1.1.................... moves to amend H.F. No. 2497, the third engrossment, as follows:
1.2Delete everything after the enacting clause and insert:


1.5    Section 1. Minnesota Statutes 2022, section 126C.10, subdivision 2, is amended to read:
1.6    Subd. 2. Basic revenue. (a) The basic revenue for each district equals the formula
1.7allowance times the adjusted pupil units for the school year. The formula allowance for
1.8fiscal year 2021 is $6,567. The formula allowance for fiscal year 2022 is $6,728.
1.9    (b) The formula allowance for fiscal year 2023 and later is $6,863. The formula allowance
1.10for fiscal year 2024 is $7,206. The formula allowance for fiscal year 2025 and later is $7,566.
1.11EFFECTIVE DATE.This section is effective for revenue for fiscal year 2024 and later.

1.12    Sec. 2. Minnesota Statutes 2022, section 126C.10, subdivision 18a, is amended to read:
1.13    Subd. 18a. Pupil transportation adjustment. (a) An independent, common, or special
1.14school district's transportation sparsity revenue under subdivision 18 is increased by the
1.15greater of zero or 18.2 70 percent of the difference between:
1.16(1) the lesser of the district's total cost for regular and excess pupil transportation under
1.17section 123B.92, subdivision 1, paragraph (b), including depreciation, for the previous fiscal
1.18year or 105 percent of the district's total cost for the second previous fiscal year; and
1.19(2) the sum of:
1.20(i) 4.66 percent of the district's basic revenue for the previous fiscal year;
1.21(ii) transportation sparsity revenue under subdivision 18 for the previous fiscal year;
2.1(iii) the district's charter school transportation adjustment for the previous fiscal year;
2.2and
2.3(iv) the district's reimbursement for transportation provided under section 123B.92,
2.4subdivision 1, paragraph (b), clause (1), item (vi).
2.5(b) A charter school's pupil transportation adjustment equals the school district per pupil
2.6adjustment under paragraph (a).
2.7EFFECTIVE DATE.This section is effective for revenue for fiscal year 2024 and later.

2.8    Sec. 3. Minnesota Statutes 2022, section 126C.44, is amended to read:
2.9126C.44 SAFE SCHOOLS LEVY REVENUE.
2.10    Subdivision 1. Safe schools revenue for school districts. (a) Each district may make
2.11a levy on all taxable property located within the district for the purposes specified in this
2.12section. The maximum amount which may be levied for all costs under this section shall
2.13be equal to $36 multiplied by the district's adjusted pupil units for the school year A school
2.14district's safe schools revenue equals the sum of its safe schools aid.
2.15    Subd. 2. Safe schools aid. Safe schools aid for a school district and a charter school
2.16equals $100 times the district's adjusted pupil units for the school year.
2.17    Subd. 3. Safe schools revenue for intermediate school districts. (a) Safe schools aid
2.18for a cooperative unit serving students under section 123A.24, subdivision 2, equals $45
2.19times the adjusted pupil units of the member districts.
2.20(b) Revenue raised under this subdivision must be transferred to the intermediate school
2.21district.
2.22    Subd. 4. Fiscal year 2024 only. A charter school's safe schools aid for fiscal year 2024
2.23only equals $36 times its adjusted pupil units for that year.
2.24    Subd. 5. Use of safe schools revenue. The proceeds of the levy (a) Safe schools revenue
2.25must be reserved and used for directly funding the following purposes or for reimbursing
2.26the cities and counties who contract with the district for the following purposes:
2.27    (1) to pay the costs incurred for the salaries, benefits, and transportation costs of peace
2.28officers and sheriffs for liaison in services in the district's schools;
2.29    (2) to pay the costs for a drug abuse prevention program as defined in section 609.101,
2.30subdivision 3, paragraph (e), in the elementary schools;
3.1    (3) to pay the costs for a gang resistance education training curriculum in the district's
3.2schools;
3.3    (4) to pay the costs for security in the district's schools and on school property;
3.4    (5) to pay the costs for other crime prevention, drug abuse, student and staff safety,
3.5voluntary opt-in suicide prevention tools, and violence prevention measures taken by the
3.6school district;
3.7    (6) to pay costs for licensed school counselors, licensed school nurses, licensed school
3.8social workers, licensed school psychologists, and licensed alcohol and substance use
3.9disorder counselors to help provide early responses to problems;
3.10    (7) to pay for facility security enhancements including laminated glass, public
3.11announcement systems, emergency communications devices, and equipment and facility
3.12modifications related to violence prevention and facility security;
3.13    (8) to pay for costs associated with improving the school climate; or
3.14    (9) to pay costs for colocating and collaborating with mental health professionals who
3.15are not district employees or contractors.
3.16    (b) For expenditures under paragraph (a), clause (1), the district must initially attempt
3.17to contract for services to be provided by peace officers or sheriffs with the police department
3.18of each city or the sheriff's department of the county within the district containing the school
3.19receiving the services. If a local police department or a county sheriff's department does
3.20not wish to provide the necessary services, the district may contract for these services with
3.21any other police or sheriff's department located entirely or partially within the school district's
3.22boundaries.
3.23    (c) A school district that is a member of an intermediate school district may include in
3.24its authority under this section the costs associated with safe schools activities authorized
3.25under paragraph (a) for intermediate school district programs. This authority must not exceed
3.26$15 times the adjusted pupil units of the member districts. This authority is in addition to
3.27any other authority authorized under this section. Revenue raised under this paragraph must
3.28be transferred to the intermediate school district.
3.29EFFECTIVE DATE.Subdivisions 1, 2, 3, and 5 are effective for fiscal year 2025 and
3.30later. Subdivision 4 is effective for fiscal year 2024.

4.1    Sec. 4. BASE BUDGET APPROPRIATIONS.
4.2    Subdivision 1. Base budget authorized. Notwithstanding any law to the contrary, for
4.3any early education or K12 education program without an appropriation specified in this
4.4act, the base budget amounts are approved for fiscal years 2024 and 2025.
4.5    Subd. 2. Appropriations. For fiscal years 2024 and 2025 only, there is annually
4.6appropriated from the general fund to the commissioner of education the amounts necessary
4.7to fund the base budget for all K12 and early education programs identified in Laws 2021
4.8First special session chapter 13, as documented in the February 2023 Forecast General Fund
4.9Balance Analysis for fiscal years 2024 and 2025.
4.10    Subd. 3. Allocations among recipients. The commissioner of education must distribute
4.11the state aid appropriated in subdivision 2 to school districts, charter schools, cooperative
4.12units, state agencies and boards, and all other recipients of base budget amounts according
4.13to each statutorily specified formula. For any amount where the aid or grant recipient is not
4.14identified in law, the commissioner may allocate the funds to the recipients in the same
4.15manner as for the 2022-2023 biennium.

4.16    Sec. 5. APPROPRIATION; GENERAL EDUCATION AID.
4.17    Subdivision 1. Department of Education. The sum indicated in this section is
4.18appropriated from the general fund to the Department of Education in the fiscal year
4.19designated.
4.20    Subd. 2. General education aid. (a) For general education aid under Minnesota Statutes,
4.21section 126C.13, subdivision 4:

4.22		$	8,065,575,000	.....	2024
4.23		$	8,454,192,000	.....	2025

4.24(b) The 2024 appropriation includes $707,254,000 for 2023 and $7,358,321,000 for
4.252024.
4.26(c) The 2025 appropriation includes $817,591,000 for 2024 and $7,636,601,000 for
4.272025.
4.28    Subd. 3. Safe schools aid. (a) For safe schools aid under Minnesota Statutes, section
4.29126C.44:

4.30		$	2,473,000	.....	2024
4.31		$	107,066,000	.....	2025

4.32(b) The 2024 appropriation includes $0 for 2024 and $2,473,000 for 2025.
5.1(c) The 2025 appropriation includes $274,000 for 2024 and $106,792,000 for 2025.


5.4    Section 1. [120B.116] SCIENCE OF READING.
5.5    Subdivision 1. Policy. It is the intent of the legislature that public schools promote
5.6foundational literacy and grade-level reading proficiency through the use of curriculum,
5.7textbooks, instructional materials, instructional practices, interventions, and teacher
5.8development and training based solely on the science of reading.
5.9    Subd. 2. Science of reading defined. (a) "Science of reading" means explicit, systematic
5.10evidence-based reading instruction using reliable, trustworthy, and valid evidence consistent
5.11with science-based reading research. This includes developing foundational reading skills
5.12relying on phonemic/phonological awareness, phonics and decoding, fluency, vocabulary,
5.13and comprehension that can be differentiated to meet the needs of individual students.
5.14(b) The science of reading does not include using visual memory as the primary basis
5.15for teaching word recognition and does not include the use of the three-cueing system model,
5.16based on meaning, structure/syntax, and visual, also known as MSV, as a method to teach
5.17students to read.
5.18    Subd. 3. Other definitions. (a) The terms defined in this section have the meanings
5.19given them.
5.20(b) "Comprehension" is the purpose of reading: the ability to understand, remember,
5.21and make meaning of what has been read.
5.22(c) "Fluency" is the ability to read text with speed, accuracy, and proper expression,
5.23either to oneself or aloud.
5.24(d) "Phonemic/phonological awareness" is the ability of students to hear, identify,
5.25manipulate, and substitute individual sounds, word parts, and syllables in spoken words.
5.26(e) "Phonics" is the understanding that there are systematic and predictable relationships
5.27between phonemes (sounds) and graphemes (the letters that represent those sounds in written
5.28language) and to apply that knowledge to decode unfamiliar printed words. This process is
5.29commonly known as sounding out words.
5.30(f) "Science-based reading research" means research that:
6.1(1) applies rigorous, systematic, and objective observational or experimental procedures
6.2to obtain knowledge relevant to reading development, reading instruction, and reading and
6.3writing difficulties; and
6.4(2) explains how proficient reading and writing develop, why some children have
6.5difficulties developing key literacy skills, and how schools can best assess and instruct early
6.6literacy, including the use of evidence-based literacy instruction practices to promote reading
6.7and writing achievement.
6.8(g) "Vocabulary" is the process of acquiring new words that students understand and
6.9use in their conversation (oral vocabulary) and recognize in print (reading vocabulary)
6.10through direct and indirect instruction.

6.11    Sec. 2. Minnesota Statutes 2022, section 120B.12, is amended to read:
6.12120B.12 READING PROFICIENTLY NO LATER THAN THE END OF GRADE
6.133.
6.14    Subdivision 1. Literacy goal. The legislature seeks to have every child reading at or
6.15above grade level no later than the end of grade 3, including English learners, and that
6.16teachers provide comprehensive, scientifically based reading instruction based on the science
6.17of reading consistent with section 122A.06, subdivision 4 120B.116.
6.18    Subd. 2. Identification; report. (a) Each school district must identify before the end of
6.19kindergarten, grade 1, and grade 2 all students who are not reading at grade level. Students
6.20identified as not reading at grade level by the end of kindergarten, grade 1, and grade 2 must
6.21be screened, in a locally determined manner, for characteristics of dyslexia.
6.22    (b) Students in grade 3 or higher who demonstrate a reading difficulty to a classroom
6.23teacher must be screened, in a locally determined manner, for characteristics of dyslexia,
6.24unless a different reason for the reading difficulty has been identified.
6.25    (c) Reading assessments in English, and in the predominant languages of district students
6.26where practicable, must identify and evaluate students' areas of academic need related to
6.27literacy. The district also must monitor the progress and provide reading instruction
6.28appropriate to the specific needs of English learners. The district must use a locally adopted,
6.29developmentally appropriate, and culturally responsive assessment and annually report
6.30summary assessment results to the commissioner by July 1.
6.31    (d) The district also must annually report to the commissioner by July 1 a summary of
6.32the district's efforts to screen and identify students who demonstrate characteristics of
6.33dyslexia using screening tools such as those recommended by the department's dyslexia
7.1specialist. With respect to students screened or identified under paragraph (a), the report
7.2must include:
7.3    (1) a summary of the district's efforts to screen for dyslexia;
7.4    (2) the number of students screened for that reporting year; and
7.5    (3) the number of students demonstrating characteristics of dyslexia for that year.
7.6(e) A student identified under this subdivision must be provided with alternate instruction
7.7under section 125A.56, subdivision 1.
7.8    Subd. 2a. Parent notification and involvement. Schools, at least annually, must give
7.9clear notice to the parent of each student who is not reading at or above grade level that the
7.10student is not reading at or above grade level, and provide the parent timely information
7.11about:
7.12(1) the student's reading proficiency as measured by a locally adopted assessment;
7.13(2) reading-related services currently being provided to the student and the student's
7.14progress; and
7.15(3) strategies for parents to use at home in helping their student succeed in becoming
7.16grade-level proficient in reading in English and in their native language; the strategies must
7.17align with the interventions identified in the improvement plan under subdivision 3.
7.18A district may not use this section to deny a student's right to a special education
7.19evaluation.
7.20    Subd. 3. Intervention. (a) For each student identified under subdivision 2, the district
7.21shall provide reading intervention to accelerate student growth and reach the goal of reading
7.22at or above grade level by the end of the current grade and school year. If a student does
7.23not read at or above grade level by the end of grade 3, the district must continue to provide
7.24reading intervention until the student reads at grade level. District intervention methods
7.25shall encourage family engagement and, where possible, collaboration with appropriate
7.26school and community programs. Intervention methods may include, but are not limited to,
7.27requiring attendance in summer school or a summer reading program or camp, intensified
7.28reading instruction that may require that the student be removed from the regular classroom
7.29for part of the school day, extended-day programs, or programs that strengthen students'
7.30cultural connections.
7.31(b) A school district or charter school is strongly encouraged to provide a personal
7.32learning plan for a student who is unable to demonstrate grade-level proficiency, as measured
8.1by the statewide reading assessment in grade grades 3 and 4. The district or charter school
8.2must determine the format of the personal learning plan in collaboration with the student's
8.3educators and other appropriate professionals. The school must develop the learning plan
8.4in consultation with the student's parent or guardian. The personal learning plan must address
8.5knowledge gaps and skill deficiencies through strategies such as specific exercises and
8.6practices during and outside of the regular school day, periodic assessments, and reasonable
8.7timelines. The personal learning plan may include grade retention, if it is in the student's
8.8best interest. A school must maintain and regularly update and modify the personal learning
8.9plan until the student reads at grade level. This paragraph does not apply to a student under
8.10an individualized education program.
8.11    Subd. 4. Staff development. Each district shall use the data under subdivision 2 to
8.12identify the staff development needs so that:
8.13(1) elementary teachers are able to implement comprehensive, scientifically based reading
8.14and oral language instruction in the five reading areas of phonemic awareness, phonics,
8.15fluency, vocabulary, and comprehension as defined in section 122A.06, subdivision 4, and
8.16other literacy-related areas including writing instructional practices consistent with the
8.17science of reading as defined in section 120B.116 until the student achieves and maintains
8.18grade-level reading proficiency;
8.19(2) elementary teachers have sufficient training and professional development to provide
8.20comprehensive, scientifically based reading and oral language instruction aligned to the
8.21science of reading as defined in section 120B.116 that meets students' developmental,
8.22linguistic, and literacy needs using the intervention methods or programs selected by the
8.23district for the identified students;
8.24(3) licensed teachers employed by the district have regular opportunities to improve
8.25reading and writing instruction aligned to the science of reading as defined in section
8.26120B.116;
8.27(4) licensed teachers recognize students' diverse needs in cross-cultural settings and are
8.28able to serve the oral language and linguistic needs of students who are English learners by
8.29maximizing strengths in their native languages in order to cultivate students' English language
8.30development, including oral academic language development, and build academic literacy;
8.31and
8.32(5) licensed teachers are well trained in culturally responsive pedagogy that enables
8.33students to master content, develop skills to access content, and build relationships.
9.1    Subd. 4a. Local literacy plan. (a) Consistent with this section, a school district must
9.2adopt a local literacy plan to have every child reading at or above grade level no later than
9.3the end of grade 3, including English learners. The plan must be consistent with section
9.4122A.06, subdivision 4 120B.116, and include the following:
9.5(1) a process to assess students' level of reading proficiency and data to support the
9.6effectiveness of an assessment used to screen and identify a student's level of reading
9.7proficiency;
9.8(2) a process to notify and involve parents;
9.9(3) a description of how schools in the district will determine the proper reading
9.10intervention strategy for a student and the process for intensifying or modifying the reading
9.11strategy in order to obtain measurable reading progress;
9.12(4) evidence-based intervention methods aligned to the science of reading as defined in
9.13section 120B.116 for students who are not reading at or above grade level and progress
9.14monitoring to provide information on the effectiveness of the intervention; and
9.15(5) identification of staff development needs, including a program to meet those needs.
9.16(b) The district must post its literacy plan on the official school district website.
9.17    Subd. 5. Commissioner. The commissioner shall recommend to districts multiple
9.18assessment tools to assist districts and teachers with identifying students under subdivision
9.192. The commissioner shall also make available examples of nationally recognized and
9.20research-based instructional methods or programs to districts to provide comprehensive,
9.21scientifically based reading instruction and intervention under this section. The instructional
9.22methods or programs must not include the use of whole language, balanced-literacy, or a
9.23three-cueing system model based on meaning, structure/syntax, and visual, also known as
9.24MSV.

9.25    Sec. 3. Minnesota Statutes 2022, section 122A.092, subdivision 5, is amended to read:
9.26    Subd. 5. Reading strategies. (a) A teacher preparation provider approved by the
9.27Professional Educator Licensing and Standards Board to prepare persons for classroom
9.28teacher licensure must include in its teacher preparation programs research-based best
9.29practices in reading, consistent with section 122A.06, subdivision 4 120B.116, that enable
9.30the licensure candidate to teach reading in the candidate's content areas. Teacher candidates
9.31must be instructed in using students' native languages as a resource in creating effective
9.32differentiated instructional strategies for English learners developing literacy skills. A teacher
9.33preparation provider also must prepare early childhood and elementary teacher candidates
10.1for Tier 3 and Tier 4 teaching licenses under sections 122A.183 and 122A.184, respectively,
10.2for the portion of the examination under section 122A.185, subdivision 1, paragraph (c),
10.3covering assessment of reading instruction.
10.4(b) Board-approved teacher preparation programs for teachers of elementary education
10.5must require instruction in applying comprehensive, scientifically based or evidence-based,
10.6and structured reading instruction programs that:
10.7(1) teach students to read using foundational knowledge, practices, and strategies
10.8consistent with section 122A.06, subdivision 4 120B.116, so that all students achieve
10.9continuous progress in reading; and
10.10(2) teach specialized instruction in reading strategies, interventions, and remediations
10.11that enable students of all ages and proficiency levels to become proficient readers.; and
10.12(3) exclude or prohibit the use of whole language, balanced-literacy, or a three-cueing
10.13system model based on meaning, structure/syntax, and visual, also known as MSV.
10.14(c) Board-approved teacher preparation programs for teachers of elementary education,
10.15early childhood education, special education, and reading intervention must include
10.16instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation
10.17programs may consult with the Department of Education, including the dyslexia specialist
10.18under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia
10.19must be modeled on practice standards of the International Dyslexia Association, and must
10.20address:
10.21(1) the nature and symptoms of dyslexia;
10.22(2) resources available for students who show characteristics of dyslexia;
10.23(3) evidence-based instructional strategies for students who show characteristics of
10.24dyslexia, including the structured literacy approach; and
10.25(4) outcomes of intervention and lack of intervention for students who show
10.26characteristics of dyslexia.
10.27(d) Nothing in this section limits the authority of a school district to select a school's
10.28reading program or curriculum.

10.29    Sec. 4. Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:
10.30    Subdivision 1. Tests. (a) The Professional Educator Licensing and Standards Board
10.31must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
10.32examination of skills in reading, writing, and mathematics before being granted a Tier 4
11.1teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
11.2secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier
11.33 license to provide direct instruction to pupils in elementary, secondary, or special education
11.4programs if candidates meet the other requirements in section 122A.181, 122A.182, or
11.5122A.183, respectively.
11.6(b) The board must adopt rules requiring candidates for Tier 3 and Tier 4 licenses to
11.7pass an examination of general pedagogical knowledge and examinations of licensure field
11.8specific content. The content examination requirement does not apply if no relevant content
11.9exam exists.
11.10(c) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
11.11pass test items assessing the candidates' knowledge, skill, and ability in comprehensive,
11.12scientifically based reading instruction under section 122A.06, subdivision 4, knowledge
11.13and understanding of the foundations of reading development, development of reading
11.14comprehension and reading assessment and instruction, and the ability to integrate that
11.15knowledge and understanding into instruction strategies under section 122A.06, subdivision
11.164 demonstrate their knowledge and understanding of the science of reading as defined in
11.17section 120B.116, and ability to provide instruction and assess student proficiency in reading,
11.18on an examination approved or adopted by the board.
11.19(d) The requirement to pass a board-adopted reading, writing, and mathematics skills
11.20examination does not apply to nonnative English speakers, as verified by qualified Minnesota
11.21school district personnel or Minnesota higher education faculty, who, after meeting the
11.22content and pedagogy requirements under this subdivision, apply for a teaching license to
11.23provide direct instruction in their native language or world language instruction under section
11.24120B.022, subdivision 1.

11.25    Sec. 5. Minnesota Statutes 2022, section 122A.187, subdivision 5, is amended to read:
11.26    Subd. 5. Science of reading preparation and professional development. The
11.27Professional Educator Licensing and Standards Board must adopt rules that require all
11.28licensed teachers who are renewing a Tier 3 or Tier 4 teaching license under sections
11.29122A.183 and 122A.184, respectively, to include in the renewal requirements further reading
11.30preparation and professional development, consistent with section 122A.06, subdivision 4
11.31120B.116. The rules do not take effect until they are approved by law. Teachers who do
11.32not provide direct instruction including, at least, counselors, school psychologists, school
11.33nurses, school social workers, audiovisual directors and coordinators, and recreation
11.34personnel are exempt from this section.

12.1    Sec. 6. Minnesota Statutes 2022, section 124D.98, is amended by adding a subdivision to
12.2read:
12.3    Subd. 5. Recommended uses. (a) A school district or charter school is encouraged to
12.4use aid received under this section on:
12.5(1) meeting the requirements and recommendations to achieve grade-level reading
12.6proficiency under section 120B.12;
12.7(2) professional development for teachers and education support personnel in the science
12.8of reading as defined in section 120B.116;
12.9(3) provide bonuses or stipends to teachers demonstrating success in helping students
12.10attain grade-level proficiency or exceptional growth toward grade level proficiency;
12.11(4) provide bonuses or stipends to teachers identified under clause (3), who seek training
12.12to work as a literacy specialist or mentor; and
12.13(5) provide bonuses or stipends to teachers and education support personnel using the
12.14science of reading as defined in section 120B.116 to tutor struggling readers.
12.15(b) A school board is not required to meet and negotiate with an exclusive representative
12.16of employees on the uses of aid received under this section, but must confer with the
12.17exclusive representative of teachers in the district or school on the use of aid under this
12.18section.

12.19    Sec. 7. READING RESET FUNDING.
12.20    Subdivision 1. Reading reset account. An account is established in the special revenue
12.21fund known as the reading reset account. Funds appropriated under this section must be
12.22transferred to the reset account in the special revenue fund.
12.23    Subd. 2. Curriculum and materials. A school district, charter school, or cooperative
12.24may request reimbursement from the commissioner of education for curriculum, instructional
12.25materials, and books aligned with the science of reading, as defined in section 120B.116,
12.26that were purchased on or after July 1, 2020. The application for reimbursement must require
12.27an applicant to agree that it will stop using instructional practices, curriculum, or materials
12.28that are based on or otherwise use whole-language, balanced literacy, or the three-cueing
12.29system model, including discontinuing use or agreeing not to use in the future any literacy
12.30curriculum or other materials published by Heinemann Publishing, or written in whole or
12.31in part by Irene Fountas and Gay Su Pinnell.
13.1    Subd. 3. Teacher training. The commissioner of education must provide funding to
13.2school districts, charter schools, and cooperatives to provide teachers with training in the
13.3science of reading through intensive workshops, academies, and other professional
13.4development opportunities. In addition, the commissioner must provide school districts,
13.5charter schools, and cooperatives funding to provide teachers paid time to attend training
13.6on the science of reading.
13.7    Subd. 4. Tutoring. The commissioner must establish a process for parents to receive
13.8reimbursement for literacy tutoring for students enrolled in school districts, charter schools,
13.9or cooperatives who are not reading at grade level.
13.10EFFECTIVE DATE.This section is effective July 1, 2023.

13.11    Sec. 8. TEACHER PREPARATION IN READING INSTRUCTION.
13.12A teacher preparation program approved by the Professional Educator Licensing and
13.13Standards Board for teachers of elementary education must require instruction in
13.14understanding and applying the science of reading. The board must complete audits of all
13.15approved teacher preparation programs by September 1, 2023, and must place a program
13.16not in compliance on immediate probation. A program placed on probation must develop
13.17and implement an action plan to comply with this section.
13.18EFFECTIVE DATE.This section is effective the day following final enactment.

13.19    Sec. 9. APPROPRIATION; READING RESET.
13.20    Subdivision 1. Department of Education. The sums indicated in this section are
13.21appropriated from the general fund to the Department of Education in the fiscal year
13.22designated.
13.23    Subd. 2. Reading reset. (a) For the reading reset account under section 2:

13.24

$

250,000,000

.....

2024

13.25(b) Of these amounts, $125,000,000 is for curriculum and materials in accordance with
13.26section 7, subdivision 2; $100,000,000 is for teacher training in accordance with section 7,
13.27subdivision 3; and $25,000,000 is to reimburse parents for tutoring in accordance with
13.28section 7, subdivision 4.
13.29(c) The commissioner may retain up to $250,000 of the appropriation to administer the
13.30funds under this subdivision.

14.1    Sec. 10. REPEALER.
14.2Minnesota Statutes 2022, section 122A.06, subdivision 4, is repealed.


14.5    Section 1. Minnesota Statutes 2022, section 122A.31, subdivision 1, is amended to read:
14.6    Subdivision 1. Requirements for American sign language/English interpreters. (a)
14.7In addition to any other requirements that a school district establishes, any person employed
14.8to provide American sign language/English interpreting or sign transliterating services on
14.9a full-time or part-time basis for a school district after July 1, 2000, must:
14.10(1) hold current interpreter and or transliterator certificates awarded by the Registry of
14.11Interpreters for the Deaf (RID), or the general level interpreter proficiency certificate awarded
14.12by the National Association of the Deaf (NAD), or a comparable state certification from
14.13the commissioner of education;, and
14.14(2) satisfactorily complete an interpreter/transliterator training program affiliated with
14.15an accredited educational institution.; or
14.16(2) hold a certified deaf interpreter certification issued by RID.
14.17(b) New graduates of an interpreter/transliterator program affiliated with an accredited
14.18education institution or certified deaf interpreters who hold a certification issued by RID
14.19shall be granted a two-year provisional certificate by the commissioner. During the two-year
14.20provisional period, the interpreter/transliterator must develop and implement an education
14.21plan in collaboration with a mentor under paragraph (c).
14.22(c) A mentor of a provisionally certified interpreter/transliterator must be an
14.23interpreter/transliterator who has either NAD level IV or V certification or RID certified
14.24interpreter and certified transliterator certification and have at least three years of
14.25interpreting/transliterating experience in any educational setting. The mentor, in collaboration
14.26with the provisionally certified interpreter/transliterator, shall develop and implement an
14.27education plan designed to meet the requirements of paragraph (a), clause (1), and include
14.28a weekly on-site mentoring process.
14.29(d) Consistent with the requirements of this paragraph, a person holding a provisional
14.30certificate may apply to the commissioner for one time-limited extension. The commissioner,
14.31in consultation with the Commission of the Deaf, DeafBlind and Hard of Hearing, must
15.1grant the person a time-limited extension of the provisional certificate based on the following
15.2documentation:
15.3(1) letters of support from the person's mentor, a parent of a pupil the person serves, the
15.4special education director of the district in which the person is employed, and a representative
15.5from the regional service center of the deaf and hard-of-hearing;
15.6(2) records of the person's formal education, training, experience, and progress on the
15.7person's education plan; and
15.8(3) an explanation of why the extension is needed.
15.9As a condition of receiving the extension, the person must comply with a plan and the
15.10accompanying time line timeline for meeting the requirements of this subdivision. A
15.11committee composed of the deaf and hard-of-hearing state specialist, a representative of
15.12the Minnesota Association of Deaf Citizens, a representative of the Minnesota Registry of
15.13Interpreters of for the Deaf, and other appropriate persons committee members selected by
15.14the commissioner must develop the plan and time line timeline for the person receiving the
15.15extension.
15.16(e) A school district may employ only an interpreter/transliterator who has been certified
15.17under paragraph (a) or (b), or for whom a time-limited extension has been granted under
15.18paragraph (d).
15.19(f) An interpreter who meets the requirements of paragraph (a) is "essential personnel"
15.20as defined in section 125A.76, subdivision 1.

15.21    Sec. 2. [122A.731] SPECIAL EDUCATION TEACHER PIPELINE PROGRAM.
15.22    Subdivision 1. Grant program established. (a) The commissioner of education must
15.23administer a grant program to develop a pipeline of trained, licensed special education
15.24teachers. A school district, charter school, or cooperative unit under section 123A.24,
15.25subdivision 2, may apply for a grant under this section. An applicant must partner with a
15.26board-approved teacher preparation program.
15.27(b) The commissioner must award half of the grant funding available to school districts
15.28in the seven-county metropolitan area, and half to applicants outside the seven-county
15.29metropolitan area. In awarding grants, the commissioner must consider the distribution of
15.30Tier 1 and Tier 2 special education licensed teachers, and the existing supply of Tier 3 and
15.31Tier 4 special education teachers in the district, charter school, or cooperative unit relative
15.32to the number of students receiving special education instruction and services.
16.1    Subd. 2. Grant uses. (a) A grant recipient must use grant funds to support participants
16.2who are employed by the grant recipient as either a paraprofessional or other unlicensed
16.3staff, or a teacher with a Tier 1 or Tier 2 license, and demonstrate a willingness to be a
16.4special education teacher after completing the program. Tier 1 and Tier 2 special education
16.5licensed teachers seeking credentials necessary to become a Tier 3 or Tier 4 must be
16.6prioritized.
16.7(b) A grant recipient may use grant funds for:
16.8(1) tuition assistance or stipends for participants;
16.9(2) supports for participants, including mentoring, licensure test preparation, and
16.10technology support; or
16.11(3) participant recruitment.
16.12    Subd. 3. Report. Within one year of receiving grant funds, and for each year that a
16.13recipient receives grant funds, a grant recipient must report to the commissioner in the form
16.14and manner determined by the commissioner, the number of participants in the program,
16.15and how grant funds were used. The commissioner must publish an annual report that
16.16identifies the grant recipients and summarizes how grant funds are used.
16.17    Subd. 4. Special education teacher pipeline program account. (a) An account is
16.18established in the special revenue fund known as the special education teacher pipeline
16.19program account.
16.20(b) Funds appropriated for the special education teacher pipeline program under this
16.21section must be transferred to the special educator teacher pipeline program account in the
16.22special revenue fund.
16.23(c) Money in the account is annually appropriated to the commissioner for the special
16.24education teacher pipeline program under this section. Any returned funds are available to
16.25be regranted. Grant recipients may apply to use grant money over a period of up to 60
16.26months.
16.27(d) Up to $175,000 annually is appropriated to the commissioner for costs associated
16.28with administering and monitoring the program under this section.
16.29EFFECTIVE DATE.This section is effective July 1, 2023.

17.1    Sec. 3. Minnesota Statutes 2022, section 125A.76, subdivision 2e, is amended to read:
17.2    Subd. 2e. Cross subsidy reduction aid. (a) A school district's annual cross subsidy
17.3reduction aid equals the school district's initial special education cross subsidy for the
17.4previous fiscal year times the cross subsidy aid factor for that fiscal year.
17.5(b) The cross subsidy aid factor equals 2.6 percent for fiscal year 2020 and 6.43 percent
17.6for fiscal year years 2021 to 2023 and for fiscal year 2024 and later, the percentage necessary
17.7to reach full funding of the state share of the special education cross subsidy.
17.8(c) For purposes of this subdivision, the state share of the special education cross subsidy
17.9means the total cross subsidy for the previous school year less the amount of federal funds
17.10that would have been provided in the previous year if the federal government had provided
17.11its 40 percent share. The 40 percent share equals the national average per pupil expenditure,
17.12as calculated by the Department of Education, for the second previous year times 0.4.
17.13(d) Notwithstanding paragraph (b), in any year where the federal share is less than amount
17.14specified in paragraph (c), the cross subsidy aid factor equals 50 percent for that fiscal year.
17.15EFFECTIVE DATE.This section is effective for revenue for fiscal year 2024 and later.

17.16    Sec. 4. [125A.795] SPECIAL EDUCATION AID APPROPRIATION.
17.17There is annually appropriated from the general fund to the Department of Education
17.18the amounts necessary for special education aid under sections 125A.76 and 125A.79. This
17.19amount must be reduced by the amount of any money specifically appropriated for the same
17.20purpose in any year from any state fund.

17.21    Sec. 5. APPROPRIATIONS; SPECIAL EDUCATION TEACHER PIPELINE.
17.22    Subdivision 1. Department of Education. The sums indicated in this section are
17.23appropriated from the general fund to the Department of Education for the fiscal years
17.24designated.
17.25    Subd. 2. Special education teacher pipeline. For grants to develop special education
17.26teacher pipelines across Minnesota under Minnesota Statutes, section 122A.731:

17.27		$	10,000,000	.....	2024
17.28		$	10,000,000	.....	2025

18.3    Section 1. Minnesota Statutes 2022, section 124D.085, is amended to read:
18.4124D.085 EXPERIENTIAL AND APPLIED LEARNING OPPORTUNITIES FOR
18.5STUDENTS.
18.6(a) To strengthen the alignment between career and college ready curriculum and state
18.7and local academic standards and increase students' opportunities for participating in applied
18.8and experiential learning in a nontraditional setting, school districts are encouraged to
18.9provide programs such as:
18.10(1) magnet schools,;
18.11(2) language immersion programs,;
18.12(3) project-based learning,;
18.13(4) accelerated learning,;
18.14(5) college prep schools,;
18.15(6) career and technical education,;
18.16(7) Montessori schools,;
18.17(8) military schools,;
18.18(9) work-based schools,; and
18.19(10) place-based learning.
18.20(b) Districts may provide such programs independently or in cooperation with other
18.21districts, at a school single site, for particular grades, or throughout the district. In addition
18.22to meeting the other accountability measures under chapter 120B, districts may declare that
18.23a student meets or exceeds specific academic standards required for graduation under the
18.24rigorous course of study waiver in section 120B.021, subdivision 1a, where appropriate.
18.25(b) (c) The board of a district that chooses to participate must publicly adopt and review
18.26a plan for providing a program under this section. The plan must: define the program and
18.27its structure; describe the enrollment process; identify measures and processes for regularly
18.28assessing, evaluating, and publicly reporting on program efficacy and use summary data to
18.29show student progress and outcomes; and establish a data-informed public process for
18.30modifying and revising the plan as needed. A district must publish its plan contents and
18.31evaluation outcomes on the district website.
19.1(c) (d) For purposes of further integrating experiential and applied learning into career
19.2and college ready curricula, the commissioner may request program information from
19.3providing districts under this section, but is not authorized to approve or deny any school
19.4board-adopted program provided under this section.

19.5    Sec. 2. Minnesota Statutes 2022, section 124D.093, subdivision 3, is amended to read:
19.6    Subd. 3. Application Board approval process. The commissioner must determine the
19.7form and manner of application for a school to be designated a P-TECH school. The
19.8application school board plan for adopting a P-TECH program must contain at least the
19.9following information:
19.10(1) the written agreement between a public school, a higher education institution under
19.11section 124D.09, subdivision 3, paragraph (a), and a business partner to jointly develop and
19.12support a P-TECH school;
19.13(2) a proposed school design consistent with subdivisions 1 and 2;
19.14(3) a description of how the P-TECH school supports the needs of the economic
19.15development region in which the P-TECH school is to be located;
19.16(4) a description of the facilities to be used by the P-TECH school;
19.17(5) a description of proposed budgets, curriculum, transportation plans, and other
19.18operating procedures for the P-TECH school;
19.19(6) the process by which students will be enrolled in the P-TECH school;
19.20(7) the qualifications required for individuals employed in the P-TECH school; and
19.21(8) any additional information that the commissioner requires board determines is
19.22appropriate.

19.23    Sec. 3. Minnesota Statutes 2022, section 124D.093, subdivision 4, is amended to read:
19.24    Subd. 4. Grant approval process. (a) When an appropriation is available, the
19.25commissioner of education must appoint an advisory committee to review the applications
19.26and to recommend approval for those applications that meet the requirements of this section.
19.27The commissioner of education has final authority over application approvals.
19.28(b) To the extent practicable, the commissioner must ensure an equitable geographic
19.29distribution of approved P-TECH schools.
20.1(c) The commissioner must first begin approving applications for a P-TECH school
20.2enrolling students in the 2020-2021 school year or later.
20.3(d) Nothing in this subdivision should be construed to give the commissioner the authority
20.4to approve or deny a locally adopted P-TECH plan.

20.5    Sec. 4. Laws 2017, First Special Session chapter 5, article 2, section 52, is amended to
20.6read:
20.7    Sec. 52. EDUCATION INNOVATION RESEARCH ZONES PILOT PROGRAM.
20.8    Subdivision 1. Establishment; requirements for participation; research innovation
20.9zone plans. (a) The innovation research zone pilot program is established to improve student
20.10and school outcomes consistent with the world's best workforce requirements under
20.11Minnesota Statutes, section 120B.11. Innovation zone partnerships allow school districts
20.12and charter schools to research and implement innovative education programming models
20.13designed to better prepare students for the world of the 21st century.
20.14(b) One or more school districts or charter schools may join together to form an innovation
20.15zone partnership. The partnership may include other nonschool partners, including
20.16postsecondary institutions, other units of local government, nonprofit organizations, and
20.17for-profit organizations. An innovation zone plan must be collaboratively developed in
20.18concert with the school's instructional staff.
20.19(c) An innovation research zone partnership must research and may implement innovative
20.20education programs and models that are based on proposed hypotheses. An innovation zone
20.21plan may include an emerging practice not yet supported by peer-reviewed research.
20.22Examples of innovation zone research may include, but are not limited to:
20.23(1) personalized learning, allowing students to excel at their own pace and according to
20.24their interests, aspirations, and unique needs;
20.25(2) the use of competency outcomes rather than seat time and course completion to fulfill
20.26standards, credits, and other graduation requirements;
20.27(3) multidisciplinary, real-world, inquiry-based, and student-directed models designed
20.28to make learning more engaging and relevant, including documenting and validating learning
20.29that takes place beyond the school day and school walls;
20.30(4) models of instruction designed to close the achievement gap, including new models
20.31for age three to grade 3 models, English as a second language models, early identification
20.32and prevention of mental health issues, and others;
21.1(5) new partnerships between secondary schools and postsecondary institutions,
21.2employers, or career training institutions enabling students to complete industry certifications,
21.3postsecondary education credits, and other credentials;
21.4(6) new methods of collaborative leadership including the expansion of schools where
21.5teachers have larger professional roles;
21.6(7) new ways to enhance parental and community involvement in learning;
21.7(8) new models of professional development for educators, including embedded
21.8professional development; or
21.9(9) new models in other areas such as whole child instruction, social-emotional skill
21.10development, technology-based or blended learning, parent and community involvement,
21.11professional development and mentoring, and models that increase the return on investment.;
21.12(10) new models of evaluation, assessment, and accountability using multiple indicators,
21.13including models that demonstrate alternative ways to validate a student's academic
21.14attainment that have predictive validity to the state tests, and also include other variables
21.15such as problem solving, creativity, analytical thinking, collaboration, respecting others,
21.16global understanding, postgraduation student performance, and other information;
21.17(11) improving teacher and principal mentoring and evaluation;
21.18(12) granting a high school diploma to a student who meets the graduation requirements
21.19under Minnesota Statutes, section 120B.02, subdivision 2, while providing the student
21.20opportunities to:
21.21(i) attain postsecondary credits or degrees through advanced placement, international
21.22baccalaureate, or concurrent enrollment or courses; or
21.23(ii) participate in career and industrial certification programs, including apprenticeship
21.24programs;
21.25(13) the use of the provisions in Minnesota Statutes, sections 124D.085, governing
21.26experiential and applied learning opportunities; 124D.52, subdivision 9, governing standard
21.27adult high school diploma requirements; and 126C.05, subdivision 15, paragraph (b), item
21.28(i), governing the use of independent study;
21.29(14) the use of the provisions of a learning year in Minnesota Statutes, section 124D.128,
21.30for a student in grade 10, 11, or 12 to participate in career and technical programs after
21.31school, on weekends, and during school breaks, including summers, and be included in the
21.32general education revenue computation. The classes must generate both high school and
22.1postsecondary credit and lead to either a career certification, technical college degree, or
22.2apprenticeship program. A student participating in a learning year may attend school year
22.3round, and the student's continual learning plan must provide for the student to meet the
22.4high school graduation standards no later than the end of the fall semester of grade 12;
22.5(15) methods to initiate prevention models to reduce student needs for special education
22.6and to reduce teacher time devoted to the required special education documentation; or
22.7(16) other innovations as determined by the local boards.
22.8(d) An innovation zone plan submitted to the commissioner of education must describe:
22.9(1) how the plan will improve student and school outcomes consistent with the world's
22.10best workforce requirements under Minnesota Statutes, section 120B.11;
22.11(2) the role of each partner in the zone;
22.12(3) the research methodology used for each proposed action in the plan;
22.13(4) (3) the exemptions from statutes and rules in subdivision 2 that the research innovation
22.14zone partnership will use;
22.15(5) (4) a description of how teachers and other educational staff from the affected school
22.16sites will be included in the planning and implementation process;
22.17(6) (5) a detailed description of expected outcomes and graduation standards;
22.18(7) (6) a timeline for implementing the plan and assessing the outcomes; and
22.19(8) (7) how results of the plan will be disseminated.
22.20The governing board for each partner must approve the innovation zone plan.
22.21(e) Upon unanimous approval of the initial innovation zone partners and approval of the
22.22commissioner of education, the innovation zone partnership may extend membership to
22.23other partners. A new partner's membership is effective 30 days after the innovation zone
22.24partnership notifies the commissioner of the proposed change in membership unless the
22.25commissioner disapproves the new partner's membership and updates the plan.
22.26(f) Notwithstanding any other law to the contrary, a school district or charter school
22.27participating in an innovation zone partnership under this section continues to receive all
22.28revenue and maintains its taxation authority in the same manner as before its participation
22.29in the innovation zone partnership. The innovation zone school district and charter school
22.30partners remain organized and governed by their respective school boards with general
22.31powers under Minnesota Statutes, chapter 123B or 124E, and remain subject to any
23.1employment agreements under Minnesota Statutes, chapters 122A and 179A. School district
23.2and charter school employees participating in an innovation zone partnership remain
23.3employees of their respective school district or charter school.
23.4(g) An innovation zone partnership may submit its plan at any time to the commissioner
23.5in the form and manner specified by the commissioner. The commissioner must approve
23.6or reject the plan after reviewing the recommendation of the Innovation Research Zone
23.7Advisory Panel. An initial innovation zone plan that has been rejected by the commissioner
23.8may be resubmitted to the commissioner after the innovation zone partnership has modified
23.9the plan to meet each individually identified objection.
23.10(h) An innovation zone plan must not cause an increase in state aid or levies for partners.
23.11    Subd. 2. Exemptions from laws and rules. (a) Notwithstanding any other law to the
23.12contrary, an innovation zone partner with an approved a plan filed with the commissioner
23.13is exempt from each of the following state education laws and rules specifically identified
23.14in its plan:
23.15(1) any law or rule from which a district-created, site-governed school under Minnesota
23.16Statutes, section 123B.045, is exempt;
23.17(2) any statute or rule from which the commissioner has exempted another district or
23.18charter school, as identified in the list published on the Department of Education's Web site
23.19website under subdivision 4, paragraph (b);
23.20(3) online learning program approval under Minnesota Statutes, section 124D.095,
23.21subdivision 7, if the school district or charter school offers a course or program online
23.22combined with direct access to a teacher for a portion of that course or program;
23.23(4) restrictions on extended time revenue under Minnesota Statutes, section 126C.10,
23.24subdivision 2a, for a student who meets the criteria of Minnesota Statutes, section 124D.68,
23.25subdivision 2; and
23.26(5) any required hours of instruction in any class or subject area for a student who is
23.27meeting all competencies consistent with the graduation standards described in the innovation
23.28zone plan.
23.29(b) The exemptions under this subdivision must not be construed as exempting an
23.30innovation zone partner from the Minnesota Comprehensive Assessments or as increasing
23.31any state aid or levy.
24.1    Subd. 3. Innovation Research Zone Advisory Panel. (a) The commissioner must
24.2establish and convene an Innovation Research Zone Advisory Panel to review all innovation
24.3zone plans submitted for approval.
24.4(b) The panel must be composed of nine members. One member must be appointed by
24.5each of the following organizations: Educators for Excellence, Education Minnesota,
24.6Minnesota Association of Secondary School Principals, Minnesota Elementary School
24.7Principals' Association, Minnesota Association of School Administrators, Minnesota School
24.8Boards Association, Minnesota Association of Charter Schools, and the Office of Higher
24.9Education. The commissioner must appoint one member with expertise in evaluation and
24.10research.
24.11    Subd. 4. Role of the commissioner approval. (a) Upon recommendation of the
24.12Innovation Research Zone Advisory Panel, the commissioner may approve up to three
24.13innovation zone plans in the seven-county metropolitan area and up to three in greater
24.14Minnesota. If an innovation zone partnership fails to implement its innovation zone plan as
24.15described in its application and according to the stated timeline, upon recommendation of
24.16the Innovation Research Zone Advisory Panel, the commissioner must may alert the
24.17partnership members and provide the opportunity to remediate. If implementation continues
24.18to fail, the commissioner must may suspend or terminate the innovation zone plan.
24.19(b) The commissioner must publish a list of the exemptions the commissioner has granted
24.20to a district or charter school on the Department of Education's Web site website by July 1,
24.212017. The list must be updated annually.
24.22    Subd. 5. Project evaluation, dissemination, and report to legislature. Each research
24.23innovation zone partnership must submit project data to the commissioner in the form and
24.24manner provided for in the approved application specified by the commissioner. At least
24.25once every two years, the commissioner must may analyze each innovation zone's progress
24.26in realizing the objectives of the innovation zone partnership's plan. To the extent practicable,
24.27and using existing resources, the commissioner must may summarize and categorize
24.28innovation zone plans and submit a report to the legislative committees having jurisdiction
24.29over education by February 1 of each odd-numbered year in accordance with Minnesota
24.30Statutes, section 3.195.

24.31    Sec. 5. REVISOR INSTRUCTION.
24.32(a) The revisor of statutes shall renumber the provisions of Minnesota Statutes and laws
24.33listed in column A to the references listed in column B. The revisor shall also make necessary
25.1cross-reference changes in Minnesota Statutes and Minnesota Rules consistent with the
25.2renumbering in this instruction.

25.3	Column A	Column B
25.4 25.5	Laws 2017, First Special Session chapter 5, article 2, section 52	124F.01
25.6	124D.085	124F.02
25.7	124D.093	124F.03
25.8	124D.4535	124F.04
25.9	124D.46	124F.05
25.10	124D.47	124F.06
25.11	124D.48	124F.07
25.12	124D.49	124F.08
25.13	124D.50	124F.09

25.14(b) This act is intended to be a reorganization of statutes relating to Education Innovation
25.15in Minnesota Statutes, chapter 124F. The changes that have been made are not intended to
25.16change the meaning or prior interpretation of those laws.

25.17    Sec. 6. REPEALER.
25.18Laws 2017, First Special Session chapter 5, article 2, section 52, subdivision 3, is
25.19repealed.


25.22    Section 1. Minnesota Statutes 2022, section 120B.024, subdivision 1, is amended to read:
25.23    Subdivision 1. Graduation requirements. (a) Students beginning 9th grade 9 in the
25.242011-2012 school year and later must successfully complete the following high school level
25.25credits for graduation:
25.26    (1) four credits of language arts sufficient to satisfy all of the academic standards in
25.27English language arts;
25.28    (2) three credits of mathematics, including an algebra II credit or its equivalent, sufficient
25.29to satisfy all of the academic standards in mathematics;
25.30(3) an algebra I credit by the end of 8th grade 8 sufficient to satisfy all of the 8th grade
25.31standards in mathematics;
26.1    (4) three credits of science, including at least one credit of biology, one credit of chemistry
26.2or physics, and one elective credit of science. The combination of credits under this clause
26.3must be sufficient to satisfy (i) all of the academic standards in either chemistry or physics
26.4and (ii) all other academic standards in science;
26.5    (5) three and one-half credits of social studies, including credit for a course in government
26.6and citizenship in either grade 11 or 12 for students beginning grade 9 in the 2024-2025
26.7school year and later or an advanced placement, international baccalaureate, or other rigorous
26.8course on government and citizenship under section 120B.021, subdivision 1a, and a
26.9combination of other credits encompassing at least United States history, geography,
26.10government and citizenship, world history, and economics sufficient to satisfy all of the
26.11academic standards in social studies;
26.12    (6) one credit of the arts sufficient to satisfy all of the state or local academic standards
26.13in the arts; and
26.14    (7) a minimum of seven elective credits.
26.15(b) A school district is encouraged to offer a course for credit in government and
26.16citizenship to 11th or 12th grade 11 or 12 students who begin 9th grade 9 in the 2020-2021
26.17school year and later, that satisfies the government and citizenship requirement in paragraph
26.18(a), clause (5). A school district must offer the course starting in the 2024-2025 school year.
26.19EFFECTIVE DATE.This section is effective July 1, 2023.

26.20    Sec. 2. Minnesota Statutes 2022, section 121A.031, subdivision 1, is amended to read:
26.21    Subdivision 1. Student bullying policy; scope and application. (a) This section applies
26.22to bullying by a student against another student enrolled in a public school and which occurs:
26.23(1) on the school premises, at the school functions or activities, or on the school
26.24transportation;
26.25(2) by use of electronic technology and communications on the school premises, during
26.26the school functions or activities, on the school transportation, or on the school computers,
26.27networks, forums, and mailing lists; or
26.28(3) by use of electronic technology and communications on a school-issued device, as
26.29defined in section 13.32, subdivision 1, off the school premises to the extent such use
26.30substantially and materially disrupts student learning or the school environment.
27.1(b) A nonpublic school under section 123B.41, subdivision 9, consistent with its school
27.2accreditation cycle, is encouraged to electronically transmit to the commissioner its
27.3antibullying policy, if any, and any summary data on its bullying incidents.
27.4(c) This section does not apply to a home school under sections 120A.22, subdivision
27.54, and 120A.24, or a nonpublic school under section 123B.41, subdivision 9.
27.6    (d) A school-aged child who voluntarily participates in a public school activity, such as
27.7a cocurricular or extracurricular activity, is subject to the same student bullying policy
27.8provisions applicable to the public school students participating in the activity.

27.9    Sec. 3. Minnesota Statutes 2022, section 122A.18, subdivision 7a, is amended to read:
27.10    Subd. 7a. Permission to Lifetime substitute teach teaching license. (a) The Professional
27.11Educator Licensing and Standards Board may allow a person who otherwise qualifies for
27.12a Tier 1 license in accordance with section 122A.181, subdivision 2, or is enrolled in and
27.13making satisfactory progress in a board-approved teacher program and who has successfully
27.14completed student teaching to be employed as a short-call substitute teacher.
27.15(b) The Professional Educator Licensing and Standards Board may issue a lifetime
27.16qualified short-call or long-call substitute teaching license to a person who:
27.17(1) was a qualified teacher under section 122A.16 while holding a Tier 3 or Tier 4
27.18teaching license issued by the board, under sections 122A.183 and 122A.184, respectively,
27.19and receives a retirement annuity from the Teachers Retirement Association or the St. Paul
27.20Teachers Retirement Fund Association;
27.21(2) holds an out-of-state teaching license and receives a retirement annuity as a result
27.22of the person's teaching experience; or
27.23(3) held a Tier 3 or Tier 4 teaching license issued by the board, under sections 122A.183
27.24and 122A.184, respectively, taught at least three school years in an accredited nonpublic
27.25school in Minnesota, and receives a retirement annuity as a result of the person's teaching
27.26experience.
27.27A person holding a lifetime qualified short-call or long-call substitute teaching license is
27.28not required to complete continuing education clock hours. A person holding this license
27.29may reapply to the board for either:
27.30    (i) a Tier 3 or Tier 4 teaching license under sections 122A.183 and 122A.184,
27.31respectively, and must again complete continuing education clock hours one school year
27.32after receiving the Tier 3 or Tier 4 teaching license; or
28.1    (ii) a Tier 1 license under section 122A.181, provided that the candidate has a bachelor's
28.2degree, an associate's degree, or an appropriate professional credential in the content area
28.3the candidate will teach, in accordance with section 122A.181, subdivision 2.
28.4EFFECTIVE DATE.This section is effective July 1, 2023.

28.5    Sec. 4. Minnesota Statutes 2022, section 122A.18, is amended by adding a subdivision to
28.6read:
28.7    Subd. 7d. Short-call substitute teaching license. (a) Notwithstanding any law to the
28.8contrary, the Professional Educator Licensing and Standards Board must issue a short-call
28.9substitute teaching license to an applicant who submits a joint application with a school
28.10district or charter school affirming that the applicant has the necessary knowledge and skills
28.11to work as a substitute teacher and:
28.12(1) holds at least an associate's degree or equivalent;
28.13(2) is enrolled in a state-approved teacher preparatory program; or
28.14(3) has been employed as an education support personnel or paraprofessional within the
28.15school district or charter school for at least one school year.
28.16(b) A short-call substitute teaching license is valid for at least one school year and
28.17qualifies the teacher to work as a substitute teacher in any school district or charter school
28.18in the state, subject to the school district or charter school's terms and conditions of
28.19employment.
28.20(c) The board may issue a license pending a background study under section 122A.18,
28.21subdivision 8, and may immediately suspend or revoke the license based on the results of
28.22the background study.
28.23(d) The board may prioritize review of applications for short-call substitute teacher
28.24licenses over review of other applications. The board must issue an application denial in
28.25writing and must include a detailed explanation of the reason for the denial. The review and
28.26appeal provisions of section 122A.188 apply to an application for a license under this
28.27subdivision.
28.28EFFECTIVE DATE.This section is effective July 1, 2023.

28.29    Sec. 5. Minnesota Statutes 2022, section 123B.86, subdivision 3, is amended to read:
28.30    Subd. 3. Board control. (a) When transportation is provided, the scheduling of routes,
28.31manner and method of transportation, control and discipline of school children and any
29.1other matter relating thereto shall be within the sole discretion, control and management of
29.2the board.
29.3(b) A school board and a nonpublic school may mutually agree to a written plan for the
29.4board to provide nonpublic pupil transportation to nonpublic school students.
29.5(c) A school board that provides pupil transportation through the school's employees
29.6may transport nonpublic school students according to the plan and retain the nonpublic
29.7pupil transportation aid attributable to that plan. A nonpublic school may make a payment
29.8to the school district to cover additional transportation services agreed to in the written plan
29.9for nonpublic pupil transportation services not required under sections 123B.84 to 123B.87.
29.10(d) A school board that contracts for pupil transportation services may enter into a
29.11contractual arrangement with a school bus contractor according to the written plan adopted
29.12by the school board and the nonpublic school to transport nonpublic school students and
29.13retain the nonpublic pupil transportation aid attributable to that plan for the purposes of
29.14paying the school bus contractor. A nonpublic school may make a payment to the school
29.15district to cover additional transportation services agreed to in the written plan for nonpublic
29.16pupil transportation services included in the contract that are not required under sections
29.17123B.84 to 123B.87.
29.18(e) The school district must report the number of nonpublic school students transported
29.19and the nonpublic pupil transportation expenditures incurred under paragraph (b) in the
29.20form and manner specified by the commissioner.
29.21EFFECTIVE DATE.This section is effective for fiscal year 2024 and later.

29.22    Sec. 6. Minnesota Statutes 2022, section 124D.09, subdivision 5, is amended to read:
29.23    Subd. 5. Authorization; notification. Notwithstanding any other law to the contrary,
29.24an 11th or 12th grade pupil enrolled in a school or an American Indian-controlled tribal
29.25contract or grant school eligible for aid under section 124D.83, except a foreign exchange
29.26pupil enrolled in a district under a cultural exchange program, may apply to an eligible
29.27institution, as defined in subdivision 3, to enroll in nonsectarian courses offered by that
29.28postsecondary institution. If an institution accepts a secondary pupil for enrollment under
29.29this section, the institution shall send written notice to the pupil, the pupil's school or school
29.30district, and the commissioner. The notice must indicate the course and hours of enrollment
29.31of that pupil. If the pupil enrolls in a course for postsecondary credit, the institution must
29.32notify:
29.33(1) the pupil about payment in the customary manner used by the institution.; and
30.1(2) the pupil's school as soon as practicable if the pupil withdraws from the course or
30.2stops attending the course.
30.3EFFECTIVE DATE.This section is effective July 1, 2023.

30.4    Sec. 7. Minnesota Statutes 2022, section 124D.09, subdivision 12, is amended to read:
30.5    Subd. 12. Credits; grade point average weighting policy. (a) A pupil must not audit
30.6a course under this section.
30.7(b) A district shall must grant academic credit to a pupil enrolled in a course for secondary
30.8credit if the pupil successfully completes the course. Seven quarter or four semester college
30.9credits equal at least one full year of high school credit. Fewer college credits may be
30.10prorated. A district must also grant academic credit to a pupil enrolled in a course for
30.11postsecondary credit if secondary credit is requested by a pupil. If no comparable course is
30.12offered by the district, the district must, as soon as possible, notify the commissioner, who
30.13shall must determine the number of credits that shall must be granted to a pupil who
30.14successfully completes a course. If a comparable course is offered by the district, the school
30.15board shall must grant a comparable number of credits to the pupil. If there is a dispute
30.16between the district and the pupil regarding the number of credits granted for a particular
30.17course, the pupil may appeal the board's decision to the commissioner. The commissioner's
30.18decision regarding the number of credits shall be is final.
30.19(c) A school board must adopt a policy regarding weighted grade point averages for any
30.20high school or dual enrollment course. The policy must state whether the district offers
30.21weighted grades. A school board must annually publish on its website a list of courses for
30.22which a student may earn a weighted grade.
30.23(d) The secondary credits granted to a pupil must be counted toward the graduation
30.24requirements and subject area requirements of the district. Evidence of successful completion
30.25of each course and secondary credits granted must be included in the pupil's secondary
30.26school record. A pupil shall must provide the school with a copy of the pupil's grade grades
30.27in each course taken for secondary credit under this section, including interim or nonfinal
30.28grades earned during the academic term. Upon the request of a pupil, the pupil's secondary
30.29school record must also include evidence of successful completion and credits granted for
30.30a course taken for postsecondary credit. In either case, the record must indicate that the
30.31credits were earned at a postsecondary institution.
30.32(e) If a pupil enrolls in a postsecondary institution after leaving secondary school, the
30.33postsecondary institution must award postsecondary credit for any course successfully
31.1completed for secondary credit at that institution. Other postsecondary institutions may
31.2award, after a pupil leaves secondary school, postsecondary credit for any courses
31.3successfully completed under this section. An institution may not charge a pupil for the
31.4award of credit.
31.5(f) The Board of Trustees of the Minnesota State Colleges and Universities and the
31.6Board of Regents of the University of Minnesota must, and private nonprofit and proprietary
31.7postsecondary institutions should, award postsecondary credit for any successfully completed
31.8courses in a program certified by the National Alliance of Concurrent Enrollment Partnerships
31.9offered according to an agreement under subdivision 10. Consistent with section 135A.101,
31.10subdivision 3, all MnSCU institutions must give full credit to a secondary pupil who
31.11completes for postsecondary credit a postsecondary course or program that is part or all of
31.12a goal area or a transfer curriculum at a MnSCU institution when the pupil enrolls in a
31.13MnSCU institution after leaving secondary school. Once one MnSCU institution certifies
31.14as completed a secondary student's postsecondary course or program that is part or all of a
31.15goal area or a transfer curriculum, every MnSCU institution must consider the student's
31.16course or program for that goal area or the transfer curriculum as completed.
31.17EFFECTIVE DATE.This section is effective July 1, 2023.

31.18    Sec. 8. [124D.792] GRADUATION CEREMONIES; TRIBAL REGALIA AND
31.19OBJECTS OF CULTURAL SIGNIFICANCE.
31.20A school district or charter school must not prohibit an American Indian student from
31.21wearing American Indian regalia, Tribal regalia, or objects of cultural significance at a
31.22graduation ceremony.
31.23EFFECTIVE DATE.This section is effective the day following final enactment.

31.24    Sec. 9. Minnesota Statutes 2022, section 124E.11, is amended to read:
31.25124E.11 ADMISSION REQUIREMENTS AND ENROLLMENT.
31.26    (a) A charter school, including its preschool or prekindergarten program established
31.27under section 124E.06, subdivision 3, paragraph (b), may limit admission to:
31.28    (1) pupils within an age group or grade level;
31.29    (2) pupils who are eligible to participate in the graduation incentives program under
31.30section 124D.68; or
32.1    (3) residents of a specific geographic area in which the school is located when the
32.2majority of students served by the school are members of underserved populations.
32.3    (b) A charter school, including its preschool or prekindergarten program established
32.4under section 124E.06, subdivision 3, paragraph (b), shall enroll an eligible pupil who
32.5submits a timely application, unless the number of applications exceeds the capacity of a
32.6program, class, grade level, or building. In this case, pupils must be accepted by lot. The
32.7charter school must develop and publish, including on its website, a lottery policy and
32.8process that it must use when accepting pupils by lot.
32.9    (c) A charter school shall give enrollment preference to a sibling of an enrolled pupil
32.10and to a foster child of that pupil's parents and may give preference for enrolling children
32.11of the school's staff before accepting other pupils by lot. A charter school that is located in
32.12Duluth township in St. Louis County and admits students in kindergarten through grade 6
32.13must give enrollment preference to students residing within a five-mile radius of the school
32.14and to the siblings of enrolled children. A charter school may give enrollment preference
32.15to children currently enrolled in the school's free preschool or prekindergarten program
32.16under section 124E.06, subdivision 3, paragraph (b), who are eligible to enroll in kindergarten
32.17in the next school year.
32.18    (d) A person shall not be admitted to a charter school (1) as a kindergarten pupil, unless
32.19the pupil is at least five years of age on September 1 of the calendar year in which the school
32.20year for which the pupil seeks admission commences; or (2) as a first grade student, unless
32.21the pupil is at least six years of age on September 1 of the calendar year in which the school
32.22year for which the pupil seeks admission commences or has completed kindergarten; except
32.23that a charter school may establish and publish on its website a policy for admission of
32.24selected pupils at an earlier age, consistent with the enrollment process in paragraphs (b)
32.25and (c).
32.26    (e) Except as permitted in paragraph (d) paragraphs (d) and (i), a charter school, including
32.27its preschool or prekindergarten program established under section 124E.06, subdivision
32.283, paragraph (b), may not limit admission to pupils on the basis of intellectual ability,
32.29measures of achievement or aptitude, or athletic ability and may not establish any criteria
32.30or requirements for admission that are inconsistent with this section.
32.31    (f) The charter school shall not distribute any services or goods of value to students,
32.32parents, or guardians as an inducement, term, or condition of enrolling a student in a charter
32.33school.
33.1    (g) Once a student is enrolled in the school, the student is considered enrolled in the
33.2school until the student formally withdraws or is expelled under the Pupil Fair Dismissal
33.3Act in sections 121A.40 to 121A.56.
33.4(h) A charter school with at least 90 percent of enrolled students who are eligible for
33.5special education services and have a primary disability of deaf or hard-of-hearing may
33.6enroll prekindergarten pupils with a disability under section 126C.05, subdivision 1,
33.7paragraph (a), and must comply with the federal Individuals with Disabilities Education
33.8Act under Code of Federal Regulations, title 34, section 300.324, subsection (2), clause
33.9(iv).
33.10(i) A charter school serving at least 90 percent of enrolled students who are eligible for
33.11special education services and have a primary disability of deaf, hard-of-hearing, or deafblind
33.12may give enrollment preference to students who are eligible for special education services
33.13and have a primary disability of deaf, hard-of-hearing, or deafblind. The charter school may
33.14not limit admission based on the student's eligibility for additional special education services.

33.15    Sec. 10. Minnesota Statutes 2022, section 127A.05, is amended by adding a subdivision
33.16to read:
33.17    Subd. 7. Staffing review. The commissioner must conduct an annual review of all
33.18department positions and report to the chairs and ranking minority members of the legislative
33.19committees with jurisdiction over kindergarten through grade 12 education whether each
33.20position fulfills state or federal requirements. The commissioner must not use state funds
33.21to pay staffing costs for positions required to satisfy federal requirements. The report must
33.22be submitted to the legislature by January 15 of each year.

33.23    Sec. 11. Minnesota Statutes 2022, section 127A.05, is amended by adding a subdivision
33.24to read:
33.25    Subd. 8. Department directives. The commissioner must require all guidance or
33.26directives issued to school districts, charter schools, administrators, or teachers to include
33.27the name and contact information of the department employee responsible for issuing the
33.28guidance or directive.

33.29    Sec. 12. Minnesota Statutes 2022, section 127A.353, subdivision 2, is amended to read:
33.30    Subd. 2. Qualifications. The governor shall select the school trust lands director on the
33.31basis of outstanding professional qualifications and knowledge of finance, business practices,
33.32minerals, forest and real estate management, and the fiduciary responsibilities of a trustee
34.1to the beneficiaries of a trust. The school trust lands director serves in the unclassified service
34.2for a term of four years. The first term shall end on December 31, 2020. The governor may
34.3remove the school trust lands director for cause. If a director resigns or is removed for cause,
34.4the governor shall appoint a director for the remainder of the term.

34.5    Sec. 13. Minnesota Statutes 2022, section 127A.353, subdivision 4, is amended to read:
34.6    Subd. 4. Duties; powers. (a) The school trust lands director shall:
34.7(1) take an oath of office before assuming any duties as the director act in a fiduciary
34.8capacity for trust beneficiaries in accordance with the principles under section 127A.351;
34.9(2) evaluate the school trust land asset position;
34.10(3) determine the estimated current and potential market value of school trust lands;
34.11(4) advise and provide recommendations to the governor, Executive Council,
34.12commissioner of natural resources, and the Legislative Permanent School Fund Commission
34.13on the management of school trust lands, including: on school trust land management policies
34.14and other policies that may affect the goal of the permanent school fund under section
34.15127A.31;
34.16(5) advise and provide recommendations to the Executive Council and Land Exchange
34.17Board on all matters regarding school trust lands presented to either body;
34.18(6) advise and provide recommendations to the commissioner of natural resources on
34.19managing school trust lands, including but not limited to advice and recommendations on:
34.20(i) Department of Natural Resources school trust land management plans;
34.21(ii) leases of school trust lands;
34.22(iii) royalty agreements on school trust lands;
34.23(iv) land sales and exchanges;
34.24(v) cost certification; and
34.25(vi) revenue generating options;
34.26(7) serve as temporary trustee of school trust lands for school trust lands subject to
34.27proposed or active eminent domain proceedings;
34.28(8) serve as temporary trustee of school trust lands pursuant to section 94.342, subdivision
34.295;
35.1(5) propose (9) submit to the Legislative Permanent School Fund Commission for review
35.2an annual budget and management plan for the director that includes proposed legislative
35.3changes that will improve the asset allocation of the school trust lands;
35.4(6) (10) develop and implement a ten-year strategic plan and a 25-year framework for
35.5management of school trust lands, in conjunction with the commissioner of natural resources,
35.6that is updated every five years and implemented by the commissioner, with goals to:
35.7(i) retain core real estate assets;
35.8(ii) increase the value of the real estate assets and the cash flow from those assets;
35.9(iii) rebalance the portfolio in assets with high performance potential and the strategic
35.10disposal of selected assets;
35.11(iv) establish priorities for management actions;
35.12(v) balance revenue enhancement and resource stewardship; and
35.13(vi) advance strategies on school trust lands to capitalize on ecosystem services markets;
35.14and
35.15(7) submit to the Legislative Permanent School Fund Commission for review an annual
35.16budget and management plan for the director; and
35.17(8) (11) keep the beneficiaries, governor, legislature, and the public informed about the
35.18work of the director by reporting to the Legislative Permanent School Fund Commission
35.19in a public meeting at least once during each calendar quarter.
35.20(b) In carrying out the duties under paragraph (a), the school trust lands director shall
35.21have the authority to may:
35.22(1) direct and control money appropriated to the director;
35.23(2) establish job descriptions and employ up to five employees in the unclassified service,
35.24staff within the limitations of money appropriated to the director;
35.25(3) enter into interdepartmental agreements with any other state agency;
35.26(4) enter into joint powers agreements under chapter 471;
35.27(5) evaluate and initiate real estate development projects on school trust lands in
35.28conjunction with the commissioner of natural resources and with the advice of the Legislative
35.29Permanent School Fund Commission in order to generate long-term economic return to the
35.30permanent school fund; and
36.1(6) serve as temporary trustee of school trust land for school trust lands subject to
36.2proposed or active eminent domain proceedings; and
36.3(7) (6) submit recommendations on strategies for school trust land leases, sales, or
36.4exchanges to the commissioner of natural resources and the Legislative Permanent School
36.5Fund Commission.

36.6    Sec. 14. Minnesota Statutes 2022, section 144.4165, is amended to read:
36.7144.4165 TOBACCO PRODUCTS PROHIBITED IN PUBLIC SCHOOLS.
36.8(a) No person shall at any time smoke, chew, or otherwise ingest tobacco, or carry or
36.9use an activated electronic delivery device as defined in section 609.685, subdivision 1, in
36.10a public school, as defined in section 120A.05, subdivisions 9, 11, and 13, or in a charter
36.11school governed by chapter 124E. This prohibition extends to all facilities, whether owned,
36.12rented, or leased, and all vehicles that a school district owns, leases, rents, contracts for, or
36.13controls.
36.14(b) Nothing in this section shall prohibit the lighting of tobacco by an adult as a part of
36.15a traditional Indian spiritual or cultural ceremony. An American Indian student may carry
36.16a medicine pouch containing loose tobacco intended as observance of traditional spiritual
36.17or cultural practices. For purposes of this section, an Indian is a person who is a member
36.18of an Indian tribe as defined in section 260.755, subdivision 12.
36.19EFFECTIVE DATE.This section is effective the day following final enactment.

36.20    Sec. 15. SHORT-CALL SUBSTITUTE TEACHER PERMISSION.
36.21(a) Notwithstanding any other teacher licensing requirement, a school district or charter
36.22school may employ a person as a short-call substitute teacher if the person:
36.23(1) meets the professional requirements under Minnesota Statutes, section 122A.181,
36.24subdivision 2; or
36.25(2) has been employed as an education support person or paraprofessional with the
36.26school district or charter school for at least one school year.
36.27(b) A school district or charter school employing a substitute teacher under this section
36.28must report to the Professional Educator Licensing and Standards Board all persons it
36.29employs under this section and, for each person, must affirm that:
36.30(1) a criminal background study was completed consistent with Minnesota Statutes,
36.31section 122A.18, subdivision 8;
37.1(2) the person meets the professional requirements in paragraph (a); and
37.2(3) the person has the knowledge and skills to provide instruction in the content area the
37.3person is teaching.
37.4(c) A school district or charter school must report any complaints against a substitute
37.5teacher hired under this section to the board, which may consider the substance of the
37.6complaint when reviewing the person's application for a license under Minnesota Statutes,
37.7chapter 122A.
37.8(d) This section is effective for the 2022-2023, 2023-2024, and 2024-2025 school years
37.9only. This section expires June 30, 2025.
37.10EFFECTIVE DATE.This section is effective the day following final enactment.


37.14    Section 1. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision
37.152, is amended to read:
37.16    Subd. 2. General education aid. For general education aid under Minnesota Statutes,
37.17section 126C.13, subdivision 4:

37.18		$	7,569,266,000	.....	2022
37.19 37.20		$	7,804,527,000 7,538,983,000	.....	2023

37.21The 2022 appropriation includes $717,326,000 for 2021 and $6,851,940,000 for 2022.
37.22The 2023 appropriation includes $734,520,000 for 2022 and $7,070,007,000
37.23$6,804,463,000 for 2023.

37.24    Sec. 2. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 3,
37.25is amended to read:
37.26    Subd. 3. Enrollment options transportation. For transportation of pupils attending
37.27postsecondary institutions under Minnesota Statutes, section 124D.09, or for transportation
37.28of pupils attending nonresident districts under Minnesota Statutes, section 124D.03:

37.29		$	12,000	.....	2022
37.30 37.31		$	13,000 16,000	.....	2023

38.1    Sec. 3. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 4,
38.2is amended to read:
38.3    Subd. 4. Abatement aid. For abatement aid under Minnesota Statutes, section 127A.49:

38.4		$	2,897,000	.....	2022
38.5 38.6		$	3,558,000 1,434,000	.....	2023

38.7The 2022 appropriation includes $269,000 for 2021 and $2,628,000 for 2022.
38.8The 2023 appropriation includes $291,000 for 2022 and $3,267,000 $1,143,000 for
38.92023.

38.10    Sec. 4. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 5,
38.11is amended to read:
38.12    Subd. 5. Consolidation transition aid. For districts consolidating under Minnesota
38.13Statutes, section 123A.485:

38.14		$	309,000	.....	2022
38.15 38.16		$	373,000 95,000	.....	2023

38.17The 2022 appropriation includes $30,000 for 2021 and $279,000 for 2022.
38.18The 2023 appropriation includes $31,000 for 2022 and $342,000 $64,000 for 2023.

38.19    Sec. 5. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 6,
38.20is amended to read:
38.21    Subd. 6. Nonpublic pupil education aid. For nonpublic pupil education aid under
38.22Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:

38.23		$	16,991,000	.....	2022
38.24 38.25		$	17,450,000 19,003,000	.....	2023

38.26The 2022 appropriation includes $1,903,000 for 2021 and $15,088,000 for 2022.
38.27The 2023 appropriation includes $1,676,000 for 2022 and $15,774,000 $17,327,000 for
38.282023.

39.1    Sec. 6. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 7,
39.2is amended to read:
39.3    Subd. 7. Nonpublic pupil transportation. For nonpublic pupil transportation aid under
39.4Minnesota Statutes, section 123B.92, subdivision 9:

39.5		$	19,770,000	.....	2022
39.6 39.7		$	19,906,000 21,027,000	.....	2023

39.8The 2022 appropriation includes $1,910,000 for 2021 and $17,860,000 for 2022.
39.9The 2023 appropriation includes $1,984,000 for 2022 and $17,922,000 $19,043,000 for
39.102023.

39.11    Sec. 7. Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 9,
39.12is amended to read:
39.13    Subd. 9. Career and technical aid. For career and technical aid under Minnesota
39.14Statutes, section 124D.4531, subdivision 1b:

39.15		$	2,668,000	.....	2022
39.16 39.17		$	2,279,000 1,914,000	.....	2023

39.18The 2022 appropriation includes $323,000 for 2021 and $2,345,000 for 2022.
39.19The 2023 appropriation includes $260,000 for 2022 and $2,019,000 $1,654,000 for
39.202023.

39.22    Sec. 8. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 2, is
39.23amended to read:
39.24    Subd. 2. Achievement and integration aid. For achievement and integration aid under
39.25Minnesota Statutes, section 124D.862:

39.26		$	84,057,000	.....	2022
39.27 39.28		$	83,431,000 81,579,000	.....	2023

39.29    The 2022 appropriation includes $8,868,000 for 2021 and $75,189,000 for 2022.
39.30    The 2023 appropriation includes $8,353,000 for 2022 and $75,078,000 $73,226,000 for
39.312023.

40.1    Sec. 9. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 3, is
40.2amended to read:
40.3    Subd. 3. American Indian education aid. For American Indian education aid under
40.4Minnesota Statutes, section 124D.81, subdivision 2a:

40.5		$	11,351,000	.....	2022
40.6 40.7		$	11,775,000 11,575,000	.....	2023

40.8    The 2022 appropriation includes $1,102,000 for 2021 and $10,249,000 for 2022.
40.9    The 2023 appropriation includes $1,138,000 for 2022 and $10,637,000 $10,437,000 for
40.102023.

40.11    Sec. 10. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 4,
40.12is amended to read:
40.13    Subd. 4. Charter school building lease aid. For building lease aid under Minnesota
40.14Statutes, section 124E.22:

40.15		$	93,547,000	.....	2022
40.16 40.17		$	99,819,000 90,864,000	.....	2023

40.18    The 2022 appropriation includes $8,617,000 for 2021 and $84,930,000 for 2022.
40.19    The 2023 appropriation includes $9,436,000 for 2022 and $90,383,000 $81,428,000 for
40.202023.

40.21    Sec. 11. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 12,
40.22is amended to read:
40.23    Subd. 12. Interdistrict desegregation or integration transportation grants. For
40.24interdistrict desegregation or integration transportation grants under Minnesota Statutes,
40.25section 124D.87:

40.26		$	12,310,000	.....	2022
40.27 40.28		$	14,823,000 13,785,000	.....	2023

41.1    Sec. 12. Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 27,
41.2is amended to read:
41.3    Subd. 27. Tribal contract school aid. For Tribal contract school aid under Minnesota
41.4Statutes, section 124D.83:

41.5		$	2,743,000	.....	2022
41.6 41.7		$	3,160,000 2,581,000	.....	2023

41.8    The 2022 appropriation includes $240,000 for 2021 and $2,503,000 for 2022.
41.9    The 2023 appropriation includes $278,000 for 2022 and $2,882,000 $2,303,000 for
41.102023.

41.12    Sec. 13. Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 7,
41.13is amended to read:
41.14    Subd. 7. Alternative teacher compensation aid. (a) For alternative teacher compensation
41.15aid under Minnesota Statutes, section 122A.415, subdivision 4:

41.16		$	88,896,000	.....	2022
41.17 41.18		$	88,898,000 88,308,000	.....	2023

41.19(b) The 2022 appropriation includes $8,877,000 for 2021 and $80,019,000 for 2022.
41.20(c) The 2023 appropriation includes $8,891,000 for 2022 and $80,007,000 $79,417,000
41.21for 2023.

41.23    Sec. 14. Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 2,
41.24is amended to read:
41.25    Subd. 2. Special education; regular. For special education aid under Minnesota Statutes,
41.26section 125A.75:

41.27		$	1,822,998,000	.....	2022
41.28 41.29		$	1,945,533,000 1,859,205,000	.....	2023

41.30The 2022 appropriation includes $215,125,000 for 2021 and $1,607,873,000 for 2022.
42.1The 2023 appropriation includes $226,342,000 for 2022 and $1,719,191,000
42.2$1,632,863,000 for 2023.

42.3    Sec. 15. Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 3,
42.4is amended to read:
42.5    Subd. 3. Aid for children with disabilities. For aid under Minnesota Statutes, section
42.6125A.75, subdivision 3, for children with disabilities placed in residential facilities within
42.7the district boundaries for whom no district of residence can be determined:

42.8		$	1,818,000	.....	2022
42.9 42.10		$	2,010,000 1,484,000	.....	2023

42.11If the appropriation for either year is insufficient, the appropriation for the other year is
42.12available.

42.13    Sec. 16. Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 4,
42.14is amended to read:
42.15    Subd. 4. Travel for home-based services. For aid for teacher travel for home-based
42.16services under Minnesota Statutes, section 125A.75, subdivision 1:

42.17		$	465,000	.....	2022
42.18 42.19		$	512,000 337,000	.....	2023

42.20The 2022 appropriation includes $23,000 for 2021 and $442,000 for 2022.
42.21The 2023 appropriation includes $49,000 for 2022 and $463,000 $288,000 for 2023.

42.23    Sec. 17. Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 2,
42.24is amended to read:
42.25    Subd. 2. Debt service equalization aid. For debt service equalization aid under
42.26Minnesota Statutes, section 123B.53, subdivision 6:

42.27		$	25,001,000	.....	2022
42.28 42.29		$	24,286,000 24,315,000	.....	2023

42.30The 2022 appropriation includes $2,588,000 for 2021 and $22,413,000 for 2022.
43.1The 2023 appropriation includes $2,490,000 for 2022 and $21,796,000 $21,825,000 for
43.22023.

43.3    Sec. 18. Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 3,
43.4is amended to read:
43.5    Subd. 3. Long-term facilities maintenance equalized aid. For long-term facilities
43.6maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:

43.7		$	108,582,000	.....	2022
43.8 43.9		$	111,077,000 108,269,000	.....	2023

43.10The 2022 appropriation includes $10,660,000 for 2021 and $97,922,000 for 2022.
43.11The 2023 appropriation includes $10,880,000 for 2022 and $100,197,000 $97,389,000
43.12for 2023.

43.14    Sec. 19. Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 2,
43.15is amended to read:
43.16    Subd. 2. School lunch. For school lunch aid under Minnesota Statutes, section 124D.111,
43.17and Code of Federal Regulations, title 7, section 210.17:

43.18		$	16,661,000	.....	2022
43.19 43.20		$	16,954,000 15,984,000	.....	2023

43.21    Sec. 20. Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 3,
43.22is amended to read:
43.23    Subd. 3. School breakfast. For traditional school breakfast aid under Minnesota Statutes,
43.24section 124D.1158:

43.25		$	11,848,000	.....	2022
43.26 43.27		$	12,200,000 10,802,000	.....	2023

43.28    Sec. 21. Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 4,
43.29is amended to read:
43.30    Subd. 4. Kindergarten milk. For kindergarten milk aid under Minnesota Statutes,
43.31section 124D.118:

44.1		$	656,000	.....	2022
44.2 44.3		$	658,000 659,000	.....	2023

44.5    Sec. 22. Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 5,
44.6is amended to read:
44.7    Subd. 5. Early childhood family education aid. (a) For early childhood family education
44.8aid under Minnesota Statutes, section 124D.135:

44.9		$	35,003,000	.....	2022
44.10 44.11		$	36,478,000 35,180,000	.....	2023

44.12(b) The 2022 appropriation includes $3,341,000 for 2021 and $31,662,000 for 2022.
44.13(c) The 2023 appropriation includes $3,518,000 for 2022 and $32,960,000 $31,662,000
44.14for 2023.

44.15    Sec. 23. Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 6,
44.16is amended to read:
44.17    Subd. 6. Developmental screening aid. (a) For developmental screening aid under
44.18Minnesota Statutes, sections 121A.17 and 121A.19:

44.19		$	3,582,000	.....	2022
44.20 44.21		$	3,476,000 3,503,000	.....	2023

44.22(b) The 2022 appropriation includes $360,000 for 2021 and $3,222,000 for 2022.
44.23(c) The 2023 appropriation includes $357,000 for 2022 and $3,119,000 $3,146,000 for
44.242023.

44.25    Sec. 24. Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 12,
44.26is amended to read:
44.27    Subd. 12. Home visiting aid. (a) For home visiting aid under Minnesota Statutes, section
44.28124D.135:

44.29		$	462,000	.....	2022
44.30 44.31		$	444,000 415,000	.....	2023

44.32(b) The 2022 appropriation includes $47,000 for 2021 and $415,000 for 2022.
45.1(c) The 2023 appropriation includes $46,000 for 2022 and $398,000 $369,000 for 2023.

45.3    Sec. 25. Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 2,
45.4is amended to read:
45.5    Subd. 2. Community education aid. For community education aid under Minnesota
45.6Statutes, section 124D.20:

45.7		$	180,000	.....	2022
45.8 45.9		$	155,000 150,000	.....	2023

45.10The 2022 appropriation includes $22,000 for 2021 and $158,000 for 2022.
45.11The 2023 appropriation includes $17,000 for 2022 and $138,000 $133,000 for 2023.

45.12    Sec. 26. Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 8,
45.13is amended to read:
45.14    Subd. 8. Adult basic education aid. For adult basic education aid under Minnesota
45.15Statutes, section 124D.531:

45.16		$	53,191,000	.....	2022
45.17 45.18		$	54,768,000 51,948,000	.....	2023

45.19The 2022 appropriation includes $5,177,000 for 2021 and $48,014,000 for 2022.
45.20The 2023 appropriation includes $5,334,000 for 2022 and $49,434,000 $46,614,000 for
45.212023."
45.22Amend the title accordingly