SF3368 amends Minnesota education law to define when a school paraprofessional meets federal personnel qualification requirements beginning with the 2025-2026 school year. The bill adds a new subdivision to Minnesota Statutes section 121A.642 and provides three alternative pathways for qualification: completion of at least two years of college credits or an associate’s degree or higher; a score of 440 or higher on the ParaPro assessment or another Department of Education-approved assessment; or demonstration of a detailed set of competencies related to supporting instruction, student behavior, inclusion, confidentiality, collaboration with licensed teachers, and professional development.
The competency-based option is broad and includes knowledge of school rules and procedures, behavior supports, student independence, safe learning environments, and respect for student diversity. The bill is effective the day after final enactment, but its operational effect is delayed until the 2025-2026 school year for the new qualification standard. It primarily affects school districts, charter schools, and paraprofessionals by clarifying the standards used to determine whether support staff meet federal and state personnel qualification expectations.
Impact
The bill would update Minnesota Statutes section 121A.642 by adding a new subdivision defining paraprofessional qualifications for compliance with federal requirements in 34 C.F.R. sections 200.58 and 300.156. In practice, it gives schools and education agencies clearer criteria for hiring and retaining paraprofessionals, and it may expand eligibility beyond test-based or credit-based pathways by recognizing demonstrated competencies. The change affects school employers, paraprofessionals, and students who receive instructional or behavioral support services, especially in special education and other classroom support settings.
Sentiment
Based on the bill text and the absence of recorded committee debate or votes in the provided materials, the measure appears to be a technical and workforce-focused education bill rather than a controversial policy overhaul. Its tone is generally supportive of professionalizing and clarifying paraprofessional roles while preserving multiple routes to qualification. The lack of available vote history or transcript discussion suggests no documented public conflict in the provided record.
Contention
No specific points of contention are documented in the provided committee materials or vote history. Potential areas of debate, based on the bill’s structure, could include whether the competency-based pathway is sufficiently rigorous, whether the ParaPro score threshold is appropriate, and whether the new standards might make it easier or harder for districts to staff classrooms. Any disagreement would likely center on balancing access to the paraprofessionals workforce with ensuring consistent qualifications and student support quality.
School employee health insurance provision, minimum starting salary for nonlicensed school personnel extension provision, paid orientation, professional development for paraprofessional; appropriation
School employee health insurance provided, minimum starting salary for nonlicensed school personnel increased, paraprofessional paid orientation and professional development provided, and money appropriated.
Relating to the licensing and regulation of certain legal paraprofessionals and establishing a legal paraprofessional licensing pilot program; requiring an occupational license; imposing fees.