Bill Text: MI SB0149 | 2017-2018 | 99th Legislature | Engrossed
Bill Title: Appropriations; zero budget; school aid appropriations; provide for fiscal year 2017-2018. Amends secs. 11 & 17b of 1979 PA 94 (MCL 388.1611 & 388.1617b).
Spectrum: Partisan Bill (Republican 1-0)
Status: (Passed) 2018-12-31 - Assigned Pa 586'18 With Immediate Effect 12/31/18 Addenda [SB0149 Detail]
Download: Michigan-2017-SB0149-Engrossed.html
SB-0149, As Passed House, December 21, 2018
HOUSE SUBSTITUTE FOR
SENATE BILL NO. 149
A bill to amend 1979 PA 94, entitled
"The state school aid act of 1979,"
by amending sections 6, 11, 17c, 18, 23a, 24c, 31a, 31j, 32d, 35a,
35b, 39a, 99h, 99u, 101, 265, 297c, 297h, and 297i (MCL 388.1606,
388.1611, 388.1617c, 388.1618, 388.1623a, 388.1624c, 388.1631a,
388.1631j, 388.1632d, 388.1635a, 388.1635b, 388.1639a, 388.1699h,
388.1699u, 388.1701, 388.1865, 388.1897c, 388.1897h, and
388.1897i), section 6 as amended by 2018 PA 266, sections 11, 18,
24c, 31a, 31j, 32d, 35a, 39a, 99h, 99u, and 265 as amended and
sections 17c and 35b as added by 2018 PA 265, sections 23a and 101
as amended by 2016 PA 249, and sections 297c, 297h, and 297i as
added by 2018 PA 227, and by adding sections 31n, 61f, 61g, 61h,
74a, 99w, 99x, 99y, and 104f.
THE PEOPLE OF THE STATE OF MICHIGAN ENACT:
Sec. 6. (1) "Center program" means a program operated by a
district or by an intermediate district for special education
pupils from several districts in programs for pupils with autism
spectrum disorder, pupils with severe cognitive impairment, pupils
with moderate cognitive impairment, pupils with severe multiple
impairments, pupils with hearing impairment, pupils with visual
impairment, and pupils with physical impairment or other health
impairment. Programs for pupils with emotional impairment housed in
buildings that do not serve regular education pupils also qualify.
Unless otherwise approved by the department, a center program
either shall serve all constituent districts within an intermediate
district or shall serve several districts with less than 50% of the
pupils residing in the operating district. In addition, special
education center program pupils placed part-time in noncenter
programs to comply with the least restrictive environment
provisions
of section 612 of part B 1412
of the individuals with
disabilities education act, 20 USC 1412, may be considered center
program pupils for pupil accounting purposes for the time scheduled
in either a center program or a noncenter program.
(2) "District and high school graduation rate" means the
annual completion and pupil dropout rate that is calculated by the
center pursuant to nationally recognized standards.
(3) "District and high school graduation report" means a
report of the number of pupils, excluding adult education
participants, in the district for the immediately preceding school
year, adjusted for those pupils who have transferred into or out of
the district or high school, who leave high school with a diploma
or other credential of equal status.
(4) "Membership", except as otherwise provided in this
article, means for a district, a public school academy, or an
intermediate district the sum of the product of .90 times the
number of full-time equated pupils in grades K to 12 actually
enrolled and in regular daily attendance on the pupil membership
count day for the current school year, plus the product of .10
times the final audited count from the supplemental count day for
the immediately preceding school year. A district's, public school
academy's, or intermediate district's membership shall be adjusted
as provided under section 25e for pupils who enroll after the pupil
membership count day in a strict discipline academy operating under
sections 1311b to 1311m of the revised school code, MCL 380.1311b
to 380.1311m. However, for a district that is a community district,
"membership" means the sum of the product of .90 times the number
of full-time equated pupils in grades K to 12 actually enrolled and
in regular daily attendance in the community district on the pupil
membership count day for the current school year, plus the product
of .10 times the sum of the final audited count from the
supplemental count day of pupils in grades K to 12 actually
enrolled and in regular daily attendance in the community district
for the immediately preceding school year plus the final audited
count from the supplemental count day of pupils in grades K to 12
actually enrolled and in regular daily attendance in the education
achievement system for the immediately preceding school year. All
pupil counts used in this subsection are as determined by the
department and calculated by adding the number of pupils registered
for attendance plus pupils received by transfer and minus pupils
lost as defined by rules promulgated by the superintendent, and as
corrected by a subsequent department audit. The amount of the
foundation allowance for a pupil in membership is determined under
section 20. In making the calculation of membership, all of the
following, as applicable, apply to determining the membership of a
district, a public school academy, or an intermediate district:
(a) Except as otherwise provided in this subsection, and
pursuant to subsection (6), a pupil shall be counted in membership
in the pupil's educating district or districts. An individual pupil
shall not be counted for more than a total of 1.0 full-time equated
membership.
(b) If a pupil is educated in a district other than the
pupil's district of residence, if the pupil is not being educated
as part of a cooperative education program, if the pupil's district
of residence does not give the educating district its approval to
count the pupil in membership in the educating district, and if the
pupil is not covered by an exception specified in subsection (6) to
the requirement that the educating district must have the approval
of the pupil's district of residence to count the pupil in
membership, the pupil shall not be counted in membership in any
district.
(c) A special education pupil educated by the intermediate
district shall be counted in membership in the intermediate
district.
(d) A pupil placed by a court or state agency in an on-grounds
program of a juvenile detention facility, a child caring
institution, or a mental health institution, or a pupil funded
under section 53a, shall be counted in membership in the district
or intermediate district approved by the department to operate the
program.
(e) A pupil enrolled in the Michigan Schools for the Deaf and
Blind shall be counted in membership in the pupil's intermediate
district of residence.
(f) A pupil enrolled in a career and technical education
program supported by a millage levied over an area larger than a
single district or in an area vocational-technical education
program established pursuant to section 690 of the revised school
code, MCL 380.690, shall be counted only in the pupil's district of
residence.
(g) A pupil enrolled in a public school academy shall be
counted in membership in the public school academy.
(h) For the purposes of this section and section 6a, for a
cyber school, as defined in section 551 of the revised school code,
MCL 380.551, that is in compliance with section 553a of the revised
school code, MCL 380.553a, a pupil's participation in the cyber
school's educational program is considered regular daily
attendance, and for a district or public school academy, a pupil's
participation in a virtual course as defined in section 21f is
considered regular daily attendance. For the purposes of this
subdivision, for a pupil enrolled in a cyber school and utilizing
sequential learning, participation means that term as defined in
the pupil accounting manual, section 5-o-d: requirements for
counting pupils in membership-subsection 10.
(i) For a new district or public school academy beginning its
operation after December 31, 1994, membership for the first 2 full
or partial fiscal years of operation shall be determined as
follows:
(i) If operations begin before the pupil membership count day
for the fiscal year, membership is the average number of full-time
equated pupils in grades K to 12 actually enrolled and in regular
daily attendance on the pupil membership count day for the current
school year and on the supplemental count day for the current
school year, as determined by the department and calculated by
adding the number of pupils registered for attendance on the pupil
membership count day plus pupils received by transfer and minus
pupils lost as defined by rules promulgated by the superintendent,
and as corrected by a subsequent department audit, plus the final
audited count from the supplemental count day for the current
school year, and dividing that sum by 2.
(ii) If operations begin after the pupil membership count day
for the fiscal year and not later than the supplemental count day
for the fiscal year, membership is the final audited count of the
number of full-time equated pupils in grades K to 12 actually
enrolled and in regular daily attendance on the supplemental count
day for the current school year.
(j) If a district is the authorizing body for a public school
academy, then, in the first school year in which pupils are counted
in membership on the pupil membership count day in the public
school academy, the determination of the district's membership
shall exclude from the district's pupil count for the immediately
preceding supplemental count day any pupils who are counted in the
public school academy on that first pupil membership count day who
were also counted in the district on the immediately preceding
supplemental count day.
(k) For an extended school year program approved by the
superintendent, a pupil enrolled, but not scheduled to be in
regular daily attendance, on a pupil membership count day, shall be
counted in membership.
(l) To be counted in membership, a pupil shall meet the
minimum age requirement to be eligible to attend school under
section 1147 of the revised school code, MCL 380.1147, or shall be
enrolled under subsection (3) of that section, and shall be less
than 20 years of age on September 1 of the school year except as
follows:
(i) A special education pupil who is enrolled and receiving
instruction in a special education program or service approved by
the department, who does not have a high school diploma, and who is
less than 26 years of age as of September 1 of the current school
year shall be counted in membership.
(ii) A pupil who is determined by the department to meet all
of the following may be counted in membership:
(A) Is enrolled in a public school academy or an alternative
education high school diploma program, that is primarily focused on
educating pupils with extreme barriers to education, such as being
homeless as defined under 42 USC 11302.
(B) Had dropped out of school.
(C) Is less than 22 years of age as of September 1 of the
current school year.
(iii) If a child does not meet the minimum age requirement to
be eligible to attend school for that school year under section
1147 of the revised school code, MCL 380.1147, but will be 5 years
of age not later than December 1 of that school year, the district
may count the child in membership for that school year if the
parent or legal guardian has notified the district in writing that
he or she intends to enroll the child in kindergarten for that
school year.
(m) An individual who has achieved a high school diploma shall
not be counted in membership. An individual who has achieved a high
school equivalency certificate shall not be counted in membership
unless the individual is a student with a disability as defined in
R 340.1702 of the Michigan Administrative Code. An individual
participating in a job training program funded under former section
107a or a jobs program funded under former section 107b,
administered by the department of talent and economic development,
or participating in any successor of either of those 2 programs,
shall not be counted in membership.
(n) If a pupil counted in membership in a public school
academy is also educated by a district or intermediate district as
part of a cooperative education program, the pupil shall be counted
in membership only in the public school academy unless a written
agreement signed by all parties designates the party or parties in
which the pupil shall be counted in membership, and the
instructional time scheduled for the pupil in the district or
intermediate district shall be included in the full-time equated
membership determination under subdivision (q) and section 101.
However, for pupils receiving instruction in both a public school
academy and in a district or intermediate district but not as a
part of a cooperative education program, the following apply:
(i) If the public school academy provides instruction for at
least 1/2 of the class hours required under section 101, the public
school academy shall receive as its prorated share of the full-time
equated membership for each of those pupils an amount equal to 1
times the product of the hours of instruction the public school
academy provides divided by the number of hours required under
section 101 for full-time equivalency, and the remainder of the
full-time membership for each of those pupils shall be allocated to
the district or intermediate district providing the remainder of
the hours of instruction.
(ii) If the public school academy provides instruction for
less than 1/2 of the class hours required under section 101, the
district or intermediate district providing the remainder of the
hours of instruction shall receive as its prorated share of the
full-time equated membership for each of those pupils an amount
equal to 1 times the product of the hours of instruction the
district or intermediate district provides divided by the number of
hours required under section 101 for full-time equivalency, and the
remainder of the full-time membership for each of those pupils
shall be allocated to the public school academy.
(o) An individual less than 16 years of age as of September 1
of the current school year who is being educated in an alternative
education program shall not be counted in membership if there are
also adult education participants being educated in the same
program or classroom.
(p) The department shall give a uniform interpretation of
full-time and part-time memberships.
(q) The number of class hours used to calculate full-time
equated memberships shall be consistent with section 101. In
determining full-time equated memberships for pupils who are
enrolled in a postsecondary institution or for pupils engaged in an
internship or work experience under section 1279h of the revised
school code, MCL 380.1279h, a pupil shall not be considered to be
less than a full-time equated pupil solely because of the effect of
his or her postsecondary enrollment or engagement in the internship
or work experience, including necessary travel time, on the number
of class hours provided by the district to the pupil.
(r) Full-time equated memberships for pupils in kindergarten
shall be determined by dividing the number of instructional hours
scheduled and provided per year per kindergarten pupil by the same
number used for determining full-time equated memberships for
pupils in grades 1 to 12. However, to the extent allowable under
federal law, for a district or public school academy that provides
evidence satisfactory to the department that it used federal title
I money in the 2 immediately preceding school fiscal years to fund
full-time kindergarten, full-time equated memberships for pupils in
kindergarten shall be determined by dividing the number of class
hours scheduled and provided per year per kindergarten pupil by a
number equal to 1/2 the number used for determining full-time
equated memberships for pupils in grades 1 to 12. The change in the
counting of full-time equated memberships for pupils in
kindergarten that took effect for 2012-2013 is not a mandate.
(s) For a district or a public school academy that has pupils
enrolled in a grade level that was not offered by the district or
public school academy in the immediately preceding school year, the
number of pupils enrolled in that grade level to be counted in
membership is the average of the number of those pupils enrolled
and in regular daily attendance on the pupil membership count day
and the supplemental count day of the current school year, as
determined by the department. Membership shall be calculated by
adding the number of pupils registered for attendance in that grade
level on the pupil membership count day plus pupils received by
transfer and minus pupils lost as defined by rules promulgated by
the superintendent, and as corrected by subsequent department
audit, plus the final audited count from the supplemental count day
for the current school year, and dividing that sum by 2.
(t) A pupil enrolled in a cooperative education program may be
counted in membership in the pupil's district of residence with the
written approval of all parties to the cooperative agreement.
(u) If, as a result of a disciplinary action, a district
determines through the district's alternative or disciplinary
education program that the best instructional placement for a pupil
is in the pupil's home or otherwise apart from the general school
population, if that placement is authorized in writing by the
district superintendent and district alternative or disciplinary
education supervisor, and if the district provides appropriate
instruction as described in this subdivision to the pupil at the
pupil's home or otherwise apart from the general school population,
the district may count the pupil in membership on a pro rata basis,
with the proration based on the number of hours of instruction the
district actually provides to the pupil divided by the number of
hours required under section 101 for full-time equivalency. For the
purposes of this subdivision, a district shall be considered to be
providing appropriate instruction if all of the following are met:
(i) The district provides at least 2 nonconsecutive hours of
instruction per week to the pupil at the pupil's home or otherwise
apart from the general school population under the supervision of a
certificated teacher.
(ii) The district provides instructional materials, resources,
and supplies that are comparable to those otherwise provided in the
district's alternative education program.
(iii) Course content is comparable to that in the district's
alternative education program.
(iv) Credit earned is awarded to the pupil and placed on the
pupil's transcript.
(v) If a pupil was enrolled in a public school academy on the
pupil membership count day, if the public school academy's contract
with its authorizing body is revoked or the public school academy
otherwise ceases to operate, and if the pupil enrolls in a district
within 45 days after the pupil membership count day, the department
shall adjust the district's pupil count for the pupil membership
count day to include the pupil in the count.
(w) For a public school academy that has been in operation for
at least 2 years and that suspended operations for at least 1
semester and is resuming operations, membership is the sum of the
product of .90 times the number of full-time equated pupils in
grades K to 12 actually enrolled and in regular daily attendance on
the first pupil membership count day or supplemental count day,
whichever is first, occurring after operations resume, plus the
product of .10 times the final audited count from the most recent
pupil membership count day or supplemental count day that occurred
before suspending operations, as determined by the superintendent.
(x) If a district's membership for a particular fiscal year,
as otherwise calculated under this subsection, would be less than
1,550 pupils and the district has 4.5 or fewer pupils per square
mile, as determined by the department, and if the district does not
receive funding under section 22d(2), the district's membership
shall be considered to be the membership figure calculated under
this subdivision. If a district educates and counts in its
membership pupils in grades 9 to 12 who reside in a contiguous
district that does not operate grades 9 to 12 and if 1 or both of
the affected districts request the department to use the
determination allowed under this sentence, the department shall
include the square mileage of both districts in determining the
number of pupils per square mile for each of the districts for the
purposes of this subdivision. The membership figure calculated
under this subdivision is the greater of the following:
(i) The average of the district's membership for the 3-fiscal-
year period ending with that fiscal year, calculated by adding the
district's actual membership for each of those 3 fiscal years, as
otherwise calculated under this subsection, and dividing the sum of
those 3 membership figures by 3.
(ii) The district's actual membership for that fiscal year as
otherwise calculated under this subsection.
(y) Full-time equated memberships for special education pupils
who are not enrolled in kindergarten but are enrolled in a
classroom program under R 340.1754 of the Michigan Administrative
Code shall be determined by dividing the number of class hours
scheduled and provided per year by 450. Full-time equated
memberships for special education pupils who are not enrolled in
kindergarten but are receiving early childhood special education
services under R 340.1755 or R 340.1862 of the Michigan
Administrative Code shall be determined by dividing the number of
hours of service scheduled and provided per year per-pupil by 180.
(z) A pupil of a district that begins its school year after
Labor Day who is enrolled in an intermediate district program that
begins before Labor Day shall not be considered to be less than a
full-time pupil solely due to instructional time scheduled but not
attended by the pupil before Labor Day.
(aa) For the first year in which a pupil is counted in
membership on the pupil membership count day in a middle college
program, the membership is the average of the full-time equated
membership on the pupil membership count day and on the
supplemental count day for the current school year, as determined
by the department. If a pupil described in this subdivision was
counted in membership by the operating district on the immediately
preceding supplemental count day, the pupil shall be excluded from
the district's immediately preceding supplemental count for the
purposes of determining the district's membership.
(bb) A district or public school academy that educates a pupil
who attends a United States Olympic Education Center may count the
pupil in membership regardless of whether or not the pupil is a
resident of this state.
(cc) A pupil enrolled in a district other than the pupil's
district of residence pursuant to section 1148(2) of the revised
school code, MCL 380.1148, shall be counted in the educating
district.
(dd) For a pupil enrolled in a dropout recovery program that
meets the requirements of section 23a, the pupil shall be counted
as 1/12 of a full-time equated membership for each month that the
district operating the program reports that the pupil was enrolled
in the program and was in full attendance. However, if the special
membership counting provisions under this subdivision and the
operation of the other membership counting provisions under this
subsection result in a pupil being counted as more than 1.0 FTE in
a fiscal year, the payment made for the pupil under sections 22a
and 22b shall not be based on more than 1.0 FTE for that pupil, and
any portion of an FTE for that pupil that exceeds 1.0 shall instead
be paid under section 25g. The district operating the program shall
report to the center the number of pupils who were enrolled in the
program and were in full attendance for a month not later than 30
days after the end of the month. A district shall not report a
pupil as being in full attendance for a month unless both of the
following are met:
(i) A personalized learning plan is in place on or before the
first school day of the month for the first month the pupil
participates in the program.
(ii) The pupil meets the district's definition under section
23a of satisfactory monthly progress for that month or, if the
pupil does not meet that definition of satisfactory monthly
progress for that month, the pupil did meet that definition of
satisfactory monthly progress in the immediately preceding month
and appropriate interventions are implemented within 10 school days
after it is determined that the pupil does not meet that definition
of satisfactory monthly progress.
(ee) A pupil participating in a virtual course under section
21f shall be counted in membership in the district enrolling the
pupil.
(ff) If a public school academy that is not in its first or
second year of operation closes at the end of a school year and
does not reopen for the next school year, the department shall
adjust the membership count of the district or other public school
academy in which a former pupil of the closed public school academy
enrolls and is in regular daily attendance for the next school year
to ensure that the district or other public school academy receives
the same amount of membership aid for the pupil as if the pupil
were counted in the district or other public school academy on the
supplemental count day of the preceding school year.
(gg) If a special education pupil is expelled under section
1311 or 1311a of the revised school code, MCL 380.1311 and
380.1311a, and is not in attendance on the pupil membership count
day because of the expulsion, and if the pupil remains enrolled in
the district and resumes regular daily attendance during that
school year, the district's membership shall be adjusted to count
the pupil in membership as if he or she had been in attendance on
the pupil membership count day.
(hh) A pupil enrolled in a community district shall be counted
in membership in the community district.
(ii) A part-time pupil enrolled in a nonpublic school in
grades K to 12 in accordance with section 166b shall not be counted
as more than 0.75 of a full-time equated membership.
(jj) A district that borders another state or a public school
academy that operates at least grades 9 to 12 and is located within
20 miles of a border with another state may count in membership a
pupil who is enrolled in a course at a college or university that
is located in the bordering state and within 20 miles of the border
with this state if all of the following are met:
(i) The pupil would meet the definition of an eligible student
under the postsecondary enrollment options act, 1996 PA 160, MCL
388.511 to 388.524, if the course were an eligible course under
that act.
(ii) The course in which the pupil is enrolled would meet the
definition of an eligible course under the postsecondary enrollment
options act, 1996 PA 160, MCL 388.511 to 388.524, if the course
were provided by an eligible postsecondary institution under that
act.
(iii) The department determines that the college or university
is an institution that, in the other state, fulfills a function
comparable to a state university or community college, as those
terms are defined in section 3 of the postsecondary enrollment
options act, 1996 PA 160, MCL 388.513, or is an independent
nonprofit degree-granting college or university.
(iv) The district or public school academy pays for a portion
of the pupil's tuition at the college or university in an amount
equal to the eligible charges that the district or public school
academy would pay to an eligible postsecondary institution under
the postsecondary enrollment options act, 1996 PA 160, MCL 388.511
to 388.524, as if the course were an eligible course under that
act.
(v) The district or public school academy awards high school
credit to a pupil who successfully completes a course as described
in this subdivision.
(kk) A pupil enrolled in a middle college program may be
counted for more than a total of 1.0 full-time equated membership
if the pupil is enrolled in more than the minimum number of
instructional days and hours required under section 101 and the
pupil is expected to complete the 5-year program with both a high
school diploma and at least 60 transferable college credits or is
expected to earn an associate's degree in fewer than 5 years.
(ll) If a district's or public school academy's membership for
a particular fiscal year, as otherwise calculated under this
subsection, includes pupils counted in membership who are enrolled
under section 166b, all of the following apply for the purposes of
this subdivision:
(i) If the district's or public school academy's membership
for pupils counted under section 166b equals or exceeds 5% of the
district's or public school academy's membership for pupils not
counted in membership under section 166b in the immediately
preceding fiscal year, then the growth in the district's or public
school academy's membership for pupils counted under section 166b
must not exceed 10%.
(ii) If the district's or public school academy's membership
for pupils counted under section 166b is less than 5% of the
district's or public school academy's membership for pupils not
counted in membership under section 166b in the immediately
preceding fiscal year, then the district's or public school
academy's membership for pupils counted under section 166b must not
exceed the greater of the following:
(A) 5% of the district's or public school academy's membership
for pupils not counted in membership under section 166b.
(B) 10% more than the district's or public school academy's
membership for pupils counted under section 166b in the immediately
preceding fiscal year.
(iii) If 1 or more districts consolidate or are parties to an
annexation, then the calculations under subdivisions (i) and (ii)
must be applied to the combined total membership for pupils counted
in those districts for the fiscal year immediately preceding the
consolidation or annexation.
(mm)
If Beginning with the
2019-2020 school year, if a
district, intermediate district, or public school academy charges
tuition for a pupil that resided out of state in the immediately
preceding school year, the pupil shall not be counted in membership
in the district, intermediate district, or public school academy.
(5) "Public school academy" means that term as defined in
section 5 of the revised school code, MCL 380.5.
(6) "Pupil" means an individual in membership in a public
school. A district must have the approval of the pupil's district
of residence to count the pupil in membership, except approval by
the pupil's district of residence is not required for any of the
following:
(a) A nonpublic part-time pupil enrolled in grades K to 12 in
accordance with section 166b.
(b) A pupil receiving 1/2 or less of his or her instruction in
a district other than the pupil's district of residence.
(c) A pupil enrolled in a public school academy.
(d) A pupil enrolled in a district other than the pupil's
district of residence under an intermediate district schools of
choice pilot program as described in section 91a or former section
91 if the intermediate district and its constituent districts have
been exempted from section 105.
(e) A pupil enrolled in a district other than the pupil's
district of residence if the pupil is enrolled in accordance with
section 105 or 105c.
(f) A pupil who has made an official written complaint or
whose parent or legal guardian has made an official written
complaint to law enforcement officials and to school officials of
the pupil's district of residence that the pupil has been the
victim of a criminal sexual assault or other serious assault, if
the official complaint either indicates that the assault occurred
at school or that the assault was committed by 1 or more other
pupils enrolled in the school the pupil would otherwise attend in
the district of residence or by an employee of the district of
residence. A person who intentionally makes a false report of a
crime to law enforcement officials for the purposes of this
subdivision is subject to section 411a of the Michigan penal code,
1931 PA 328, MCL 750.411a, which provides criminal penalties for
that conduct. As used in this subdivision:
(i) "At school" means in a classroom, elsewhere on school
premises, on a school bus or other school-related vehicle, or at a
school-sponsored activity or event whether or not it is held on
school premises.
(ii) "Serious assault" means an act that constitutes a felony
violation of chapter XI of the Michigan penal code, 1931 PA 328,
MCL 750.81 to 750.90h, or that constitutes an assault and
infliction of serious or aggravated injury under section 81a of the
Michigan penal code, 1931 PA 328, MCL 750.81a.
(g) A pupil whose district of residence changed after the
pupil membership count day and before the supplemental count day
and who continues to be enrolled on the supplemental count day as a
nonresident in the district in which he or she was enrolled as a
resident on the pupil membership count day of the same school year.
(h) A pupil enrolled in an alternative education program
operated by a district other than his or her district of residence
who meets 1 or more of the following:
(i) The pupil has been suspended or expelled from his or her
district of residence for any reason, including, but not limited
to, a suspension or expulsion under section 1310, 1311, or 1311a of
the revised school code, MCL 380.1310, 380.1311, and 380.1311a.
(ii) The pupil had previously dropped out of school.
(iii) The pupil is pregnant or is a parent.
(iv) The pupil has been referred to the program by a court.
(i) A pupil enrolled in the Michigan Virtual School, for the
pupil's enrollment in the Michigan Virtual School.
(j) A pupil who is the child of a person who works at the
district or who is the child of a person who worked at the district
as of the time the pupil first enrolled in the district but who no
longer works at the district due to a workforce reduction. As used
in this subdivision, "child" includes an adopted child, stepchild,
or legal ward.
(k) An expelled pupil who has been denied reinstatement by the
expelling district and is reinstated by another school board under
section 1311 or 1311a of the revised school code, MCL 380.1311 and
380.1311a.
(l) A pupil enrolled in a district other than the pupil's
district of residence in a middle college program if the pupil's
district of residence and the enrolling district are both
constituent districts of the same intermediate district.
(m) A pupil enrolled in a district other than the pupil's
district of residence who attends a United States Olympic Education
Center.
(n) A pupil enrolled in a district other than the pupil's
district of residence pursuant to section 1148(2) of the revised
school code, MCL 380.1148.
(o) A pupil who enrolls in a district other than the pupil's
district of residence as a result of the pupil's school not making
adequate yearly progress under the no child left behind act of
2001, Public Law 107-110, or the every student succeeds act, Public
Law 114-95.
However, except for pupils enrolled in the youth challenge
program at the site at which the youth challenge program operated
for 2015-2016, if a district educates pupils who reside in another
district and if the primary instructional site for those pupils is
established by the educating district after 2009-2010 and is
located within the boundaries of that other district, the educating
district must have the approval of that other district to count
those pupils in membership.
(7) "Pupil membership count day" of a district or intermediate
district means:
(a) Except as provided in subdivision (b), the first Wednesday
in October each school year or, for a district or building in which
school is not in session on that Wednesday due to conditions not
within the control of school authorities, with the approval of the
superintendent, the immediately following day on which school is in
session in the district or building.
(b) For a district or intermediate district maintaining school
during the entire school year, the following days:
(i) Fourth Wednesday in July.
(ii) First Wednesday in October.
(iii) Second Wednesday in February.
(iv) Fourth Wednesday in April.
(8) "Pupils in grades K to 12 actually enrolled and in regular
daily attendance" means pupils in grades K to 12 in attendance and
receiving instruction in all classes for which they are enrolled on
the pupil membership count day or the supplemental count day, as
applicable. Except as otherwise provided in this subsection, a
pupil who is absent from any of the classes in which the pupil is
enrolled on the pupil membership count day or supplemental count
day and who does not attend each of those classes during the 10
consecutive school days immediately following the pupil membership
count day or supplemental count day, except for a pupil who has
been excused by the district, shall not be counted as 1.0 full-time
equated membership. A pupil who is excused from attendance on the
pupil membership count day or supplemental count day and who fails
to attend each of the classes in which the pupil is enrolled within
30 calendar days after the pupil membership count day or
supplemental count day shall not be counted as 1.0 full-time
equated membership. In addition, a pupil who was enrolled and in
attendance in a district, intermediate district, or public school
academy before the pupil membership count day or supplemental count
day of a particular year but was expelled or suspended on the pupil
membership count day or supplemental count day shall only be
counted as 1.0 full-time equated membership if the pupil resumed
attendance in the district, intermediate district, or public school
academy within 45 days after the pupil membership count day or
supplemental count day of that particular year. Pupils not counted
as 1.0 full-time equated membership due to an absence from a class
shall be counted as a prorated membership for the classes the pupil
attended. For purposes of this subsection, "class" means a period
of time in 1 day when pupils and a certificated teacher, a teacher
engaged to teach under section 1233b of the revised school code,
MCL 380.1233b, or an individual working under a valid substitute
permit, authorization, or approval issued by the department, are
together and instruction is taking place.
(9) "Rule" means a rule promulgated pursuant to the
administrative procedures act of 1969, 1969 PA 306, MCL 24.201 to
24.328.
(10) "The revised school code" means the revised school code,
1976 PA 451, MCL 380.1 to 380.1852.
(11) "School district of the first class", "first class school
district", and "district of the first class" mean, for the purposes
of this article only, a district that had at least 40,000 pupils in
membership for the immediately preceding fiscal year.
(12) "School fiscal year" means a fiscal year that commences
July 1 and continues through June 30.
(13) "State board" means the state board of education.
(14) "Superintendent", unless the context clearly refers to a
district or intermediate district superintendent, means the
superintendent of public instruction described in section 3 of
article VIII of the state constitution of 1963.
(15) "Supplemental count day" means the day on which the
supplemental pupil count is conducted under section 6a.
(16) "Tuition pupil" means a pupil of school age attending
school in a district other than the pupil's district of residence
for whom tuition may be charged to the district of residence.
Tuition pupil does not include a pupil who is a special education
pupil, a pupil described in subsection (6)(c) to (o), or a pupil
whose parent or guardian voluntarily enrolls the pupil in a
district that is not the pupil's district of residence. A pupil's
district of residence shall not require a high school tuition
pupil, as provided under section 111, to attend another school
district after the pupil has been assigned to a school district.
(17) "State school aid fund" means the state school aid fund
established in section 11 of article IX of the state constitution
of 1963.
(18) "Taxable value" means the taxable value of property as
determined under section 27a of the general property tax act, 1893
PA 206, MCL 211.27a.
(19) "Textbook" means a book, electronic book, or other
instructional print or electronic resource that is selected and
approved by the governing board of a district and that contains a
presentation of principles of a subject, or that is a literary work
relevant to the study of a subject required for the use of
classroom pupils, or another type of course material that forms the
basis of classroom instruction.
(20) "Total state aid" or "total state school aid" means the
total combined amount of all funds due to a district, intermediate
district, or other entity under this article.
Sec. 11. (1) For the fiscal year ending September 30, 2018,
there is appropriated for the public schools of this state and
certain other state purposes relating to education the sum of
$12,682,127,200.00 from the state school aid fund, the sum of
$78,500,000.00 from the general fund, an amount not to exceed
$72,000,000.00 from the community district education trust fund
created under section 12 of the Michigan trust fund act, 2000 PA
489, MCL 12.262, an amount not to exceed $23,100,000.00 from the
MPSERS retirement obligation reform reserve fund, and an amount not
to exceed $100.00 from the water emergency reserve fund. For the
fiscal year ending September 30, 2019, there is appropriated for
the public schools of this state and certain other state purposes
relating to education the sum of $12,876,825,200.00 from the state
school
aid fund, the sum of $60,000,000.00 $87,920,000.00 from the
general fund, an amount not to exceed $72,000,000.00 from the
community district education trust fund created under section 12 of
the Michigan trust fund act, 2000 PA 489, MCL 12.262, an amount not
to exceed $31,900,000.00 from the MPSERS retirement obligation
reform reserve fund, an amount not to exceed $30,000,000.00 from
the school mental health and support services fund created under
section 31m, and an amount not to exceed $100.00 from the water
emergency reserve fund. In addition, all available federal funds
are appropriated each fiscal year for the fiscal years ending
September 30, 2018 and September 30, 2019.
(2) The appropriations under this section shall be allocated
as provided in this article. Money appropriated under this section
from the general fund shall be expended to fund the purposes of
this article before the expenditure of money appropriated under
this section from the state school aid fund.
(3) Any general fund allocations under this article that are
not expended by the end of the state fiscal year are transferred to
the school aid stabilization fund created under section 11a.
Sec. 17c. (1) Except as otherwise provided under this article,
the department shall do both of the following for funds
appropriated under this article for grants distributed by the
department to districts, intermediate districts, and eligible
entities:
(a) Not later than September 1 of each fiscal year, open the
grant application for funds appropriated for the subsequent fiscal
year. The department shall also provide to districts, intermediate
districts, and eligible entities, and post on its publicly
accessible website, the grant application and award process
schedule and the list of state grants and contracts available in
the subsequent fiscal year.
(b) Not later than December 1 of each fiscal year, publish
grant awards for funds appropriated in that fiscal year.
(2) Information for grants awarded from funds appropriated
under this article must be placed on the state board agenda in
August of the preceding fiscal year. However, this subsection does
not apply to grants awarded, directly or indirectly, from federal
funds or federal grants.
Sec. 18. (1) Except as provided in another section of this
article, each district or other entity shall apply the money
received by the district or entity under this article to salaries
and other compensation of teachers and other employees, tuition,
transportation, lighting, heating, ventilation, water service, the
purchase of textbooks, other supplies, and any other school
operating expenditures defined in section 7. However, not more than
20% of the total amount received by a district under sections 22a
and 22b or received by an intermediate district under section 81
may be transferred by the board to either the capital projects fund
or to the debt retirement fund for debt service. The money shall
not be applied or taken for a purpose other than as provided in
this section. The department shall determine the reasonableness of
expenditures and may withhold from a recipient of funds under this
article the apportionment otherwise due upon a violation by the
recipient.
(2) A district or intermediate district shall adopt an annual
budget in a manner that complies with the uniform budgeting and
accounting act, 1968 PA 2, MCL 141.421 to 141.440a. Within 15 days
after a district board adopts its annual operating budget for the
following school fiscal year, or after a district board adopts a
subsequent revision to that budget, the district shall make all of
the following available through a link on its website homepage, or
may make the information available through a link on its
intermediate district's website homepage, in a form and manner
prescribed by the department:
(a) The annual operating budget and subsequent budget
revisions.
(b) Using data that have already been collected and submitted
to the department, a summary of district expenditures for the most
recent fiscal year for which they are available, expressed in the
following 2 visual displays:
(i) A chart of personnel expenditures, broken into the
following subcategories:
(A) Salaries and wages.
(B) Employee benefit costs, including, but not limited to,
medical, dental, vision, life, disability, and long-term care
benefits.
(C) Retirement benefit costs.
(D) All other personnel costs.
(ii) A chart of all district expenditures, broken into the
following subcategories:
(A) Instruction.
(B) Support services.
(C) Business and administration.
(D) Operations and maintenance.
(c) Links to all of the following:
(i) The current collective bargaining agreement for each
bargaining unit.
(ii) Each health care benefits plan, including, but not
limited to, medical, dental, vision, disability, long-term care, or
any other type of benefits that would constitute health care
services, offered to any bargaining unit or employee in the
district.
(iii) The audit report of the audit conducted under subsection
(4) for the most recent fiscal year for which it is available.
(iv) The bids required under section 5 of the public employees
health benefit act, 2007 PA 106, MCL 124.75.
(v) The district's written policy governing procurement of
supplies, materials, and equipment.
(vi) The district's written policy establishing specific
categories of reimbursable expenses, as described in section
1254(2) of the revised school code, MCL 380.1254.
(vii) Either the district's accounts payable check register
for the most recent school fiscal year or a statement of the total
amount of expenses incurred by board members or employees of the
district that were reimbursed by the district for the most recent
school fiscal year.
(d) The total salary and a description and cost of each fringe
benefit included in the compensation package for the superintendent
of the district and for each employee of the district whose salary
exceeds $100,000.00.
(e) The annual amount spent on dues paid to associations.
(f) The annual amount spent on lobbying or lobbying services.
As used in this subdivision, "lobbying" means that term as defined
in section 5 of 1978 PA 472, MCL 4.415.
(g) Any deficit elimination plan or enhanced deficit
elimination plan the district was required to submit under the
revised school code.
(h) Identification of all credit cards maintained by the
district as district credit cards, the identity of all individuals
authorized to use each of those credit cards, the credit limit on
each credit card, and the dollar limit, if any, for each
individual's authorized use of the credit card.
(i) Costs incurred for each instance of out-of-state travel by
the school administrator of the district that is fully or partially
paid for by the district and the details of each of those instances
of out-of-state travel, including at least identification of each
individual on the trip, destination, and purpose.
(3) For the information required under subsection (2)(a),
(2)(b)(i), and (2)(c), an intermediate district shall provide the
same information in the same manner as required for a district
under subsection (2).
(4) For the purposes of determining the reasonableness of
expenditures, whether a district or intermediate district has
received the proper amount of funds under this article, and whether
a violation of this article has occurred, all of the following
apply:
(a) The department shall require that each district and
intermediate district have an audit of the district's or
intermediate district's financial and pupil accounting records
conducted at least annually, and at such other times as determined
by the department, at the expense of the district or intermediate
district, as applicable. The audits must be performed by a
certified public accountant or by the intermediate district
superintendent, as may be required by the department, or in the
case of a district of the first class by a certified public
accountant, the intermediate superintendent, or the auditor general
of the city. A district or intermediate district shall retain these
records for the current fiscal year and from at least the 3
immediately preceding fiscal years.
(b) If a district operates in a single building with fewer
than 700 full-time equated pupils, if the district has stable
membership, and if the error rate of the immediately preceding 2
pupil accounting field audits of the district is less than 2%, the
district may have a pupil accounting field audit conducted
biennially but must continue to have desk audits for each pupil
count. The auditor must document compliance with the audit cycle in
the pupil auditing manual. As used in this subdivision, "stable
membership" means that the district's membership for the current
fiscal year varies from the district's membership for the
immediately preceding fiscal year by less than 5%.
(c) A district's or intermediate district's annual financial
audit shall include an analysis of the financial and pupil
accounting data used as the basis for distribution of state school
aid.
(d) The pupil and financial accounting records and reports,
audits, and management letters are subject to requirements
established in the auditing and accounting manuals approved and
published by the department.
(e) All of the following shall be done not later than November
1 each year for reporting the prior fiscal year data:
(i) A district shall file the annual financial audit reports
with the intermediate district and the department.
(ii) The intermediate district shall file the annual financial
audit reports for the intermediate district with the department.
(iii) The intermediate district shall enter the pupil
membership audit reports for its constituent districts and for the
intermediate district, for the pupil membership count day and
supplemental count day, in the Michigan student data system.
(f) The annual financial audit reports and pupil accounting
procedures reports shall be available to the public in compliance
with the freedom of information act, 1976 PA 442, MCL 15.231 to
15.246.
(g) Not later than January 31 of each year, the department
shall notify the state budget director and the legislative
appropriations subcommittees responsible for review of the school
aid budget of districts and intermediate districts that have not
filed an annual financial audit and pupil accounting procedures
report required under this section for the school year ending in
the immediately preceding fiscal year.
(5) By November 1 each fiscal year, each district and
intermediate district shall submit to the center, in a manner
prescribed by the center, annual comprehensive financial data
consistent with the district's or intermediate district's audited
financial statements and consistent with accounting manuals and
charts of accounts approved and published by the department. For an
intermediate district, the report shall also contain the website
address where the department can access the report required under
section 620 of the revised school code, MCL 380.620. The department
shall ensure that the prescribed Michigan public school accounting
manual chart of accounts includes standard conventions to
distinguish expenditures by allowable fund function and object. The
functions shall include at minimum categories for instruction,
pupil support, instructional staff support, general administration,
school administration, business administration, transportation,
facilities operation and maintenance, facilities acquisition, and
debt service; and shall include object classifications of salary,
benefits, including categories for active employee health
expenditures, purchased services, supplies, capital outlay, and
other. Districts shall report the required level of detail
consistent with the manual as part of the comprehensive annual
financial report.
(6) By September 30 of each year, each district and
intermediate district shall file with the center the special
education actual cost report, known as "SE-4096", on a form and in
the manner prescribed by the center. An intermediate district shall
perform
certify the audit of a district's report.
(7) By October 7 of each year, each district and intermediate
district shall file with the center the audited transportation
expenditure report, known as "SE-4094", on a form and in the manner
prescribed
by the center. An intermediate district shall perform
certify the audit of a district's report.
(8) The department shall review its pupil accounting and pupil
auditing manuals at least annually and shall periodically update
those manuals to reflect changes in this article.
(9) If a district that is a public school academy purchases
property using money received under this article, the public school
academy shall retain ownership of the property unless the public
school academy sells the property at fair market value.
(10) If a district or intermediate district does not comply
with subsections (4), (5), (6), (7), and (12), or if the department
determines that the financial data required under subsection (5)
are not consistent with audited financial statements, the
department shall withhold all state school aid due to the district
or intermediate district under this article, beginning with the
next payment due to the district or intermediate district, until
the district or intermediate district complies with subsections
(4), (5), (6), (7), and (12). If the district or intermediate
district does not comply with subsections (4), (5), (6), (7), and
(12) by the end of the fiscal year, the district or intermediate
district forfeits the amount withheld.
(11) If a district or intermediate district does not comply
with subsection (2), the department may withhold up to 10% of the
total state school aid due to the district or intermediate district
under this article, beginning with the next payment due to the
district or intermediate district, until the district or
intermediate district complies with subsection (2). If the district
or intermediate district does not comply with subsection (2) by the
end of the fiscal year, the district or intermediate district
forfeits the amount withheld.
(12) By November 1 of each year, if a district or intermediate
district offers virtual learning under section 21f, or for a school
of excellence that is a cyber school, as defined in section 551 of
the revised school code, MCL 380.551, the district or intermediate
district shall submit to the department a report that details the
per-pupil costs of operating the virtual learning by vendor type
and virtual learning model. The report shall include information
concerning the operation of virtual learning for the immediately
preceding school fiscal year, including information concerning
summer programming. Information must be collected in a form and
manner determined by the department and must be collected in the
most efficient manner possible to reduce the administrative burden
on reporting entities.
(13) By March 31 of each year, the department shall submit to
the house and senate appropriations subcommittees on state school
aid, the state budget director, and the house and senate fiscal
agencies a report summarizing the per-pupil costs by vendor type of
virtual courses available under section 21f and virtual courses
provided by a school of excellence that is a cyber school, as
defined in section 551 of the revised school code, MCL 380.551.
(14) As used in subsections (12) and (13), "vendor type" means
the following:
(a) Virtual courses provided by the Michigan Virtual
University.
(b) Virtual courses provided by a school of excellence that is
a cyber school, as defined in section 551 of the revised school
code, MCL 380.551.
(c) Virtual courses provided by third party vendors not
affiliated with a Michigan public school.
(d) Virtual courses created and offered by a district or
intermediate district.
(15) An allocation to a district or another entity under this
article is contingent upon the district's or entity's compliance
with this section.
(16) Beginning October 1, 2018, and annually thereafter, the
department shall submit to the senate and house subcommittees on
school aid and to the senate and house standing committees on
education an itemized list of allocations under this article to any
association or consortium consisting of associations in the
immediately preceding fiscal year. The report shall detail the
recipient or recipients, the amount allocated, and the purpose for
which the funds were distributed.
Sec. 23a. (1) A dropout recovery program operated by a
district qualifies for the special membership counting provisions
of section 6(4)(dd) and the hours and day of pupil instruction
exemption under section 101(12) if the dropout recovery program
meets all of the following:
(a) Enrolls only eligible pupils.
(b) Provides an advocate or teacher of record, or both. An
advocate may serve in that role for more than 1 pupil but no more
than 50 pupils. An advocate or teacher of record may be employed by
the district or may be provided by an education management
organization that is partnering with the district. Before an
individual is assigned to be an advocate or teacher of record for a
pupil in the dropout recovery program, the district shall comply
with sections 1230 and 1230a of the revised school code, MCL
380.1230 and 380.1230a, with respect to that individual.
(c) Develops a written learning plan.
(d) Monitors the pupil's progress against the written learning
plan.
(e) Requires each pupil to make satisfactory monthly progress,
as defined by the district under subsection (2).
(f) Reports the pupil's progress results to the partner
district at least monthly.
(g) The program may be operated on or off a district school
campus, but may be operated using distance learning online only if
the program provides a computer and Internet access for each
eligible pupil participating in the program.
(h) Is operated throughout the entire calendar year.
(i) If the district partners with an education management
organization for the program, the education management organization
has a dropout recovery program partnership relationship with at
least 1 other district.
(2) A district operating a dropout recovery program under this
section shall adopt a definition of satisfactory monthly progress
that is consistent with the definition of that term under
subsection (3).
(3) As used in this section:
(a) "Advocate" means an adult available to meet in person with
assigned pupils, as needed, to conduct social interventions, to
proctor final examinations, and to provide academic and social
support to pupils enrolled in the district's dropout recovery
program.
(b) "Education management organization" means a private
provider that operates 1 or more other dropout recovery programs
that meet the requirements of this section in partnership with 1 or
more districts.
(c) "Eligible pupil" means a pupil who has been expelled from
school under the mandatory expulsion provisions in section 1311 or
1311a of the revised school code, MCL 380.1311 and 380.1311a, a
pupil who has been suspended or expelled from school under a local
policy, a pupil who is referred by a court, a pupil who is pregnant
or is a parent, a pupil who was previously a dropout, or a pupil
who is determined by the district to be at risk of dropping out.
(d) "Satisfactory monthly progress" means an amount of
progress that is measurable on a monthly basis and that, if
continued for a full 12 months, would result in the same amount of
academic credit being awarded to the pupil as would be awarded to a
general education pupil completing a full school year. Satisfactory
monthly progress may include a lesser required amount of progress
for the first 2 months a pupil participates in the program.
(e) "Teacher of record" means a teacher who holds a valid
Michigan teaching certificate; who, if applicable, is endorsed in
the subject area and grade of the course; and is responsible for
providing instruction, determining instructional methods for each
pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and
evaluating the effects of instruction and support strategies. Until
February 1, 2020, if the district partners with an education
management organization for the program, the teacher of record may
be employed by or contracted through the education management
organization.
(f) "Written learning plan" means a written plan developed in
conjunction with the advocate that includes the plan start and end
dates, courses to be taken, credit to be earned for each course,
teacher of record for each course, and advocate name and contact
information.
Sec. 24c. (1) From the appropriation in section 11, there is
allocated
an amount not to exceed $1,528,400.00 $1,545,400.00 for
2018-2019 for payments to districts for pupils who are enrolled in
a nationally administered community-based education and youth
mentoring program, known as the youth challenge program, that is
administered by the department of military and veterans affairs.
Both of the following apply to a district receiving payments under
this section:
(a) The district shall contract with the department of
military and veterans affairs to ensure that all funding allocated
under this section is utilized by the district and the department
of military and veterans affairs for the youth challenge program.
(b) The district may retain for its administrative expenses an
amount not to exceed 3% of the amount of the payment the district
receives under this section.
(2) In addition to the funds allocated under subsection (1),
from the appropriation in section 11, there is allocated an amount
not to exceed $80,000.00 for 2018-2019 to a district for pupils who
enrolled in the youth challenge program but dropped out before the
pupil membership count day. The district shall use these funds to
support the youth challenge program.
Sec. 31a. (1) From the state school aid fund money
appropriated in section 11, there is allocated for 2018-2019 an
amount
not to exceed $510,207,300.00 $528,207,300.00
for payments
to eligible districts and eligible public school academies for the
purposes of ensuring that pupils are proficient in English language
arts by the end of grade 3, that pupils are proficient in
mathematics by the end of grade 8, that pupils are attending school
regularly, that high school graduates are career and college ready,
and for the purposes under subsections (7) and (8).
(2) For a district that has combined state and local revenue
per membership pupil under sections 20 and 20m that is greater than
the basic foundation allowance under section 20 for the current
fiscal year, the allocation under this section shall be an amount
equal to 30% of the allocation for which it would otherwise be
eligible under this section before any proration under subsection
(14).
(3) For a district or public school academy to be eligible to
receive funding under this section, other than funding under
subsection (7) or (8), the district or public school academy, for
grades K to 12, shall comply with the requirements under section
1280f of the revised school code, MCL 380.1280f, and shall use
resources to address early literacy and numeracy, and for at least
grades K to 12 or, if the district or public school academy does
not operate all of grades K to 12, for all of the grades it
operates, must implement a multi-tiered system of supports that is
an evidence-based framework that uses data-driven problem solving
to integrate academic and behavioral instruction and that uses
intervention delivered to all pupils in varying intensities based
on pupil needs. The multi-tiered system of supports described in
this subsection must provide at least all of the following
essential components:
(a) Team-based leadership.
(b) A tiered delivery system.
(c) Selection and implementation of instruction,
interventions, and supports.
(d) A comprehensive screening and assessment system.
(e) Continuous data-based decision making.
(4) Except as otherwise provided in this subsection, an
eligible district or eligible public school academy shall receive
under this section for each membership pupil in the district or
public school academy who is determined to be economically
disadvantaged, as reported to the center in the form and manner
prescribed by the center not later than the fifth Wednesday after
the pupil membership count day of the immediately preceding fiscal
year, an amount per pupil equal to 11.5% of the statewide weighted
average foundation allowance. However, a public school academy that
began operations as a public school academy after the pupil
membership count day of the immediately preceding school year shall
receive under this section for each membership pupil in the public
school academy, who is determined to be economically disadvantaged,
as reported to the center in the form and manner prescribed by the
center not later than the fifth Wednesday after the pupil
membership count day of the current fiscal year, an amount per
pupil equal to 11.5% of the statewide weighted average foundation
allowance.
(5) Except as otherwise provided in this section, a district
or public school academy receiving funding under this section shall
use that money only to provide instructional programs and direct
noninstructional services, including, but not limited to, medical,
mental health, or counseling services, for at-risk pupils; for
school health clinics; and for the purposes of subsection (6), (7),
or (8). In addition, a district that is a school district of the
first class or a district or public school academy in which at
least 50% of the pupils in membership were determined to be
economically disadvantaged in the immediately preceding state
fiscal year, as determined and reported as described in subsection
(4), may use not more than 20% of the funds it receives under this
section for school security. A district or public school academy
shall not use any of that money for administrative costs. The
instruction or direct noninstructional services provided under this
section may be conducted before or after regular school hours or by
adding extra school days to the school year. Funds spent on school
security under this subsection must be counted toward required
spending
under subsection (16)(b).(16)(c).
(6) A district or public school academy that receives funds
under this section and that operates a school breakfast program
under section 1272a of the revised school code, MCL 380.1272a,
shall use from the funds received under this section an amount, not
to exceed $10.00 per pupil for whom the district or public school
academy receives funds under this section, necessary to pay for
costs associated with the operation of the school breakfast
program.
(7) From the funds allocated under subsection (1), there is
allocated for 2018-2019 an amount not to exceed $6,057,300.00 to
support primary health care services provided to children and
adolescents up to age 21. These funds shall be expended in a form
and manner determined jointly by the department and the department
of health and human services. If any funds allocated under this
subsection are not used for the purposes of this subsection for the
fiscal year in which they are allocated, those unused funds shall
be used that fiscal year to avoid or minimize any proration that
would otherwise be required under subsection (14) for that fiscal
year.
(8) From the funds allocated under subsection (1), there is
allocated for 2018-2019 an amount not to exceed $5,150,000.00 for
the state portion of the hearing and vision screenings as described
in section 9301 of the public health code, 1978 PA 368, MCL
333.9301. A local public health department shall pay at least 50%
of the total cost of the screenings. The frequency of the
screenings shall be as required under R 325.13091 to R 325.13096
and R 325.3271 to R 325.3276 of the Michigan Administrative Code.
Funds shall be awarded in a form and manner approved jointly by the
department and the department of health and human services.
Notwithstanding section 17b, payments to eligible entities under
this subsection shall be paid on a schedule determined by the
department.
(9) Each district or public school academy receiving funds
under this section shall submit to the department by July 15 of
each fiscal year a report, in the form and manner prescribed by the
department, that includes a brief description of each program
conducted or services performed by the district or public school
academy using funds under this section, the amount of funds under
this section allocated to each of those programs or services, the
total number of at-risk pupils served by each of those programs or
services, and the data necessary for the department and the
department of health and human services to verify matching funds
for the temporary assistance for needy families program. In
prescribing the form and manner of the report, the department shall
ensure that districts are allowed to expend funds received under
this section on any activities that are permissible under this
section. If a district or public school academy does not comply
with this subsection, the department shall withhold an amount equal
to the August payment due under this section until the district or
public school academy complies with this subsection. If the
district or public school academy does not comply with this
subsection by the end of the state fiscal year, the withheld funds
shall be forfeited to the school aid fund.
(10) In order to receive funds under this section, a district
or public school academy shall allow access for the department or
the department's designee to audit all records related to the
program for which it receives those funds. The district or public
school academy shall reimburse the state for all disallowances
found in the audit.
(11) Subject to subsections (6), (7), and (8), for schools in
which more than 40% of pupils are identified as at-risk, a district
or public school academy may use the funds it receives under this
section to implement schoolwide reforms that are guided by the
district's comprehensive needs assessment and are included in the
district improvement plan. Schoolwide reforms must include parent
and community supports, activities, and services, that may include
the pathways to potential program created by the department of
health and human services or the communities in schools program.
(12) A district or public school academy that receives funds
under this section may use up to 5% of those funds to provide
research-based professional development and to implement a coaching
model that supports the multi-tiered system of supports framework.
Professional development may be provided to district and school
leadership and teachers and must be aligned to professional
learning standards; integrated into district, school building, and
classroom practices; and solely related to the following:
(a) Implementing the multi-tiered system of supports required
in subsection (3) with fidelity and utilizing the data from that
system to inform curriculum and instruction.
(b) Implementing section 1280f of the revised school code, MCL
380.1280f, as required under subsection (3), with fidelity.
(13) A district or public school academy that receives funds
under this section may use funds received under this section to
support instructional or behavioral coaches. Funds used for this
purpose are not subject to the cap under subsection (12).
(14) If necessary, and before any proration required under
section 296, the department shall prorate payments under this
section, except payments under subsection (7), (8), or (17), by
reducing the amount of the allocation as otherwise calculated under
this section by an equal percentage per district.
(15) If a district is dissolved pursuant to section 12 of the
revised school code, MCL 380.12, the intermediate district to which
the dissolved school district was constituent shall determine the
estimated number of pupils that are economically disadvantaged and
that are enrolled in each of the other districts within the
intermediate district and provide that estimate to the department
for the purposes of distributing funds under this section within 60
days after the school district is declared dissolved.
(16) Beginning in 2019-2020, if a district or public school
academy does not demonstrate to the satisfaction of the department
that at least 50% of at-risk pupils are proficient in English
language arts by the end of grade 3 as measured by the state
assessment for the immediately preceding school year or have
achieved at least 1 year's growth in English language arts during
grade 3 as measured by a local benchmark assessment for the
immediately preceding school year, demonstrate to the satisfaction
of the department that at least 50% of at-risk pupils are
proficient in mathematics by the end of grade 8 as measured by the
state assessment for the immediately preceding school year or have
achieved at least 1 year's growth in mathematics during grade 8 as
measured by a local benchmark assessment for the immediately
preceding school year, and demonstrate to the satisfaction of the
department improvement over each of the 3 immediately preceding
school years in the percentage of at-risk pupils that are career-
and college-ready as determined by proficiency on the English
language arts, mathematics, and science content area assessments on
the grade 11 summative assessment under section 1279g(2)(a) of the
revised school code, MCL 380.1279g, the district or public school
academy shall ensure all of the following:
(a) The district or public school academy shall determine the
proportion
of total at-risk pupils in
grade 3 that represents the
number of at-risk pupils in grade 3 that are not proficient in
English language arts by the end of grade 3 or that did not achieve
at least 1 year's growth in English language arts during grade 3,
and the district or public school academy shall expend that same
proportion multiplied by 1/3 of its total at-risk funds under this
section on tutoring and other methods of improving grade 3 English
language arts proficiency or growth.
(b) The district or public school academy shall determine the
proportion
of total at-risk pupils in
grade 8 that represents the
number of at-risk pupils in grade 8 that are not proficient in
mathematics by the end of grade 8 or that did not achieve at least
1 year's growth in mathematics during grade 8, and the district or
public school academy shall expend that same proportion multiplied
by 1/3 of its total at-risk funds under this section on tutoring
and other methods of improving grade 8 mathematics proficiency or
growth.
(c) The district or public school academy shall determine the
proportion
of total at-risk pupils in
grade 11 that represent
represents the number of at-risk pupils in grade 11 that are not
career- and college-ready as measured by the student's score on the
English language arts, mathematics, and science content area
assessments on the grade 11 summative assessment under section
1279g(2)(a) of the revised school code, MCL 380.1279g, and the
district or public school academy shall expend that same proportion
multiplied by 1/3 of its total at-risk funds under this section on
tutoring and other activities to improve scores on the college
entrance examination portion of the Michigan merit examination.
(17)
As used in subsection (16), "total at-risk pupils" means
the
sum of the number of pupils in grade 3 that are at-risk and the
number
of pupils in grade 8 that are at-risk and the number of
pupils
in grade 11 that are at-risk.
(17) From the funds allocated under subsection (1), there is
allocated for 2018-2019 an amount not to exceed $18,000,000.00 for
payments to districts and public school academies that otherwise
received an allocation under this section in 2018-2019 and that
allocation was less than the district's or public school academy's
allocation under this section in 2017-2018. The allocation for each
district or public school academy under this subsection is an
amount equal to its allocation under this section in 2017-2018
minus its allocation as otherwise calculated under this section for
2018-2019. If necessary, and before any proration required under
section 296, the department shall prorate payments under this
subsection by reducing the amount of the allocation as otherwise
calculated under this subsection by an equal percentage per
district or public school academy.
(18) A district or public school academy that receives funds
under this section may use funds received under this section to
provide an anti-bullying or crisis intervention program.
(19) The department shall collaborate with the department of
health and human services to prioritize assigning Pathways to
Potential Success coaches to elementary schools that have a high
percentage of pupils in grades K to 3 who are not proficient in
English language arts, based upon state assessments for pupils in
those grades.
(20) As used in this section:
(a) "At-risk pupil" means a pupil in grades K to 12 for whom
the district has documentation that the pupil meets any of the
following criteria:
(i) The pupil is economically disadvantaged.
(ii) The pupil is an English language learner.
(iii) The pupil is chronically absent as defined by and
reported to the center.
(iv) The pupil is a victim of child abuse or neglect.
(v) The pupil is a pregnant teenager or teenage parent.
(vi) The pupil has a family history of school failure,
incarceration, or substance abuse.
(vii) The pupil is an immigrant who has immigrated within the
immediately preceding 3 years.
(viii) The pupil did not complete high school in 4 years and
is still continuing in school as identified in the Michigan cohort
graduation and dropout report.
(ix) For pupils for whom the results of the state summative
assessment have been received, is a pupil who did not achieve
proficiency on the English language arts, mathematics, science, or
social studies content area assessment.
(x) Is a pupil who is at risk of not meeting the district's or
public school academy's core academic curricular objectives in
English language arts or mathematics, as demonstrated on local
assessments.
(b) "Economically disadvantaged" means a pupil who has been
determined eligible for free or reduced-price meals as determined
under the Richard B. Russell national school lunch act, 42 USC 1751
to 1769j; who is in a household receiving supplemental nutrition
assistance program or temporary assistance for needy families
assistance; or who is homeless, migrant, or in foster care, as
reported to the center.
(c) "English language learner" means limited English
proficient pupils who speak a language other than English as their
primary language and have difficulty speaking, reading, writing, or
understanding English as reported to the center.
(d) "Statewide weighted average foundation allowance" means
the number that is calculated by adding together the result of each
district's or public school academy's foundation allowance or per
pupil payment calculated under section 20 multiplied by the number
of pupils in membership in that district or public school academy,
and then dividing that total by the statewide number of pupils in
membership. For the purposes of this calculation, a district's
foundation allowance shall not exceed the basic foundation
allowance under section 20 for the current state fiscal year.
Sec. 31j. (1) From the general fund money appropriated in
section 11, there is allocated an amount not to exceed $575,000.00
for 2018-2019 for a pilot project to support districts in the
purchase of locally grown fruits and vegetables as described in
this section.
(2) The department shall provide funding in an amount equal to
$125,000.00 per region to districts in prosperity regions 2, 4, 6,
and 9 for the pilot project described under this section. In
addition, the department shall provide funding in an amount equal
to $75,000.00 to districts in prosperity region 8 for the pilot
project described under this section. From the funding to districts
in subsection (1), funding retained by prosperity regions that
administer the project shall not exceed 10%, and funding retained
by the department for administration shall not exceed 6%. A
prosperity region may enter into a memorandum of understanding with
the department or another prosperity region, or both, to administer
the project. If the department administers the project for a
prosperity region, the department may retain up to 10% of that
prosperity region's funding for administration.
(3) The department shall develop and implement a competitive
grant program for districts within the identified prosperity
regions to assist in paying for the costs incurred by the district
to purchase or increase purchases of whole or minimally processed
fruits, vegetables, and legumes grown in this state. The maximum
amount that may be drawn down on a grant to a district shall be
based on the number of meals served by the school district during
the previous school year under the Richard B. Russell national
school lunch act, 42 USC 1751 to 1769j. The department shall
collaborate with the Michigan department of agriculture and rural
development to provide training to newly participating schools and
electronic information on Michigan agriculture.
(4) The goals of the pilot project include improving daily
nutrition and eating habits for children through the school
settings while investing in Michigan's agricultural and related
food business economy.
(5) A district that receives a grant under this section shall
use those funds for the costs incurred by the school district to
purchase whole or minimally processed fruits, vegetables, and
legumes that meet all of the following:
(a) Are purchased on or after the date the district received
notification from the department of the amount to be distributed to
the district under this subsection, including purchases made to
launch
meals in September 2018 for the 2018-2019 school fiscal
year.
(b) Are grown in this state and, if minimally processed, are
also processed in this state.
(c) Are used for meals that are served as part of the United
States Department of Agriculture's child nutrition programs.
(6) For Michigan-grown fruits, vegetables, and legumes that
satisfy the requirements of subsection (5), matching reimbursements
shall be made in an amount not to exceed 10 cents for every school
meal that is served as part of the United States Department of
Agriculture's child nutrition programs and that uses Michigan-grown
fruits, vegetables, and legumes.
(7) A district that receives a grant for reimbursement under
this section shall use the grant to purchase whole or minimally
processed fruits, vegetables, and legumes that are grown in this
state and, if minimally processed, are also processed in this
state.
(8) In awarding grants under this section, the department
shall work in conjunction with prosperity region offices, in
consultation with Michigan-based farm to school resource
organizations, to develop scoring criteria that assess an
applicant's ability to procure Michigan-grown products, prepare and
menu Michigan-grown products, promote and market Michigan-grown
products, and submit letters of intent from districts on plans for
educational activities that promote the goals of the program.
(9) The department shall give preference to districts that
propose educational activities that meet 1 or more of the
following: promote healthy food activities; have clear educational
objectives; involve parents or the community; connect to a school's
farm-to-school procurement activities; and market and promote the
program, leading to increased pupil knowledge and consumption of
Michigan-grown products. Applications with robust marketing and
promotional activities shall receive stronger weighting and
consideration.
(10) In awarding grants, the department shall also consider
all of the following: the percentage of children who qualify for
free or reduced price school meals under the Richard B. Russell
national school lunch act, 42 USC 1751 to 1769j; the variety of
school sizes and geographic locations within the identified
prosperity regions; and existing or future collaboration
opportunities between more than 1 district in a prosperity region.
(11) As a condition of receiving a grant under this section, a
district shall provide or direct its vendors to provide to
prosperity region offices copies of monthly receipts that show the
quantity of different Michigan-grown fruits, vegetables, and
legumes purchased, the amount of money spent on each of these
products, the name and Michigan location of the farm that grew the
products, and the methods or plans to market and promote the
program. The district shall also provide to the prosperity region
monthly lunch numbers and lunch participation rates, and calendars
or monthly menus noting when and how Michigan-grown products were
used in meals. The district and school food service director or
directors also shall agree to respond to brief online surveys and
to provide a report that shows the percentage relationship of
Michigan spending compared to total food spending. Not later than
March 1, 2019, each prosperity region office, either on its own or
in conjunction with another prosperity region, shall submit a
report to the department on expected outcomes and related
measurements for economic development and children's nutrition and
readiness to learn based on progress so far. The report shall
include at least all of the following:
(a) The extent to which farmers and related businesses,
including distributors and processors, see an increase in market
opportunities and income generation through sales of Michigan or
local products to districts. All of the following apply for
purposes of this subdivision:
(i) The data used to determine the amount of this increase
shall be the total dollar amount of Michigan or local fruits,
vegetables, and legumes purchased by schools, along with the number
of different types of products purchased; school food purchasing
trends identified along with products that are of new and growing
interest among food service directors; the number of businesses
impacted; and the percentage of total food budget spent on
Michigan-grown fruits, vegetables, and legumes.
(ii) The prosperity region office shall use purchasing data
collected for the project and surveys of school food service
directors on the impact and success of the project as the source
for the data described in subparagraph (i).
(b) The ability to which pupils can access a variety of
healthy Michigan-grown foods through schools and increase their
consumption of those foods. All of the following apply for purposes
of this subdivision:
(i) The data used to determine whether this subparagraph is
met shall be the number of pupils exposed to Michigan-grown fruits,
vegetables, and legumes at schools; the variety of products served;
new items taste-tested or placed on menus; and the increase in
pupil willingness to try new local, healthy foods.
(ii) The prosperity region office shall use purchasing data
collected for the project, meal count and enrollment numbers,
school menu calendars, and surveys of school food service directors
as the source for the data described in subparagraph (i).
(12) The department shall compile the reports provided by
prosperity region offices under subsection (11) into 1 legislative
report. The department shall provide this report not later than
April 1, 2019 to the house and senate subcommittees responsible for
school aid, the house and senate fiscal agencies, and the state
budget director.
Sec. 31n. (1) From the school mental health and support
services fund money appropriated in section 11, there is allocated
for 2018-2019 for the purposes of this section an amount not to
exceed $30,000,000.00 and from the general fund money appropriated
in section 11, there is allocated for 2018-2019 for the purposes of
this section an amount not to exceed $1,300,000.00. Not later than
February 15, 2019, the department and the department of health and
human services shall establish a program to distribute this funding
to add licensed behavioral health providers for general education
pupils, and shall seek federal Medicaid match funding for all
eligible mental health and support services.
(2) Not later than February 15, 2019, the department and the
department of health and human services shall create an advisory
council and define goals for implementation of programs funded
under this section, and shall provide feedback on that
implementation. At a minimum, the advisory council shall include
representatives of state associations representing school health,
school mental health, school counseling, education, health care,
and other organizations, representatives from the department and
the department of health and human services, and a representative
from the school safety task force created under Executive Order No.
2018-5. The department and department of health and human services,
working with the advisory council, shall determine an approach to
increase capacity for mental health and support services in schools
for general education pupils, and shall determine where that
increase in capacity qualifies for federal Medicaid match funding.
(3) The advisory council shall develop a fiduciary agent
checklist for intermediate districts to facilitate development of a
plan to submit to the department and to the department of health
and human services. The department and department of health and
human services shall determine the requirements and format for
intermediate districts to submit a plan for possible funding under
subsection (5). Applications for funding for this program shall be
made available to districts and intermediate districts not later
than March 1, 2019, and funding shall be awarded not later than
April 1, 2019.
(4) Not later than January 1, 2019, the department of health
and human services shall seek to amend the state Medicaid plan or
obtain appropriate Medicaid waivers as necessary for the purpose of
generating additional Medicaid match funding for school mental
health and support services for general education pupils. It is the
intent of the legislature that a successful state plan amendment or
other Medicaid match mechanisms will result in additional federal
Medicaid match funding for both the new funding allocated under
this section and for any expenses already incurred by districts and
intermediate districts for mental health and support services for
general education pupils.
(5) From the funds allocated under subsection (1), there is
allocated an amount not to exceed $5,000,000.00 to be distributed
to the existing network of child and adolescent health centers to
place a licensed master's level behavioral health provider in
schools that do not currently have services available to general
education students. Existing child and adolescent health centers
receiving funding under this subsection shall provide a commitment
to maintain services and implement all available federal Medicaid
match methodologies. The department of health and human services
shall use all existing or additional federal Medicaid match
opportunities to maximize funding allocated under this subsection.
Funds under this subsection shall be provided to existing child and
adolescent health centers in the same proportion that funding under
section 31a(7) is provided to child and adolescent health centers
located and operating in those districts.
(6) From the funds allocated under subsection (1), there is
allocated an amount not to exceed $16,500,000.00 to be distributed
to intermediate districts for the provision of mental health and
support services to general education students. From the funds
allocated under this subsection, the department shall distribute
$294,500.00 to each intermediate district that submits a plan
approved by the department and the department of health and human
services. The department and department of health and human
services shall work cooperatively in providing oversight and
assistance to intermediate districts during the plan submission
process and shall monitor the program upon implementation. An
intermediate district shall use funds awarded under this subsection
to provide funding to its constituent districts, including public
school academies that are considered to be constituent districts
under section 705(7) of the revised school code, MCL 380.705, for
the provision of mental health and support services to general
education students. In addition to the criteria identified under
subsection (7), an intermediate district shall consider geography,
cost, or other challenges when awarding funding to its constituent
districts. If funding awarded to an intermediate district remains
after funds are provided by the intermediate district to its
constituent districts, the intermediate district may hire or
contract for experts to provide mental health and support services
to general education students residing within the boundaries of the
intermediate district.
(7) A district requesting funds under this section from the
intermediate district in which it is located shall submit an
application for funding for the provision of mental health and
support services to general education pupils. A district receiving
funding from the application process described in this subsection
shall provide services to nonpublic students upon request. An
intermediate district shall not discriminate against an application
submitted by a public school academy simply on the basis of the
applicant being a public school academy. Grant applications shall
be approved based on the following criteria:
(a) The district's commitment to maintain mental health and
support services delivered by licensed providers into future fiscal
years.
(b) The district's commitment to implement all federal
Medicaid match methodologies and provide a local match of at least
20%.
(c) The district's commitment to adhere to any local funding
requirements determined by the department and the department of
health and human services.
(d) The extent of the district's existing partnerships with
community health care providers or the ability of the district to
establish such partnerships.
(e) The district's documentation of need, including gaps in
current mental health and support services for the general
education population.
(f) The district's submission of a formal plan of action
identifying the number of schools and students to be served.
(g) Whether the district will participate in ongoing
trainings.
(h) Whether the district will submit an annual report to the
state.
(i) Whether the district demonstrates a willingness to work
with the state to establish program and service delivery
benchmarks.
(j) Whether the district has developed a school safety plan or
is in the process of developing a school safety plan.
(k) Any other requirements determined by the department or the
department of health and human services.
(8) Funding under this section, including any federal Medicaid
funds that are generated, shall not be used to supplant existing
services.
(9) Both of the following are allocated for 2018-2019 to the
department of health and human services from the general fund money
allocated under subsection (1):
(a) An amount not to exceed $1,000,000.00 for the purpose of
upgrading technology and systems infrastructure and other
administrative requirements to support the programs funded under
this section.
(b) An amount not to exceed $300,000.00 for the purpose of
administering the programs under this section and working on
generating additional Medicaid funds as a result of programs funded
under this section.
(10) From the funds allocated under subsection (1), there is
allocated for 2018-2019 an amount not to exceed $500,000.00 to
intermediate districts on an equal per intermediate district basis
for the purpose of administering programs funded under this
section.
(11) The department and the department of health and human
services shall work with the advisory council to develop proposed
measurements of outcomes and performance. Those measurements shall
include, at a minimum, the number of pupils served, the number of
schools served, and where those pupils and schools were located.
The department and the department of health and human services
shall compile data necessary to measure outcomes and performance,
and districts and intermediate districts receiving funding under
this section shall provide data requested by the department and
department of health and human services for the measurement of
outcomes and performance. The department and department of health
and human services shall provide a report not later than December
1, 2019 and by December 1 annually thereafter to the house and
senate appropriations subcommittees on school aid and health and
human services, and to the house and senate fiscal agencies. At a
minimum, the report shall include measurements of outcomes and
performance, proposals to increase efficacy and usefulness,
proposals to increase performance, and proposals to expand
coverage.
(12) From the funds allocated in subsection (1), there is
allocated for 2018-2019 an amount not to exceed $8,000,000.00 for
the behavioral health team pilot program. The department shall
award funds under this subsection to intermediate school districts
to create school-based behavioral health assessment teams utilizing
a "train the trainer" model of training that focuses on providing
age-appropriate interventions, identifying behaviors that suggest a
pupil may be struggling with mental health challenges, providing
treatment and support of the pupil, and using disciplinary
interventions and the criminal justice system as methods of last
resort. The intermediate district may hire or contract with experts
to provide training to intermediate district staff so that it may
provide similar training for staff of the constituent districts.
The department shall award the entire $8,000,000.00 allocated under
this subsection by allocating an equal dollar amount to each
intermediate district that has its application approved under
subsection (13).
(13) An intermediate district shall apply for funds under
subsection (12) in a form and manner determined by the department.
The application shall include, but is not limited to, all of the
following:
(a) A detailed plan on how the intermediate district will work
with constituent districts to identify a behavioral health
assessment team within each school to be trained under this pilot.
The plan shall demonstrate that a behavioral health assessment team
must consist of, but is not limited to, all of the following
individuals:
(i) School administrators and teachers.
(ii) An individual whose primary purpose is ensuring safety in
a school.
(iii) Pathways to potential workers, if the school
participates in the pathways to potential program.
(iv) Local mental health agency representatives.
(v) Local law enforcement agency personnel.
(vi) If appropriate under the model being used, a pupil.
(b) Identification of a behavioral health assessment training
implementation plan that shall include a description of how results
of the training will be incorporated into administrative policies
and a comprehensive school safety plan, including into a multi-
tiered system of support.
(14) The funds allocated under this section for 2018-2019 are
a work project appropriation, and any unexpended funds for 2018-
2019 are carried forward into 2019-2020. The purpose of the work
project is to continue to provide funding for the expansion of
mental health and support services for general education students.
The estimated completion date of the work project is September 30,
2022.
Sec. 32d. (1) From the funds appropriated in section 11, there
is allocated to eligible intermediate districts and consortia of
intermediate districts for great start readiness programs an amount
not
to exceed $243,600,000.00 $244,600,000.00
for 2018-2019. Funds
allocated under this section for great start readiness programs
shall be used to provide part-day, school-day, or GSRP/Head Start
blended comprehensive free compensatory classroom programs designed
to improve the readiness and subsequent achievement of
educationally disadvantaged children who meet the participant
eligibility and prioritization guidelines as defined by the
department. For a child to be eligible to participate in a program
under this section, the child shall be at least 4, but less than 5,
years of age as of September 1 of the school year in which the
program is offered and shall meet those eligibility and
prioritization guidelines. A child who is not 4 years of age as of
September 1, but who will be 4 years of age not later than December
1, is eligible to participate if the child's parent or legal
guardian seeks a waiver from the September 1 eligibility date by
submitting a request for enrollment in a program to the responsible
intermediate district, if the program has capacity on or after
September 1 of the school year, and if the child meets eligibility
and prioritization guidelines.
(2) From the funds allocated under subsection (1), an amount
not to exceed $242,600,000.00 is allocated to intermediate
districts or consortia of intermediate districts based on the
formula in section 39. An intermediate district or consortium of
intermediate districts receiving funding under this section shall
act as the fiduciary for the great start readiness programs. In
order to be eligible to receive funds allocated under this
subsection from an intermediate district or consortium of
intermediate districts, a district, a consortium of districts, or a
public or private for-profit or nonprofit legal entity or agency
shall comply with this section and section 39.
(3) In addition to the allocation under subsection (1), from
the general fund money appropriated under section 11, there is
allocated an amount not to exceed $300,000.00 for 2018-2019 for a
competitive grant to continue a longitudinal evaluation of children
who have participated in great start readiness programs.
(4) To be eligible for funding under this section, a program
shall prepare children for success in school through comprehensive
part-day, school-day, or GSRP/Head Start blended programs that
contain all of the following program components, as determined by
the department:
(a) Participation in a collaborative recruitment and
enrollment process to assure that each child is enrolled in the
program most appropriate to his or her needs and to maximize the
use of federal, state, and local funds.
(b) An age-appropriate educational curriculum that is in
compliance with the early childhood standards of quality for
prekindergarten children adopted by the state board, including, at
least, the Connect4Learning curriculum.
(c) Nutritional services for all program participants
supported by federal, state, and local resources as applicable.
(d) Physical and dental health and developmental screening
services for all program participants.
(e) Referral services for families of program participants to
community social service agencies, including mental health
services, as appropriate.
(f) Active and continuous involvement of the parents or
guardians of the program participants.
(g) A plan to conduct and report annual great start readiness
program evaluations and continuous improvement plans using criteria
approved by the department.
(h) Participation in a school readiness advisory committee
convened as a workgroup of the great start collaborative that
provides for the involvement of classroom teachers, parents or
guardians of program participants, and community, volunteer, and
social service agencies and organizations, as appropriate. The
advisory committee annually shall review and make recommendations
regarding the program components listed in this subsection. The
advisory committee also shall make recommendations to the great
start collaborative regarding other community services designed to
improve all children's school readiness.
(i) The ongoing articulation of the kindergarten and first
grade programs offered by the program provider.
(j) Participation in this state's great start to quality
process with a rating of at least 3 stars.
(5) An application for funding under this section shall
provide for the following, in a form and manner determined by the
department:
(a) Ensure compliance with all program components described in
subsection (4).
(b) Except as otherwise provided in this subdivision, ensure
that at least 90% of the children participating in an eligible
great start readiness program for whom the intermediate district is
receiving funds under this section are children who live with
families with a household income that is equal to or less than 250%
of the federal poverty level. If the intermediate district
determines that all eligible children are being served and that
there are no children on the waiting list who live with families
with a household income that is equal to or less than 250% of the
federal poverty level, the intermediate district may then enroll
children who live with families with a household income that is
equal to or less than 300% of the federal poverty level. The
enrollment process shall consider income and risk factors, such
that children determined with higher need are enrolled before
children with lesser need. For purposes of this subdivision, all
age-eligible children served in foster care or who are experiencing
homelessness or who have individualized education plans
recommending placement in an inclusive preschool setting shall be
considered to live with families with household income equal to or
less than 250% of the federal poverty level regardless of actual
family income and shall be prioritized for enrollment within the
lowest quintile.
(c) Ensure that the applicant only uses qualified personnel
for this program, as follows:
(i) Teachers possessing proper training. A lead teacher must
have a valid teaching certificate with an early childhood (ZA or
ZS) endorsement or a bachelor's or higher degree in child
development or early childhood education with specialization in
preschool teaching. However, if an applicant demonstrates to the
department that it is unable to fully comply with this subparagraph
after making reasonable efforts to comply, teachers who have
significant but incomplete training in early childhood education or
child development may be used if the applicant provides to the
department, and the department approves, a plan for each teacher to
come into compliance with the standards in this subparagraph. A
teacher's compliance plan must be completed within 2 years of the
date of employment. Progress toward completion of the compliance
plan shall consist of at least 2 courses per calendar year.
(ii) Paraprofessionals possessing proper training in early
childhood education, including an associate's degree in early
childhood education or child development or the equivalent, or a
child development associate (CDA) credential. However, if an
applicant demonstrates to the department that it is unable to fully
comply with this subparagraph after making reasonable efforts to
comply, the applicant may use paraprofessionals who have completed
at least 1 course that earns college credit in early childhood
education or child development if the applicant provides to the
department, and the department approves, a plan for each
paraprofessional to come into compliance with the standards in this
subparagraph. A paraprofessional's compliance plan must be
completed within 2 years of the date of employment. Progress toward
completion of the compliance plan shall consist of at least 2
courses or 60 clock hours of training per calendar year.
(d) Include a program budget that contains only those costs
that are not reimbursed or reimbursable by federal funding, that
are clearly and directly attributable to the great start readiness
program, and that would not be incurred if the program were not
being offered. Eligible costs include transportation costs. The
program budget shall indicate the extent to which these funds will
supplement other federal, state, local, or private funds. Funds
received under this section shall not be used to supplant any
federal funds received by the applicant to serve children eligible
for a federally funded preschool program that has the capacity to
serve those children.
(6) For a grant recipient that enrolls pupils in a school-day
program funded under this section, each child enrolled in the
school-day program shall be counted as described in section 39 for
purposes of determining the amount of the grant award.
(7) For a grant recipient that enrolls pupils in a GSRP/Head
Start blended program, the grant recipient shall ensure that all
Head Start and GSRP policies and regulations are applied to the
blended slots, with adherence to the highest standard from either
program, to the extent allowable under federal law.
(8) An intermediate district or consortium of intermediate
districts receiving a grant under this section shall designate an
early childhood coordinator, and may provide services directly or
may contract with 1 or more districts or public or private for-
profit or nonprofit providers that meet all requirements of
subsections (4) and (5).
(9) An intermediate district or consortium of intermediate
districts may retain for administrative services provided by the
intermediate district or consortium of intermediate districts an
amount not to exceed 4% of the grant amount. Expenses incurred by
subrecipients engaged by the intermediate district or consortium of
intermediate districts for directly running portions of the program
shall be considered program costs or a contracted program fee for
service.
(10) An intermediate district or consortium of intermediate
districts may expend not more than 2% of the total grant amount for
outreach, recruiting, and public awareness of the program.
(11) Each grant recipient shall enroll children identified
under subsection (5)(b) according to how far the child's household
income is below 250% of the federal poverty level by ranking each
applicant child's household income from lowest to highest and
dividing the applicant children into quintiles based on how far the
child's household income is below 250% of the federal poverty
level, and then enrolling children in the quintile with the lowest
household income before enrolling children in the quintile with the
next lowest household income until slots are completely filled. If
the grant recipient determines that all eligible children are being
served and that there are no children on the waiting list who live
with families with a household income that is equal to or less than
250% of the federal poverty level, the grant recipient may then
enroll children who live with families with a household income that
is equal to or less than 300% of the federal poverty level. The
enrollment process shall consider income and risk factors, such
that children determined with higher need are enrolled before
children with lesser need. For purposes of this subdivision, all
age-eligible children served in foster care or who are experiencing
homelessness or who have individualized education plans
recommending placement in an inclusive preschool setting shall be
considered to live with families with household income equal to or
less than 250% of the federal poverty level regardless of actual
family income and shall be prioritized for enrollment within the
lowest quintile.
(12) An intermediate district or consortium of intermediate
districts receiving a grant under this section shall allow parents
of eligible children who are residents of the intermediate district
or within the consortium to choose a program operated by or
contracted with another intermediate district or consortium of
intermediate districts and shall enter into a written agreement
regarding payment, in a manner prescribed by the department.
(13) An intermediate district or consortium of intermediate
districts receiving a grant under this section shall conduct a
local process to contract with interested and eligible public and
private for-profit and nonprofit community-based providers that
meet all requirements of subsection (4) for at least 30% of its
total allocation. For the purposes of this 30% allocation, an
intermediate district or consortium of intermediate districts may
count children served by a Head Start grantee or delegate in a
blended Head Start and great start readiness school-day program.
Children served in a program funded only through Head Start shall
not be counted toward this 30% allocation. The intermediate
district or consortium shall report to the department, in a manner
prescribed by the department, a detailed list of community-based
providers by provider type, including private for-profit, private
nonprofit, community college or university, Head Start grantee or
delegate, and district or intermediate district, and the number and
proportion of its total allocation allocated to each provider as
subrecipient. If the intermediate district or consortium is not
able to contract for at least 30% of its total allocation, the
grant recipient shall notify the department and, if the department
verifies that the intermediate district or consortium attempted to
contract for at least 30% of its total allocation and was not able
to do so, then the intermediate district or consortium may retain
and use all of its allocation as provided under this section. To be
able to use this exemption, the intermediate district or consortium
shall demonstrate to the department that the intermediate district
or consortium increased the percentage of its total allocation for
which it contracts with a community-based provider and the
intermediate district or consortium shall submit evidence
satisfactory to the department, and the department must be able to
verify this evidence, demonstrating that the intermediate district
or consortium took measures to contract for at least 30% of its
total allocation as required under this subsection, including, but
not limited to, at least all of the following measures:
(a) The intermediate district or consortium notified each
nonparticipating licensed child care center located in the service
area of the intermediate district or consortium regarding the
center's eligibility to participate, in a manner prescribed by the
department.
(b) The intermediate district or consortium provided to each
nonparticipating licensed child care center located in the service
area of the intermediate district or consortium information
regarding great start readiness program requirements and a
description of the application and selection process for community-
based providers.
(c) The intermediate district or consortium provided to the
public and to participating families a list of community-based
great start readiness program subrecipients with a great start to
quality rating of at least 3 stars.
(14) If an intermediate district or consortium of intermediate
districts receiving a grant under this section fails to submit
satisfactory evidence to demonstrate its effort to contract for at
least 30% of its total allocation, as required under subsection
(13), the department shall reduce the allocation to the
intermediate district or consortium by a percentage equal to the
difference between the percentage of an intermediate district's or
consortium's total allocation awarded to community-based providers
and 30% of its total allocation.
(15) In order to assist intermediate districts and consortia
in complying with the requirement to contract with community-based
providers for at least 30% of their total allocation, the
department shall do all of the following:
(a) Ensure that a great start resource center or the
department provides each intermediate district or consortium
receiving a grant under this section with the contact information
for each licensed child care center located in the service area of
the intermediate district or consortium by March 1 of each year.
(b) Provide, or ensure that an organization with which the
department contracts provides, a community-based provider with a
validated great start to quality rating within 90 days of the
provider's having submitted a request and self-assessment.
(c) Ensure that all intermediate district, district, community
college or university, Head Start grantee or delegate, private for-
profit, and private nonprofit providers are subject to a single
great start to quality rating system. The rating system shall
ensure that regulators process all prospective providers at the
same pace on a first-come, first-served basis and shall not allow 1
type of provider to receive a great start to quality rating ahead
of any other type of provider.
(d) Not later than December 1 of each year, compile the
results of the information reported by each intermediate district
or consortium under subsection (13) and report to the legislature a
list by intermediate district or consortium with the number and
percentage of each intermediate district's or consortium's total
allocation allocated to community-based providers by provider type,
including private for-profit, private nonprofit, community college
or university, Head Start grantee or delegate, and district or
intermediate district.
(16) A recipient of funds under this section shall report to
the center in a form and manner prescribed by the center the
information necessary to derive the number of children
participating
in the program who meet the income program
eligibility criteria under subsection (5)(b), the number of
eligible children not participating in the program and on a
waitlist, and the total number of children participating in the
program by various demographic groups and eligibility factors
necessary to analyze equitable and priority access to services for
the purposes of subsection (3).
(17) As used in this section:
(a) "GSRP/Head Start blended program" means a part-day program
funded under this section and a Head Start program, which are
combined for a school-day program.
(b) "Part-day program" means a program that operates at least
4 days per week, 30 weeks per year, for at least 3 hours of
teacher-child contact time per day but for fewer hours of teacher-
child contact time per day than a school-day program.
(c) "School-day program" means a program that operates for at
least the same length of day as a district's first grade program
for a minimum of 4 days per week, 30 weeks per year. A classroom
that offers a school-day program must enroll all children for the
school day to be considered a school-day program.
(18) An intermediate district or consortium of intermediate
districts receiving funds under this section shall establish and
charge tuition according to a sliding scale of tuition rates based
upon household income for children participating in an eligible
great start readiness program who live with families with a
household income that is more than 250% of the federal poverty
level to be used by all of its providers, as approved by the
department.
(19) From the amount appropriated in subsection (1), there is
allocated an amount not to exceed $10,000,000.00 for reimbursement
of transportation costs for children attending great start
readiness programs funded under this section. To receive
reimbursement under this subsection, not later than November 1,
2018, a program funded under this section that provides
transportation shall submit to the intermediate district that is
the fiscal agent for the program a projected transportation budget.
The amount of the reimbursement for transportation under this
subsection shall be no more than the projected transportation
budget or $300.00 multiplied by the number of children funded for
the program under this section. If the amount allocated under this
subsection is insufficient to fully reimburse the transportation
costs for all programs that provide transportation and submit the
required information, the reimbursement shall be prorated in an
equal amount per child funded. Payments shall be made to the
intermediate district that is the fiscal agent for each program,
and the intermediate district shall then reimburse the program
provider for transportation costs as prescribed under this
subsection.
(20) Subject to, and from the funds allocated under,
subsection (19), the department shall reimburse a program for
transportation costs related to parent- or guardian-accompanied
transportation provided by transportation service companies, buses,
or other public transportation services. To be eligible for
reimbursement
under this subsection, a program must be a community-
based
provider and must submit to the department
intermediate
district or consortia of intermediate districts all of the
following:
(a) The names of families provided with transportation support
along with a documented reason for the need for transportation
support and the type of transportation provided.
(b) Financial documentation of actual transportation costs
incurred by the program, including, but not limited to, receipts
and mileage reports, as determined by the department.
(c) Any other documentation or information determined
necessary by the department.
(21) The department shall implement a process to review and
approve age-appropriate comprehensive classroom level quality
assessments for GSRP grantees that support the early childhood
standards of quality for prekindergarten children adopted by the
state board. The department shall make available to intermediate
districts at least 2 classroom level quality assessments that were
approved in 2018.
(22) An intermediate district that is a GSRP grantee may
approve the use of a supplemental curriculum that aligns with and
enhances the age-appropriate educational curriculum in the
classroom. If the department objects to the use of a supplemental
curriculum approved by an intermediate district, the superintendent
of public instruction shall establish a review committee
independent of the department. The review committee shall meet
within 60 days of the department registering its objection in
writing and provide a final determination on the validity of the
objection within 60 days of the review committee's first meeting.
(23) The department shall implement a process to evaluate and
approve age-appropriate educational curricula that are in
compliance with the early childhood standards of quality for
prekindergarten children adopted by the state board.
(24) From the funds allocated under subsection (1), there is
allocated
an amount not to exceed $1,000,000.00 $2,000,000.00 for
payments to intermediate districts or consortia of intermediate
districts for professional development and training materials for
educators in programs implementing new curricula in 2019-2020.
(25) A great start readiness program or a GSRP/Head Start
blended program funded under this section shall be permitted to
utilize AmeriCorps Pre-K Reading Corps members in classrooms
implementing research-based early literacy intervention strategies.
Sec. 35a. (1) From the appropriations in section 11, there is
allocated for 2018-2019 for the purposes of this section an amount
not
to exceed $26,900,000.00 $27,900,000.00
from the state school
aid
fund and an amount not to exceed $3,000,000.00 $3,500,000.00
from the general fund. The superintendent shall designate staff or
contracted employees funded under this section as critical
shortage. Programs funded under this section are intended to ensure
that this state will be in the top 10 most improved states in grade
4 reading proficiency by the 2019 National Assessment of
Educational Progress (NAEP) and will be in the top 10 states
overall in grade 4 reading proficiency by 2025.
(2) A district that receives funds under subsection (5) may
spend up to 5% of those funds for professional development for
educators in a department-approved research-based training program
related to current state literacy standards for pupils in grades K
to 3. The professional development shall also include training in
the use of screening and diagnostic tools, progress monitoring, and
intervention methods used to address barriers to learning and
delays in learning that are diagnosed through the use of these
tools.
(3) A district that receives funds under subsection (5) may
use up to 5% of those funds to administer department-approved
screening and diagnostic tools to monitor the development of early
literacy and early reading skills of pupils in grades K to 3 and to
support research-based professional development for educators in
administering screening and diagnostic tools and in data
interpretation of the results obtained through the use of those
tools for the purpose of implementing a multi-tiered system of
support to improve reading proficiency among pupils in grades K to
3. A department-approved screening and diagnostic tool administered
by a district using funding under this section must include all of
the following components: phonemic awareness, phonics, fluency, and
comprehension. Further, all of the following sub-skills must be
assessed within each of these components:
(a) Phonemic awareness - segmentation, blending, and sound
manipulation (deletion and substitution).
(b) Phonics - decoding (reading) and encoding (spelling).
(c) Fluency - reading rate, accuracy, and expression.
(d) Comprehension - making meaning of text.
(4) From the allocations under subsection (1), there is
allocated an amount not to exceed $7,000,000.00 for 2018-2019 for
the purpose of providing early literacy coaches at intermediate
districts to assist teachers in developing and implementing
instructional strategies for pupils in grades K to 3 so that pupils
are reading at grade level by the end of grade 3. All of the
following apply to funding under this subsection:
(a) The department shall develop an application process
consistent with the provisions of this subsection. An application
shall provide assurances that literacy coaches funded under this
subsection are knowledgeable about at least the following:
(i) Current state literacy standards for pupils in grades K to
3.
(ii) Implementing an instructional delivery model based on
frequent use of formative, screening, and diagnostic tools, known
as a multi-tiered system of support, to determine individual
progress for pupils in grades K to 3 so that pupils are reading at
grade level by the end of grade 3.
(iii) The use of data from diagnostic tools to determine the
necessary additional supports and interventions needed by
individual pupils in grades K to 3 in order to be reading at grade
level.
(b) From the allocation under this subsection, the department
shall award grants to intermediate districts for the support of
early literacy coaches. An intermediate district must provide
matching funds for at least 50% of the grant amount awarded to
support the cost of the literacy coach. The department shall
provide this funding in the following manner:
(i) Each intermediate district shall be awarded grant funding
to support the cost of 1 early literacy coach in an equal amount
per early literacy coach, not to exceed $75,000.00.
(ii) After distribution of the grant funding under
subparagraph (i), the department shall distribute the remainder of
grant funding for additional early literacy coaches in an amount
not to exceed $75,000.00 per early literacy coach. The number of
funded early literacy coaches for each intermediate district shall
be based on the percentage of the total statewide number of pupils
in grades K to 3 who meet the income eligibility standards for the
federal free and reduced-price lunch programs who are enrolled in
districts in the intermediate district. For each additional early
literacy coach funded under this subparagraph, the department shall
not make an award to an intermediate district under this
subparagraph in an amount that is less than the amount necessary to
pay 1/2 of the total cost of that additional early literacy coach.
(5) From the allocations under subsection (1), there is
allocated an amount not to exceed $19,900,000.00 for 2018-2019 to
districts that provide additional instructional time to those
pupils in grades K to 3 who have been identified by using
department-approved screening and diagnostic tools as needing
additional supports and interventions in order to be reading at
grade level by the end of grade 3. Additional instructional time
may be provided before, during, and after regular school hours or
as part of a year-round balanced school calendar. All of the
following apply to funding under this subsection:
(a) In order to be eligible to receive funding, a district
shall demonstrate to the satisfaction of the department that the
district has done all of the following:
(i) Implemented a multi-tiered system of support instructional
delivery model that is an evidence-based model that uses data-
driven problem solving to integrate academic and behavioral
instruction and that uses intervention delivered to all pupils in
varying intensities based on pupil needs. The multi-tiered system
of supports must provide at least all of the following essential
components:
(A) Team-based leadership.
(B) A tiered delivery system.
(C) Selection and implementation of instruction,
interventions, and supports.
(D) A comprehensive screening and assessment system.
(E) Continuous data-based decision making.
(ii) Used department-approved research-based diagnostic tools
to identify individual pupils in need of additional instructional
time.
(iii) Used a reading instruction method that focuses on the 5
fundamental building blocks of reading: phonics, phonemic
awareness, fluency, vocabulary, and comprehension and content
knowledge.
(iv) Provided teachers of pupils in grades K to 3 with
research-based professional development in diagnostic data
interpretation.
(v) Complied with the requirements under section 1280f of the
revised school code, MCL 380.1280f.
(b) Funding allocated under this subsection shall be
distributed to eligible districts on an equal per-first-grade-pupil
basis.
(c) If the funds allocated under this subsection are
insufficient to fully fund the payments under this subsection,
payments under this subsection shall be prorated on an equal per-
pupil basis based on grade 1 pupils.
(6) Not later than September 1, 2019, a district that receives
funding under this section, in conjunction with the Michigan data
hub network, if possible, shall provide to the department a report
that includes at least both of the following, in a form and manner
prescribed by the department:
(a) For pupils in grades K to 3, the pupils, schools, and
grades served with funds under this section and the categories of
services provided.
(b) For pupils in grades K to 3, pupil proficiency and growth
data that allows analysis both in the aggregate and by each of the
following subgroups, as applicable:
(i) School.
(ii) Grade level.
(iii) Gender.
(iv) Race.
(v) Ethnicity.
(vi) Economically disadvantaged status.
(vii) Disability.
(viii) Pupils identified as having reading deficiencies.
(7) From the general fund money allocated in subsection (1),
the
department shall allocate the amount of $2,500,000.00
$3,000,000.00 for 2018-2019 to the Michigan Education Corps for the
PreK Reading Corps, the K3 Reading Corps, and the Math Corps. All
of the following apply to funding under this subsection:
(a) By September 1 of the current fiscal year, the Michigan
Education Corps shall provide a report concerning its use of the
funding to the senate and house appropriations subcommittees on
state school aid, the senate and house fiscal agencies, and the
senate and house caucus policy offices on outcomes and performance
measures of the Michigan Education Corps, including, but not
limited to, the degree to which the Michigan Education Corps's
replication of the Michigan PreK Reading Corps, K3 Reading Corps,
and Math Corps programs is demonstrating sufficient efficacy and
impact. The report must include data pertaining to at least all of
the following:
(i) The current impact of the programs on this state in terms
of numbers of children and schools receiving support. This portion
of the report shall specify the number of children tutored,
including dosage and completion, and the demographics of those
children.
(ii) Whether the assessments and interventions are implemented
with fidelity. This portion of the report shall include details on
the total number of assessments and interventions completed and the
range, mean, and standard deviation.
(iii) Whether the literacy or math improvement of children
participating in the programs is consistent with expectations. This
portion of the report shall detail at least all of the following:
(A) Growth rate by grade or age level, in comparison to
targeted growth rate.
(B) Average linear growth rates.
(C) Exit rates.
(D) Percentage of children who exit who also meet or exceed
spring benchmarks.
(iv) The impact of the programs on organizations and
stakeholders, including, but not limited to, school administrators,
internal coaches, and AmeriCorps members.
(b) If the department determines that the Michigan Education
Corps has misused the funds allocated under this subsection, the
Michigan Education Corps shall reimburse this state for the amount
of state funding misused.
(c) The department may not reserve any portion of the
allocation provided under this subsection for an evaluation of the
Michigan Education Corps, the Michigan Education Corps' funding, or
the Michigan Education Corps' programming unless agreed to in
writing by the Michigan Education Corps. The department shall award
the
entire $2,500,000.00 $3,000,000.00
allocated under this
subsection to the Michigan Education Corps and shall not condition
the awarding of this funding on the implementation of an
independent evaluation.
(8) From the general fund money allocated under subsection
(1), there is allocated an amount not to exceed $500,000.00 for
2018-2019 for a grant to an eligible program that has a goal to
slow or prevent the K to 4 summer reading slide among all pupils
enrolled in grades K to 4, particularly those from economically
disadvantaged households. Funds allocated under this subsection are
grant funds and must be distributed by the department. A program is
eligible if it meets at least all of the following:
(a) The program's objective is to deliver a bilingual, in-
home, individualized summer reading program consisting of self-
selected, independent reading level books to K to 4 pupils each
week during the summer.
(b) Is evaluated quantitatively and qualitatively using pre-
and post-standardized test score comparison and parent and school
surveys specific to each district.
(c) Incorporates at least weekly interactive parental and
family engagement during the summer.
(d) Builds on pedagogical and literacy principles to scaffold
fluency to improve reading comprehension with pupil exercises.
(e) Provides at least 4, and up to 9, student-selected new
books to read and keep.
(f) Collects, analyzes, and reports detailed data on parental
engagement, books read, and spring-to-fall reading scores.
(g) Follows the department's top 10 in 10 goals and
strategies, with an emphasis on goals 4 and 5.
(h) Focuses on in-home program delivery through weekly
mailings.
(i) Provides summary data to the legislature and to the
department for all pupils served by the program after each summer.
(9) From the state school aid fund money allocated under
subsection (1), there is allocated an amount not to exceed
$1,000,000.00 for 2018-2019 to an intermediate district in which
the combined total number of pupils in membership of all of its
constituent districts is the fewest among all intermediate
districts. All of the following apply to the funding under this
subsection:
(a) Funding under this subsection must be used by the
intermediate district, in partnership with an association that
represents intermediate district administrators in this state, to
implement both of the following:
(i) Literacy essentials teacher and principal training
modules.
(ii) Face-to-face and online professional learning of literacy
essentials teacher and principal training modules for literacy
coaches, principals, and teachers.
(b) Not later than September 1 of each year, the intermediate
district described in this subsection, in consultation with grant
recipients, shall submit a report to the chairs of the senate and
house appropriations subcommittees on state school aid and the
chairs of the senate and house standing committees responsible for
education legislation. The report described under this subdivision
must include student achievement results in English language arts
and survey results with feedback from parents and teachers
regarding the initiatives implemented under this subsection.
(10) Notwithstanding section 17b, payments made under
subsection (9) shall be made not later than March 1, 2019.
Sec.
35b. (1) From the funds general
fund money appropriated
in section 11, there is allocated for 2018-2019 an amount not to
exceed $250,000.00 for a grant to be distributed by the department
to
an eligible district the Children's
Choice Initiative to create
a pilot program to use a multisensory structured language education
method to improve reading proficiency rates and to comply with
section 1280f of the revised school code, MCL 380.1280f.
(2)
A district is eligible for a grant under this section if
all
of the following are met:
(a)
A dyslexia center accredited by the International
Multisensory
Structured Language Education Council is located in
the
district.
(b)
The district partners with the dyslexia center described
in
subdivision (a) to provide multisensory structured language
education
for pupils in grades K to 3 identified as having an early
literacy
delay or reading deficiency.
(c)
The district has a pupil membership greater than 7,000 and
less
than 8,000.
(2) (3)
A district may expend grant Grant
funds awarded under
this
section , in collaboration with the dyslexia center
described
in
subsection (2)(a), must be
expended for the following purposes:
(a) Professional development including training staff and
tutors
in the a multisensory, sequential, systematic education
approach. used
by the dyslexia center.
(b) Additional instructional time before, during, or after
school for pupils in grades K to 3 identified as having an early
literacy
delay or reading deficiency using the a multisensory,
sequential,
systematic education approach. used by the dyslexia
center.
(3) (4)
Not later than December 1, 2020, a
district an entity
that receives grant funds under this section shall report to the
house and senate appropriations subcommittees on school aid, the
house and senate fiscal agencies, and the state budget director on
all of the following for the grant funds awarded under this
section:
(a) The number of staff and tutors trained.
(b) The number of pupils in grades K to 3 identified as having
an early literacy delay or reading deficiency served.
(c) The number of hours of added instructional time provided
to pupils served.
(d) Pupil reading proficiency and growth data of pupils served
necessary to evaluate the effectiveness of the program.
Sec. 39a. (1) From the federal funds appropriated in section
11, there is allocated for 2018-2019 to districts, intermediate
districts, and other eligible entities all available federal
funding, estimated at $730,600,000.00 for the federal programs
under the no child left behind act of 2001, Public Law 107-110, or
the every student succeeds act, Public Law 114-95. These funds are
allocated as follows:
(a) An amount estimated at $1,200,000.00 for 2018-2019 to
provide students with drug- and violence-prevention programs and to
implement strategies to improve school safety, funded from DED-
OESE, drug-free schools and communities funds.
(b) An amount estimated at $100,000,000.00 for 2018-2019 for
the purpose of preparing, training, and recruiting high-quality
teachers and class size reduction, funded from DED-OESE, improving
teacher quality funds.
(c) An amount estimated at $11,000,000.00 for 2018-2019 for
programs to teach English to limited English proficient (LEP)
children, funded from DED-OESE, language acquisition state grant
funds.
(d) An amount estimated at $2,800,000.00 for 2018-2019 for
rural and low income schools, funded from DED-OESE, rural and low
income school funds.
(e) An amount estimated at $535,000,000.00 for 2018-2019 to
provide supplemental programs to enable educationally disadvantaged
children to meet challenging academic standards, funded from DED-
OESE, title I, disadvantaged children funds.
(f) An amount estimated at $9,200,000.00 for 2018-2019 for the
purpose of identifying and serving migrant children, funded from
DED-OESE, title I, migrant education funds.
(g) An amount estimated at $39,000,000.00 for 2018-2019 for
the purpose of providing high-quality extended learning
opportunities, after school and during the summer, for children in
low-performing schools, funded from DED-OESE, twenty-first century
community learning center funds.
(h) An amount estimated at $12,000,000.00 for 2018-2019 to
help support local school improvement efforts, funded from DED-
OESE, title I, local school improvement grants.
(i) An amount estimated at $15,400,000.00 for 2018-2019 to
improve the academic achievement of students, funded from DED-OESE,
title IV, student support and academic enrichment grants.
(j) An amount estimated at $5,000,000.00 for 2018-2019 for the
remaining balance of the amount appropriated under the former
section 32r, for federal funding awarded to this state under
sections 14005, 14006, and 14013 of title XIV of the American
recovery and reinvestment act of 2009, Public Law 111-5, for the
race to the top early learning challenge grant.
(2) From the federal funds appropriated in section 11, there
is allocated for 2018-2019 to districts, intermediate districts,
and other eligible entities all available federal funding,
estimated
at $30,000,000.00 $51,200,000.00
for 2018-2019 for the
following programs that are funded by federal grants:
(a) An amount estimated at $100,000.00 for 2018-2019 for
acquired immunodeficiency syndrome education grants, funded from
HHS – Centers for Disease Control and Prevention, AIDS funding.
(b) An amount estimated at $1,900,000.00 for 2018-2019 to
provide services to homeless children and youth, funded from DED-
OVAE, homeless children and youth funds.
(c) An amount estimated at $4,000,000.00 for 2018-2019 to
provide mental health, substance abuse, or violence prevention
services to students, funded from HHS-SAMHSA.
(d) An amount estimated at $24,000,000.00 for 2018-2019 for
providing career and technical education services to pupils, funded
from DED-OVAE, basic grants to states.
(e) An amount estimated at $14,000,000.00 for 2018-2019 for
the Michigan charter school subgrant program, funded from DED–OII,
public charter schools program funds.
(f) An amount estimated at $7,200,000.00 for 2018-2019 for the
purpose of promoting and expanding high-quality preschool services,
funded from HHS–OCC, preschool development funds.
(3) All federal funds allocated under this section shall be
distributed in accordance with federal law and with flexibility
provisions outlined in Public Law 107-116, and in the education
flexibility partnership act of 1999, Public Law 106-25.
Notwithstanding section 17b, payments of federal funds to
districts, intermediate districts, and other eligible entities
under this section shall be paid on a schedule determined by the
department.
(4) For the purposes of applying for federal grants
appropriated under this article, the department shall allow an
intermediate district to submit a consortium application on behalf
of 2 or more districts with the agreement of those districts as
appropriate according to federal rules and guidelines.
(5) For the purposes of funding federal title I grants under
this article, in addition to any other federal grants for which a
strict discipline academy is eligible, the department shall
allocate to strict discipline academies out of title I, part A
funds equal to what a strict discipline academy would have received
if included and calculated under title I, part D, or what it would
receive under the formula allocation under title I, part A,
whichever is greater.
(6) As used in this section:
(a) "DED" means the United States Department of Education.
(b) "DED-OESE" means the DED Office of Elementary and
Secondary Education.
(c) "DED-OII" means the DED Office of Innovation and
Improvement.
(d) (c)
"DED-OVAE" means the DED
Office of Vocational and
Adult Education.
(e) (d)
"HHS" means the United
States Department of Health and
Human Services.
(f) "HHS-OCC" means the HHS Office of Child Care.
(g) (e)
"HHS-SAMHSA" means the
HHS Substance Abuse and Mental
Health Services Administration.
Sec. 61f. (1) From the funds appropriated under section 11,
there is allocated an amount not to exceed $200,000.00 for 2018-
2019 for a grant to support a program that is an innovative
retention and completion program designed to create a seamless
educational and career pathway support structure and that does at
least all of the following:
(a) Creates a pipeline from kindergarten to a college
credential.
(b) Provides coaching at all levels of K-12 education to
foster an environment that educates pupils on the availability and
positive outcomes from postsecondary education.
(c) Introduces career clusters to elementary school pupils,
career pathways to middle school pupils, and develops pupil success
plans for high school pupils.
(d) Provides family literacy sessions.
(e) Provides a summer bridge program to ensure seamless
transition from high school to postsecondary educational
opportunities.
(f) Introduces K-12 pupils to college and career opportunities
at postsecondary campuses and bridges those pupils into the
respective postsecondary institutions for coursework.
(g) Creates a partnership between area districts, a community
college, and a public university to serve pupils in the program.
(h) Synchronizes families and pupils to assess and understand
their knowledge of how to be successful in school and work.
(2) The department shall distribute the funds awarded under
subsection (1) not later than February 15, 2019 to Mott Community
College to implement the program under this section. Funds
allocated under this section may be used for salaries and benefits,
supply and programming costs, and gap scholarships.
Sec. 61g. (1) From the funds appropriated under section 11,
there is allocated for 2018-2019 an amount not to exceed $50,000.00
for a grant to an eligible intermediate district for the expansion
of programs for high-demand future jobs as prescribed under this
section.
(2) An intermediate district is eligible for funds under this
section if the intermediate district meets all of the following:
(a) The total combined memberships of its constituent
districts is at least 20,000 and not more than 30,000.
(b) The intermediate district is located in prosperity region
6.
(c) The intermediate district agrees to provide a 100% match
of the funding it receives under this section.
(3) An intermediate district that receives funds under this
section shall use the funds for start-up costs, including the
purchase of tools, equipment, hardware, software, furniture, and
supplies for energy technology and cybersecurity programs.
(4) Notwithstanding section 17b, payments made under this
section shall be made not later than March 1, 2019.
Sec. 61h. (1) From the funds allocated under section 11, there
is allocated an amount not to exceed $1,200,000.00 for 2018-2019 to
an eligible intermediate district to act as the fiscal agent in
support of the statewide virtual reality training initiative
described in subsection (2). An intermediate district is eligible
for funding under this section if it meets both of the following:
(a) The combined total membership of its constituent districts
is at least 10,000 and not more than 11,000.
(b) The intermediate district is located in prosperity region
6.
(2) The statewide virtual reality training initiative
supported by funding under this section is a collaborative effort
between private and public sector groups to provide training
opportunities in targeted areas, and shall do all of the following:
(a) Focus on skilled trades, nursing, law enforcement, and
life skills for the developmentally challenged.
(b) Bring together intermediate districts, private sector
labor and management, and state resources to provide a unique
experience using virtual reality to expose potential employees to
career opportunities and provide cutting-edge training for existing
employees.
(c) Partner with a small business start-up company focused on
using virtual reality in the areas of education and training to
develop custom content.
(d) Create a talent development track.
(3) Notwithstanding section 17b, payments made under this
section shall be provided to an eligible intermediate district not
later than March 1, 2019.
Sec. 74a. (1) From the funds appropriated in section 11, there
is allocated an amount not to exceed $810,000.00 for 2018-2019 to
an eligible intermediate district to implement a statewide school
bus driver safety program.
(2) An intermediate district is eligible to receive funds
under this section if the intermediate district meets all of the
following:
(a) The total combined membership of its constituent districts
is at least 7,000 and not more than 8,000.
(b) The intermediate district is located in prosperity region
4.
(c) The intermediate district consists of 2 formerly
independent intermediate districts that consolidated into 1
intermediate district.
(3) A statewide school bus driver safety program funded under
this section must provide transportation staff training on how to
respond to acts of violence by using the model known as Alert,
Lockdown, Inform, Counter, Evacuate (A.L.I.C.E.) for school buses.
(4) Notwithstanding section 17b, payments made under this
section shall be provided to an eligible intermediate district not
later than March 1, 2019.
Sec. 99h. (1) From the state school aid fund appropriation in
section 11, there is allocated an amount not to exceed
$3,000,000.00 for 2017-2018 and an amount not to exceed
$3,000,000.00
$4,500,000.00 for 2018-2019 for competitive grants to
districts and intermediate districts, and from the general fund
appropriation in section 11, there is allocated an amount not to
exceed $300,000.00 each fiscal year for 2017-2018 and for 2018-2019
for competitive grants to nonpublic schools that provide pupils in
grades K to 12 with expanded opportunities to improve mathematics,
science, and technology skills by participating in events hosted by
a science and technology development program known as FIRST (for
inspiration and recognition of science and technology) Robotics,
including JR FIRST Lego League, FIRST Lego League, FIRST Tech
challenge, and FIRST Robotics competition, or, beginning in 2018-
2019, other competitive robotics programs, including those hosted
by the Robotics Education and Competition (REC) Foundation.
Programs funded under this section are intended to increase the
number of pupils demonstrating proficiency in science and
mathematics on the state assessments and to increase the number of
pupils who are college- and career-ready upon high school
graduation. Notwithstanding section 17b, grant payments to
districts, nonpublic schools, and intermediate districts under this
section shall be paid on a schedule determined by the department.
The department shall set maximum grant awards for each different
level of competition in a manner that both maximizes the number of
teams that will be able to receive funds and expands the
geographical distribution of teams.
(2) A district, nonpublic school, or intermediate district
applying for a grant under this section shall submit an application
in a form and manner determined by the department. To be eligible
for a grant, a district, nonpublic school, or intermediate district
shall demonstrate in its application that the district, nonpublic
school, or intermediate district has established a partnership for
the purposes of the robotics program with at least 1 sponsor,
business entity, higher education institution, or technical school,
shall submit a spending plan, and shall pay at least 25% of the
cost of the robotics program.
(3) The department shall distribute the grant funding under
this section for the following purposes:
(a) Grants to districts, nonpublic schools, or intermediate
districts to pay for stipends not to exceed $1,500.00 for 1 coach
per team.
(b) Grants to districts, nonpublic schools, or intermediate
districts for event registrations, materials, travel costs, and
other expenses associated with the preparation for and attendance
at robotics events and competitions. Each grant recipient shall
provide a local match from other private or local funds for the
funds received under this subdivision equal to at least 50% of the
costs of participating in an event.
(c) Grants to districts, nonpublic schools, or intermediate
districts for awards to teams that advance to the state and world
championship competitions. The department shall determine an equal
amount per team for those teams that advance to the state
championship and a second equal award amount to those teams that
advance to the world championship.
(4) A nonpublic school that receives a grant under this
section may use the funds for either robotics or Science Olympiad
programs.
(5) To be eligible to receive funds under this section, a
nonpublic school must be a nonpublic school registered with the
department and must meet all applicable state reporting
requirements for nonpublic schools.
(6) The funds allocated under this section for 2017-2018 are a
work project appropriation, and any unexpended funds for 2017-2018
are carried forward into 2018-2019. The purpose of the work project
is to continue support of FIRST Robotics and must not be used to
support other robotics competitions. The estimated completion date
of the work project is September 30, 2020.
Sec. 99u. (1) From the general fund appropriation under
section 11, there is allocated for 2018-2019 an amount not to
exceed $1,500,000.00 to purchase statewide access to an online
mathematics tool that meets all of the following:
(a) Provides students statewide with complete access to
mathematics support aligned with state standards through a program
that has all of the following elements:
(i) Student motivation.
(ii) Valid and reliable assessments.
(iii) Personalized learning pathways.
(iv) Highly qualified, live teachers available all day and all
year.
(v) Twenty-four-hour reporting.
(vi) Content built for rigorous mathematics.
(b) Has a record of improving student mathematics scores in at
least 5 other states.
(c) Received funding under this section in 2017-2018.
(2) A grantee that receives funding under this section shall
comply with the requirements of section 19b.
(3) In addition to the funds allocated under subsection (1),
from the general fund appropriation in section 11, there is
allocated for 2018-2019 an amount not to exceed $500,000.00 for a
software-based solution designed to teach Spanish language literacy
to students in pre-kindergarten through first grade. A program
funded
under this subsection shall be a grant to a the eligible
provider that promotes bilingualism and biliteracy, and is based on
research that shows how students who become proficient readers in
their first language have an easier time making the transition to
reading proficiency in a second language. A provider of programming
under
subsection (1) is an the eligible provider of programming
under this subsection.
(4) In addition to the funds allocated under subsection (1),
from the general fund money appropriated in section 11, there is
allocated for 2018-2019 an amount not to exceed $1,000,000.00 for a
pilot program to provide explicit, targeted literacy instruction
within an individualized learning path that continually adjusts to
a pupil's needs. A program funded under this subsection shall be a
grant to the eligible provider that promotes literacy by teaching
critical language and literacy concepts such as reading and
listening comprehension, basic vocabulary, academic language,
grammar, phonological awareness, phonics, and fluency. A pilot
program funded under this subsection shall cover both the remainder
of 2018-2019 and also the entire 2019-2020 school year. A provider
of programming under subsection (1) is the eligible provider of
programming under this subsection.
(5) Notwithstanding section 17b, payments made under this
section shall be made not later than March 1, 2019.
Sec. 99w. (1) From the general fund money appropriated under
section 11, there is allocated an amount not to exceed $500,000.00
for 2018-2019 to facilitate a culture of health and physical
activity as part of daily life. Funding under this section shall be
a grant to the Michigan Fitness Foundation to work with the
department to invest in a physical education curriculum. Funding
under this section may support staff, evaluation, assessment,
technology, meetings, training, travel, materials, and other
administrative expenses in support of an updated physical education
curriculum. Funding under this section may be used as matching
dollars to qualify for federal and private resources to support
physical education.
(2) Notwithstanding section 17b, payments made under this
section shall be made not later than March 1, 2019.
Sec. 99x. (1) From the general fund money appropriated under
section 11, there is allocated for 2018-2019 an amount not to
exceed $300,000.00 for Teach for America to host a summer training
institute in the city of Detroit, recruit teachers into a master
teacher fellowship, and retain a committed alumni community. A
program funded under this section must provide coaching and
professional development, with the goal to produce highly effective
teachers that move pupils beyond their growth benchmarks.
(2) Notwithstanding section 17b, payments made under this
section shall be made not later than March 1, 2019.
Sec. 99y. (1) From the funds appropriated in section 11, there
is allocated an amount not to exceed $60,000.00 for 2018-2019 to an
eligible district to provide pupils with a STEM and
entrepreneurship pilot program. To be eligible, a district must
have a membership that is greater than 40,000.
(2) An eligible district must use the funds allocated under
this section to implement a pilot program that meets all of the
following:
(a) Provides a STEM enrichment program with a focus on
technology and entrepreneurship for pupils in grades 4 to 8.
(b) Provides self-paced, pupil-centered programming designed
to create in-school, after-school, and out-of-school experiences.
(c) Includes a built-in curriculum and lesson plans with
support provided by trained mentors.
(3) Notwithstanding section 17b, payments made under this
section shall be made not later than March 1, 2019.
Sec. 101. (1) To be eligible to receive state aid under this
article, not later than the fifth Wednesday after the pupil
membership count day and not later than the fifth Wednesday after
the supplemental count day, each district superintendent shall
submit to the center and the intermediate superintendent, in the
form and manner prescribed by the center, the number of pupils
enrolled and in regular daily attendance in the district as of the
pupil membership count day and as of the supplemental count day, as
applicable, for the current school year. In addition, a district
maintaining school during the entire year, as provided under
section 1561 of the revised school code, MCL 380.1561, shall submit
to the center and the intermediate superintendent, in the form and
manner prescribed by the center, the number of pupils enrolled and
in regular daily attendance in the district for the current school
year pursuant to rules promulgated by the superintendent. Not later
than the sixth Wednesday after the pupil membership count day and
not later than the sixth Wednesday after the supplemental count
day, the district shall certify the data in a form and manner
prescribed by the center and file the certified data with the
intermediate superintendent. If a district fails to submit and
certify the attendance data, as required under this subsection, the
center shall notify the department and state aid due to be
distributed under this article shall be withheld from the
defaulting district immediately, beginning with the next payment
after the failure and continuing with each payment until the
district complies with this subsection. If a district does not
comply with this subsection by the end of the fiscal year, the
district forfeits the amount withheld. A person who willfully
falsifies a figure or statement in the certified and sworn copy of
enrollment shall be punished in the manner prescribed by section
161.
(2) To be eligible to receive state aid under this article,
not later than the twenty-fourth Wednesday after the pupil
membership count day and not later than the twenty-fourth Wednesday
after the supplemental count day, an intermediate district shall
submit to the center, in a form and manner prescribed by the
center, the audited enrollment and attendance data for the pupils
of its constituent districts and of the intermediate district. If
an intermediate district fails to submit the audited data as
required under this subsection, state aid due to be distributed
under this article shall be withheld from the defaulting
intermediate district immediately, beginning with the next payment
after the failure and continuing with each payment until the
intermediate district complies with this subsection. If an
intermediate district does not comply with this subsection by the
end of the fiscal year, the intermediate district forfeits the
amount withheld.
(3) Except as otherwise provided in subsections (11) and (12),
all of the following apply to the provision of pupil instruction:
(a) Except as otherwise provided in this section, each
district shall provide at least 1,098 hours and, beginning in 2010-
2011, the required minimum number of days of pupil instruction.
Beginning in 2014-2015, the required minimum number of days of
pupil instruction is 175. However, all of the following apply to
these requirements:
(i) If a collective bargaining agreement that provides a
complete school calendar was in effect for employees of a district
as of July 1, 2013, and if that school calendar is not in
compliance with this subsection, then this subsection does not
apply to that district until after the expiration of that
collective bargaining agreement. If a district entered into a
collective bargaining agreement on or after July 1, 2013 and if
that collective bargaining agreement did not provide for at least
175 days of pupil instruction beginning in 2014-2015, then the
department shall withhold from the district's total state school
aid an amount equal to 5% of the funding the district receives in
2014-2015 under sections 22a and 22b.
(ii) A district may apply for a waiver under subsection (9)
from the requirements of this subdivision.
(b) Beginning in 2016-2017, the required minimum number of
days of pupil instruction is 180. If a collective bargaining
agreement that provides a complete school calendar was in effect
for employees of a district as of the effective date of the
amendatory act that added this subdivision, and if that school
calendar is not in compliance with this subdivision, then this
subdivision does not apply to that district until after the
expiration of that collective bargaining agreement. A district may
apply for a waiver under subsection (9) from the requirements of
this subdivision.
(c) Except as otherwise provided in this article, a district
failing to comply with the required minimum hours and days of pupil
instruction under this subsection shall forfeit from its total
state aid allocation an amount determined by applying a ratio of
the number of hours or days the district was in noncompliance in
relation to the required minimum number of hours and days under
this subsection. Not later than August 1, the board of each
district shall either certify to the department that the district
was in full compliance with this section regarding the number of
hours and days of pupil instruction in the previous school year, or
report to the department, in a form and manner prescribed by the
center, each instance of noncompliance. If the district did not
provide at least the required minimum number of hours and days of
pupil instruction under this subsection, the deduction of state aid
shall be made in the following fiscal year from the first payment
of state school aid. A district is not subject to forfeiture of
funds under this subsection for a fiscal year in which a forfeiture
was already imposed under subsection (6).
(d) Hours or days lost because of strikes or teachers'
conferences shall not be counted as hours or days of pupil
instruction.
(e) If a collective bargaining agreement that provides a
complete school calendar is in effect for employees of a district
as of October 19, 2009, and if that school calendar is not in
compliance with this subsection, then this subsection does not
apply to that district until after the expiration of that
collective bargaining agreement.
(f) Except as otherwise provided in subdivisions (g) and (h),
a district not having at least 75% of the district's membership in
attendance on any day of pupil instruction shall receive state aid
in that proportion of 1/180 that the actual percent of attendance
bears to the specified percentage.
(g) If a district adds 1 or more days of pupil instruction to
the end of its instructional calendar for a school year to comply
with subdivision (a) because the district otherwise would fail to
provide the required minimum number of days of pupil instruction
even after the operation of subsection (4) due to conditions not
within the control of school authorities, then subdivision (f) does
not apply for any day of pupil instruction that is added to the end
of the instructional calendar. Instead, for any of those days, if
the district does not have at least 60% of the district's
membership in attendance on that day, the district shall receive
state aid in that proportion of 1/180 that the actual percentage of
attendance bears to the specified percentage. For any day of pupil
instruction added to the instructional calendar as described in
this subdivision, the district shall report to the department the
percentage of the district's membership that is in attendance, in
the form and manner prescribed by the department.
(h) At the request of a district that operates a department-
approved alternative education program and that does not provide
instruction for pupils in all of grades K to 12, the superintendent
shall grant a waiver from the requirements of subdivision (f). The
waiver shall indicate that an eligible district is subject to the
proration provisions of subdivision (f) only if the district does
not have at least 50% of the district's membership in attendance on
any day of pupil instruction. In order to be eligible for this
waiver, a district must maintain records to substantiate its
compliance with the following requirements:
(i) The district offers the minimum hours of pupil instruction
as required under this section.
(ii) For each enrolled pupil, the district uses appropriate
academic assessments to develop an individual education plan that
leads to a high school diploma.
(iii) The district tests each pupil to determine academic
progress at regular intervals and records the results of those
tests in that pupil's individual education plan.
(i) All of the following apply to a waiver granted under
subdivision (h):
(i) If the waiver is for a blended model of delivery, a waiver
that is granted for the 2011-2012 fiscal year or a subsequent
fiscal year remains in effect unless it is revoked by the
superintendent.
(ii) If the waiver is for a 100% online model of delivery and
the educational program for which the waiver is granted makes
educational services available to pupils for a minimum of at least
1,098 hours during a school year and ensures that each pupil
participates in the educational program for at least 1,098 hours
during a school year, a waiver that is granted for the 2011-2012
fiscal year or a subsequent fiscal year remains in effect unless it
is revoked by the superintendent.
(iii) A waiver that is not a waiver described in subparagraph
(i) or (ii) is valid for 1 fiscal year and must be renewed annually
to remain in effect.
(j) The superintendent shall promulgate rules for the
implementation of this subsection.
(4) Except as otherwise provided in this subsection, the first
6 days or the equivalent number of hours for which pupil
instruction is not provided because of conditions not within the
control of school authorities, such as severe storms, fires,
epidemics, utility power unavailability, water or sewer failure, or
health conditions as defined by the city, county, or state health
authorities, shall be counted as hours and days of pupil
instruction. With the approval of the superintendent of public
instruction, the department shall count as hours and days of pupil
instruction for a fiscal year not more than 3 additional days or
the equivalent number of additional hours for which pupil
instruction is not provided in a district due to unusual and
extenuating occurrences resulting from conditions not within the
control of school authorities such as those conditions described in
this subsection. Subsequent such hours or days shall not be counted
as hours or days of pupil instruction.
(5) A district shall not forfeit part of its state aid
appropriation because it adopts or has in existence an alternative
scheduling program for pupils in kindergarten if the program
provides at least the number of hours required under subsection (3)
for a full-time equated membership for a pupil in kindergarten as
provided under section 6(4).
(6) In addition to any other penalty or forfeiture under this
section, if at any time the department determines that 1 or more of
the following have occurred in a district, the district shall
forfeit in the current fiscal year beginning in the next payment to
be calculated by the department a proportion of the funds due to
the district under this article that is equal to the proportion
below the required minimum number of hours and days of pupil
instruction under subsection (3), as specified in the following:
(a) The district fails to operate its schools for at least the
required minimum number of hours and days of pupil instruction
under subsection (3) in a school year, including hours and days
counted under subsection (4).
(b) The board of the district takes formal action not to
operate its schools for at least the required minimum number of
hours and days of pupil instruction under subsection (3) in a
school year, including hours and days counted under subsection (4).
(7) In providing the minimum number of hours and days of pupil
instruction required under subsection (3), a district shall use the
following guidelines, and a district shall maintain records to
substantiate its compliance with the following guidelines:
(a) Except as otherwise provided in this subsection, a pupil
must be scheduled for at least the required minimum number of hours
of instruction, excluding study halls, or at least the sum of 90
hours plus the required minimum number of hours of instruction,
including up to 2 study halls.
(b) The time a pupil is assigned to any tutorial activity in a
block schedule may be considered instructional time, unless that
time is determined in an audit to be a study hall period.
(c) Except as otherwise provided in this subdivision, a pupil
in grades 9 to 12 for whom a reduced schedule is determined to be
in the individual pupil's best educational interest must be
scheduled for a number of hours equal to at least 80% of the
required minimum number of hours of pupil instruction to be
considered a full-time equivalent pupil. A pupil in grades 9 to 12
who is scheduled in a 4-block schedule may receive a reduced
schedule under this subsection if the pupil is scheduled for a
number of hours equal to at least 75% of the required minimum
number of hours of pupil instruction to be considered a full-time
equivalent pupil.
(d) If a pupil in grades 9 to 12 who is enrolled in a
cooperative education program or a special education pupil cannot
receive the required minimum number of hours of pupil instruction
solely because of travel time between instructional sites during
the school day, that travel time, up to a maximum of 3 hours per
school week, shall be considered to be pupil instruction time for
the purpose of determining whether the pupil is receiving the
required minimum number of hours of pupil instruction. However, if
a district demonstrates to the satisfaction of the department that
the travel time limitation under this subdivision would create
undue costs or hardship to the district, the department may
consider more travel time to be pupil instruction time for this
purpose.
(e) In grades 7 through 12, instructional time that is part of
a junior reserve officer training corps (JROTC) program shall be
considered to be pupil instruction time regardless of whether the
instructor is a certificated teacher if all of the following are
met:
(i) The instructor has met all of the requirements established
by the United States Department of Defense and the applicable
branch of the armed services for serving as an instructor in the
junior reserve officer training corps program.
(ii) The board of the district or intermediate district
employing or assigning the instructor complies with the
requirements of sections 1230 and 1230a of the revised school code,
MCL 380.1230 and 380.1230a, with respect to the instructor to the
same extent as if employing the instructor as a regular classroom
teacher.
(8) Except as otherwise provided in subsections (11) and (12),
the department shall apply the guidelines under subsection (7) in
calculating the full-time equivalency of pupils.
(9) Upon application by the district for a particular fiscal
year, the superintendent shall waive for a district the minimum
number of hours and days of pupil instruction requirement of
subsection (3) for a department-approved alternative education
program or another innovative program approved by the department,
including a 4-day school week. If a district applies for and
receives a waiver under this subsection and complies with the terms
of the waiver, the district is not subject to forfeiture under this
section for the specific program covered by the waiver. If the
district does not comply with the terms of the waiver, the amount
of the forfeiture shall be calculated based upon a comparison of
the number of hours and days of pupil instruction actually provided
to the minimum number of hours and days of pupil instruction
required under subsection (3). Pupils enrolled in a department-
approved alternative education program under this subsection shall
be reported to the center in a form and manner determined by the
center. All of the following apply to a waiver granted under this
subsection:
(a) If the waiver is for a blended model of delivery, a waiver
that is granted for the 2011-2012 fiscal year or a subsequent
fiscal year remains in effect unless it is revoked by the
superintendent.
(b) If the waiver is for a 100% online model of delivery and
the educational program for which the waiver is granted makes
educational services available to pupils for a minimum of at least
1,098 hours during a school year and ensures that each pupil is on
track for course completion at proficiency level, a waiver that is
granted for the 2011-2012 fiscal year or a subsequent fiscal year
remains in effect unless it is revoked by the superintendent.
(c) A waiver that is not a waiver described in subdivision (a)
or (b) is valid for 1 fiscal year and must be renewed annually to
remain in effect.
(d) For 2018-2019 only, the department shall grant a waiver to
a district that applies for a waiver for a blended model of
delivery after the department's application deadline if the
district meets the other requirements for a waiver under this
subsection.
(10) Until 2014-2015, a district may count up to 38 hours of
qualifying professional development for teachers as hours of pupil
instruction. However, if a collective bargaining agreement that
provides for the counting of up to 38 hours of qualifying
professional development for teachers as pupil instruction is in
effect for employees of a district as of July 1, 2013, then until
the school year that begins after the expiration of that collective
bargaining agreement a district may count up to the contractually
specified number of hours of qualifying professional development
for teachers as hours of pupil instruction. Professional
development provided online is allowable and encouraged, as long as
the instruction has been approved by the district. The department
shall issue a list of approved online professional development
providers, which shall include the Michigan Virtual School. As used
in this subsection, "qualifying professional development" means
professional development that is focused on 1 or more of the
following:
(a) Achieving or improving adequate yearly progress as defined
under the no child left behind act of 2001, Public Law 107-110.
(b) Achieving accreditation or improving a school's
accreditation status under section 1280 of the revised school code,
MCL 380.1280.
(c) Achieving highly qualified teacher status as defined under
the no child left behind act of 2001, Public Law 107-110.
(d) Integrating technology into classroom instruction.
(e) Maintaining teacher certification.
(11) Subsections (3) and (8) do not apply to a school of
excellence that is a cyber school, as defined in section 551 of the
revised school code, MCL 380.551, and is in compliance with section
553a of the revised school code, MCL 380.553a.
(12) Subsections (3) and (8) do not apply to eligible pupils
enrolled in a dropout recovery program that meets the requirements
of section 23a. As used in this subsection, "eligible pupil" means
that term as defined in section 23a.
(13) Beginning in 2013, at least every 2 years the
superintendent shall review the waiver standards set forth in the
pupil accounting and auditing manuals to ensure that the waiver
standards and waiver process continue to be appropriate and
responsive to changing trends in online learning. The
superintendent shall solicit and consider input from stakeholders
as part of this review.
Sec. 104f. (1) From the general fund money appropriated in
section 11, there is allocated an amount not to exceed $500,000.00
for the implementation of an assessment digital literacy
preparation pilot project for pupils enrolled in grades K to 8 for
2018-2019. The department shall ensure that a pilot project funded
under this subsection satisfies all of the following:
(a) Is available to districts in the 2019-2020 school year.
(b) Focuses on ensuring pupils have the necessary skills
required for state online assessments by assessing pupil digital
literacy skill levels and providing teachers with a digital
curriculum targeted at areas of determined weakness.
(c) Allows pupils to engage with the digital curriculum in an
independent or teacher-facilitated modality.
(d) Includes training and professional development for
teachers.
(e) Is implemented in at least 100 districts that operate
grades K to 8 and that represent a diverse geography and socio-
economic demographic.
(2) Funding under subsection (1) shall be allocated to a
district that did not receive funding under former section 104e for
2017-2018 and operates at least grades K to 8 and has a partnership
with a third party that is experienced in the assessment of digital
literacy and the preparation of digital literacy skills and has
demonstrable experience serving districts in this state and local
education agencies in 10 other states. The district, along with its
third-party partner, shall provide a report to the house and senate
appropriations subcommittees on school aid and the house and senate
fiscal agencies on the efficacy and usefulness of the assessment
digital literacy preparation pilot project no later than April 1,
2020.
(3) Notwithstanding section 17b, payments under subsection (1)
shall be made not later than March 1, 2019 in a manner determined
by the department.
Sec. 265. (1) Payments under section 265a for performance
funding for fiscal years 2018-2019, 2019-2020, and 2020-2021 shall
only be made to a public university that certifies to the state
budget director by August 31, 2018 that its board did not adopt an
increase in tuition and fee rates for resident undergraduate
students after September 1, 2017 for the 2017-2018 academic year
and that its board will not adopt an increase in tuition and fee
rates for resident undergraduate students for the 2018-2019
academic year that is greater than 3.8% or $490.00, whichever is
greater. As used in this subsection:
(a) "Fee" means any board-authorized fee that will be paid by
more than 1/2 of all resident undergraduate students at least once
during their enrollment at a public university, as described in the
higher education institutional data inventory (HEIDI) user manual.
A university increasing a fee that applies to a specific subset of
students or courses shall provide sufficient information to prove
that the increase applied to that subset will not cause the
increase in the average amount of board-authorized total tuition
and fees paid by resident undergraduate students in the 2018-2019
academic year to exceed the limit established in this subsection.
(b) "Tuition and fee rate" means the average of full-time
rates paid by a majority of students in each undergraduate class,
based on an unweighted average of the rates authorized by the
university board and actually charged to students, deducting any
uniformly rebated or refunded amounts, for the 2 semesters with the
highest levels of full-time equated resident undergraduate
enrollment during the academic year, as described in the higher
education institutional data inventory (HEIDI) user manual.
(c)
For purposes of subdivision (a), for a public university
that
compels resident undergraduate students to be covered by
health
insurance as a condition to enroll at the university, "fee"
includes
the annual amount a student is charged for coverage by the
university-affiliated
group health insurance policy if he or she
does
not provide proof that he or she is otherwise covered by
health
insurance. This subdivision does not apply to limited
subsets
of resident undergraduate students to be covered by health
insurance
for specific reasons other than general enrollment at the
university.
(2) The state budget director shall implement uniform
reporting requirements to ensure that a public university receiving
a payment under section 265a for performance funding has satisfied
the tuition restraint requirements of this section. The state
budget director shall have the sole authority to determine if a
public university has met the requirements of this section.
Information reported by a public university to the state budget
director under this subsection shall also be reported to the house
and senate appropriations subcommittees on higher education and the
house and senate fiscal agencies.
(3) Universities that exceed the tuition and fee rate cap
described in subsection (1) shall not receive a planning or
construction authorization for a state-funded capital outlay
project in fiscal year 2019-2020, fiscal year 2020-2021, or fiscal
year 2021-2022.
(4) Notwithstanding any other provision of this act, the
legislature may at any time adjust appropriations for a university
that adopts an increase in tuition and fee rates for resident
undergraduate students that exceeds the rate cap established in
subsection (1).
Sec. 297c. (1) From the appropriation in section 297, there is
allocated for 2017-2018 an amount not to exceed $25,500,000.00 for
the Michigan talent pledge scholarship program administered by the
department of treasury.
(2) From the allocation in subsection (1), there is allocated
for 2017-2018 an amount not to exceed $20,000,000.00 to be used for
the purpose of assisting low-income individuals with the cost of
obtaining a qualifying degree or credential in high-demand fields.
The
funds must be used to fund scholarships and stipends for 3
cohorts
of eligible individuals over 4
years. Awards shall be in
the following amounts:
(a) $750.00 scholarship award for individuals enrolled in an
eligible program that leads to a 1-year credential, in addition to
a $250.00 stipend paid to the individual.
(b) $500.00 scholarship award each year for 2 years for
individuals enrolled in an eligible program that leads to a 2-year
credential, in addition to a $250.00 stipend each year paid to the
individual.
(3) To be eligible for a scholarship grant under this section,
an individual shall meet all of the following:
(a) Except for an individual under the age of 18, possess a
high school diploma, recognized equivalency, or recognized
equivalency certificate.
(b) Be a resident of this state and a citizen of the United
States of America.
(c) File the free application for federal student aid (FAFSA),
annually.
(d)
Meet the same income qualification requirements as the
Healthy
Michigan plan under section 107 of the social welfare act,
1939
PA 280, MCL 400.107, at the time of application.Have an annual
income at the time of application that is at or below 133% of the
federal poverty guidelines published annually by the United States
Department of Health and Human Services.
(e)
Be enrolled full-time in a qualifying program at an
eligible postsecondary institution.
(f) Apply for a grant in a form and manner prescribed by the
department of treasury.
(g) Maintain a cumulative grade point average of at least 2.5,
if the institution utilizes a standard grading model, or, if the
institution utilizes a competency-based grading model during his or
her time enrolled in an eligible postsecondary institution, make
sufficient progress through the curriculum to complete the program.
(h) Is between the ages of 16 and 45 at the time of
application.
(4) A postsecondary institution is eligible under this section
if the postsecondary institution is a public or private nonprofit
college or university, junior college, community college, or
private training provider that grants degrees or certificates and
is located in this state and provides proof, in a form and manner
prescribed by the department of treasury, in cooperation with the
department of talent and economic development, that it has
implemented a talent guarantee for the relevant qualifying program
under subsection (5). For the purposes of this subsection, "talent
guarantee" means a process by which the institution will provide
relevant training in the relevant field at no cost to a graduate
who successfully completes a qualifying program under subsection
(5), if the graduate is unable to find or keep a job in the
relevant field at a relevant level due to a lack of technical
skills. Institutions are encouraged to work with their local
Michigan works agencies to implement this guarantee.
(5) A program must meet all of the following to be a
qualifying program under this section:
(a) Completion of the program must result in a credential in a
qualifying high-demand field.
(b) The program is intended to be completed in no more than 1
year for an award under subsection (2)(a), or no more than 2 years
for an award under subsection (2)(b).
(c) The program utilizes a competency-based instructional
model.
(6) The department of treasury shall develop an application
and eligibility determination process that will provide the highest
level of participation and ensure that all requirements of the
program are met.
(7) The department of treasury shall provide payment on behalf
of an individual eligible under subsection (3) for the scholarship
award amounts described in subsection (2)(a) and (b). The
department of treasury shall reimburse the eligible postsecondary
institution no later than 30 days after the start of the fiscal
year. Subject to subsection (8), the department of treasury shall
only accept standard per-credit hour tuition billings and shall
reject billings that are excessive or outside of the guidelines for
the type of educational institution. For the stipend amounts under
subsection (2)(a) and (b), the department of treasury shall
collaborate with eligible postsecondary institutions to ensure that
a prorated amount of the stipend is forwarded to the student
following each regular meeting with a coach, mentor, or counselor
as an incentive for the student to meet with the coach, mentor, or
counselor.
(8) For the department of treasury to pay a scholarship award
on behalf of an individual eligible under subsection (3), at least
1 of the following must apply:
(a) For individuals enrolled at a community college in this
state, the individual is charged the current in-district tuition
and mandatory fees.
(b) For individuals enrolled at a public university in this
state, the individual is charged the lower division resident
tuition and mandatory fees for the current year.
(c) For individuals enrolled at an independent, nonprofit
degree-granting college or university in this state or a federal
tribally controlled community college in this state, the mandatory
fees and per-credit payment charged to the individual do not exceed
the average community college in-district per-credit tuition rate
as reported on August 1 of the immediately preceding academic year.
(9) The department of treasury shall collaborate with the
center to use the P-20 longitudinal data system to report the
number of students who are engaged in and have completed a program
using an award granted under this section.
(10) From the funds allocated under subsection (1), there is
allocated for 2017-2018 an amount not to exceed $2,440,000.00 for
grants to community colleges, universities, or private nonprofit
colleges for the purpose of providing coaches to students who
receive scholarship awards under this section. The coaches funded
under this subsection shall provide intense mentoring and advising
to recipients of scholarships under this section, focusing on
ensuring that students complete programs for which they receive
scholarships under this section. Grants awarded under this
subsection must be made to eligible postsecondary institutions in
the amount not to exceed $40,000.00 per coach.
(11) From the funds allocated under subsection (1), there is
an amount allocated for 2017-2018 not to exceed $2,300,000.00 to be
used for grants to districts for stipends for students and bonus
payments to districts that are parties to a talent consortium and
whose students successfully earn an in-demand workforce certificate
in a high-demand field. For the purposes of funding under this
subsection, a workforce certificate must, as determined by the
department of talent and economic development, be entry-level or
above, recognized by statewide industry, and in a high-demand,
high-salary, high-upward mobility career. Grants awarded under this
subsection must be in the amount of $500.00 per student who
successfully completes an in-demand credential in a high-demand
field in calendar year 2019 or 2020. A grant awarded under this
subsection shall be distributed in an amount of $250.00 to the
student and in an amount of $250.00 to the district. A district
seeking a grant under this subsection shall apply in a form and
manner
prescribed by the department. of treasury. An application
for a grant under this subsection must describe the credentials
that students will earn using funds awarded under this subsection.
The
department of treasury shall work with the department of talent
and economic development to award grants under this subsection and
notify applicants of the decision to award a grant not later than
30 days after receiving an application.
(12) The following do not qualify as in-demand credentials in
a high-demand field for the purposes of subsection (11):
(a) A high school diploma or equivalent.
(b) An advanced placement test other than physics c:
electricity and magnetism, physics c: mechanics, computer science
a, or computer science principles.
(13) From the funds allocated in subsection (1), there is an
amount allocated not to exceed $760,000.00 to the department of
treasury for costs related to the administration of this section.
Sec. 297h. (1) As used in this article:
(a) "Competency-based education" and "competency-based
instructional model" mean an approach to teaching and pupil
learning where pupils are evaluated on individual competencies, and
only when they master them, they move on to more advanced
competencies. For the purposes of this article, competency-based
instructional programs must meet at least all of the following:
(i) The majority of instructional time is spent on pupil-
driven projects in multiple subject areas as well as 21st century
skills such as leadership, teamwork, problem solving, and
communication. Instructional time may take place outside of the
traditional school calendar.
(ii) Includes an innovative partnership with employers or
postsecondary institutions, or both, as appropriate, to provide
contextualized learning opportunities that emphasize attainment of
competencies that include application and creation of knowledge
along with the development of work-ready skills.
(iii) Includes the use of multiple and innovative methods to
determine pupil achievement of competencies in a subject area or
combined subject areas such as public presentations, submission of
research papers, attaining marketable workforce credentials, and
mentoring other pupils.
(b) "Credential" means proof of competency in a high-demand,
high-salary, and high-upward mobility field or any other
designation determined to be in high demand. A credential must be
stackable, which means that it can lead to a more advanced
recognized credential. A high school diploma is not a credential.
(c) "High-demand field" means professional trades,
manufacturing, engineering, information technology and computer
science, machine learning and artificial intelligence, mobility,
health care, and business.
(d) "Talent agreement" means, subject to subsection (2), an
agreement that is signed by the members of a talent consortium and
is approved by the department of talent and economic development
and the department. A talent agreement must include at least all of
the following:
(i) A description of how the members will create a seamless,
competency-based education model that results in pupils acquiring
high-demand skills and credentials.
(ii) A formalized process by which the talent consortium will
periodically review and update employer needs and which skills and
credentials are in demand, including, but not limited to, a 2-, 5-,
and 20-year talent skills projection.
(iii) A detailed plan on how curriculum and instruction will
be changed to address the changing employer and talent skills
needs.
(iv) If a postsecondary institution is a member of a talent
consortium, how the postsecondary institution will reduce barriers
as pupils transition through phases of their education from K-12
education to postsecondary education and into the workforce. These
efforts may include, but are not limited to, the following:
(A) Dual enrollment practices.
(B) The acceptance of talent portfolios for college
admissions.
(C) Work-based learning and internships.
(D) The creation of career pathways beginning in middle school
and high school.
(E) In-classroom mentoring or career counseling.
(F) Prehiring agreements in which employers promise to hire
graduates of a program.
(v) How any grant dollars received will further the goals of
the consortium.
(vi) How members will continue to collaborate after a grant is
awarded.
(e) "Talent consortium" means a consortium of entities that
enter into a talent agreement for the purposes of funding under
this article. A talent consortium must include at least 1 district
or intermediate district and at least 2 employers or organizations
representing employers. However, a talent consortium with only 1
district that is a tier 3 district is not required to include more
than 1 employer or organization representing employers. A talent
consortium may include a private training provider that grants
degrees or certificates and is located in this state, community
colleges, colleges, or universities. A talent consortium is not
bound by size or geographic locations in this state.
(f) "Tier 1 district" means a district with a pupil membership
in 2017-2018 of at least 3,800.
(g) "Tier 2 district" means a district with a pupil membership
in 2017-2018 of at least 1,400 but less than 3,800.
(h) "Tier 3 district" means a district with a pupil membership
in 2017-2018 of less than 1,400.
(2) If a national organization or company with expertise in
the talent needs or education programs addressed by a talent
agreement submits a letter of support for the grant application in
lieu of signing the talent agreement, and that letter of support
outlines how the organization or company will support the work of
the talent consortium, then the organization or company is
considered to be a contributing partner of that talent consortium
without signing the talent agreement.
Sec. 297i. (1) The department, in consultation with the
department of talent and economic development, shall develop a
consolidated grant application for grants under sections 297a,
297b, and 297d, except for grants under section 297a(4). The
department, in consultation with the department of talent and
economic development, may develop additional consolidated
applications for grants under this article. A consolidated
application developed under this subsection must require an
applicant to identify the grant or grants for which the applicant
is applying and the amount of the award the applicant is requesting
for each grant.
(2) The department shall begin accepting consolidated
applications for grants under this article not later than March 31,
2019.
(3) Not later than June 1, 2019, the department, in
consultation with the department of talent and economic
development, shall award at least 50% of the funds allocated under
sections 297a, 297b, and 297d.
Enacting section 1. In accordance with section 30 of article
IX of the state constitution of 1963, total state spending on
school aid under article I of the state school aid act of 1979,
1979 PA 94, MCL 388.1601 to 388.1772, as amended by 2018 PA 265 and
this amendatory act, from state sources for fiscal year 2018-2019
is estimated at $13,098,645,300.00 and state appropriations for
school aid to be paid to local units of government for fiscal year
2018-2019 are estimated at $12,900,901,000.00.
