HF3067 clarifies the qualifications that Minnesota paraprofessionals must meet to satisfy federal personnel standards beginning in the 2025-2026 school year. The bill specifies three pathways for meeting the qualifications tied to special education and Title I federal rules: completion of at least two years of college credits or an associate’s degree or higher; passing a Department of Education-approved assessment; or demonstrating a detailed set of competencies related to supporting instruction, student behavior, confidentiality, inclusion, collaboration with licensed teachers, and reinforcing reading, writing, and math instruction. The bill also states that Read Act professional development exceeds one of the competency requirements related to reading support.
Impact
The bill amends Minnesota Statutes 2025 Supplement, section 121A.642, subdivision 4, by updating how paraprofessionals can satisfy federal qualification requirements under 34 C.F.R. sections 300.156 and 200.58. It creates a clearer state-law framework for school districts, charter schools, and cooperative units to document paraprofessional qualifications, including maintaining assessment records and competency documentation in personnel files. It also authorizes districts, charter schools, and cooperatives to provide administrative assistance to paraprofessionals who request help completing the required competency process, and directs the Department of Education to take steps needed to ensure compliance with federal requirements, including seeking a waiver if necessary.
Sentiment
The available context suggests generally neutral to supportive sentiment, with the bill presented as a technical clarification rather than a major policy change. The caption and text emphasize aligning state law with federal requirements and making qualification pathways more explicit for paraprofessionals. No committee testimony or recorded votes are provided, so there is no evidence of organized opposition or divided sentiment in the available record.
Contention
The main point of potential contention is the balance between maintaining qualification standards for paraprofessionals and making those standards workable for school staff and employers. The bill preserves multiple pathways to qualification, including competency-based demonstration, which may be viewed as more flexible than a strict degree-only requirement. At the same time, it requires districts and charter schools to keep documentation and ensure federal compliance, which could raise administrative concerns. Another possible issue is how the competency-based pathway will be implemented consistently across districts and whether the Department of Education will need to rely on waivers to satisfy federal rules.