 7. Minnesota Statutes 2021 Supplement, section 122A.73, subdivision 5, is amended 
53.12 	to read:
53.13 		Subd. 5.Grow Your Own program account. (a) An account is established in the special 
53.14 	revenue fund known as the "Grow Your Own program account."
53.15 	(b) Funds appropriated for the Grow Your Own program under this section must be 
53.16 	transferred to the Grow Your Own program account in the special revenue fund.
53.17 	(c) Money in the account is annually appropriated to the commissioner for the Grow 
53.18 	Your Own program under this section. Any returned funds are available to be regranted. 
53.19 	Grant recipients may apply to use grant money over a period of up to 60 months.
53.20 	(d) Up to $100,000 $300,000 annually is appropriated to the commissioner for costs 
53.21 	associated with administering and monitoring the program under this section.

53.22 	Sec. 8. [122A.731] GRANTS FOR GROW YOUR OWN EARLY CHILDHOOD 
53.23 	EDUCATOR PROGRAMS.
53.24 		Subdivision 1.Establishment. The commissioner of education must award grants for 
53.25 	Grow Your Own Early Childhood Educator programs established under this section in order 
53.26 	to develop an early childhood education workforce that more closely reflects the state's 
53.27 	increasingly diverse student population and to ensure all students have equitable access to 
53.28 	high-quality early educators.
53.29 		Subd. 2.Grow Your Own Early Childhood Educator programs. (a) Minnesota 
53.30 	licensed family child care or licensed center-based child care programs, school district or 
53.31 	charter school early learning programs, Head Start programs, institutes of higher education, 
53.32 	and other community partnership non-government organizations may apply for a grant to 
54.1 	host, build, or expand an early childhood educator preparation program that leads to an 
54.2 	individual earning the credential or degree needed to enter or advance in the early childhood 
54.3 	education workforce. Examples include programs that help interested individuals earn the 
54.4 	Child Development Associate credential, an associate's degree in child development, or a 
54.5 	bachelor's degree in early childhood studies or early childhood licensures. Programs must 
54.6 	prioritize candidates that represent the demographics of the populations served. The grant 
54.7 	recipient must use at least 80 percent of grant funds for student stipends and tuition 
54.8 	scholarships.
54.9 	(b) Programs providing financial support to interested individuals may require a 
54.10 	commitment from the individuals awarded, as determined by the program, to teach in the 
54.11 	program or school for a reasonable amount of time that does not exceed one year.
54.12 		Subd. 3.Grant procedure. Eligible programs must apply for a grant under this section 
54.13 	in the form and manner specified by the commissioner. To the extent that there are sufficient 
54.14 	applications, the commissioner must, to the extent practicable, award an equal number of 
54.15 	grants between applicants in greater Minnesota and those in the seven-county metropolitan 
54.16 	area.
54.17 		Subd. 4.Grow Your Own Early Childhood Educator program account. (a) The 
54.18 	Grow Your Own Early Childhood Educator program account is established in the special 
54.19 	revenue fund.
54.20 	(b) Funds appropriated for the Grow Your Own Early Childhood Educator program 
54.21 	under this section must be transferred to the Grow Your Own Early Childhood Educator 
54.22 	program account in the special revenue fund.
54.23 	(c) Money in the account is annually appropriated to the commissioner for the Grow 
54.24 	Your Own Early Childhood Educator program under this section. Any returned funds are 
54.25 	available to be regranted. Grant recipients may apply to use grant money over a period of 
54.26 	up to 60 months
54.27 	(d) Up to $300,000 annually is appropriated to the commissioner for costs associated 
54.28 	with administering and monitoring the program under this section.
54.29 		Subd. 5.Report. Grant recipients must annually report to the commissioner in the form 
54.30 	and manner determined by the commissioner on their activities under this section, including 
54.31 	the number of educators being supported through grant funds, the number of educators 
54.32 	obtaining credentials by type, a comparison of the beginning level of education and ending 
54.33 	level of education of individual participants, and an assessment of program effectiveness, 
54.34 	including participant feedback, areas for improvement, and where applicable, employment 
55.1 	changes and current employment status, after completing preparation programs. The 
55.2 	commissioner must publish a public report that summarizes the activities and outcomes of 
55.3 	grant recipients and what was done to promote sharing of effective practices among grant 
55.4 	recipients and potential grant applicants.

55.5 	Sec. 9. [122A.732] GRANTS FOR GROW YOUR OWN PROGRAMS IN TEACHER 
55.6 	LICENSURE SHORTAGE AREAS.
55.7 		Subdivision 1.Establishment. The commissioner of education must award grants for 
55.8 	Grow Your Own programs established under this section in order to support a teaching 
55.9 	workforce in teacher licensure shortage areas.
55.10 		Subd. 2.Grow Your Own Programs in teacher licensure shortage areas. (a) A school 
55.11 	district, charter school, intermediate district, or cooperative unit that employs licensed 
55.12 	teachers may apply for a grant for a teacher preparation program approved by the Professional 
55.13 	Educator Licensing and Standards Board. This board-approved program must support one 
55.14 	or more teacher licensure pathways in areas identified as licensure shortage areas by the 
55.15 	Professional Educator Licensing and Standards Board to increase the teaching workforce 
55.16 	in those areas. Professional Educator Licensing and Standards Board-approved teacher 
55.17 	preparation programs, including alternative pathway providers, that support one or more 
55.18 	teacher licensure pathways in areas identified as a licensure shortage area by the Professional 
55.19 	Educator Licensing Standards Board may also apply for a grant under this section.
55.20 	(b) At least 80 percent of grant funds must be used to provide tuition scholarships or 
55.21 	stipends to enable school employees or community members affiliated with the school to 
55.22 	participate in a board-approved teacher preparation program. This includes currently licensed 
55.23 	teachers that seek to add an additional license or endorsement that would enable them to 
55.24 	fill teaching positions in licensure shortage areas. This does not include programs for school 
55.25 	support personnel such as counselors, nurses, and school psychologists.
55.26 		Subd. 3.Grant procedure. Eligible programs must apply for a grant under this section 
55.27 	in the form and manner specified by the commissioner. To the extent that there are sufficient 
55.28 	applications, the commissioner must, to the extent practicable, award an equal number of 
55.29 	grants between applicants in greater Minnesota and those in the seven-county metropolitan 
55.30 	area.
55.31 		Subd. 4.Grow Your Own licensure shortage area program account. (a) The Grow 
55.32 	Your Own licensure shortage area program account is established in the special revenue 
55.33 	fund.
56.1 	(b) Funds appropriated for the Grow Your Own licensure shortage area program under 
56.2 	this section must be transferred to the Grow Your Own licensure shortage area program 
56.3 	account in the special revenue fund.
56.4 	(c) Money in the account is annually appropriated to the commissioner for the Grow 
56.5 	Your Own licensure shortage area program under this section. Any returned funds are 
56.6 	available to be regranted. Grant recipients may apply to use grant money over a period of 
56.7 	up to 60 months.
56.8 	(d) Up to $300,000 annually is appropriated to the commissioner for costs associated 
56.9 	with administering and monitoring the program under this section.
56.10 		Subd. 5.Report. Grant recipients must annually report to the commissioner in the form 
56.11 	and manner determined by the commissioner on their activities under this section. The 
56.12 	commissioner must publish a public report that summarizes the activities and outcomes of 
56.13 	grant recipients and what was done to promote sharing of effective practices among grant 
56.14 	recipients and potential grant applicants.

56.15 	Sec. 10. Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 4, 
56.16 	is amended to read:
56.17 		Subd. 4.Grow Your Own. (a) For grants to develop, continue, or expand Grow Your 
56.18 	Own new teacher programs under Minnesota Statutes, section 122A.73:

56.19		$
	6,500,000
	.....
	2022
	
56.2156.20
		$
	6,500,000
20,505,000
	.....
	2023
	
56.22 	(b) This appropriation is subject to the requirements under Minnesota Statutes, section 
56.23 	122A.73, subdivision 5.
56.24 	(c) Any balance in the first year does not cancel but is available in the second year.
56.25 	(d) The base for fiscal years 2024 and 2025 is $18,615,000. The base for fiscal year 
56.26 	2026 and later is $20,890,000.

56.27 	Sec. 11. Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 7, 
56.28 	is amended to read:
56.29 		Subd. 7.Alternative teacher compensation aid. (a) For alternative teacher compensation 
56.30 	aid under Minnesota Statutes, section 122A.415, subdivision 4:

57.257.1
		$
	88,896,000
88,600,000
	.....
	2022
	
57.457.3
		$
	88,898,000
89,136,000
	.....
	2023
	
57.5 	(b) The 2022 appropriation includes $8,877,000 for 2021 and $80,019,000 $79,723,000
57.6 	for 2022.
57.7 	(c) The 2023 appropriation includes $8,891,000 $8,858,000 for 2022 and $80,007,000
57.8 	$80,278,000 for 2023.

57.9 	Sec. 12. TEMPORARY INCREASE IN TEACHERS RETIREMENT ASSOCIATION 
57.10 	EARNINGS LIMITATION.
 57.11 	For fiscal years 2023, 2024, and 2025, notwithstanding Minnesota Statutes, section 
57.12 	354.44, subdivision 5, the applicable earnings limitation for an individual collecting a 
57.13 	retirement annuity is $92,000.

57.14 	Sec. 13. ESTABLISHMENT OF A BLIND OR VISUALLY IMPAIRED GRADUATE 
57.15 	PROGRAM.
 57.16 		Subdivision 1.Roles to establish a blind or visually impaired graduate program.  The 
57.17 	commissioner of higher education shall collaborate with the Department of Education to 
57.18 	make a grant to an institution of higher education to design, plan, and implement a teacher 
57.19 	preparation program leading to licensure as a teacher of the blind or visually impaired, 
57.20 	consistent with Minnesota Rules, part 8710.5100.
57.21 		Subd. 2.Eligibility of grant applicant.  Institutions of higher education, as defined 
57.22 	under Minnesota Statutes, section 135A.51, subdivision 5, are eligible to apply for the grant.
57.23 		Subd. 3.Use of funds to establish and implement the program. Grant funds may be 
57.24 	used to support faculty costs, institutional overhead and indirect costs, and supervision and 
57.25 	college-level costs, in order to establish and implement a program that reaches sufficient 
57.26 	tuition recapture and sustainability within five years.

57.27 	Sec. 14. APPROPRIATIONS.
 57.28 		Subdivision 1.Department of Education.  The sums indicated in this section are 
57.29 	appropriated from the general fund to the Department of Education for the fiscal years 
57.30 	designated.
57.31 		Subd. 2.Statewide teacher mentor program.  (a) For grants to Minnesota regional 
57.32 	partners to provide mentoring supports for new teachers as well as on-the-ground training, 
58.1 	technical assistance, and networks of practice for local new teachers, school districts, and 
58.2 	charter schools to implement Minnesota's induction model. Eligible grantees include but 
58.3 	are not limited to institutions of higher education, service cooperatives, district and charter 
58.4 	collaboratives, and professional organizations:

58.5		$
	0
	.....
	2022
	
58.6		$
	5,500,000
	.....
	2023
	
58.7 	(b) Of this amount, up to $500,000 annually is available for contracts with national 
58.8 	content experts and research collaboratives to assist in developing Minnesota's induction 
58.9 	model and to evaluate the program over time.
58.10 	(c) Any balance in the first year does not cancel and is available in the second year.
58.11 	(d) Up to five percent of this appropriation may be retained for grant administration 
58.12 	costs.
58.13 		Subd. 3.Educator career pathway.  (a) For grants to districts and charter schools to 
58.14 	encourage middle and high school students to become educators by creating new educator 
58.15 	career pathway program components in high schools and postsecondary institutions that 
58.16 	are primarily focused on but are not limited to disadvantaged and underrepresented 
58.17 	populations:

58.18		$
	5,000,000
	.....
	2023
	
58.19 	(b) Of this amount, $2,965,000 is to establish grants to districts and charter schools to 
58.20 	establish educator career pathway program cohorts of high school students. Grant funds 
58.21 	must be used for the following purposes:
58.22 	(1) to develop mentorship and support programs in a cohort-based pathway toward 
58.23 	becoming a licensed teacher;
58.24 	(2) to recruit and retain participants;
58.25 	(3) to provide experiential learning opportunities including job shadowing, tutoring, and 
58.26 	paid work-based learning in the classroom; or
58.27 	(4) for tuition, fees, and materials for prospective educators enrolled in the postsecondary 
58.28 	coursework required to become a licensed teacher in Minnesota. Grantees must create 
58.29 	partnerships with institutions of higher education.
58.30 	(c) Of this amount, $765,000 is for districts and charter schools to establish tuition 
58.31 	incentives for high school teachers to obtain credentials for teaching concurrent enrollment 
59.1 	courses. Grant applications must be evaluated in part based on the need for educators 
59.2 	qualified to teach concurrent enrollment courses.
59.3 	(d) Of this amount, $765,000 is to establish matching funds to school districts and charter 
59.4 	schools for the development of an educator internship pilot program. Grant funds may be 
59.5 	used to develop programming and compensate teachers, mentors, teacher candidates, student 
59.6 	teachers, and educator interns. Grantees must create partnerships with institutions of higher 
59.7 	education.
59.8 	(e) Of this amount, $305,000 is to support data analysis to track research outcomes and 
59.9 	effective practices in supporting educators.
59.10 	(f) Eligible grantees include school districts, charter schools, intermediate school districts, 
59.11 	and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2.
59.12 	(g) Any balance in the first year does not cancel and is available in the second year.
59.13 	(h) Up to four percent of this appropriation may be retained for grant administration 
59.14 	costs.
59.15 		Subd. 4.Paraprofessional training reimbursement.  (a) For paraprofessional training 
59.16 	and exam reimbursement:

59.17		$
	0
	.....
	2022
	
59.18		$
	15,000,000
	.....
	2023
	
59.19 	(b) The commissioner of education must establish a process for public school districts, 
59.20 	charter schools, intermediate districts, and education cooperatives to seek reimbursement 
59.21 	for expenses related to training for special education paraprofessionals and for fees related 
59.22 	to exams that are prerequisites for employment in a paraprofessional position in Minnesota 
59.23 	school systems.
59.24 	(c) Eligible entities seeking reimbursement are encouraged to recruit former adult basic 
59.25 	education program graduates to serve as paraprofessionals.
59.26 	(d) Up to two percent of this appropriation may be retained for administration costs.
59.27 		Subd. 5.Teacher retention bonuses.  (a) For providing retention bonuses to teachers 
59.28 	who are new to the profession:

59.29		$
	0
	.....
	2022
	
59.30		$
	3,750,000
	.....
	2023
	
59.31 	(b) The commissioner must establish a process to identify eligible teachers to receive 
59.32 	retention bonuses in this program.
60.1 	(c) The commissioner must prioritize teachers of color and American Indian teachers, 
60.2 	teachers filling licensure shortage areas, and teachers from low-income backgrounds.
60.3 	(d) The employer of the eligible teacher must offer the stipend and request reimbursement 
60.4 	from the department using a process established by the department.
60.5 	(e) A retention bonus must be in addition to the local salary agreement.
60.6 	(f) Reimbursements for eligible teachers must meet the following requirements:
60.7 	(1) $1,000 awarded to first-year teachers who successfully complete their first year of 
60.8 	employment and are returning for a second year.
60.9 	(2) $2,000 awarded to the same cohort of teachers who successfully complete their 
60.10 	second year of employment and are returning for a third year.
60.11 	(3) $4,500 awarded to the same cohort of teachers who successfully complete their third 
60.12 	year of employment and are returning for a fourth year.
60.13 	(g) This appropriation is available until June 30, 2025.
60.14 	(h) The department may retain up to five percent of the appropriation amount to monitor 
60.15 	and administer the program.
60.16 		Subd. 6.Early childhood family education licensure grant. (a) For a grant to the 
60.17 	University of Minnesota to provide scholarships for prospective teachers enrolled in the 
60.18 	parent and family education licensure program to cover the cost of attendance in the program:

60.19		$
	0
	.....
	2022
	
60.20		$
	177,000
	.....
	2023
	
60.21 	(b) The commissioner may award additional grants to other postsecondary institutions 
60.22 	with parent and family education licensure programs if funds are available.
60.23 	(c) A grant application must at least include:
60.24 	(1) the in-kind, coordination, and mentorship services to be provided by the postsecondary 
60.25 	institution;
60.26 	(2) the process for identifying and recruiting prospective teachers who represent known 
60.27 	parent and family education teacher licensure shortage areas, both demographic and 
60.28 	geographic;
60.29 	(3) the process for coordinating with school districts to support prospective teachers in 
60.30 	completing a licensure program or working in an early childhood family education program; 
60.31 	and
61.1 	(4) the process for prioritizing and awarding scholarships to students.
61.2 	(d) A grant recipient must report in a form and manner determined by the commissioner 
61.3 	on their activities under this subdivision, including the number of participants; the percentage 
61.4 	of participants who are of color or American Indian; the percentage of participants who 
61.5 	reside in, or will be employed in, school districts located in the rural equity region as defined 
61.6 	in Minnesota Statutes, section 126C.10, subdivision 28; an assessment of program 
61.7 	effectiveness, including participant feedback and areas of improvement; the percentage of 
61.8 	participants continuing to pursue parent and family education licensure; and where applicable, 
61.9 	the number of participants hired in a district as parent and family education teachers after 
61.10 	completing the preparation program.
61.11 	(e) The base for fiscal year 2024 is $177,000. The base for fiscal year 2025 is $0.
61.12 		Subd. 7.American Indian history and culture. . (a) For implementation of the American 
61.13 	Indian history and culture relicensure requirement under Minnesota Statutes, section 
61.14 	122A.187, subdivision 7. The commissioner may transfer funds to the Professional Educator 
61.15 	Licensing and Standards Board as necessary:

61.16		$
	0
	.....
	2022
	
61.17		$
	86,000
	.....
	2023
	
61.18 	(b) The base is $60,000 for fiscal year 2024 and later.
61.19 		Subd. 8.Blind or visually impaired graduate program. (a) For a grant to an institution 
61.20 	of higher education to design, plan, and implement a teacher preparation program under 
61.21 	section 13. The commissioner may transfer funds to the Office of Higher Education as 
61.22 	necessary:

61.23		$
	0
	.....
	2022
	
61.24		$
	700,000
	.....
	2023
	
61.25 	(b) The Department of Education or Office of Higher Education may retain up to five 
61.26 	percent of the appropriation amount to monitor and administer the grant program.
61.27 	(c) The base for fiscal year 2028 is $0.
61.28 		Subd. 9.Grow Your Own Early Childhood Educator programs. (a) For grants to 
61.29 	develop, continue, or expand the Grow Your Own Early Childhood Educator program under 
61.30 	Minnesota Statutes, section 122A.731:

61.31		$
	0
	.....
	2022
	
61.32		$
	3,860,000
	.....
	2023
	
62.1 	(b) This appropriation is subject to the requirements under section 122A.731, subdivision 
62.2 	4.
62.3 	(c) The base is $3,805,000 for fiscal year 2024.
62.4 		Subd. 10.Grow Your Own licensure shortage area programs. (a) For grants to support 
62.5 	the Grow Your Own licensure shortage area program under Minnesota Statutes, section 
62.6 	122A.732:

62.7		$
	0
	.....
	2022
	
62.8		$
	3,860,000
	.....
	2023
	
62.9 	(b) This appropriation is subject to the requirements under section 122A.732, subdivision 
62.10 	4.
62.11 	(c) The base is $3,805,000 for fiscal year 2024.
62.12 		Subd. 11.Reimbursements for teacher licensing exams and fees. (a) For reducing 
62.13 	financial burdens for aspiring teachers by funding costs associated with Minnesota teacher 
62.14 	licensing exams and first professional teacher license fees for newly graduated teachers:

62.15		$
	2,275,000
	.....
	2023
	
62.16 	(b) The commissioner must establish a process for newly licensed teachers to be 
62.17 	reimbursed for expenses related to:
62.18 	(1) application fees to the board for initial licensure; and
62.19 	(2) exam fees for required licensure exams to obtain a teaching license in Minnesota.
62.20 	(c) The base for fiscal years 2024 and 2025 is $2,275,000. The base for fiscal year 2026 
62.21 	and later is $0.

62.22 	ARTICLE 4
62.23 	SPECIAL EDUCATION

62.24 	Section 1. Minnesota Statutes 2020, section 125A.03, is amended to read:
62.25 	125A.03 SPECIAL INSTRUCTION FOR CHILDREN WITH A DISABILITY.
62.26 	(a) As defined in paragraph (b), every district must provide special instruction and 
62.27 	services, either within the district or in another district, for all children with a disability, 
62.28 	including providing required services under Code of Federal Regulations, title 34, section 
62.29 	300.121, paragraph (d), to those children suspended or expelled from school for more than 
62.30 	ten school days in that school year, who are residents of the district and who are disabled 
62.31 	as set forth in section 125A.02. For purposes of state and federal special education laws, 
63.1 	the phrase "special instruction and services" in the state Education Code means a free and 
63.2 	appropriate public education provided to an eligible child with disabilities. "Free appropriate 
63.3 	public education" means special education and related services that:
63.4 	(1) are provided at public expense, under public supervision and direction, and without 
63.5 	charge;
63.6 	(2) meet the standards of the state, including the requirements of the Individuals with 
63.7 	Disabilities Education Act, Part B or C;
63.8 	(3) include an appropriate preschool, elementary school, or secondary school education; 
63.9 	and
63.10 	(4) are provided to children ages three through 21 in conformity with an individualized 
63.11 	education program that meets the requirements of the Individuals with Disabilities Education 
63.12 	Act, subpart A, sections 300.320 to 300.324, and provided to infants and toddlers in 
63.13 	conformity with an individualized family service plan that meets the requirements of the 
63.14 	Individuals with Disabilities Education Act, subpart A, sections 303.300 to 303.346.
63.15 	(b) Notwithstanding any age limits in laws to the contrary, special instruction and services 
63.16 	must be provided from birth until July 1 after the child with a disability becomes 21 22
63.17 	years old but shall not extend beyond secondary school or its equivalent, except as provided 
63.18 	in section 124D.68, subdivision 2. Local health, education, and social service agencies must 
63.19 	refer children under age five who are known to need or suspected of needing special 
63.20 	instruction and services to the school district. Districts with less than the minimum number 
63.21 	of eligible children with a disability as determined by the commissioner must cooperate 
63.22 	with other districts to maintain a full range of programs for education and services for 
63.23 	children with a disability. This section does not alter the compulsory attendance requirements 
63.24 	of section 120A.22.
63.25 	(c) At the board's discretion, a school district that participates in a reciprocity agreement 
63.26 	with a neighboring state under section 124D.041 may enroll and provide special instruction 
63.27 	and services to a child from an adjoining state whose family resides at a Minnesota address 
63.28 	as assigned by the United States Postal Service if the district has completed child 
63.29 	identification procedures for that child to determine the child's eligibility for special education 
63.30 	services, and the child has received developmental screening under sections 121A.16 to 
63.31 	121A.19.

64.1 	Sec. 2. [125A.081] LIFE AND VOCATIONAL SKILLS SPECIAL EDUCATION 
64.2 	SECONDARY TRANSITION.
64.3 		Subdivision 1.Definitions. For purposes of this section, "life and vocational skills" 
64.4 	means skills to live and work as independently as possible within the community, as provided 
64.5 	under section 125A.08, paragraph (b), clause (1).
64.6 		Subd. 2.Purpose. The purpose of this program is to improve the capacity of special 
64.7 	education secondary transition programs serving students with disabilities who are ages 18 
64.8 	through 21 years old to provide life skills and vocational skills instruction that support 
64.9 	students with disabilities in acquiring the life and vocational skills they need to live 
64.10 	inclusively in communities, including in postsecondary education and competitive integrated 
64.11 	employment of their choice.
64.12 		Subd. 3.Goals. Each applicant for a grant awarded by the commissioner of education 
64.13 	must include in the grant application a statement of the goals of the education program and 
64.14 	grant funds. To the extent practicable, the goals must be aligned with world's best workforce 
64.15 	and the Olmstead plan.
64.16 		Subd. 4.Strategies and data. Each applicant must include in the grant application a 
64.17 	description of the strategies that will be used to meet the goals specified in the application. 
64.18 	The applicant must also include a plan to collect data to measure the effectiveness of the 
64.19 	strategies outlined in the grant application.
64.20 		Subd. 5.Report required. Within 180 days of the end of the grant period, each grant 
64.21 	recipient must compile a report that describes the data that was collected and evaluate the 
64.22 	effectiveness of the strategies. The evidence-based report may identify or propose alternative 
64.23 	strategies based on the results of the data. The report must be submitted to the commissioner 
64.24 	of education and to the chairs and ranking minority members of the legislative committees 
64.25 	with jurisdiction over prekindergarten through grade 12 education. The report must be filed 
64.26 	with the Legislative Reference Library according to section 3.195.
64.27 		Subd. 6.Eligibility for life and vocational skills aid. A school district under chapter 
64.28 	123B, charter school under chapter 124E, or Tribal school under section 124D.83, is eligible 
64.29 	for a grant if it is participating in the employment capacity-building cohort as part of the 
64.30 	Olmstead plan.
64.31 		Subd. 7.Uses of life and vocational skills secondary special education transition 
64.32 	grants. Life and vocational skills secondary special education transition grant funds must 
64.33 	be used to implement evidence-based life skills and vocational skills instruction for students 
64.34 	with disabilities who are ages 18 through 21 years old under section 125A.02.

65.1 	Sec. 3. Minnesota Statutes 2020, section 125A.76, subdivision 2e, is amended to read:
65.2 		Subd. 2e.Cross subsidy reduction aid. (a) A school district's annual cross subsidy 
65.3 	reduction aid equals the school district's initial special education cross subsidy for the 
65.4 	previous fiscal year times the cross subsidy aid factor for that fiscal year.
65.5 	(b) The cross subsidy aid factor equals 2.6 percent for fiscal year 2020 and 6.43 percent 
65.6 	for fiscal year 2021 and 2022. The cross subsidy aid factor equals 12.14 percent for fiscal 
65.7 	year 2023 and later.

65.8 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

65.9 	Sec. 4. [125A.81] ADDITIONAL STATE FUNDING TO SPECIAL EDUCATION 
65.10 	SEPARATE SITES AND PROGRAMS.
65.11 		Subdivision 1.Definition. For purposes of this section, "special education separate site 
65.12 	or program" means a public separate day school facility attended by students with disabilities 
65.13 	for 50 percent or more of their school day.
65.14 		Subd. 2.Eligibility for additional state funding to special education separate sites 
65.15 	and programs. An education cooperative under section 471.59, education district under 
65.16 	section 123A.15, service cooperative under section 123A.21, or intermediate school district 
65.17 	under section 136D.01 qualifies for additional state funding to special education sites and 
65.18 	programs for every kindergarten through grade 12 child with a disability, as defined in 
65.19 	section 125A.02, served in a special education site or program as defined in subdivision 1.
65.20 		Subd. 3.Uses of additional state funding to special education separate sites and 
65.21 	programs. Additional state funding to special education separate sites and programs under 
65.22 	this section may be used for the same purposes as are permitted for state special education 
65.23 	aid under section 125A.76.
65.24 		Subd. 4.Additional state aid to special education separate sites and programs. For 
65.25 	fiscal year 2023 and later, additional state funding to special education separate sites and 
65.26 	programs equals $1,689 times the adjusted kindergarten through grade 12 pupil units served 
65.27 	in special education separate sites and programs under subdivision 1.

65.28 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

66.1 	Sec. 5. Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 2, is 
66.2 	amended to read:
66.3 		Subd. 2.Special education; regular. For special education aid under Minnesota Statutes, 
66.4 	section 125A.75:

66.666.5
		$
	1,822,998,000
1,801,312,000
	.....
	2022
	
66.866.7
		$
	1,945,533,000
1,949,110,000
	.....
	2023
	
66.9 	The 2022 appropriation includes $215,125,000 for 2021 and $1,607,873,000
66.10 	$1,586,187,000 for 2022.
66.11 	The 2023 appropriation includes $226,342,000$223,289,000 for 2022 and 
66.12 	$1,719,191,000 $1,725,821,000 for 2023.

66.13 	Sec. 6. SPECIFIC LEARNING DISABILITY; RULEMAKING.
 66.14 	(a) The commissioner of education must begin the rulemaking process to amend 
66.15 	Minnesota Rules, part 3525.1341, and establish a stakeholder workgroup to review current 
66.16 	specific learning disabilities criteria by December 31, 2022. By June 20, 2023, the workgroup 
66.17 	must make recommendations aligned with related state and federal requirements, including:
66.18 	(1) removing discrepancy from criteria;
66.19 	(2) developing a plan to operationalize changes to criteria to align with current best 
66.20 	practices and address concerns of multiple stakeholder groups, including but not limited to 
66.21 	administrators, parents, educators, researchers, related services staff, advocates, lawyers, 
66.22 	and minority and immigrant groups;
66.23 	(3) providing definitions and clarification of terms and procedures within existing 
66.24 	requirements;
66.25 	(4) establishing the accountability process, including procedures and targets, for districts 
66.26 	and cooperatives to use in evaluating their progress toward implementation of the amended 
66.27 	rule; and
66.28 	(5) developing an evaluation framework for measuring intended and unintended results 
66.29 	of amended criteria. Intended and unintended results may include overidentification and 
66.30 	underidentification of minorities, delays to referral and identification, transitioning from 
66.31 	developmental delay to specific learning disability, consistency of identification across 
66.32 	districts and the state, adding unnecessary paperwork, limiting team decision making, or 
66.33 	limiting access and progress with intensive and individualized special education support.
67.1 	(b) Following the development of recommendations from the stakeholder workgroup, 
67.2 	the commissioner must proceed with the rulemaking process and recommended alignment 
67.3 	with other existing state and federal law completed by June 30, 2024.
67.4 	(c) Concurrent with rulemaking, the commissioner must establish technical assistance 
67.5 	and training capacity on the amended criteria, and training and capacity building must begin 
67.6 	upon final approval of the amended rule through June 30, 2029.
67.7 	(d) The amended rule must go into full effect no later than five years after the proposed 
67.8 	revised rules are approved by the administrative law judge.

67.9 	Sec. 7. APPROPRIATIONS.
 67.10 		Subdivision 1.Department of Education. The sums indicated in this section are 
67.11 	appropriated from the general fund to the commissioner of education for the fiscal years 
67.12 	designated.
67.13 		Subd. 2.Life and vocational skills special education and secondary transition. (a) 
67.14 	For life and vocational skills special education secondary transition grants under Minnesota 
67.15 	Statutes, section 125A.081:

67.16		$
	1,000,000
	.....
	2023
	
67.17 	(b) The commissioner must consider grant applications from schools located in greater 
67.18 	Minnesota and from schools located in the seven-county metropolitan area.
67.19 		Subd. 3.Additional state funding to special education separate sites and 
67.20 	programs. For additional state funding to special education separate sites and programs 
67.21 	under Minnesota Statutes, section 125A.81:

67.22		$
	5,071,000
	.....
	2023

67.23 	ARTICLE 5
67.24 	FACILITIES

67.25 	Section 1. Minnesota Statutes 2020, section 123B.595, subdivision 1, is amended to read:
67.26 		Subdivision 1.Long-term facilities maintenance revenue. (a) For fiscal year 2017 
67.27 	only, long-term facilities maintenance revenue equals the greater of (1) the sum of (i) $193 
67.28 	times the district's adjusted pupil units times the lesser of one or the ratio of the district's 
67.29 	average building age to 35 years, plus the cost approved by the commissioner for indoor 
67.30 	air quality, fire alarm and suppression, and asbestos abatement projects under section 
67.31 	123B.57, subdivision 6, with an estimated cost of $100,000 or more per site, plus (ii) for a 
68.1 	school district with an approved voluntary prekindergarten program under section 124D.151, 
68.2 	the cost approved by the commissioner for remodeling existing instructional space to 
68.3 	accommodate prekindergarten instruction, or (2) the sum of (i) the amount the district would 
68.4 	have qualified for under Minnesota Statutes 2014, section 123B.57, Minnesota Statutes 
68.5 	2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591, and (ii) for a school 
68.6 	district with an approved voluntary prekindergarten program under section 124D.151, the 
68.7 	cost approved by the commissioner for remodeling existing instructional space to 
68.8 	accommodate prekindergarten instruction.
68.9 	(b) For fiscal year 2018 only, long-term facilities maintenance revenue equals the greater 
68.10 	of (1) the sum of (i) $292 times the district's adjusted pupil units times the lesser of one or 
68.11 	the ratio of the district's average building age to 35 years, plus (ii) the cost approved by the 
68.12 	commissioner for indoor air quality, fire alarm and suppression, and asbestos abatement 
68.13 	projects under section 123B.57, subdivision 6, with an estimated cost of $100,000 or more 
68.14 	per site, plus (iii) for a school district with an approved voluntary prekindergarten program 
68.15 	under section 124D.151, the cost approved by the commissioner for remodeling existing 
68.16 	instructional space to accommodate prekindergarten instruction, or (2) the sum of (i) the 
68.17 	amount the district would have qualified for under Minnesota Statutes 2014, section 123B.57, 
68.18 	Minnesota Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591, 
68.19 	and (ii) for a school district with an approved voluntary prekindergarten program under 
68.20 	section 124D.151, the cost approved by the commissioner for remodeling existing 
68.21 	instructional space to accommodate prekindergarten instruction.
68.22 	(c) (a) For fiscal year 2019 2022 and later, long-term facilities maintenance revenue 
68.23 	equals the greater of (1) the sum of (i) $380 the long-term facilities maintenance allowance
68.24 	times the district's adjusted pupil units times the lesser of one or the ratio of the district's 
68.25 	average building age to 35 years, plus (ii) the cost approved by the commissioner for indoor 
68.26 	air quality, fire alarm and suppression, and asbestos abatement projects under section 
68.27 	123B.57, subdivision 6, with an estimated cost of $100,000 or more per site, plus (iii) for 
68.28 	a school district with an approved voluntary prekindergarten program under section 
68.29 	124D.151, the cost approved by the commissioner for remodeling existing instructional 
68.30 	space to accommodate prekindergarten instruction, or (2) the sum of (i) the amount the 
68.31 	district would have qualified for under Minnesota Statutes 2014, section 123B.57, Minnesota 
68.32 	Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591, and (ii) 
68.33 	for a school district with an approved voluntary prekindergarten program under section 
68.34 	124D.151, the cost approved by the commissioner for remodeling existing instructional 
68.35 	space to accommodate prekindergarten instruction.
69.1 	(b) The long-term facilities maintenance allowance is $380 for fiscal years 2022 and 
69.2 	2023. For fiscal year 2024 and later, the long-term facilities maintenance allowance equals 
69.3 	the product of $380 times the ratio of the formula allowance under section 126C.10, 
69.4 	subdivision 2, for the current fiscal year to the formula allowance under section 126C.10, 
69.5 	subdivision 2, for fiscal year 2023.
69.6 	(d) (c) Notwithstanding paragraphs (a), and (b), and (c), a school district that qualified 
69.7 	for eligibility under Minnesota Statutes 2014, section 123B.59, subdivision 1, paragraph 
69.8 	(a), for fiscal year 2010 remains eligible for funding under this section as a district that 
69.9 	would have qualified for eligibility under Minnesota Statutes 2014, section 123B.59, 
69.10 	subdivision 1, paragraph (a), for fiscal year 2017 and later.

69.11 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

69.12 	Sec. 2. Minnesota Statutes 2020, section 123B.595, subdivision 2, is amended to read:
69.13 		Subd. 2.Long-term facilities maintenance revenue for a charter school. (a) For fiscal 
69.14 	year 2017 only, long-term facilities maintenance revenue for a charter school equals $34 
69.15 	times the adjusted pupil units.
69.16 	(b) For fiscal year 2018 only, long-term facilities maintenance revenue for a charter 
69.17 	school equals $85 times the adjusted pupil units.
69.18 	(c) (a) For fiscal year 2019 2022 and later, long-term facilities maintenance revenue for 
69.19 	a charter school equals $132 the long-term facilities maintenance allowance times the 
69.20 	adjusted pupil units.
69.21 	(b) The long-term facilities maintenance allowance is $132 for fiscal years 2022 and 
69.22 	2023. For fiscal year 2024 and later, the long-term facilities maintenance allowance equals 
69.23 	the product of $132 times the ratio of the formula allowance under section 126C.10, 
69.24 	subdivision 2, for the current fiscal year to the formula allowance under section 126C.10, 
69.25 	subdivision 2, for fiscal year 2023.

69.26 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

69.27 	Sec. 3. Minnesota Statutes 2020, section 123B.595, subdivision 7, is amended to read:
69.28 		Subd. 7.Long-term facilities maintenance equalization revenue. (a) For fiscal year 
69.29 	2017 only, a district's long-term facilities maintenance equalization revenue equals the lesser 
69.30 	of (1) $193 times the adjusted pupil units or (2) the district's revenue under subdivision 1.
70.1 	(b) For fiscal year 2018 only, a district's long-term facilities maintenance equalization 
70.2 	revenue equals the lesser of (1) $292 times the adjusted pupil units or (2) the district's 
70.3 	revenue under subdivision 1.
70.4 	(c) (a) For fiscal year 2019 2022 and later, a district's long-term facilities maintenance 
70.5 	equalization revenue equals the lesser of (1) $380 the long-term facilities maintenance 
70.6 	equalization allowance times the adjusted pupil units or (2) the district's revenue under 
70.7 	subdivision 1.
70.8 	(b) The long-term facilities maintenance equalization allowance is $380 for fiscal years 
70.9 	2022 and 2023. For fiscal year 2024 and later, the long-term facilities maintenance 
70.10 	equalization allowance equals the product of $380 times the ratio of the formula allowance 
70.11 	under section 126C.10, subdivision 2, for the current fiscal year to the formula allowance 
70.12 	under section 126C.10, subdivision 2, for fiscal year 2023.
70.13 	(d) (c) Notwithstanding paragraphs (a) to (c) and (b), a district's long-term facilities 
70.14 	maintenance equalization revenue must not be less than the lesser of the district's long-term 
70.15 	facilities maintenance revenue or the amount of aid the district received for fiscal year 2015 
70.16 	under Minnesota Statutes 2014, section 123B.59, subdivision 6.

70.17 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2022 and later.

70.18 	Sec. 4. Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 3, is 
70.19 	amended to read:
70.20 		Subd. 3.Long-term facilities maintenance equalized aid. For long-term facilities 
70.21 	maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:

70.2370.22
		$
	108,582,000
107,790,000
	.....
	2022
	
70.2570.24
		$
	111,077,000
110,419,000
	.....
	2023
	
70.26 	The 2022 appropriation includes $10,660,000 for 2021 and $97,922,000 $97,130,000
70.27 	for 2022.
70.28 	The 2023 appropriation includes $10,880,000 $10,792,000 for 2022 and $100,197,000
70.29 	$99,627,000 for 2023.

71.1 	ARTICLE 6
71.2 	NUTRITION AND LIBRARIES

71.3 	Section 1. Minnesota Statutes 2021 Supplement, section 124D.111, subdivision 1a, is 
71.4 	amended to read:
71.5 		Subd. 1a.School lunch aid amounts. Each school year, the state must pay participants 
71.6 	in the national school lunch program the amount of 12.5 cents for each full paid and free 
71.7 	student lunch and 52.5 cents for each reduced-price lunch served to students.
71.8 	(a) Any Minnesota school that participates in the United States Department of Agriculture 
71.9 	National School Lunch Program must provide, at no cost, a federally reimbursable lunch 
71.10 	to all enrolled students each school day. A participating school with an Identified Student 
71.11 	Percentage at or above the federal percentage determined for all meals to be reimbursed at 
71.12 	the free rate must participate in the Community Eligibility Provision.
71.13 	(b) The department must provide to every Minnesota school providing meals to students 
71.14 	under paragraph (a) funding equal to the difference between the federal reimbursement and 
71.15 	the average cost of a school meal as annually defined by the United States Department of 
71.16 	Agriculture.

71.17 	Sec. 2. Minnesota Statutes 2021 Supplement, section 124D.111, subdivision 4, is amended 
71.18 	to read:
71.19 		Subd. 4.No fees. A participant that receives school lunch aid under this section must 
71.20 	make lunch available without charge and must not deny a school lunch to all participating 
71.21 	students who qualify for free or reduced-price meals any student, whether or not that student 
71.22 	has an outstanding balance in the student's meals account attributable to a la carte purchases 
71.23 	or for any other reason.

71.24 	Sec. 3. Minnesota Statutes 2020, section 124D.1158, subdivision 1, is amended to read:
71.25 		Subdivision 1.Purpose. The purpose of the school breakfast program is to provide 
71.26 	affordable morning nutrition to children so that they can effectively learn. Any Minnesota 
71.27 	school that participates in the United States Department of Agriculture School Breakfast 
71.28 	Program must provide, at no cost, a federally reimbursable breakfast to all enrolled students 
71.29 	each school day. Public and nonpublic schools that participate in the federal school breakfast 
71.30 	program may receive state breakfast aid. Schools shall encourage all children to eat a 
71.31 	nutritious breakfast, either at home or at school, and shall work to eliminate barriers to 
71.32 	breakfast participation at school such as inadequate facilities and transportation.

72.1 	Sec. 4. Minnesota Statutes 2020, section 124D.1158, subdivision 3, is amended to read:
72.2 		Subd. 3.Program reimbursement. Each school year, the state must reimburse each 
72.3 	participating school 30 cents for each reduced-price breakfast, 55 cents for each fully paid 
72.4 	breakfast served to students in grades 1 to 12, and $1.30 for each fully paid breakfast served 
72.5 	to a prekindergarten student enrolled in an approved voluntary prekindergarten program 
72.6 	under section 124D.151 or a kindergarten student. The department must provide to all 
72.7 	Minnesota schools participating in the federal School Breakfast Program funding equal to 
72.8 	the difference between the federal reimbursement and the average cost of a school breakfast 
72.9 	as annually defined by the United States Department of Agriculture.

72.10 	Sec. 5. Minnesota Statutes 2020, section 124D.1158, subdivision 4, is amended to read:
72.11 		Subd. 4.No fees. A school that receives school breakfast aid under this section must 
72.12 	make breakfast available without charge to all participating students in grades 1 to 12 who 
72.13 	qualify for free or reduced-price meals and to all prekindergarten students enrolled in an 
72.14 	approved voluntary prekindergarten program under section 124D.151, early childhood 
72.15 	special education students participating in a program authorized under section 124D.151,
72.16 	and all kindergarten students.

72.17 	Sec. 6. Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 2, is 
72.18 	amended to read:
72.19 		Subd. 2.School lunch. For school lunch aid under Minnesota Statutes, section 124D.111, 
72.20 	and Code of Federal Regulations, title 7, section 210.17:

72.2272.21
		$
	16,661,000
14,828,000
	.....
	2022
	
72.2472.23
		$
	16,954,000
185,025,000
	.....
	2023

72.25 	Sec. 7. Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 3, is 
72.26 	amended to read:
72.27 		Subd. 3.School breakfast. For traditional school breakfast aid under Minnesota Statutes, 
72.28 	section 124D.1158:

72.3072.29
		$
	11,848,000
101,000
	.....
	2022
	
72.3272.31
		$
	12,200,000
28,953,000
	.....
	2023

73.1 	ARTICLE 7
73.2 	EARLY CHILDHOOD

73.3 	Section 1. Minnesota Statutes 2020, section 119A.52, is amended to read:
73.4 	119A.52 DISTRIBUTION OF APPROPRIATION.
73.5 	(a) The commissioner of education must distribute money appropriated for that purpose 
73.6 	to federally designated Head Start programs to expand services and to serve additional 
73.7 	low-income children. Migrant and Indian reservation programs must be initially allocated 
73.8 	money based on the programs' share of federal funds., which may include costs associated 
73.9 	with program operations, infrastructure, or reconfiguration to serve children from birth to 
73.10 	age five in center-based services. The distribution must occur in the following order: (1) 
73.11 	10.72 percent of the total Head Start appropriation must be allocated to federally designated 
73.12 	Tribal Head Start programs; (2) the Tribal Head Start portion of the appropriation must be 
73.13 	allocated to Tribal Head Start programs based on the programs' share of federal funds; and 
73.14 	(3) migrant programs must then be initially allocated funding based on the programs' share 
73.15 	of federal funds. The remaining money must be initially allocated to the remaining local 
73.16 	agencies based equally on the agencies' share of federal funds and on the proportion of 
73.17 	eligible children in the agencies' service area who are not currently being served. A Head 
73.18 	Start program must be funded at a per child rate equal to its contracted, federally funded 
73.19 	base level at the start of the fiscal year. For all agencies without a federal Early Head Start 
73.20 	rate, the state average federal cost per child for Early Head Start applies. In allocating funds 
73.21 	under this paragraph, the commissioner of education must assure that each Head Start 
73.22 	program in existence in 1993 is allocated no less funding in any fiscal year than was allocated 
73.23 	to that program in fiscal year 1993. Before paying money to the programs, the commissioner 
73.24 	must notify each program of its initial allocation and how the money must be used. Each 
73.25 	program must present a plan under section 119A.535. For any program that cannot utilize 
73.26 	its full allocation at the beginning of the fiscal year, the commissioner must reduce the 
73.27 	allocation proportionately. Money available after the initial allocations are reduced must 
73.28 	be redistributed to eligible programs.
73.29 	(b) The commissioner must develop procedures to make payments to programs based 
73.30 	upon the number of children reported to be enrolled during the required time period of 
73.31 	program operations. Enrollment is defined by federal Head Start regulations. The procedures 
73.32 	must include a reporting schedule, corrective action plan requirements, and financial 
73.33 	consequences to be imposed on programs that do not meet full enrollment after the period 
73.34 	of corrective action. Programs reporting chronic underenrollment, as defined by the 
73.35 	commissioner, will have their subsequent program year allocation reduced proportionately. 
74.1 	Funds made available by prorating payments and allocations to programs with reported 
74.2 	underenrollment will be made available to the extent funds exist to fully enrolled Head Start 
74.3 	programs through a form and manner prescribed by the department.
74.4 	(c) Programs with approved innovative initiatives that target services to high-risk 
74.5 	populations, including homeless families and families living in homeless shelters and 
74.6 	transitional housing, are exempt from the procedures in paragraph (b). This exemption does 
74.7 	not apply to entire programs. The exemption applies only to approved innovative initiatives 
74.8 	that target services to high-risk populations, including homeless families and families living 
74.9 	in homeless shelters, transitional housing, and permanent supportive housing.

74.10 	Sec. 2. Minnesota Statutes 2020, section 120A.20, subdivision 1, is amended to read:
74.11 		Subdivision 1.Age limitations; pupils. (a) All schools supported in whole or in part 
74.12 	by state funds are public schools. Admission to a public school is free to any person who: 
74.13 	(1) resides within the district that operates the school; (2) is under 21 years of age or who 
74.14 	meets the requirements of paragraph (c); and (3) satisfies the minimum age requirements 
74.15 	imposed by this section. Notwithstanding the provisions of any law to the contrary, the 
74.16 	conduct of all students under 21 years of age attending a public secondary school is governed 
74.17 	by a single set of reasonable rules and regulations promulgated by the school board.
74.18 	(b) A person shall not be admitted to a public school: (1) as a public prekindergarten 
74.19 	pupil, unless the pupil is at least four years of age as of September 1 of the calendar year 
74.20 	in which the school year for which the pupil seeks admission commences; (2) as a 
74.21 	kindergarten pupil, unless the pupil is at least five years of age on September 1 of the calendar 
74.22 	year in which the school year for which the pupil seeks admission commences; or (2) (3)
74.23 	as a 1st grade student, unless the pupil is at least six years of age on September 1 of the 
74.24 	calendar year in which the school year for which the pupil seeks admission commences or 
74.25 	has completed kindergarten; except that any school board may establish a policy for 
74.26 	admission of selected pupils at an earlier age under section 124D.02.
74.27 	(c) A pupil who becomes age 21 after enrollment is eligible for continued free public 
74.28 	school enrollment until at least one of the following occurs: (1) the first September 1 after 
74.29 	the pupil's 21st birthday; (2) the pupil's completion of the graduation requirements; (3) the 
74.30 	pupil's withdrawal with no subsequent enrollment within 21 calendar days; or (4) the end 
74.31 	of the school year.

75.1 	Sec. 3. Minnesota Statutes 2020, section 120A.41, is amended to read:
75.2 	120A.41 LENGTH OF SCHOOL YEAR; HOURS OF INSTRUCTION.
75.3 	(a) A school board's annual school calendar must include at least 425 hours of instruction 
75.4 	for a kindergarten student without a disability, 935 hours of instruction for a student in 
75.5 	grades 1 through 6, and 1,020 hours of instruction for a student in grades 7 through 12, not 
75.6 	including summer school. The school calendar for a public prekindergarten student without 
75.7 	a disability and a student in an all-day kindergarten must include at least 850 hours of 
75.8 	instruction for the school year. The school calendar for a prekindergarten student under 
75.9 	section 124D.151, if offered by the district, must include at least 350 hours of instruction 
75.10 	for the school year. A school board's annual calendar must include at least 165 days of 
75.11 	instruction for a student in grades 1 through 11 unless a four-day week schedule has been 
75.12 	approved by the commissioner under section 124D.126.
75.13 	(b) A school board's annual school calendar may include plans for up to five days of 
75.14 	instruction provided through online instruction due to inclement weather. The inclement 
75.15 	weather plans must be developed according to section 120A.414.

75.16 	Sec. 4. Minnesota Statutes 2020, section 121A.19, is amended to read:
75.17 	121A.19 DEVELOPMENTAL SCREENING AID.
75.18 	Each school year, the state must pay a district for each child or student screened by the 
75.19 	district according to the requirements of section 121A.17. The amount of state aid for each 
75.20 	child or student screened shall be: (1) $75 $98 for a child screened at age three; (2) $50 $65
75.21 	for a child screened at age four; (3) $40 $52 for a child screened at age five or six prior to 
75.22 	kindergarten; and (4) $30 $39 for a student screened within 30 days after first enrolling in 
75.23 	a public school kindergarten if the student has not previously been screened according to 
75.24 	the requirements of section 121A.17. If this amount of aid is insufficient, the district may 
75.25 	permanently transfer from the general fund an amount that, when added to the aid, is 
75.26 	sufficient. Developmental screening aid shall not be paid for any student who is screened 
75.27 	more than 30 days after the first day of attendance at a public school kindergarten, except 
75.28 	if a student transfers to another public school kindergarten within 30 days after first enrolling 
75.29 	in a Minnesota public school kindergarten program. In this case, if the student has not been 
75.30 	screened, the district to which the student transfers may receive developmental screening 
75.31 	aid for screening that student when the screening is performed within 30 days of the transfer 
75.32 	date.

76.1 	Sec. 5. Minnesota Statutes 2020, section 124D.151, as amended by Laws 2021, First 
76.2 	Special Session chapter 13, article 9, section 1, is amended to read:
76.3 	124D.151 VOLUNTARY PUBLIC PREKINDERGARTEN PROGRAM FOR 
76.4 	ELIGIBLE FOUR-YEAR-OLD CHILDREN.
76.5 		Subdivision 1.Establishment; purpose. A district, a charter school, a group of districts, 
76.6 	a group of charter schools, or a group of districts and charter schools school district, charter 
76.7 	school, center-based or family child care provider licensed under section 245A.03, or Head 
76.8 	Start agency licensed under section 245A.03 that meets program requirements under 
76.9 	subdivision 2, may establish a voluntary public prekindergarten program for eligible 
76.10 	four-year-old children. The purpose of a voluntary public prekindergarten program is to 
76.11 	prepare children for success as they enter kindergarten in the following year.
76.12 		Subd. 2.Program requirements. (a) A voluntary public prekindergarten program 
76.13 	provider must:
76.14 	(1) provide instruction through play-based learning to foster children's social and 
76.15 	emotional development, cognitive development, physical and motor development, and 
76.16 	language and literacy skills, including the native language and literacy skills of English 
76.17 	learners, to the extent practicable;
76.18 	(2) measure each child's cognitive and social skills assess each child's progress toward 
76.19 	the state's early learning standards at program entrance and exit using a
76.20 	commissioner-approved formative measure aligned to the state's early learning standards 
76.21 	when the child enters and again before the child leaves the program, screening and progress 
76.22 	monitoring measures, and other age-appropriate versions from the state-approved menu of 
76.23 	kindergarten entry profile measures; age-appropriate assessment that must be submitted to 
76.24 	the department in the form and manner prescribed by the commissioner;
76.25 	(3) provide comprehensive program content aligned with the state early learning 
76.26 	standards, including the implementation of curriculum, assessment, and intentional
76.27 	instructional strategies aligned with the state early learning standards, and kindergarten 
76.28 	through grade 3 academic standards;
76.29 	(4) provide instructional content and activities that are of sufficient length and intensity 
76.30 	to address learning needs including offering a program with at least 350 850 hours of 
76.31 	instruction per school year for a prekindergarten student;
76.32 	(5) provide voluntary public prekindergarten instructional staff salaries comparable and 
76.33 	set salary schedules equivalent to the salaries of local kindergarten through grade 12 
77.1 	instructional staff; public school district elementary school staff with similar credentials 
77.2 	and experience for school district and charter public prekindergarten program sites, and to 
77.3 	the extent practicable, for Head Start and licensed center and family child care sites;
77.4 	(6) employ a lead teacher for each voluntary public prekindergarten classroom who has 
77.5 	at least a bachelor's degree in early education or a related field no later than July 1, 2028. 
77.6 	Teachers employed by an eligible provider for at least three of the last five years immediately 
77.7 	preceding July 1, 2022, who meet the necessary content knowledge and teaching skills for 
77.8 	early childhood educators, as demonstrated through measures determined by the state, may 
77.9 	be employed as a lead teacher. "Lead teacher" means an individual with primary 
77.10 	responsibility for the instruction and care of eligible children in a classroom;
77.11 	(6) (7) coordinate appropriate kindergarten transition with families, community-based 
77.12 	prekindergarten programs, and school district kindergarten programs; and all mixed-delivery 
77.13 	partners within the school district;
77.14 	(7) (8) involve parents in program planning decision-making and transition planning by 
77.15 	implementing parent engagement strategies that include culturally and linguistically 
77.16 	responsive activities in prekindergarten through third grade that are aligned with early 
77.17 	childhood family education under section 124D.13;
77.18 	(8) (9) coordinate with relevant community-based services, including health and social 
77.19 	service agencies, to ensure children have access to comprehensive services;
77.20 	(9) (10) coordinate with all relevant school district programs and services including 
77.21 	early childhood special education, homeless students, and English learners;
77.22 	(10) (11) ensure staff-to-child ratios of one-to-ten and a maximum group size of 20 
77.23 	children; in school-based programs; staff-to-child ratio and group size as required for center 
77.24 	and family child care licensing for center-based and family-based child care sites; and 
77.25 	staff-to-child ratio and group size as determined by Head Start standards for Head Start 
77.26 	sites; and
77.27 	(11) (12) provide high-quality coordinated professional development, training, and 
77.28 	coaching for both school district, Head Start, and community-based early learning licensed 
77.29 	center and family-based providers that is informed by a measure of adult-child interactions 
77.30 	and enables teachers to be highly knowledgeable in early childhood curriculum content, 
77.31 	assessment, native and English language development programs, and instruction; and.
77.32 	(12) implement strategies that support the alignment of professional development, 
77.33 	instruction, assessments, and prekindergarten through grade 3 curricula.
78.1 	(b) A voluntary prekindergarten program must have teachers knowledgeable in early 
78.2 	childhood curriculum content, assessment, native and English language programs, and 
78.3 	instruction.
78.4 	(c) Districts and charter schools must include their strategy for implementing and 
78.5 	measuring the impact of their voluntary prekindergarten program under section 120B.11 
78.6 	and provide results in their world's best workforce annual summary to the commissioner of 
78.7 	education.
78.8 		Subd. 3.Mixed delivery of services program plan. A district or charter school may 
78.9 	contract with a charter school, Head Start or child care centers, family child care programs 
78.10 	licensed under section 245A.03, or a community-based organization to provide eligible 
78.11 	children with developmentally appropriate services that meet the program requirements in 
78.12 	subdivision 2. Components of a mixed-delivery plan include strategies for recruitment, 
78.13 	contracting, and monitoring of fiscal compliance and program quality. School districts and 
78.14 	charter schools that receive funding for voluntary public prekindergarten programs must 
78.15 	develop and submit a mixed delivery program plan to the Department of Education annually 
78.16 	by July 1, 2023, and every year thereafter, in a manner and format prescribed by the 
78.17 	commissioner. The plan must ensure alignment of all public prekindergarten program 
78.18 	providers within the school district boundary in meeting the program requirements in 
78.19 	subdivision 2 and must include:
78.20 	(1) a description of the process used to convene and get group agreement among all 
78.21 	public prekindergarten program providers within the district boundaries in order to coordinate 
78.22 	efforts regarding the requirements in subdivision 2;
78.23 	(2) a description of the public prekindergarten program providers within the school 
78.24 	district boundaries, including but not limited to the name and location of partners, and the 
78.25 	number of hours and days per week the program will be offered at each program site;
78.26 	(3) an estimate of the number of eligible children to be served in the program at each 
78.27 	school site or mixed-delivery location;
78.28 	(4) a plan for recruitment, outreach, and communication regarding the availability of 
78.29 	public prekindergarten programming within the community;
78.30 	(5) coordination and offering of professional development opportunities, as needed;
78.31 	(6) coordination of the required child assessments, as needed, and continuous quality 
78.32 	improvement efforts to ensure quality instruction;
78.33 	(7) a plan for meeting the needs for any child with an individualized education plan;
79.1 	(8) a plan to get to salaries equivalent to school staff with comparable credentials and 
79.2 	experience;
79.3 	(9) a detailed plan for transitioning children and families to kindergarten; and
79.4 	(10) a statement of assurances signed by the superintendent, charter school director, 
79.5 	Head Start director, and child care program director or owner that the proposed program 
79.6 	meets the requirements of subdivision 2. A statement of assurances must be submitted in 
79.7 	the mixed delivery program plan and must be signed by an individual from each public 
79.8 	prekindergarten program provider with authority to enter into the agreement.
79.9 		Subd. 3a.Funding. (a) School district and charter school voluntary public prekindergarten 
79.10 	providers are funded based on the number of eligible pupils enrolled as authorized under 
79.11 	chapters 124D, 124E, and 126C.
79.12 	(b) Head Start voluntary public prekindergarten providers that are licensed under section 
79.13 	245A.03 that meet the requirements of subdivisions 2 and 3 must receive $11,000 per child 
79.14 	served per year.
79.15 	(c) Licensed center and family child care voluntary public prekindergarten providers 
79.16 	that are licensed under section 245A.03 and meet the requirements of subdivisions 2 and 3 
79.17 	must receive $11,000 per child served per year.
79.18 	(d) The commissioner must establish a process for allocating the seats under paragraphs 
79.19 	(b) and (c) that match community strengths, capacity, and needs. The number of seats per 
79.20 	year is subject to the availability of appropriations.
79.21 	(e) Up to 2.5 percent of amounts appropriated for paragraphs (b) and (c) may be used 
79.22 	for distribution of funds.
79.23 		Subd. 4.Eligibility. A (a) An eligible child means a child who:
79.24 	(1) is four years of age as of September 1 in the calendar year in which the school year 
79.25 	commences is; and
79.26 	(2) meets at least one of the following criteria:
79.27 	(i) qualifies for free or reduced-price meals;
79.28 	(ii) is an English language learner as defined by section 124D.59, subdivision 2;
79.29 	(iii) is American Indian;
79.30 	(iv) is experiencing homelessness;
79.31 	(v) has an individualized education plan under section 125A.08;
80.1 	(vi) was identified as having a potential risk factor that may influence learning through 
80.2 	health and developmental screening under sections 121A.16 to 121.19;
80.3 	(vii) is in foster care; kinship care, including children receiving Northstar kinship 
80.4 	assistance under chapter 256N; or is in need of child protection services;
80.5 	(viii) has a parent who is a migrant or seasonal agriculture laborer under section 181.85; 
80.6 	or
80.7 	(ix) has a parent who is incarcerated.
80.8 	(b) An eligible to child is eligible to participate in a voluntary public prekindergarten 
80.9 	program free of charge. An eligible four-year-old child served in a mixed-delivery system 
80.10 	by a child care center, family child care program licensed under section 245A.03, or 
80.11 	community-based organization Programs may charge a sliding fee for the instructional hours 
80.12 	that exceed 850 during the school year, any hours that provide before or after school child 
80.13 	care during the school year, or any hours that provide child care during the summer. A child 
80.14 	that does not meet the eligibility requirements in paragraph (a), clause (2), may participate 
80.15 	in the same classroom as eligible children and may be charged a sliding fee as long as the 
80.16 	mixed-delivery partner state funding was not awarded a seat for that child.
80.17 	(c) Each eligible child must complete a health and developmental screening within 90 
80.18 	days of program enrollment under sections 121A.16 to 121A.19, and provide documentation 
80.19 	of required immunizations under section 121A.15.
80.20 		Subd. 5.Application process; priority for high poverty schools. (a) To qualify for 
80.21 	program approval for fiscal year 2017, a district or charter school must submit an application 
80.22 	to the commissioner by July 1, 2016. To qualify for program approval for fiscal year 2018 
80.23 	and later, a district or charter school must submit an application to the commissioner by 
80.24 	January 30 of the fiscal year prior to the fiscal year in which the program will be 
80.25 	implemented. The application must include:
80.26 	(1) a description of the proposed program, including the number of hours per week the 
80.27 	program will be offered at each school site or mixed-delivery location;
80.28 	(2) an estimate of the number of eligible children to be served in the program at each 
80.29 	school site or mixed-delivery location; and
80.30 	(3) a statement of assurances signed by the superintendent or charter school director that 
80.31 	the proposed program meets the requirements of subdivision 2.
80.32 	(b) The commissioner must review all applications submitted for fiscal year 2017 by 
80.33 	August 1, 2016, and must review all applications submitted for fiscal year 2018 and later 
81.1 	by March 1 of the fiscal year in which the applications are received and determine whether 
81.2 	each application meets the requirements of paragraph (a).
81.3 	(c) The commissioner must divide all applications for new or expanded voluntary 
81.4 	prekindergarten programs under this section meeting the requirements of paragraph (a) and 
81.5 	school readiness plus programs into four groups as follows: the Minneapolis and St. Paul 
81.6 	school districts; other school districts located in the metropolitan equity region as defined 
81.7 	in section 126C.10, subdivision 28; school districts located in the rural equity region as 
81.8 	defined in section 126C.10, subdivision 28; and charter schools. Within each group, the 
81.9 	applications must be ordered by rank using a sliding scale based on the following criteria:
81.10 	(1) concentration of kindergarten students eligible for free or reduced-price lunches by 
81.11 	school site on October 1 of the previous school year. A school site may contract to partner 
81.12 	with a community-based provider or Head Start under subdivision 3 or establish an early 
81.13 	childhood center and use the concentration of kindergarten students eligible for free or 
81.14 	reduced-price meals from a specific school site as long as those eligible children are 
81.15 	prioritized and guaranteed services at the mixed-delivery site or early education center. For 
81.16 	school district programs to be operated at locations that do not have free and reduced-price 
81.17 	lunch concentration data for kindergarten programs for October 1 of the previous school 
81.18 	year, including mixed-delivery programs, the school district average concentration of 
81.19 	kindergarten students eligible for free or reduced-price lunches must be used for the rank 
81.20 	ordering;
81.21 	(2) presence or absence of a three- or four-star Parent Aware rated program within the 
81.22 	school district or close proximity of the district. School sites with the highest concentration 
81.23 	of kindergarten students eligible for free or reduced-price lunches that do not have a three- 
81.24 	or four-star Parent Aware program within the district or close proximity of the district shall 
81.25 	receive the highest priority, and school sites with the lowest concentration of kindergarten 
81.26 	students eligible for free or reduced-price lunches that have a three- or four-star Parent 
81.27 	Aware rated program within the district or close proximity of the district shall receive the 
81.28 	lowest priority; and
81.29 	(3) whether the district has implemented a mixed delivery system.
81.30 	(d) The limit on participation for the programs as specified in subdivision 6 must initially 
81.31 	be allocated among the four groups based on each group's percentage share of the statewide 
81.32 	kindergarten enrollment on October 1 of the previous school year. Within each group, the 
81.33 	participation limit for fiscal years 2018 and 2019 must first be allocated to school sites 
81.34 	approved for aid in the previous year to ensure that those sites are funded for the same 
82.1 	number of participants as approved for the previous year. The remainder of the participation 
82.2 	limit for each group must be allocated among school sites in priority order until that region's 
82.3 	share of the participation limit is reached. If the participation limit is not reached for all 
82.4 	groups, the remaining amount must be allocated to the highest priority school sites, as 
82.5 	designated under this section, not funded in the initial allocation on a statewide basis. For 
82.6 	fiscal year 2020 and later, the participation limit must first be allocated to school sites 
82.7 	approved for aid in fiscal year 2017, and then to school sites approved for aid in fiscal year 
82.8 	2018 based on the statewide rankings under paragraph (c).
82.9 	(e) Once a school site or a mixed delivery site under subdivision 3 is approved for aid 
82.10 	under this subdivision, it shall remain eligible for aid if it continues to meet program 
82.11 	requirements, regardless of changes in the concentration of students eligible for free or 
82.12 	reduced-price lunches.
82.13 	(f) If the total number of participants approved based on applications submitted under 
82.14 	paragraph (a) is less than the participation limit under subdivision 6, the commissioner must 
82.15 	notify all school districts and charter schools of the amount that remains available within 
82.16 	30 days of the initial application deadline under paragraph (a), and complete a second round 
82.17 	of allocations based on applications received within 60 days of the initial application deadline.
82.18 	(g) Procedures for approving applications submitted under paragraph (f) shall be the 
82.19 	same as specified in paragraphs (a) to (d), except that the allocations shall be made to the 
82.20 	highest priority school sites not funded in the initial allocation on a statewide basis.
82.21 		Subd. 6.Participation limits. (a) Notwithstanding section 126C.05, subdivision 1, 
82.22 	paragraph (d), the pupil units for a voluntary prekindergarten program for an eligible school 
82.23 	district or charter school must not exceed 60 percent of the kindergarten pupil units for that 
82.24 	school district or charter school under section 126C.05, subdivision 1, paragraph (e).
82.25 	(b) In reviewing applications under subdivision 5, the commissioner must limit the total 
82.26 	number of participants in the voluntary prekindergarten and school readiness plus programs 
82.27 	under Laws 2017, First Special Session chapter 5, article 8, section 9, to not more than 7,160 
82.28 	participants for fiscal years 2019, 2020, 2021, 2022, and 2023, and 3,160 participants for 
82.29 	fiscal years 2024 and later.
82.30 		Subd. 7.Financial accounting. An eligible school district or charter school must record 
82.31 	expenditures attributable to voluntary public prekindergarten pupils according to guidelines 
82.32 	prepared by the commissioner under section 127A.17. Center-based and family child care 
82.33 	providers and Head Start agencies must record expenditures attributable to voluntary public 
83.1 	prekindergarten pupils according to guidelines developed and approved by the commissioner 
83.2 	of education.

83.3 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

83.4 	Sec. 6. Minnesota Statutes 2020, section 124D.165, subdivision 2, is amended to read:
83.5 		Subd. 2.Family eligibility. (a) For a family to receive an early learning scholarship, 
83.6 	parents or guardians must meet the following eligibility requirements:
83.7 	(1) have an eligible child; and
83.8 	(2) (i) have income equal to or less than 185 percent of federal poverty level income in 
83.9 	the current calendar year, or;
83.10 	(ii) be able to document their child's current participation in the free and reduced-price 
83.11 	lunch program or Child and Adult Care Food Program, National School Lunch Act, United 
83.12 	States Code, title 42, sections 1751 and 1766; the Food Distribution Program on Indian 
83.13 	Reservations, Food and Nutrition Act, United States Code, title 7, sections 2011-2036; Head 
83.14 	Start under the federal Improving Head Start for School Readiness Act of 2007; Minnesota 
83.15 	family investment program under chapter 256J; child care assistance programs under chapter 
83.16 	119B; the supplemental nutrition assistance program; or placement
83.17 	(iii) have a child referred as in need of child protective services or placed in foster care 
83.18 	under section 260C.212.
83.19 	(b) An "eligible child" means a child who has not yet enrolled in kindergarten and is:
83.20 	(1) at least three but not yet five years of age on September 1 of the current school year;.
83.21 	(2) a sibling from birth to age five of a child who has been awarded a scholarship under 
83.22 	this section provided the sibling attends the same program as long as funds are available;
83.23 	(3) the child of a parent under age 21 who is pursuing a high school degree or a course 
83.24 	of study for a high school equivalency test; or
83.25 	(4) homeless, in foster care, or in need of child protective services.
83.26 	(c) A child who has received a scholarship under this section must continue to receive 
83.27 	a scholarship each year until that child is eligible for kindergarten under section 120A.20 
83.28 	and as long as funds are available.
83.29 	(d) Early learning scholarships may not be counted as earned income for the purposes 
83.30 	of medical assistance under chapter 256B, MinnesotaCare under chapter 256L, Minnesota 
83.31 	family investment program under chapter 256J, child care assistance programs under chapter 
84.1 	119B, or Head Start under the federal Improving Head Start for School Readiness Act of 
84.2 	2007.
84.3 	(e) A child from an adjoining state whose family resides at a Minnesota address as 
84.4 	assigned by the United States Postal Service, who has received developmental screening 
84.5 	under sections 121A.16 to 121A.19, who intends to enroll in a Minnesota school district, 
84.6 	and whose family meets the criteria of paragraph (a) is eligible for an early learning 
84.7 	scholarship under this section.

84.8 	Sec. 7. Minnesota Statutes 2020, section 124D.165, subdivision 3, is amended to read:
84.9 		Subd. 3.Administration. (a) The commissioner shall establish application timelines 
84.10 	and determine the schedule for awarding scholarships that meets operational needs of eligible 
84.11 	families and programs. The commissioner must give highest priority to applications from 
84.12 	children who:
84.13 	(1) are not yet four years of age;
84.14 	(1) (2) have a parent under age 21 who is pursuing a high school diploma or a course of 
84.15 	study for a high school equivalency test;
84.16 	(2) (3) are in foster care or otherwise;
84.17 	(4) have been referred as in need of child protection or services; or
84.18 	(5) have an incarcerated parent; or
84.19 	(3) (6) have experienced homelessness in the last 24 months, as defined under the federal 
84.20 	McKinney-Vento Homeless Assistance Act, United States Code, title 42, section 11434a.
84.21 	(b) The commissioner may prioritize applications on additional factors including family 
84.22 	income, geographic location, and whether the child's family is on a waiting list for a publicly 
84.23 	funded program providing early education or child care services.
84.24 	(b) (c) The commissioner shall establish a target for the average scholarship amount per 
84.25 	child based on the results of the rate survey conducted under section 119B.02.
84.26 	(c) A four-star rated program that has children eligible for a scholarship enrolled in or 
84.27 	on a waiting list for a program beginning in July, August, or September may notify the 
84.28 	commissioner, in the form and manner prescribed by the commissioner, each year of the 
84.29 	program's desire to enhance program services or to serve more children than current funding 
84.30 	provides. The commissioner may designate a predetermined number of scholarship slots 
84.31 	for that program and notify the program of that number. For fiscal year 2018 and later, the 
84.32 	statewide amount of funding directly designated by the commissioner must not exceed the 
85.1 	funding directly designated for fiscal year 2017. Beginning July 1, 2016, a school district 
85.2 	or Head Start program qualifying under this paragraph may use its established registration 
85.3 	process to enroll scholarship recipients and may verify a scholarship recipient's family 
85.4 	income in the same manner as for other program participants.
85.5 	(d) the commissioner may establish exploratory efforts to increase parent education and 
85.6 	family support services to families receiving early learning scholarships such as including 
85.7 	home visits and parent education services.
85.8 	(d) (e) A scholarship is awarded for a 12-month period. If the scholarship recipient has 
85.9 	not been accepted and subsequently enrolled in a rated program within ten three months of 
85.10 	the awarding of the scholarship, the scholarship cancels and the recipient must reapply in 
85.11 	order to be eligible for another scholarship. An extension may be requested if a program is 
85.12 	unavailable for the child within the three-month timeline. A child may not be awarded more 
85.13 	than one scholarship in a 12-month period.
85.14 	(e) (f) A child who receives a scholarship who has not completed development screening 
85.15 	under sections 121A.16 to 121A.19 must complete that screening within 90 days of first 
85.16 	attending an eligible program or within 90 days after the child's third birthday if awarded 
85.17 	a scholarship under the age of three.
85.18 	(f) For fiscal year 2017 and later, a school district or Head Start program enrolling 
85.19 	scholarship recipients under paragraph (c) may apply to the commissioner, in the form and 
85.20 	manner prescribed by the commissioner, for direct payment of state aid. Upon receipt of 
85.21 	the application, the commissioner must pay each program directly for each approved 
85.22 	scholarship recipient enrolled under paragraph (c) according to the metered payment system 
85.23 	or another schedule established by the commissioner.

85.24 	Sec. 8. Minnesota Statutes 2021 Supplement, section 126C.05, subdivision 1, is amended 
85.25 	to read:
85.26 		Subdivision 1.Pupil unit. Pupil units for each Minnesota resident pupil under the age 
85.27 	of 21 or who meets the requirements of section 120A.20, subdivision 1, paragraph (c), in 
85.28 	average daily membership enrolled in the district of residence, in another district under 
85.29 	sections 123A.05 to 123A.08, 124D.03, 124D.08, or 124D.68; in a charter school under 
85.30 	chapter 124E; or for whom the resident district pays tuition under section 123A.18, 123A.22, 
85.31 	123A.30, 123A.32, 123A.44, 123A.488, 123B.88, subdivision 4, 124D.04, 124D.05, 125A.03 
85.32 	to 125A.24, 125A.51, or 125A.65, shall be counted according to this subdivision.
86.1 	(a) A prekindergarten pupil with a disability who is enrolled in a program approved by 
86.2 	the commissioner and has an individualized education program is counted as the ratio of 
86.3 	the number of hours of assessment and education service to 825 times 1.0 with a minimum 
86.4 	average daily membership of 0.28, but not more than 1.0 pupil unit.
86.5 	(b) A prekindergarten pupil who is assessed but determined not to be disabled is counted 
86.6 	as the ratio of the number of hours of assessment service to 825 times 1.0.
86.7 	(c) A kindergarten pupil with a disability who is enrolled in a program approved by the 
86.8 	commissioner is counted as the ratio of the number of hours of assessment and education 
86.9 	services required in the fiscal year by the pupil's individualized education program to 875, 
86.10 	but not more than one.
86.11 	(d) (c) A prekindergarten pupil who is not included in paragraph (a) or (b) and is enrolled 
86.12 	in an approved a voluntary public prekindergarten program under section 124D.151is 
86.13 	counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more 
86.14 	than 0.6 pupil units that meets the minimum hours required in section 120A.41 is counted 
86.15 	as a 1.0 pupil unit.
86.16 	(e) (d) A kindergarten pupil who is not included in paragraph (c) is counted as 1.0 pupil 
86.17 	unit if the pupil is enrolled in a free all-day, every day kindergarten program available to 
86.18 	all kindergarten pupils at the pupil's school that meets the minimum hours requirement in 
86.19 	section 120A.41, or is counted as .55 pupil unit, if the pupil is not enrolled in a free all-day, 
86.20 	every day kindergarten program available to all kindergarten pupils at the pupil's school.
86.21 	(f) (e) A pupil who is in any of grades 1 to 6 is counted as 1.0 pupil unit.
86.22 	(g) (f) A pupil who is in any of grades 7 to 12 is counted as 1.2 pupil units.
86.23 	(h) (g) A pupil who is in the postsecondary enrollment options program is counted as 
86.24 	1.2 pupil units.
86.25 	(i) For fiscal years 2018 through 2023, a prekindergarten pupil who:
86.26 	(1) is not included in paragraph (a), (b), or (d);
86.27 	(2) is enrolled in a school readiness plus program under Laws 2017, First Special Session 
86.28 	chapter 5, article 8, section 9; and
86.29 	(3) has one or more of the risk factors specified by the eligibility requirements for a 
86.30 	school readiness plus program,
86.31 	is counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more 
86.32 	than 0.6 pupil units. A pupil qualifying under this paragraph must be counted in the same 
87.1 	manner as a voluntary prekindergarten student for all general education and other school 
87.2 	funding formulas.

87.3 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

87.4 	Sec. 9. Minnesota Statutes 2021 Supplement, section 126C.05, subdivision 3, is amended 
87.5 	to read:
87.6 		Subd. 3.Compensation revenue pupil units. Compensation revenue pupil units must 
87.7 	be computed according to this subdivision.
87.8 	(a) The compensation revenue concentration percentage for each building in a district 
87.9 	equals the product of 100 times the ratio of:
87.10 	(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch 
87.11 	plus one-half of the pupils eligible to receive reduced priced lunch on October 1 of the 
87.12 	previous fiscal year; to
87.13 	(2) the number of pupils enrolled in the building on October 1 of the previous fiscal 
87.14 	year.
87.15 	(b) The compensation revenue pupil weighting factor for a building equals the lesser of 
87.16 	one or the quotient obtained by dividing the building's compensation revenue concentration 
87.17 	percentage by 80.0.
87.18 	(c) The compensation revenue pupil units for a building equals the product of:
87.19 	(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch 
87.20 	and one-half of the pupils eligible to receive reduced priced lunch on October 1 of the 
87.21 	previous fiscal year; times
87.22 	(2) the compensation revenue pupil weighting factor for the building; times
87.23 	(3) .60.
87.24 	(d) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten programs under 
87.25 	section 124D.151, charter schools, and contracted alternative programs in the first year of 
87.26 	operation, compensation revenue pupil units shall be computed using data for the current 
87.27 	fiscal year. If the voluntary prekindergarten program, charter school, or contracted alternative 
87.28 	program begins operation after October 1, compensatory revenue pupil units shall be 
87.29 	computed based on pupils enrolled on an alternate date determined by the commissioner, 
87.30 	and the compensation revenue pupil units shall be prorated based on the ratio of the number 
87.31 	of days of student instruction to 170 days.
88.1 	(e) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten seats discontinued 
88.2 	in fiscal year 2024 due to the reduction in the participation limit under section 124D.151, 
88.3 	subdivision 6, those discontinued seats must not be used to calculate compensation revenue 
88.4 	pupil units for fiscal year 2024.
88.5 	(f) (e) The percentages in this subdivision must be based on the count of individual 
88.6 	pupils and not on a building average or minimum.

88.7 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

88.8 	Sec. 10. Minnesota Statutes 2021 Supplement, section 126C.10, subdivision 2d, is amended 
88.9 	to read:
88.10 		Subd. 2d.Declining enrollment revenue. (a) A school district's declining enrollment 
88.11 	revenue equals the greater of zero or the product of: (1) 28 percent of the formula allowance 
88.12 	for that year and (2) the difference between the adjusted pupil units for the preceding year 
88.13 	and the adjusted pupil units for the current year.
88.14 	(b) Notwithstanding paragraph (a), for public prekindergarten programs for fiscal year 
88.15 	2024 2023 only, prekindergarten pupil units under section 126C.05, subdivision 1, paragraph 
88.16 	(d) (c), must be excluded from the calculation of declining enrollment revenue.

88.17 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

88.18 	Sec. 11. Minnesota Statutes 2021 Supplement, section 245.4889, subdivision 1, is amended 
88.19 	to read:
88.20 		Subdivision 1.Establishment and authority. (a) The commissioner is authorized to 
88.21 	make grants from available appropriations to assist:
88.22 	(1) counties;
88.23 	(2) Indian tribes;
88.24 	(3) children's collaboratives under section 124D.23 or 245.493; or
88.25 	(4) mental health service providers.; or
88.26 	(5) school districts and charter schools.
88.27 	(b) The following services are eligible for grants under this section:
88.28 	(1) services to children with emotional disturbances as defined in section 245.4871, 
88.29 	subdivision 15, and their families;
89.1 	(2) transition services under section 245.4875, subdivision 8, for young adults under 
89.2 	age 21 and their families;
89.3 	(3) respite care services for children with emotional disturbances or severe emotional 
89.4 	disturbances who are at risk of out-of-home placement. A child is not required to have case 
89.5 	management services to receive respite care services;
89.6 	(4) children's mental health crisis services;
89.7 	(5) mental health services for people from cultural and ethnic minorities, including 
89.8 	supervision of clinical trainees who are Black, indigenous, or people of color;
89.9 	(6) children's mental health screening and follow-up diagnostic assessment and treatment;
89.10 	(7) services to promote and develop the capacity of providers to use evidence-based 
89.11 	practices in providing children's mental health services;
89.12 	(8) school-linked mental health services under section 245.4901;
89.13 	(9) building evidence-based mental health intervention capacity for children birth to age 
89.14 	five;
89.15 	(10) suicide prevention and counseling services that use text messaging statewide;
89.16 	(11) mental health first aid training;
89.17 	(12) training for parents, collaborative partners, and mental health providers on the 
89.18 	impact of adverse childhood experiences and trauma and development of an interactive 
89.19 	website to share information and strategies to promote resilience and prevent trauma;
89.20 	(13) transition age services to develop or expand mental health treatment and supports 
89.21 	for adolescents and young adults 26 years of age or younger;
89.22 	(14) early childhood mental health consultation;
89.23 	(15) evidence-based interventions for youth at risk of developing or experiencing a first 
89.24 	episode of psychosis, and a public awareness campaign on the signs and symptoms of 
89.25 	psychosis;
89.26 	(16) psychiatric consultation for primary care practitioners; and
89.27 	(17) providers to begin operations and meet program requirements when establishing a 
89.28 	new children's mental health program. These may be start-up grants.
89.29 	(c) Services under paragraph (b) must be designed to help each child to function and 
89.30 	remain with the child's family in the community and delivered consistent with the child's 
90.1 	treatment plan. Transition services to eligible young adults under this paragraph must be 
90.2 	designed to foster independent living in the community.
90.3 	(d) As a condition of receiving grant funds, a grantee shall obtain all available third-party 
90.4 	reimbursement sources, if applicable.

90.5 	Sec. 12. Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 3, 
90.6 	is amended to read:
90.7 		Subd. 3.Early learning scholarships. (a) For the early learning scholarship program 
90.8 	under Minnesota Statutes, section 124D.165:

90.9		$
	70,709,000
	.....
	2022
	
90.1190.10
		$
	70,709,000
122,065,000
	.....
	2023
	
90.12 	(b) This appropriation is subject to the requirements under Minnesota Statutes, section 
90.13 	124D.165, subdivision 6.
90.14 	(c) Notwithstanding Minnesota Statutes, section 124D.165, for fiscal year 2023 only, 
90.15 	the commissioner may allocate funds to Head Start and licensed center and family child 
90.16 	care providers as necessary to implement the voluntary public prekindergarten transition 
90.17 	year outlined in section 15, including allocating funds under Minnesota Statutes, section 
90.18 	124D.165, as they existed prior to the date of enactment of this act.
90.19 	(d) The base for fiscal year 2024 is $122,280,000 and the base for fiscal year 2025 is 
90.20 	$120,287,000.

90.21 	Sec. 13. Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 5, 
90.22 	is amended to read:
90.23 		Subd. 5.Early childhood family education aid. (a) For early childhood family education 
90.24 	aid under Minnesota Statutes, section 124D.135:

90.2690.25
		$
	35,003,000
34,121,000
	.....
	2022
	
90.2890.27
		$
	36,478,000
36,676,000
	.....
	2023
	
90.29 	(b) The 2022 appropriation includes $3,341,000 for 2021 and $31,662,000 $30,780,000
90.30 	for 2022.
90.31 	(c) The 2023 appropriation includes $3,518,000 $3,419,000 for 2022 and $32,960,000
90.32 	$33,257,000 for 2023.

91.1 	Sec. 14. Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 6, 
91.2 	is amended to read:
91.3 		Subd. 6.Developmental screening aid. (a) For developmental screening aid under 
91.4 	Minnesota Statutes, sections 121A.17 and 121A.19:

91.691.5
		$
	3,582,000
3,623,000
	.....
	2022
	
91.891.7
		$
	3,476,000
4,470,000
	.....
	2023
	
91.9 	(b) The 2022 appropriation includes $360,000 for 2021 and $3,222,000 $3,263,000 for 
91.10 	2022.
91.11 	(c) The 2023 appropriation includes $357,000 $362,000 for 2022 and $3,119,000
91.12 	$4,108,000 for 2023.

91.13 	Sec. 15. TRANSITION YEAR IN 2023.
 91.14 	(a) Fiscal year 2023 may serve as a transition year in order to give current voluntary 
91.15 	prekindergarten, school readiness plus, and early learning scholarships pathway II programs 
91.16 	a year to transition to the new voluntary public prekindergarten program for eligible 
91.17 	four-year-old children and to make the necessary adjustments to meet the additional program 
91.18 	requirements and facilitate relationships with all public prekindergarten program providers 
91.19 	within the school district boundaries.
91.20 	(b) For fiscal year 2023 only, school districts operating a voluntary prekindergarten 
91.21 	program under Minnesota Statutes, section 124D.151, or school readiness plus program 
91.22 	under Laws 2017, First Special Session chapter 5, article 8, section 9, may apply to the 
91.23 	department of education to allow the program to continue to operate under the provisions 
91.24 	of Minnesota Statutes, sections 124D.151 and 126C.05, subdivision 1, as they existed prior 
91.25 	to the date of enactment of this act.

91.26 	Sec. 16. APPROPRIATIONS.
 91.27 		Subdivision 1.Department of Education. The sums indicated in this section are 
91.28 	appropriated from the general fund to the Department of Education for the fiscal years 
91.29 	designated.
91.30 		Subd. 2.Mental health services and early childhood social workers. (a) For grants 
91.31 	to fund social workers focused solely on early childhood systems that strengthen early 
91.32 	childhood programs and improve outcomes for participating children and families.

92.1		$
	0
	.....
	2022
	
92.2		$
	2,500,000
	.....
	2023
	
92.3 	(b) Eligible applicants are school districts and charter schools with early learning 
92.4 	programs that may include but are not limited to Head Start, early Head Start, and early 
92.5 	intervention programs serving children from birth to kindergarten that:
92.6 	(1) implement a family partnership process to support family well-being, family safety, 
92.7 	health, and economic stability;
92.8 	(2) offer individualized family partnership services in collaboration with families; and
92.9 	(3) offer support services in collaboration or colocation with mental health practitioners 
92.10 	to provide training, coaching, or skill building to early learning staff and parents.
92.11 	(c) This appropriation is in addition to any other federal funds a grantee receives for this 
92.12 	purpose.
92.13 	(d) Any balance in the first year does not cancel and is available in the second year.
92.14 	(e) Up to five percent of this appropriation may be retained for grant administration 
92.15 	costs.
92.16 		Subd. 3.Voluntary public prekindergarten through mixed delivery. (a) For voluntary 
92.17 	public prekindergarten provided by Head Start and licensed center and family child care 
92.18 	providers under Minnesota Statutes, section 124D.151, subdivision 3a, paragraphs (b) and 
92.19 	(c):

92.20		$
	96,920,000
	.....
	2023
	
92.21 		Subd. 4.Infant and early childhood mental health consultation in schools. (a) For 
92.22 	transfer to the commissioner of human services for grants to create an early childhood mental 
92.23 	health system of care in schools under Minnesota Statutes, section 245.4889, subdivision 
92.24 	1, paragraph (a), clause (5).

92.25		$
	0
	.....
	2022
	
92.26		$
	3,759,000
	.....
	2023
	
92.27 	(b) Of this amount, $3,350,000 is available for grants. Eligible uses include services 
92.28 	under Minnesota Statutes, section 245.4889, subdivision 1, paragraph (b), clause (14).
92.29 	(c) Any balance in the first year does not cancel and is available in the second year.

93.1 	ARTICLE 8
93.2 	COMMUNITY EDUCATION

93.3 	Section 1. Minnesota Statutes 2020, section 124D.2211, is amended to read:
93.4 	124D.2211 AFTER-SCHOOL COMMUNITY LEARNING PROGRAMS.
93.5 		Subdivision 1.Establishment. A competitive statewide after-school community learning 
93.6 	grant program is established to provide grants to community or nonprofit organizations, 
93.7 	political subdivisions, for-profit or nonprofit child care centers, or school-based programs 
93.8 	that serve youth after school or during nonschool hours. Grants must be used to offer a 
93.9 	broad array of academic enrichment activities that promote positive after-school activities, 
93.10 	including art, music, community engagement, literacy, science, technology, engineering, 
93.11 	math, health, and recreation programs. The commissioner shall develop criteria for 
93.12 	after-school community learning programs that promote partnerships and active collaboration 
93.13 	with the schools that participating students attend. The commissioner may award grants 
93.14 	under this section to community or nonprofit organizations, American Indian organizations, 
93.15 	Tribal nations, political subdivisions, public libraries, or school-based programs that serve 
93.16 	youth after school or during nonschool hours.
93.17 		Subd. 2.Program outcomes Objectives. The expected outcomes objectives of the 
93.18 	after-school community learning programs are to increase:
93.19 	(1) school connectedness of participants;
93.20 	(2) academic achievement of participating students in one or more core academic areas;
93.21 	(3) the capacity of participants to become productive adults; and
93.22 	(4) prevent truancy from school and prevent juvenile crime.
93.23 	(1) increase access to comprehensive after-school and summer learning and enrichment 
93.24 	opportunities that meet the academic and social-emotional needs of historically underserved 
93.25 	students;
93.26 	(2) promote engagement in learning and connections to school and community; and
93.27 	(3) encourage school attendance and improve academic performance.
93.28 		Subd. 3.Grants. (a) An applicant shall must submit an after-school community learning 
93.29 	program proposal to the commissioner. The submitted plan proposal must include:
93.30 	(1) collaboration with and leverage of existing community resources that have 
93.31 	demonstrated effectiveness;
94.1 	(2) outreach to children and youth; and
94.2 	(3) involvement of local governments, including park and recreation boards or schools, 
94.3 	unless no government agency is appropriate.
94.4 	Proposals will be reviewed and approved by the commissioner.
94.5 	(1) an assessment of the needs and available resources for the after-school community 
94.6 	learning program and a description of how the proposed program will address the needs 
94.7 	identified, including how students and families are engaged in the process;
94.8 	(2) a description of the partnership between a school and another eligible entity;
94.9 	(3) an explanation of how the proposal will support the objectives identified in subdivision 
94.10 	2, including the use of best practices;
94.11 	(4) a plan to implement effective after-school practices and provide staff access to 
94.12 	professional development opportunities; and
94.13 	(5) a description of the data the after-school community learning program will use to 
94.14 	evaluate the impact of the program.
94.15 	(b) The commissioner must review proposals and award grants to programs that:
94.16 	(1) primarily serve historically underserved students; and
94.17 	(2) provide opportunities for academic enrichment and a broad array of additional services 
94.18 	and activities to meet program objectives.
94.19 	(c) To the extent practicable, the commissioner must award grants equitably among the 
94.20 	geographic areas of Minnesota, including rural, suburban, and urban communities.
94.21 	(d) The commissioner may award grants for two-year periods. A grant awarded to an 
94.22 	eligible applicant may not exceed $300,000.
94.23 		Subd. 4.Technical assistance and continuous improvement. (a) The commissioner 
94.24 	must monitor and evaluate the performance of grant recipients to assess the effectiveness 
94.25 	of after-school community learning programs in meeting the objectives identified in 
94.26 	subdivision 2.
94.27 	(b) The commissioner must provide technical assistance, capacity building, and 
94.28 	professional development to grant recipients, including guidance on effective practices for 
94.29 	after-school programs.

95.1 	Sec. 2. Minnesota Statutes 2020, section 124D.531, subdivision 1, is amended to read:
95.2 		Subdivision 1.State total adult basic education aid. (a) The state total adult basic 
95.3 	education aid for fiscal year 2011 equals $44,419,000, plus any amount that is not paid 
95.4 	during the previous fiscal year as a result of adjustments under subdivision 4, paragraph 
95.5 	(a), or section 124D.52, subdivision 3. The state total adult basic education aid for later 
95.6 	fiscal years equals:
95.7 	(1) the state total adult basic education aid for the preceding fiscal year plus any amount 
95.8 	that is not paid for during the previous fiscal year, as a result of adjustments under subdivision 
95.9 	4, paragraph (a), or section 124D.52, subdivision 3; times
95.10 	(2) the greater of 1.00 or the lesser of:
95.11 	(i) 1.03; or
95.12 	(ii) the average growth in state total contact hours over the prior ten program years.
95.13 	Three percent of the state total adult basic education aid must be set aside for adult basic 
95.14 	education supplemental service grants under section 124D.522.
95.15 	(b) The state total adult basic education aid, excluding basic population aid, equals the 
95.16 	difference between the amount computed in paragraph (a), and the state total basic population 
95.17 	aid under subdivision 2.

95.18 	EFFECTIVE DATE. This section is effective for revenue for fiscal year 2023 and later.

95.19 	Sec. 3. Minnesota Statutes 2020, section 124D.55, is amended to read:
95.20 	124D.55 COMMISSIONER-SELECTED HIGH SCHOOL EQUIVALENCY TEST 
95.21 	FEES.
95.22 	(a) The commissioner shall pay 60 percent of the fee that is charged to an eligible 
95.23 	individual for the full battery of the commissioner-selected high school equivalency tests, 
95.24 	but not more than $40 for an eligible individual.
95.25 	(b) Notwithstanding paragraph (a), for fiscal years 2020 and 2021 only, The commissioner 
95.26 	shall pay 100 percent of the fee charged to an eligible individual for the full battery of the 
95.27 	commissioner-selected high school equivalency tests, but not more than the cost of one full 
95.28 	battery of tests per year for any individual.

96.1 	Sec. 4. Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 9, 
96.2 	is amended to read:
96.3 		Subd. 9.High school equivalency tests. For payment of the costs of the 
96.4 	commissioner-selected high school equivalency tests under Minnesota Statutes, section 
96.5 	124D.55:

96.6		$
	125,000
	.....
	2022
	
96.896.7
		$
	125,000
470,000
	.....
	2023

96.9 	Sec. 5. APPROPRIATION.
 96.10 		Subdivision 1.Department of Education. The sums indicated in this section are 
96.11 	appropriated from the general fund to the Department of Education for the fiscal years 
96.12 	designated.
96.13 		Subd. 2.After-school program grants. (a) For grants for after-school community 
96.14 	learning programs under Minnesota Statutes, section 124D.2211:

96.15		$
	5,000,000
	.....
	2023
	
96.16 	(b) Any balance in the first year does not cancel and is available in the second year.
96.17 	(c) Up to two percent of this appropriation must be used to contract with Ignite 
96.18 	Afterschool to expand a statewide system of continuous program improvement and 
96.19 	professional development for funded after-school program providers in accordance with 
96.20 	Minnesota Statutes, section 124D.2211, subdivision 4, paragraph (b).
96.21 	(d) Up to five percent of this appropriation may be retained for administration, monitoring, 
96.22 	and providing technical assistance to grant recipients in accordance with Minnesota Statutes, 
96.23 	section 124D.2211, subdivision 4.
96.24 		Subd. 3.Out-of-school time and community partnerships. (a) For grants to 
96.25 	organizations that support youth engagement and youth employment and training that are 
96.26 	culturally and linguistically appropriate for youth being served:

96.27		$
	7,000,000
	.....
	2023
	
96.28 	(b) Grant fund uses may include but are not limited to:
96.29 	(1) access to mentors;
96.30 	(2) career exploration and career pathways programming;
96.31 	(3) culturally and linguistically appropriate support services; and
97.1 	(4) community collaborations and partnerships, including partnerships with schools.
97.2 	(c) Up to ten percent of the appropriation is available to enter into partnerships with 
97.3 	existing organizations to provide training and technical assistance to the community-based 
97.4 	organizations receiving grant funds to engage in best practices and effectively implement 
97.5 	evidence-based programming.
97.6 	(d) In awarding competitive grants, priority must be given to programs that:
97.7 	(1) target young people who are experiencing homelessness, in foster care, involved in 
97.8 	the juvenile justice system, or disconnected from school and work;
97.9 	(2) serve youth from communities of color who are underrepresented in the workforce; 
97.10 	or
97.11 	(3) serve youth with disabilities.
97.12 	(e) Eligible organizations must:
97.13 	(1) have demonstrated effectiveness in administering youth workforce programs; and
97.14 	(2) be organizations serving youth with significant capacity and demonstrable youth 
97.15 	development experience and outcomes to operate a youth workforce development project.
97.16 	(f) Any balance in the first year does not cancel and is available in the second year.
97.17 	(g) Up to five percent of this appropriation may be retained for administration costs.

97.18 	EFFECTIVE DATE. This section is effective the day following final enactment.

97.19 	ARTICLE 9
97.20 	STATE AGENCIES

97.21 	Section 1. Laws 2021, First Special Session chapter 13, article 11, section 4, subdivision 
97.22 	2, is amended to read:
97.23 		Subd. 2.Department. (a) For the Department of Education:

97.24		$
	30,837,000
	.....
	2022
	
97.2697.25
		$
	26,287,000
29,749,000
	.....
	2023
	
97.27 	Of these amounts:
97.28 	(1) $319,000 each year is for the Board of School Administrators;
97.29 	(2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes, 
97.30 	section 120B.115;
98.1 	(3) $250,000 each year is for the School Finance Division to enhance financial data 
98.2 	analysis;
98.3 	(4) $720,000 each year is for implementing Minnesota's Learning for English Academic 
98.4 	Proficiency and Success Act under Laws 2014, chapter 272, article 1, as amended;
98.5 	(5) $123,000 each year is for a dyslexia specialist;
98.6 	(6) $480,000 each year is for the Department of Education's mainframe update;
98.7 	(7) $4,500,000 in fiscal year 2022 only is for legal fees and costs associated with 
98.8 	litigation; and
98.9 	(8) $340,000 in fiscal years year 2022 and $2,924,000 in2023 only are for administration 
98.10 	and monitoring of voluntary public prekindergarten programs., including data collection, 
98.11 	analysis, and support for providers implementing the assessment required under Minnesota 
98.12 	Statutes, section 124D.151. The base for this item is $3,014,000 in fiscal year 2024 and 
98.13 	$3,124,000 in fiscal year 2025;
98.14 	(9) $540,000 in fiscal year 2023 is for costs associated with implementing the specific 
98.15 	learning disability criteria change, which may include grants for training; and
98.16 	(10) $338,000 in fiscal year 2023 is for costs associated with implementing changes to 
98.17 	the school lunch and school breakfast programs in article 6. The base for this item is $218,000 
98.18 	in fiscal year 2024.
98.19 	(b) None of the amounts appropriated under this subdivision may be used for Minnesota's 
98.20 	Washington, D.C., office.
98.21 	(c) The expenditures of federal grants and aids as shown in the biennial budget document 
98.22 	and its supplements are approved and appropriated and must be spent as indicated.
98.23 	(d) This appropriation includes funds for information technology project services and 
98.24 	support subject to the provisions of Minnesota Statutes, section 16E.21. Any ongoing 
98.25 	information technology costs will be incorporated into the service level agreement and will 
98.26 	be paid to the Office of MN.IT Services by the Department of Education under the rates 
98.27 	and mechanisms specified in that agreement.
98.28 	(e) To account for the base adjustments provided in Laws 2018, chapter 211, article 21, 
98.29 	section 1, paragraph (a), and section 3, paragraph (a), as well as the adjustments in paragraph 
98.30 	(a), clauses (8) and (10), the base for fiscal year 2024 and later is $25,965,000 $29,397,000. 
98.31 	The base for fiscal year 2025 is $29,507,000.

99.1 	Sec. 2. Laws 2021, First Special Session chapter 13, article 11, section 7, subdivision 1, 
99.2 	is amended to read:
99.3 		Subdivision 1.Professional Educator Licensing and Standards Board. (a) The sums 
99.4 	indicated in this section are appropriated from the general fund to the Professional Educator 
99.5 	Licensing and Standards Board for the fiscal years designated:

99.6		$
	2,792,000
	.....
	2022
	
99.899.7
		$
	2,839,000
3,499,000
	.....
	2023
	
99.9 	(b) Any balance in the first year does not cancel but is available in the second year.
99.10 	(c) $660,000 in fiscal year 2023 is for enhancements to the educator licensing system 
99.11 	to ensure the Professional Educator Licensing and Standards Board may review and approve 
99.12 	educator licensing applications in a timely and effective manner.
99.13 	(c) (d) This appropriation includes funds for information technology project services 
99.14 	and support subject to Minnesota Statutes, section 16E.21. Any ongoing information 
99.15 	technology costs will be incorporated into an interagency agreement and will be paid to the 
99.16 	Office of MN.IT Services by the Professional Educator Licensing and Standards Board 
99.17 	under the mechanism specified in that agreement.
99.18 	(e) The base for fiscal year 2024 and later is $3,203,000.

APPENDIX 

Repealed Minnesota Statutes: 22-06767 

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.