MTSS and COMPASS framework codified from session law to statutes.
HF2194 codifies into Minnesota statute the existing framework for MTSS (Multitiered System of Support) and COMPASS (Collaborative Minnesota Partnership to Advance Student Success), which had previously been operating under session law. The bill defines both terms and establishes MTSS as the state’s continuous school improvement framework focused on academic, behavioral, social-emotional, developmental, and equity-centered supports for students. It also formally describes COMPASS as the statewide support model through which the Department of Education and Minnesota Service Cooperatives provide training and assistance to school districts and charter schools.
The bill requires the Department of Education’s COMPASS team and regional partners to offer training and implementation support to districts and charter schools, with services that may include literacy, math, social-emotional learning, mental health, graduation supports, universal screening, dyslexia screening and intervention, parent notification, and intervention monitoring for at-risk students. It also directs annual reporting on MTSS implementation and identifies funding uses, including grants to districts and cooperatives, support for local MTSS coordinators, a statewide mathematics support network, and evaluation by the University of Minnesota Center for Applied Research and Educational Improvement.
HF2194 would move MTSS and COMPASS from session law into the Minnesota Statutes, making the framework a permanent part of state education law. It would reinforce the Department of Education’s role, along with Minnesota Service Cooperatives, in providing statewide technical assistance and support to school districts, charter schools, and cooperative units. The bill also affects reporting and implementation practices by encouraging streamlined applications and reporting through One Plan, requiring screening-related parent notices, and supporting evidence-based interventions and data-driven decision-making. Funding provisions would guide how state dollars may be used for staffing, training, regional math coaching, and program evaluation.
The bill appears generally supportive and administrative in nature, with no recorded committee testimony or votes indicating opposition in the provided materials. Its purpose is to formalize and continue an existing statewide school improvement and student support model rather than create a new program. The framing of the bill suggests broad policy support for structured academic and social-emotional interventions, school improvement, and statewide coordination.
No specific points of contention are documented in the provided committee or vote history. Potential areas where debate could arise, based on the bill text, include the scope of state involvement in local school improvement, the costs of implementation and staffing, the use of universal screening and parent notification requirements, and the bill’s emphasis on equity, anti-bias, and socially just approaches within MTSS. However, the available record does not show any named opponents or formal disputes.