| 1 | 1 | | 1.1 A bill for an act |
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| 2 | 2 | | 1.2 relating to education; codifying the framework for MTSS and COMPASS from |
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| 3 | 3 | | 1.3 session law to statutes; amending Minnesota Statutes 2024, section 121A.201. |
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| 4 | 4 | | 1.4BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA: |
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| 5 | 5 | | 1.5 Section 1. Minnesota Statutes 2024, section 121A.201, is amended to read: |
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| 6 | 6 | | 1.6 121A.201 MTSS AND COLLABORATIVE MINNESOTA PARTNERSHIPS TO |
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| 7 | 7 | | 1.7ADVANCE STUDENT SUCCESS (COMPASS). |
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| 8 | 8 | | 1.8 Subdivision 1.Definitions.For the purposes of this section, the following terms have |
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| 9 | 9 | | 1.9the meanings given: |
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| 10 | 10 | | 1.10 (1) "COMPASS" means the Collaborative Minnesota Partnership to Advance Student |
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| 11 | 11 | | 1.11Success; and |
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| 12 | 12 | | 1.12 (2) "MTSS" means Multitiered System of Support. |
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| 13 | 13 | | 1.13 Subd. 2.COMPASS.Beginning July 1, 2023, all Minnesota school districts and charter |
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| 14 | 14 | | 1.14schools must be offered training and support in implementing MTSS through the Department |
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| 15 | 15 | | 1.15of Education COMPASS team and the Department of Education's regional partners, the |
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| 16 | 16 | | 1.16Minnesota Service Cooperatives. COMPASS is the state Minnesota's school improvement |
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| 17 | 17 | | 1.17model providing a statewide system through which all districts and schools may receive |
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| 18 | 18 | | 1.18support in the areas of literacy, math, social-emotional learning, and mental health within |
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| 19 | 19 | | 1.19the MTSS framework. |
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| 20 | 20 | | 1.20 Subd. 3.MTSS.The MTSS framework is the state's systemic, continuous school |
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| 21 | 21 | | 1.21improvement framework for ensuring positive social, emotional, behavioral, developmental, |
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| 22 | 22 | | 1.22and academic outcomes for every student. MTSS provides access to layered tiers of culturally |
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| 23 | 23 | | 1Section 1. |
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| 24 | 24 | | REVISOR CR/MI 25-0394602/19/25 |
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| 25 | 25 | | State of Minnesota |
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| 26 | 26 | | This Document can be made available |
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| 27 | 27 | | in alternative formats upon request |
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| 28 | 28 | | HOUSE OF REPRESENTATIVES |
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| 29 | 29 | | H. F. No. 2194 |
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| 30 | 30 | | NINETY-FOURTH SESSION |
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| 31 | 31 | | Authored by Clardy03/12/2025 |
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| 32 | 32 | | The bill was read for the first time and referred to the Committee on Education Policy 2.1and linguistically responsive, evidence-based practices. The MTSS framework relies on the |
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| 33 | 33 | | 2.2understanding and belief that every student can learn and thrive, and it engages an anti-bias |
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| 34 | 34 | | 2.3and socially just approach to examining policies and practices and ensuring equitable |
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| 35 | 35 | | 2.4distribution of resources and opportunity. The MTSS systemic framework requires: |
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| 36 | 36 | | 2.5 (1) a district-wide infrastructure consisting of effective leaders, collective efficacy among |
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| 37 | 37 | | 2.6staff, positive school climate, linked teams, and professional learning that supports continuous |
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| 38 | 38 | | 2.7improvement; |
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| 39 | 39 | | 2.8 (2) authentic engagement with families and communities to develop reciprocal |
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| 40 | 40 | | 2.9relationships and build new opportunities for students together; |
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| 41 | 41 | | 2.10 (3) multilayered tiers of culturally and linguistically responsive instruction and support |
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| 42 | 42 | | 2.11that allows every student the support they need to reach meaningful and rigorous learning |
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| 43 | 43 | | 2.12standards. Tiers of support include core (Tier 1), supplemental (Tier 2), and intensive (Tier |
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| 44 | 44 | | 2.133) instruction levels; |
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| 45 | 45 | | 2.14 (4) valid and reliable assessment tools and processes to assess student and system |
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| 46 | 46 | | 2.15performance and inform necessary changes; and |
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| 47 | 47 | | 2.16 (5) a data-based decision-making approach in which problems are precisely defined and |
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| 48 | 48 | | 2.17analyzed, solutions address root causes, and implementation is monitored to ensure success. |
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| 49 | 49 | | 2.18The data-based problem-solving component of the MTSS framework consists of three major |
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| 50 | 50 | | 2.19subcomponents: accessible and integrated data, decision-making process, and system |
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| 51 | 51 | | 2.20performance. |
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| 52 | 52 | | 2.21 Subd. 4.Training and support provided.The Department of Education COMPASS |
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| 53 | 53 | | 2.22team and the department's regional partners, the Minnesota Service Cooperatives, must |
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| 54 | 54 | | 2.23offer Minnesota school districts and charter schools training and support in implementing |
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| 55 | 55 | | 2.24MTSS. |
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| 56 | 56 | | 2.25 Subd. 5.COMPASS and MTSS support.Support for school districts, charter schools, |
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| 57 | 57 | | 2.26and cooperative units under this subdivision may include but is not limited to: |
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| 58 | 58 | | 2.27 (1) partnering with the Minnesota Service Cooperatives to support districts in |
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| 59 | 59 | | 2.28implementing COMPASS to support schools in the areas of literacy, math, social-emotional |
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| 60 | 60 | | 2.29learning, mental health, and graduation using the MTSS framework; |
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| 61 | 61 | | 2.30 (2) providing support to districts and charter schools identified under section 120B.11; |
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| 62 | 62 | | 2.31 (3) providing support to districts and charter schools in streamlining various applications, |
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| 63 | 63 | | 2.32reports, and submissions to the Department of Education through One Plan; |
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| 64 | 64 | | 2Section 1. |
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| 65 | 65 | | REVISOR CR/MI 25-0394602/19/25 3.1 (4) providing training, guidance, and implementation resources for MTSS, including a |
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| 66 | 66 | | 3.2universal screening process approved by the Department of Education to identify students |
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| 67 | 67 | | 3.3who may be at risk of experiencing academic, behavioral, and social-emotional development |
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| 68 | 68 | | 3.4difficulties, including an early warning indicator of being off track for graduation by the |
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| 69 | 69 | | 3.5end of grade 9; |
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| 70 | 70 | | 3.6 (5) providing guidance to convene school-based teams to analyze data provided by |
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| 71 | 71 | | 3.7screenings and resources for related identification, instruction, and intervention methods; |
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| 72 | 72 | | 3.8 (6) providing dyslexia screening and intervention that are evidence-based; |
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| 73 | 73 | | 3.9 (7) requiring school districts and charter schools to provide parents of students identified |
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| 74 | 74 | | 3.10in screenings with notice of screening findings and related support information; |
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| 75 | 75 | | 3.11 (8) requiring districts and charter schools to provide at-risk students with interventions |
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| 76 | 76 | | 3.12and to monitor the effectiveness of these interventions and student progress, including |
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| 77 | 77 | | 3.13progress toward graduation; and |
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| 78 | 78 | | 3.14 (9) developing and annually reporting findings regarding the implementation of MTSS. |
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| 79 | 79 | | 3.15 Subd. 6.Funding.State funding for COMPASS must be used for the following purposes: |
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| 80 | 80 | | 3.16 (1) to support implementation of MTSS and COMPASS. Funding must be used to support |
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| 81 | 81 | | 3.17increased capacity at the Department of Education and the Minnesota Service Cooperatives |
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| 82 | 82 | | 3.18for implementation supports; |
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| 83 | 83 | | 3.19 (2) to provide grants to school districts, charter schools, and cooperative units as defined |
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| 84 | 84 | | 3.20in section 123A.24, subdivision 2, for implementation of MTSS, including: (i) hiring local |
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| 85 | 85 | | 3.21MTSS coordinators; (ii) deferring costs for personnel to participate in cohort activities and |
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| 86 | 86 | | 3.22professional learning; and (iii) piloting a Department of Education One Plan, the |
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| 87 | 87 | | 3.23consolidation of multiple reporting structures to streamline various applications, reports, |
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| 88 | 88 | | 3.24and submissions by school districts and charter schools; |
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| 89 | 89 | | 3.25 (3) to develop a regional network focusing on mathematics to provide dedicated |
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| 90 | 90 | | 3.26mathematics trainers and coaches to train regional support staff from the Minnesota Service |
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| 91 | 91 | | 3.27Cooperatives to support school leaders and teachers to implement evidence-based |
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| 92 | 92 | | 3.28instructional strategies in mathematics. Funding may also be used to host an annual |
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| 93 | 93 | | 3.29Mathematics Standards-Based Instructional Institute; and |
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| 94 | 94 | | 3.30 (4) for the University of Minnesota Center for Applied Research and Educational |
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| 95 | 95 | | 3.31Improvement to support implementation and evaluation of the MTSS framework. |
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| 96 | 96 | | 3Section 1. |
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| 97 | 97 | | REVISOR CR/MI 25-0394602/19/25 |
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