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SF 1022

Dismissal limitations for kindergarten through grade 3 students provisions modifications

2025-2026 Regular Session Introduced by Julia Coleman and 3 co-sponsors

The bill focuses on limiting and regulating how kindergarten through third-grade students can be dismissed or removed from regular class, with safeguards and required parent notifi

Author stricken Eichorn
#childrenandfamiliesandchildren #youthandfamiliesdepartment #educationandeducationdepartment #education-pre-kindergarten-12
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Bill Summary · SF 1022

Summary: SF 1022 (Minnesota) – Dismissal Limitations for Kindergarten through Grade 3 Provisions Modifications

Purpose and Intent

SF 1022 proposes changes to dismissal practices and related provisions for students in kindergarten through grade 3. The bill appears to focus on establishing or modifying limitations around how and when young students can be dismissed or removed from regular classroom settings, with an emphasis on early-grade procedures. The aim is to formalize dismissal practices to protect young students while clarifying administrator and educator responsibilities. Note: The bill text is not provided here; this summary reflects the title and available action history.

Key Provisions and Changes (as implied by the title)

  • Dismissal Limitations for K-3 Students: The primary focus is on limitations related to the dismissal of students in kindergarten through third grade. Potential areas include:
    • Procedures for when a student is dismissed from class or placed in alternative settings.
    • Restrictions on the frequency or circumstances under which a young student can be sent home or removed from the classroom.
    • Requirements for notification to families and documentation when dismissal actions occur.
  • Procedural Safeguards: The bill may introduce safeguards to ensure that dismissal decisions are appropriate for the developmental level of early learners, potentially including:
    • Criteria or standards for when dismissal is permissible.
    • Time-bound or circumstance-based restrictions (e.g., not exceeding certain durations in alternative settings without review).
  • Coordination with School Policies: Provisions could require alignment with district or school-level behavior policies, student support plans, or special education considerations.
  • Recordkeeping and Reporting: Possible mandates for recording dismissal actions and reporting to school administration or parents, to enhance transparency and accountability.

Who is Affected

  • Students in Kindergarten through Grade 3: The primary beneficiaries and subjects of the policy changes. The provisions would directly regulate dismissal practices for these students.
  • Parents and Guardians: Likely to gain greater clarity and communication regarding when and why their child is dismissed or placed in alternative settings.
  • School Administrators, Teachers, and Staff: Responsible for implementing dismissal procedures in compliance with the new rules; may need training or adjustments to current practices.
  • Districts and Schools: Required to align local policies and procedures with the bill’s provisions.

Procedural and Timeline Aspects

  • Introduction and Referral: SF 1022 was introduced and referred to the Education Policy committee on February 6, 2025.
  • Amendment Action: On March 24, 2025, the author (initial sponsor Eichorn) was stricken from the bill, indicating a potential amendment process or sponsorship change. The current sponsorship includes:
    • Michael Kreun (Co-sponsor)
    • Judy Seeberger (Co-sponsor)
    • Julia Coleman (Co-sponsor)
    • Rob Farnsworth (Co-sponsor)
  • Next Steps: As a bill within the Minnesota Legislature, it would proceed through committee hearings, potential amendments, floor debates, and votes in both chambers, subject to the legislative schedule and negotiation outcomes.

Practical Considerations

  • The bill’s impact will hinge on the precise language detailing permissible dismissal circumstances, duration limits, and required procedures. Without the full text, key questions include:
    • What constitutes an allowable dismissal event in K-3?
    • Are there explicit time limits for any alternative settings or supports before dismissal actions must be reassessed?
    • What notification, documentation, and parental involvement requirements are mandated?
    • How does the bill interact with behavior interventions, special education, or response-to-intervention frameworks?

If you can provide the full bill text or additional summaries, I can refine this into a more detailed, line-by-line analysis of provisions, fiscal impact, and exact enforcement mechanisms.

Compiled from official sources — confirm details with the bill’s official record.

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