2026 Senate Bill 860

1. Amend page 452, following line 19, by inserting:

“Sec. 217h. (1) To receive a 1-time performance funding payment under section 201f, each

community college must do the following by October 10, 2026:

(a) Submit to the house and senate appropriations subcommittees on higher education, the house and senate fiscal agencies, and the state budget director a report listing all college-sanctioned student organizations.

(b) Certify to the state budget director that no organization identified in the report required under subdivision (a) has a demonstrated history of supporting terrorist organizations or threats of physical violence toward others.

(2) If a community college does not fulfill the requirements under subsection (1), the state budget director must not provide that college with payment of the 1-time performance funding payment appropriated under section 201f, and must notify the house and senate appropriations subcommittees on higher education within 30 days of determining that such payment must be withheld.

(3) As used in this section, “terrorist organization” means a foreign organization that is designated by the United States secretary of state in accordance with section 219 of the immigration and

nationality act, 8 USC 1189, as amended.”.

2. Amend page 513, following line 5, by inserting:

“Sec. 275q. (1) To receive a 1-time operations increase payment under section 236d, each public

university must do the following by October 10, 2026:

(a) Submit to the house and senate appropriations subcommittees on higher education, the house and senate fiscal agencies, and the state budget director a report listing all university-sanctioned student organizations.

(b) Certify to the state budget director that no organization identified in the report required under subdivision (a) has a demonstrated history of supporting terrorist organizations or threats of physical violence toward others.

(2) If a public university does not fulfill the requirements under subsection (1), the state budget director must not provide that university with payment of the 1-time operations increase appropriated under section 236d, and must notify the house and senate appropriations subcommittees on higher education within 30 days of determining that such payment must be withheld.

(3) As used in this section and section 275r, “terrorist organization” means a foreign organization that is designated by the United States secretary of state in accordance with section 219 of the immigration and nationality act, 8 USC 1189, as amended.

Sec. 275r. (1) A student found to be in violation of the student code of conduct of the postsecondary education institution the student attends may not receive an award under a scholarship program receiving an appropriation under section 236(7), if the violation of the student code of conduct is determined to be a result of the student’s support of a terrorist organization.

(2) By September 30, 2027, any postsecondary education institution that suspended or denied a scholarship award under subsection (1) must provide a report disclosing the number of students who had a scholarship suspended or denied under this section to the house and senate appropriations subcommittees on higher education, the house and senate fiscal agencies, and the state budget

director.”.

1. Amend Senator Albert’s amendment No. 1, section 217h(1)(b), after “required under subdivision (a)” by striking the remainder of the paragraph and inserting “meets one or more of the

following criteria:

(i) The organization has a demonstrated history of supporting terrorist organizations or threats of physical violence toward others.

(ii) The organization involves one or more students who have been convicted under section 543k of

the Michigan penal code, 1931 PA 328, MCL 750.543k.”.

2. Amend Senator Albert’s amendment No. 2, section 275q(1)(b), after “required under subdivision (a)” by striking the remainder of the paragraph and inserting “meets one or more of the following criteria:

(i) The organization has a demonstrated history of supporting terrorist organizations or threats of physical violence toward others.

(ii) The organization involves one or more students who have been convicted under section 543k of

the Michigan penal code, 1931 PA 328, MCL 750.543k.”.

1. Amend page 452, following line 2, by striking out section 217g in its entirety.

2. Amend page 502, line 7, after “The” by striking out “Subject to sections 217g and 275l, the” and inserting “The”.

3. Amend page 511, following line 22, by striking out section 275l in its entirety.

1. Amend page 68, line 15, after “expenditures” by striking out the balance of the line through “service” on line 21.

2. Amend page 78, following line 2, by inserting:

“(18) As used in this section:

(a) “Collateral” means funds pledged as security for the satisfaction of a debt.

(b) “School operating expenditures” means any of the following:

(i) Costs for school operating purposes as described in section 7.

(ii) Purposes for which mills may be levied under section 1211 of the revised school code, MCL 380.1211.

(iii) Purposes for which a sinking fund may be created under section 1212 of the revised school code, MCL 380.1212.

(iv) Purposes for which bonds may be issued under part 17 of the revised school code, MCL 380.1351 to 380.1372.

(v) Payment of debt.

(vi) Collateral.”.

1. Amend page 512, line 12, after “236(7)” by striking out “under either of the following conditions:

(a) The student is enrolled in a program of study leading to a degree in theology, divinity, or religious education.

(b) The” and inserting “if the”.

1. Amend page 68, following line 8, by inserting:

“Sec. 16a. (1) To receive funds under section 22b(3), each district must do the following by not

later than October 10, 2027:

(a) Submit to the house and senate appropriations subcommittees on school aid, the house and senate fiscal agencies, and the department a report listing all district employees and district-sanctioned student organizations.

(b) Certify to the department that no employee or organization identified in the report required under subdivision (a) has a demonstrated history of supporting terrorist organizations or threats of physical violence toward others.

(2) If a district does not fulfill the requirements under subsection (1), the department shall not provide that district with funds under section 22b(3), and shall notify the house and senate appropriations subcommittees on school aid not later than 30 days of determining that such payment must be withheld

(3) As used in this section, “terrorist organization” means a foreign organization that is designed by the United States secretary of state in accordance with section 219 of the immigration and nationality

act, 8 USC 1189, as amended.”.

2. Amend page 116, following line 22, by inserting:

“(i) Comply with section 16a.”.

1. Amend Senator Albert’s amendment No. 1, section 16a(1)(b), after “others” by inserting “or been convicted of violating section 543k of the Michigan penal code, 1931 PA 328, MCL 750.543k”.

1. Amend page 265, line 14 after “libraries.” by inserting “Funds received under this section must not be used to purchase pornographic materials.”.

1. Amend page 117, line 1, after “district.” by inserting “Funds under this subsection must not be

distributed unless the governor enters this state into the federal tax credit scholarship program created

under the One Big Beautiful Bill Act, public law 119-21.”.

1. Amend page 86, line 4, after “school” by striking out “$8,240.00” and inserting “$10,300.00”.

1. Amend page 116, line 26, after “exceed” by striking out “$1,696,087,600.00” and inserting “$1,404,487,600.00” and adjusting the totals in section 11 and enacting section 1 accordingly.

2. Amend page 288, line 21, after “exceed” by striking out “$2,280,137,500.00” and inserting “$2,571,737,500.00” and adjusting the totals in section 11 and enacting section 1 accordingly.

3. Amend page 297, line 5, after “transportation.” by inserting “In addition, from the allocation under

section 51a(1), there is allocated for 2026-2027 the amount necessary, estimated at $291,600,000.00 for payments to reimburse districts for 7.5% of total approved costs of special education excluding costs

reimbursed under section 53a.”.

1. Amend page 335, following line 29, by inserting:

“(5) In addition to the funds allocated in subsection (1), from the state school aid fund money

appropriated in section 11, there is allocated $100,000,000.00 for 2026-2027 for an incentive program described in this subsection. The funds described in this subsection are distributed as follows:

(a) A district shall receive an award amount of $600.00 for each advanced placement exam taken by a student in the district where the student receives a score of 3 or above. The district may use these funds to pay for the cost of implementing an advanced placement program, including, but not limited to, advanced placement exams, advanced placement and pre-advanced placement professional development, and advanced placement instructional materials.

(b) In addition to the awards in subdivision (a), each advanced placement teacher shall receive a bonus of $50.00 for each advanced placement exam taken by a student in the advanced placement teacher’s class that receives a score of 3 or above.

(c) From the allocation in this subsection, for 2026-2027, $65,000,000.00 must be deposited into the

advanced placement and international baccalaureate program reserve fund in section 94f.” and

renumbering the remaining subsections and adjusting the totals in section 11 and enacting section 1

accordingly.

2. Amend page 342, following line 15, by inserting:

“Sec. 94f. (1) The advanced placement and international baccalaureate program reserve fund is

created as a separate account within the state school aid fund to provide supplemental funding for the advanced placement and international baccalaureate programs described in section 94.

(2) The state treasurer may receive money or other assets from any source for deposit into the advanced placement and international baccalaureate program reserve fund. The state treasurer shall direct the investment of the advanced placement and international baccalaureate program reserve fund. The state treasurer shall credit to the advanced placement and international baccalaureate program reserve fund interest and earnings from advanced placement and international baccalaureate program reserve fund investments.

(3) Money in the advanced placement and international baccalaureate program reserve fund at the close of the fiscal year remains in the advanced placement and international baccalaureate program reserve fund and does not lapse to the state school aid fund.

(4) The department of treasury is the administrator of the advanced placement and international baccalaureate program reserve fund for auditing purposes.

(5) Money available in the advanced placement and international baccalaureate program reserve fund must not be expended without a specific appropriation.

(6) At the close of each fiscal year, unspent funds from state sources allocated in section 94 must be deposited into the advanced placement and international baccalaureate program reserve fund created

in this section.”.

1. Amend page 328, line 18, by removing section 67f from the bill.

1. Amend page 116, following line 22, by inserting:

“(i) Comply with section 31gg.”

2. Amend page 143, following line 11, by inserting:

“(e) Participates in a state-designated community of practice that helps ensure educator

preparation institutions are in compliance with section 1531e of the revised school code, MCL 380.1531e.”.

3. Amend page 153, following line 11, by inserting:

“(e) Participates in a state-designated community of practice that helps ensure educator

preparation institutions are in compliance with section 1531e of the revised school code,

MCL 380.1531e.”.

4. Amend page 201, following line 27, by inserting:

“Sec. 31gg (1) To receive funds under section 22b(3), beginning with pupils enrolled in grade 3

during the 2027-2028 school year, all of the following apply:

(a) Subject to subsections (2) and (3), the superintendent of the district in which a pupil is enrolled shall ensure that a pupil whose parent or legal guardian has been provided with the notification described in section 1280f of the revised school code, MCL 380.1280f, is not enrolled in grade 4 until 1 of the following occurs:

(i) The pupil is determined to be proficient based on the English language arts assessment provided to the pupil.

(ii) The pupil demonstrates a proficient reading level through performance on an alternative standardized reading assessment approved by the superintendent of public instruction.

(iii) The pupil demonstrates a proficient reading level through a pupil portfolio consisting of multiple work samples.

(b) If the superintendent of a district determines that a pupil shall not advance to grade 4 due to the operation of this subsection, the superintendent, in addition to the notice provided under section 1280f of the revised school code, MCL 380.1280f, shall provide the parent or legal guardian of that pupil with a notice clearly stating all of the following:

(i) That, based on the English language arts assessment provided to the pupil, this state has determined that the pupil may be required to be retained in grade 3, with a reference to this section.

(ii) That the pupil may still be allowed to enroll in grade 4 if the pupil demonstrates a proficient reading level through performance on an alternative standardized reading assessment or through a pupil portfolio.

(iii) That the parent or legal guardian has the right to request a good cause exemption under subsection (3) that, if granted, will allow the pupil to enroll in grade 4 in the next school year.

(iv) That the parent or legal guardian shall request a good cause exemption not later than 30 days after receiving the notice described in this subdivision, and shall direct the request to the district in which the parent or legal guardian intends to enroll the pupil for grade 4.

(v) That the parent or legal guardian may request a meeting with school officials to discuss the retention requirement under this subsection, and the standards and processes for a good cause exemption from that requirement. If a parent or legal guardian requests a meeting described in this subparagraph, the school official to whom the request is made shall ensure that an appropriate school official is made available to the parent or legal guardian for such a meeting.

(2) Subsection (1) does not apply and the pupil may be enrolled in grade 4 if the pupil demonstrates both of the following:

(a) That the pupil is proficient in all subject areas other than English language arts, as evidenced by the pupil’s scores on applicable assessments.

(b) That the pupil is proficient in science and social studies, as shown through a pupil portfolio and as determined by the teacher who provided grade 3 instruction to the pupil in science or social studies, as applicable.

(3) If the superintendent of the pupil’s district grants a good cause exemption from the requirements of subsection (1), then a pupil may be advanced to grade 4 without meeting the requirements of subsection (1). A good cause exemption may be granted only according to the procedures under subsection (4), and only for 1 of the following reasons:

(a) The pupil is a student with an individualized education program or with a section 504 plan and the pupil’s individualized education program team or section 504 coordinator, as applicable, makes the decision to exempt the pupil from the requirements of subsection (1) based upon the team’s or coordinator’s knowledge of the pupil.

(b) The pupil is a limited English proficient student who has had less than 3 years of instruction in an English language learner program.

(c) The pupil has been continuously enrolled in the pupil’s current district for less than 2 years, and there is evidence that the pupil was not provided with an appropriate individual reading improvement plan under this section by the district in which the pupil was previously enrolled.

(d) The pupil has received intensive reading intervention for 2 or more years but still demonstrates a reading deficiency and was previously retained in kindergarten, grade 1, grade 2, or grade 3.

(e) The pupil’s parent or legal guardian has requested a good cause exemption within the time period described in subsection (1)(b) and the superintendent determines that the good cause exemption is in the best interests of the pupil.

(4) All of the following apply to a good cause exemption issued to a pupil by the superintendent of a school district or chief administrator of a public school academy under subsection (3):

(a) Before issuing the good cause exemption, the pupil’s grade 3 teacher shall submit to the superintendent a recommendation for a good cause exemption along with documentation that indicates that a good cause exemption under subsection (3)(a) to (d) applies to the pupil.

(b) The superintendent of the pupil’s district or the superintendent’s designee shall review and discuss the recommendation described in subdivision (a) with the pupil’s grade 3 teacher. After this discussion, the superintendent shall make a determination in writing regarding whether to grant the good cause exemption for the pupil. The superintendent’s determination under this subdivision is final.

(c) The superintendent of the pupil’s district shall notify the pupil’s parent or legal guardian of the determination made under this subsection. The notification described in this subdivision must be made and communicated to the pupil’s parent or legal guardian not less than 30 days before the first day of school for that school year.

(5) Beginning in 2028, not later than September 1 of each year, a school district or public school academy shall submit a report to the center, in a form and manner determined by the center, containing at least all of the following information for the most recent school year:

(a) The number of pupils retained in grade 3 due to the operation of this section.

(b) The number of pupils promoted to grade 4 due to a good cause exemption under subsection (4),

disaggregated by each of the specific exemptions listed in that subsection.”.

5. Amend page 233, line 17, by inserting “(11)(12) From the state school aid fund allocated in subsection (1), Clinton County RESA shall allocate $100.00 to a district or intermediate district to

establish not fewer than 6 pilot sites that offer community- and school- based summer afterschool programs that integrate early literacy, utilizing approved science of reading based and high-quality

math curricula, into a non school-based delivery system.” and renumbering the remaining subsections.

6. Amend page 246, following line 8, by inserting:

“ Sec. 32z: (1) From the state school aid fund money appropriated under section 11, there is

allocated an amount not to exceed $100.00 for the purposes of this section.

(2) From the allocation under subsection (1), there is allocated an amount not to exceed $100.00 to contract with a vendor to provide a statewide readiness assessment to kindergarten students in this state. The statewide readiness assessment provided by the vendor contracted with under this subsection must align with the requirements of the National Assessment of Educational Progress.

(3) From the state school aid fund money allocated under section (1), there is allocated an amount not to exceed $100.00 to districts to administer the readiness assessment provided by the vendor contracted with under subsection (2). To receive funds under this subsection, a district shall administer the readiness assessment to kindergarten students enrolled in the district during the first 10 days of

the school year and during the final 10 days of the school year”.” and adjusting the totals in section 11

and enacting section 1 accordingly.

1. Amend page 426, following line 9, by inserting:

“Sec. 164m. By not later than March 1 of each year, the department shall report to the senate

and house appropriations subcommittees on school aid, and post on the home page of department’s website, the total amount of state aid received by each district under this article divided by the total

number of pupils in membership for the district.”.

1. Amend page 68, following line 8, by inserting:

“Sec. 16. (1) This section applies to districts with support category buildings. Districts must

comply with this section using funding made available to the district under section 22b.

(2) A district described in this section shall allocate not less than 10% of available targeted student support dollars for targeted student interventions and supports as described in section 16a for students enrolled in support category buildings. The targeted student interventions and supports must be used in a way that addresses the goals outlined in the district’s Michigan Integrated Continuous Improvement Process (MICIP) plan. The district shall ensure that the operation of this section supplements, rather than supplants, the amount of per-pupil funding allocated to support category building in the immediately preceding fiscal year. To demonstrate compliance with this section, the district shall provide documentation in a form and manner, and on a timeline determined by, the Michigan School Turnaround Hub established in section 16c to the intermediate district in which the district is located or an agent of the intermediate district in which the district is located.

(3) Districts described in this section shall provide information regarding spending under subsection (2) to the Michigan School Turnaround Hub. Districts shall provide all the information necessary for the Michigan School Turnaround Hub to make updates to the list of eligible targeted student interventions and supports described in section 16a.

(4) By not later than 4 weeks after the start of the school year, a district shall provide notification to the parents and legal guardians of students enrolled in support category buildings about available targeted student interventions and supports.

(5) By not later than August 31 of each year, a district described in this section shall provide an annual report to parents and legal guardians through mail, email, and a posting on the district’s website that summarizes, at a minimum, the services provided with expenditures under subsection (2) in the immediately preceding school year, the amount spent on those services in that school year, and contact information or other methods to enroll students in similar services in the current school year.

(6) A district described in this section shall furnish any information necessary to ensure that the district is in compliance with the spending requirements to the following entities:

(a) The intermediate district in which the district is located or an agent of the intermediate district in which the district is located.

(b) The department.

(7) If an intermediate district, the agent of an intermediate district, or the state determines that a district described in this section is out of compliance with this section, the department may seek to recapture up to 10% of available targeted student support dollars awarded to the district.

(8) The operation of this section must not reduce or delay the release of any funding for constitutional obligations of this state. The department shall continue to release funding allocated to districts under sections 22b beginning in October of each fiscal year.

(9) As used in this section:

(a) “Available targeted student support dollars” means the resulting quotient of the total amount received by the district from allocations under section 22b divided by the total number of pupils enrolled in the district multiplied by the number of pupils enrolled in support category buildings.

(b) “Support category buildings” means school buildings identified by the state accountability system as comprehensive support and improvement schools, additional targeted support schools, or targeted support and improvement schools.

(c) “Targeted student interventions and supports” means items included in the MiStrategyBank described in section 16a.

Sec. 16a. (1) The MiStrategyBank must be updated and maintained by the Michigan School Turnaround Hub established in section 16c to comply with this section.

(2) Items within the MiStrategyBank must consist of tutoring programs including, but not limited to, those created by for-profit vendors, nonprofit vendors, intermediate districts, and the Michigan Schools for the Deaf and Blind, that are aligned with high-impact tutoring standards and include all of the following criteria:

(a) Tutoring is provided in groups of 4 or fewer students.

(b) The tutor or tutors provide consistent service to students throughout the school year.

(c) Tutoring is provided a minimum of 3 times per week for at least 20 to 30 minutes per session.

(d) Except as otherwise provided in this subdivision, tutoring is implemented throughout the school day. Tutoring that is part of a before- or after-school program may be approved if the tutoring meets the other criteria described in this subsection.

(e) Trained tutors provide the tutoring. Trained tutors may include teachers, paraprofessionals, community providers, AmeriCorps members, or other individuals who have received training.

(f) The program uses a high-quality curriculum that uses research-based strategies that are aligned with state academic standards.

(g) Tutoring is data-driven and includes the use of formative assessments and student progress measures that meet the criteria in subdivision (h).

(h) Progress monitoring is part of the tutoring program, and uses curriculum-based measures that include all of the following:

(i) Identification of a valid, reliable progress monitoring assessment tool that is curriculum-based.

(ii) Implementation of standardized procedures for collecting data.

(iii) Standardized repeated assessments over time that are graphed.

(iv) Comparisons with a goal set using validated strategies.

(v) Collecting data with fidelity, documented by direct observation using a checklist with immediate performance feedback.

(vi) Graphed progress monitoring data that is reviewed by a team every 4 to 8 weeks to determine student response to intervention.

(i) Progress monitoring tools that must do all of the following:

(i) Have a sufficient number of alternate forms.

(ii) Specify minimum acceptable growth.

(iii) Provide criterion-referenced or norm-referenced benchmarks.

(iv) Possess validity and reliability for the performance score.

(j) Tutoring fidelity is established through direct observation using a checklist with immediate performance feedback provided by a qualified staff person, such as an instructional coach.

(k) Tutoring does not replace Tier 1 or core instruction time or curricula for reading or math.

(l) Tutoring is supplemental to core academic instruction and not a replacement for core academic instruction.

(m) Tutoring assessment and intervention is evidence-based, with experimental research studies, 1 of which must be published or pending publication in a peer-reviewed publication.

(3) All tutoring programs in the MiStrategyBank must be reviewed by the Michigan School Turnaround Hub. The Michigan School Turnaround Hub shall convene a committee to review tutoring programs for inclusion in the MiStrategyBank. The committee described in this subsection must include all of the following members:

(a) Two certified teachers representing elementary and secondary schools.

(b) A representative from the MiMTSS TA Center.

(c) A representative from an institution of higher education with a teacher preparation college.

(d) Two representatives of the department.

(e) One representative of the MAISA Michigan Collaboration Hub.

(f) An intermediate district designee with a background in English language arts.

(g) An intermediate district designee with a background in mathematics.

Sec. 16b. (1) From the state school aid fund money appropriated in section 11, there is allocated for 2026-2027 an amount not to exceed $250,000,000.00 to support district efforts to implement educational best practices. It is the intent of the legislature that, for 2027-2028, the allocation from the state school aid fund money appropriated in section 11 for the purposes described in this section will be $90,000,000.00.

(2) The department shall pay not less than 70% of the funding allocated in subsection (1) to each district with 1 or more buildings identified by the state accountability system as a comprehensive support and improvement school, an additional targeted support school, or a targeted support and improvement school. All of the following apply to money paid under this subsection:

(a) Payments must be made by the department to districts on an equal per-student basis, calculated using the number of students enrolled in buildings identified by the state accountability system as comprehensive support and improvement schools, additional targeted support schools, or targeted support and improvement schools.

(b) Money received by districts must be used only for the purpose of implementing targeted student interventions and supports in buildings identified by the state accountability system as a comprehensive support and improvement school, an additional targeted support school, or a targeted support and improvement school. Targeted student interventions and supports implemented by recipient districts must be aligned with the district’s Michigan Integrated Continuous Improvement Process (MICIP) plan. Districts may use funds received under this section to reimburse a student’s parent for outside tutoring services.

(c) The department shall make payments to districts in full not later than December 20, 2026.

(3) The department shall make available up to 20% of the funding allocated in subsection (1) for matching awards to other eligible districts. As used in this subsection, “other eligible districts” means districts that did not receive money from the calculations under subsection (2) and that have 1 or more buildings identified as being in the bottom fiftieth percentile on the Michigan School Index System. All of the following apply to money paid under this subsection:

(a) Other eligible districts shall apply for funding in a form and manner determined by the department. Districts must apply for funding under this subsection by not later than December 20, 2026.

(b) Payments must be made by the department to other eligible districts on an equal per-pupil basis. The department shall ensure that the per-pupil amount paid under this subsection does not exceed the per-pupil amount paid under subsection (2).

(c) Other eligible districts shall identify matching dollars from other fund sources for money received under this subsection, and shall use those dollars for the same purpose as funding received under this subsection. By not later than November 20, 2025, the department shall develop a sliding scale to determine the matching rate for districts. The sliding scale described in this subdivision must require a progressively higher district matching rate the closer the identified building is to the fiftieth percentile on the Michigan School Index System.

(d) Money received by districts must be utilized only for the purpose of implementing targeted student interventions and supports in buildings identified as being in the bottom fiftieth percentile on the Michigan School Index System.

(e) Targeted student interventions and supports implemented by recipient districts must be aligned with the district’s Michigan Integrated Continuous Improvement Process (MICIP) plan.

(f) Notwithstanding section 17b, the department shall make payments under this section by not later than January 20, 2027.

(4) By not later than August 31 of each year, districts that receive funding under subsection (2) or (3) shall report to parents and legal guardians through mail, email, or through a posting on the district’s website that summarizes, at a minimum, the services provided with funding received under subsection (1) in the immediately preceding school year, the amount spent on those services in that school year, and contact information or methods to enroll students in similar services in the current school year.

(5) The department shall make available up to 10% of the funding allocated in subsection (1) to address chronic absenteeism in buildings that have a chronic absenteeism rate of 20% or more. All of the following apply to money paid under this subsection:

(a) Districts shall apply for funding under this subsection in a form and manner determined by the department.

(b) Payments under this subsection must be made on an equal per-pupil basis.

(c) Buildings that receive funding under this subsection may use those dollars for any purpose permitted under section 22b, but must reserve a portion of funding to address the causes of chronic absenteeism. Funding may be used for purposes including, but not limited to, resources for students and their families, attendance administrative staff, and marketing campaigns.

(d) Notwithstanding section 17b, the department shall make payments under this subsection on a schedule determined by the department.

(6) By not later than June 1, 2027, districts receiving funding under this section shall provide information regarding the usage of funding received under this section to the Michigan School Turnaround Hub established in section 16c, in a form and manner determined by the Michigan School Turnaround Hub, necessary for the Michigan School Turnaround Hub to make updates to the list of eligible targeted student interventions and supports to include the most impactful programs.

(7) Districts that receive funding under this section may use up to 5% of funding received for administrative costs and to ensure compliance with sections 16, 16b, and 16d.

(8) In order to receive funding under this section, a district must implement a no cellular telephone policy that, at a minimum, prohibits cellular telephone use in the classroom.

(9) As used in this section, “targeted student interventions and supports” means that term as defined in section 16.

Sec. 16c. (1) From the state school aid fund money appropriated in section 11, there is allocated $3,000,000.00 to Clinton County Regional Educational Service Agency to work with other intermediate districts and the Michigan Association of Intermediate School Administrators to serve as the Michigan School Turnaround Hub. The Michigan School Turnaround Hub shall do all of the following:

(a) Develop and implement methods to collect information necessary to make determinations of district compliance with sections 16, 16b, and 16d. Methods developed and implemented under this section must utilize, to the greatest extent practicable, existing data collection and reporting mechanisms, including those used by the regional data hubs, the center, the department, and the federal government.

(b) Provide guidance to intermediate districts on methods to support constituent district implementation of sections 16, 16b, and 16d.

(c) Update and maintain the MiStrategyBank, including reviewing the eligibility of programs for inclusion in the MiStrategyBank.

(d) Collect information from intermediate districts pertaining to districts determined to be out of compliance with section 16, 16b, or 16d and provide that information to the department in a form and manner determined by the department.

(e) Provide recommendations and work with relevant organizations to better connect existing data collection and intervention systems to ensure information is shared between systems as efficiently as possible. This includes, but is not limited to, working with the MiDataHub, the MiMTSS Technical Assistance Center, the Michigan Early Warning and Intervention Monitoring System, the center, and the department to review and streamline the sharing of data that may be useful in improving student academic outcomes.

(f) By not later than December 1 of each year, provide an annual report to the governor, the house and senate subcommittees responsible for school aid, the house and senate fiscal agencies, and the state budget director on best practices being utilized by districts and buildings to provide targeted student interventions and supports and to improve parental engagement, including recommendations for state-level changes that would improve student academic outcomes.

(2) The department shall make payments from funds allocated in this section in 1 lump sum by not later than November 20, 2026.

Sec. 16d. (1) Districts that receive funding under section 22b shall use a portion of those dollars to ensure the requirements of this section are met.

(2) Beginning with the fiscal year ending September 30, 2027, and each year thereafter, for a district with a building identified by the state accountability system as a comprehensive support and improvement school, an additional targeted support school, or a targeted support and improvement school, the district shall provide a mailed notification to all parents and legal guardians of students in such buildings that includes the following:

(a) The standing of the building under the state accountability system, including whether the building is a comprehensive support and improvement school, an additional targeted support school, or a targeted support and improvement school, and how this designation was determined.

(b) A summary of what the building is doing to improve the standing of the building, including a summary of the strategies being implemented as part of the building’s Michigan Integrated Continuous Improvement Process (MICIP).

(c) Information regarding the schools of choice program and public school academy enrollment, including a list of all other schools in a 20-mile radius, including traditional public schools, public school academies, and nonpublic schools.

(d) A method, including contact information, to receive feedback from parents and legal guardians on ways to improve the standing of the building.

(3) Beginning with the fiscal year ending September 30, 2027, and at least once every 5 years thereafter, each district shall perform a comprehensive review of the literacy curriculum used by the district in grades K to 5 to determine whether that curriculum is evidence-based and aligned to state standards. If the district determines that curriculum is not evidence-based or not aligned to state standards, the district shall provide mailed notification to all parents and legal guardians of students in grades K to 5 receiving instruction with that curriculum that includes all of the following:

(a) A statement informing parents and legal guardians that the curriculum used by the district is not evidence-based or not aligned to state standards, and could negatively impact student academic outcomes.

(b) A plan, including a projected timeline, for when a new curriculum will be adopted that is evidence-based and aligned to state standards.

(4) Beginning with the fiscal year ending September 30, 2027, and each year thereafter, each district must allow time during regular board meetings or board of directors meetings for presentations, discussions, and public comment on each of the following:

(a) Strategies to enhance parental engagement.

(b) Available transparency and accountability dashboards, with special focus on buildings within the district identified as support schools under the Michigan School Index System, with a focus on what the district is doing to address deficiencies.

(5) Beginning with the fiscal year ending September 30, 2027, and each year thereafter, each district shall provide a report to the department on student progress on local interim benchmark assessments and other state assessments. The report described in this subsection must be provided to the department not fewer than 3 times annually.

(6) Beginning during the fiscal year ending September 30, 2027, and each year thereafter, each district must make available on its website homepage and via an email communication a link to and explanation for how to use the Parent Dashboard for School Transparency made available on the MI School Data portal.

Sec. 16e. (1) It is intended that, beginning in 2027-2028, there is established an appropriation to distribute funding to districts in a manner that recognizes student performance on state assessments as calculated under this section. Money shall be paid to districts that meet student academic performance funding goals under subsections (2) to (5). Payments received under this section may be used for any purpose for which payments under sections 22a and 22b may be used.

(2) The maximum amount of the incentive payment for student academic performance is an amount equal to $250.00 per pupil. Payments calculated and awarded to qualifying districts under subsections (3) and (4) must be calculated and awarded separately, and a district may receive a payment under either or both subsections (3) and (4).

(3) An amount not to exceed 50% of the maximum per-pupil amount allocated under subsection (2) must be used to make performance incentive payments to qualifying districts under this subsection based on pupil performance on state assessments in English language arts in grades 3 to 8. The amount of a payment under this subsection is an amount equal to $125.00 per pupil for all pupils in membership in the district. The department shall determine the qualifying districts under this subsection as follows:

(a) Using a model determined by the department that incorporates the most recent cut scores adopted for the Michigan student test of educational progress (M-STEP) for each pupil in grades 3 to 8 in the 2026-2027 school year, the department shall calculate a point score using a metric that assigns points to each of those pupils as follows:

(i) For each pupil who began the school year not performing proficiently in English language arts and who declines in proficiency, as determined by the department, over the school year, zero points.

(ii) For each pupil who began the school year performing proficiently in English language arts and declines in proficiency, as determined by the department, over the school year, zero points.

(iii) For each pupil who began the school year not performing proficiently in English language arts and who maintains proficiency, as determined by the department, over the school year, 1 point.

(iv) For each pupil who began the school year performing proficiently in English language arts and who maintains proficiency, as determined by the department, over the school year, 2 points.

(v) For each pupil who began the school year not performing proficiently in English language arts and who improves in proficiency, as determined by the department, over the school year, 3 points.

(vi) For each pupil who began the school year performing proficiently in English language arts and who improves in proficiency, as determined by the department, over the school year, 2 points.

(b) Following the calculations under subdivision (a), the department shall calculate a district average for this metric for the 2026-2027 school year by totaling the number of points for all pupils in grades 3 to 8 under subdivision (a) and dividing that total by the number of those pupils.

(c) A district is a qualifying district for the payment under this subsection if the district meets all of the following:

(i) The district average for the 2026-2027 school year under subdivision (b) is at least equal to a factor of 1.5.

(ii) The district tested at least 95% of its pupils in English language arts.

(iii) The district had at least 30 full academic year pupils in grades 3 to 8 English language arts with a performance level change designation in English language arts.

(4) An amount not to exceed 50% of the maximum per-pupil amount allocated under subsection (2) must be used to make performance incentive payments to qualifying districts under this subsection based on pupil performance on state assessments in mathematics in grades 3 to 8. The amount of a payment under this subsection is an amount equal to $125.00 per pupil for all pupils in membership in a qualifying district. The department shall determine the qualifying districts under this subsection as follows:

(a) Using a model determined by the department that incorporates the most recent cut scores adopted for the Michigan student test of educational progress (M-STEP) for each pupil in grades 3 to 8 in the 2026-2027 school year, the department shall calculate a point score using a metric that assigns points to each of those pupils as follows:

(i) For each pupil who began the school year not performing proficiently in mathematics and who declines in proficiency, as determined by the department, over the school year, zero points.

(ii) For each pupil who began the school year performing proficiently in mathematics and declines in proficiency, as determined by the department, over the school year, zero points.

(iii) For each pupil who began the school year not performing proficiently in mathematics and who maintains proficiency, as determined by the department, over the school year, 1 point.

(iv) For each pupil who began the school year performing proficiently in mathematics and who maintains proficiency, as determined by the department, over the school year, 2 points.

(v) For each pupil who began the school year not performing proficiently in mathematics and who improves in proficiency, as determined by the department, over the school year, 3 points.

(vi) For each pupil who began the school year performing proficiently in mathematics and who improves in proficiency, as determined by the department, over the school year, 2 points.

(b) Following the calculations under subdivision (a), the department shall calculate a district average for this metric for the 2026-2027 school year by totaling the number of points for all pupils in grades 3 to 8 under subdivision (a) and dividing that total by the number of those pupils.

(c) A district is a qualifying district for the payment under this subsection if the district average for the 2026-2027 school year under subdivision (b) is at least equal to a factor of 1.5, the district tested at least 95% of its pupils in mathematics, and the district had at least 30 full academic year pupils in grades 3 to 8 with a performance level change designation in mathematics.

(5) If the allocation under subsection (1) is insufficient to fully fund payments as otherwise calculated under this section, the department shall prorate payments under this section on an equal percentage basis.

Sec. 16f. It is intended that, beginning in 2027-2028, there is established an appropriation for public school academy startup grants. Grants would be for new public school academies that will be located in districts with low Michigan School Index results and low reading proficiency scores.

Sec. 16g. (1) The curriculum used by a district or intermediate district must not, in any way, include the promotion of any form of race or gender stereotyping or anything that could be understood as implicit race or gender stereotyping. As used in this subsection, “race or gender stereotyping” means a set of statements, beliefs, or ideas that conform wholly or in part with the following general or particular statements:

(a) That all individuals comprising a racial or ethnic group or gender hold a collective quality or belief.

(b) That individuals act in certain ways or hold certain opinions because of their race or gender.

(c) That individuals are born racist or sexist by accident of their race or gender.

(d) That individuals bear collective guilt for historical wrongs committed by their race or gender.

(e) That cultural norms or practices of a racial or ethnic group or gender are flawed and must be eliminated or changed to conform with those of another racial or ethnic group or gender.

(f) That racism is inherent in individuals from a particular race or ethnic group or that sexism is inherent in individuals from a particular gender.

(g) That a racial or ethnic group or gender is in need of deconstruction, elimination, or criticism.

(h) That the actions of individuals serve as an indictment against the race or gender of those individuals.

(2) State funding must not be used for diversity, equity, and inclusion (DEI) initiatives or programs as outlined in Executive Order No. 14190, “Ending Racial Indoctrination in K-12 Schooling”.

(3) The board of a school district or intermediate school district or board of directors of a public school academy that participates in interscholastic athletic activities shall designate interscholastic athletic teams and sports based on the sex of the participants, with separate teams for participants of the female sex within female sports divisions, separate teams for participants of the male sex within male sports divisions, and, if applicable, co-ed teams for participants of the female and male sexes within co-ed sports divisions. A school district or intermediate school district shall not knowingly allow individuals of the male sex to participate on athletic teams or in athletic competitions designated for only participants of the female sex. This subsection must not be construed to restrict the eligibility of any student to participate on any interscholastic athletic teams or in interscholastic athletic activities that are designated as male or co-ed. As used in this subsection:

(a) “Female” means an individual of the sex characterized by a reproductive system with the biological function of producing eggs (ova).

(b) “Male” means an individual of the sex characterized by a reproductive system with the biological function of producing sperm.

(c) “Sex” means an individual’s immutable biological classification as male or female.

(4) A parent must receive a written notification from the minor child’s school if a request is made by the minor child to change the minor child’s name, pronouns, title, or other word used to identify the minor child.

(5) If a district or intermediate district fails to meet the requirements of this section, the department shall withhold 5% of the total funds for which the district or intermediate district qualifies under this article until the district or intermediate district complies with this section. If the district or intermediate district does not comply with this section by the end of the fiscal year, the department shall place the amount withheld in an escrow account until the district or intermediate district

complies with this section.” and adjusting the total in section 11 and enacting section 1 accordingly.

1. Amend page 321, following line 22, by inserting:

“Sec. 61c. (1) From the state school aid fund money appropriated in section 11, there is allocated

for 2026-2027 only an amount not to exceed $150,000,000.00 to districts and eligible CEPDs for the purposes described in this section.

(2) From the funds allocated under subsection (1), there is allocated an amount not to exceed $75,000,000.00 for 2026-2027 to eligible CEPDs for a grant program described in this subsection to be distributed in rounds as follows:

(a) To be eligible to receive funding in the first round of grants under this subsection, at least 50% of the area served by a CEPD must be located in an intermediate district that did not levy a vocational education millage in 2026. Each eligible CEPD described in this subdivision must apply in a form and manner prescribed by the department. An application must include the funding amount requested by the CEPD. Funding to an eligible CEPD under this subdivision must be equal to the quotient of the allocation under this subsection and the number of eligible CEPDs applying for funding in the first round of grants, or the individual CEPD’s requested funding amount, whichever is less.

(b) If funding remains after the first round of grants under subdivision (a), the department may administer a second round of grants under this subsection. To be eligible to receive funding in the second round of grants, a CEPD must not have been eligible for funding in the first round of grants. Each eligible CEPD described in this subdivision must apply in a form and manner prescribed by the department. An application must include the funding amount requested by the CEPD. Funding to each eligible CEPD described in this subdivision must be equal to the quotient of the funds remaining after the first round of grants and the number of CEPDs applying for funding in the second round of grants.

(c) At least 50% of the funding allocated to each eligible CEPD must be used to update equipment in current state-approved CTE programs that have been identified in the highest 5 career cluster rankings in any of the prosperity regions in the most recent CEPD regional strategic plans approved by the department, for training on new equipment, for professional development relating to computer science or coding or new equipment purchases, for the replacement of old or outdated equipment or new equipment in existing state-approved CTE programs that align with new technology used in industries, or for new and emerging certified state-approved CTE programs to allow CEPD administrators to provide programming in communities that will enhance economic development. The funding for equipment should be used to support and enhance community areas that have sustained job growth, and act as a commitment to build a more qualified and skilled workforce. In addition, each CEPD is encouraged to explore the option of leasing equipment from local private industry to encourage the use of the most advanced equipment.

(d) The allocation of funds under this subsection at the local level must be determined by CEPD administrators using data from the state, region, and local sources to make well-informed decisions on program equipment improvements. Grants awarded by CEPD administrators for capital infrastructure costs related to the purchase of new equipment must be used to ensure that state-

approved CTE programs can deliver educational programs in high-wage, high-skill, and high-demand occupations. Each CEPD shall continue to ensure that program advisory boards make recommendations on needed improvements for equipment that support job growth and job skill development and retention for both the present and the future.

(3) From the funds allocated under subsection (1), there is allocated an amount not to exceed $75,000,000.00 for 2026-2027 to districts for grants to support new CTE programs. Funding in this subsection is intended to be allocated by the department over a 5-year period as follows:

(a) An award under this subsection may be used by a district for capital, labor, and program development costs associated with starting a new CTE program in a CTE desert or in a district that has a career and technical education opportunity gap. As used in this subsection, “CTE desert” means a geographic area with limited or inequitable access to career and technical education programs, as determined by the department.

(b) Eligible districts shall apply on a competitive basis for funding in a form and manner determined by the department.

(c) Awards must be received by the district over a 5-year period, as follows:

(i) In the first award year, the district shall receive reimbursement for 90% of the added costs of each new CTE program, as determined by the department.

(ii) In the second award year, the district shall receive reimbursement for 80% of the added costs of each new CTE program, as determined by the department.

(iii) In the third award year, the district shall receive reimbursement for 70% of the added costs of each new CTE program, as determined by the department.

(iv) In the fourth award year, the district shall receive reimbursement for 60% of the added costs of each new CTE program, as determined by the department.

(v) In the fifth award year, the district shall receive reimbursement for 50% of the added costs of each new CTE program, as determined by the department.

(d) A district that receives an award under this subsection may also apply for and receive an award under section 61a. However, the department must subtract from the added costs calculated in that section any reimbursement the district receives under this subsection.

(4) Not later than December 15 of each fiscal year, each CEPD and district that receives funding under this section shall annually report to the department, the senate and house appropriations subcommittees on school aid, the senate and house fiscal agencies, and the legislature on equipment purchased under this section. In addition, the report must identify growth data on program involvement, retention, and development of student skills.

(5) The funds allocated under this section for 2026-2027 are a work project appropriation, and any unexpended funds for 2026-2027 do not lapse to the state school aid fund and are carried forward into 2027-2028. The purpose of the work project is to continue support for CTE equipment and new CTE programs. The estimated completion date of the work project is September 30, 2030.

(6) Notwithstanding section 17b, the department shall make payments under this section on a schedule determined by the department.

(7) As used in this section:

(a) “CEPD” means a career education planning district described in this section.

(b) “CTE” means career and technical education.” and adjusting the totals in section 11 and enacting section 1 accordingly.

1. Amend page 94, line 14, after “virtually” by striking out “for more than 6 days in a school year”.

2. Amend page 99, line 5, by striking out subsections (14) and (15) and renumbering the remaining subsection.

3. Amend page 246, line 12, after “exceed” by striking out “$102,500,000.00” and inserting “$142,500,000.00” and adjusting the totals in section 11 and enacting section 1 accordingly.

4. Amend page 257, line 20, after “exceed” by striking out “$50,000,000.00” and inserting “$45,000,000.00” and adjusting the totals in section 11 and enacting section 1 accordingly.

5. Amend page 260, following line 25, by inserting:

“(6) From the allocation under subsection (1), there is allocated an amount not to exceed

$45,000,000.00 to pay stipends to individuals who receive the professional learning described in subsection (4). To receive funds under this subsection, a district must apply to the department in a form and manner prescribed by the department. An individual shall not receive more than $1000.00

under this subsection.” and renumbering the remaining subsection.

6. Amend page 377, line 11, by striking out subdivisions (c) and (d) and relettering the remaining subdivision.

7. Amend page 381, line 17, by striking out subsection (10) and renumbering the remaining subsections.

1. Amend page 68, following line 8, by inserting:

“Sec 16b. (1) For the 2026-2027 school year only, there is allocated an amount not to exceed

$25,000,000.00 from the state school aid fund money appropriated in section 11 to address chronic absenteeism in buildings that have a chronic absenteeism rate of 20% or more. All of the following apply to money paid under this section:

(a) Districts shall apply for funding under this section in a form and manner determined by the department.

(b) Payments under this section must be made on an equal per-pupil basis.

(c) Buildings that receive funding under this section may use those dollars for any purpose permitted under section 22b, but must reserve a portion of funding to address the causes of chronic absenteeism. Funding may be used for purposes including, but not limited to, resources for students and their families, attendance administrative staff, and marketing campaigns.

(2) A recipient of funding under this section must provide a report of expenditures made using funds received under this section to the department by not later than June 1 of each year.

(3) Notwithstanding section 17b, the department shall make payments under this section on a

schedule determined by the department.” and adjusting the totals in section 11 and enacting section 1

accordingly.

1. Amend page 312, line 20, by striking out subsection (11) and inserting:

“(11) In addition to the funds allocated under subsection (2), from the state school aid fund money

appropriated in section 11, there is allocated an amount not to exceed $17,000,000.00 for 2026-2027 only to intermediate districts described in this subsection. For any intermediate district where the calculation under subsection (9) results in a number that is less than the amount the intermediate district received under this section in 2025-2026, the department shall make an additional payment to that intermediate district in an amount equal to 75% of the difference between the current year payment and the total payment received in 2025-2026. It is the intent of the legislature that the percent in the previous sentence will be 50% in 2027-2028 and 25% in 2028-2029.

(12) The funds in subsection (11) for 2026-2027 are a work project appropriation, and any unexpended funds for 2026-2027 are carried forward into 2027-2028. The purpose of the work project is to continue support for intermediate district special education programs. The estimated completion

date of the work project is September 30, 2031.” and adjusting the totals in section 11 and enacting

section 1 accordingly.

1. Amend page 201, line 28, by removing section 32d from the bill and inserting:

Sec. 32d. (1) From the state school aid fund money appropriated in section 11, there is allocated to eligible intermediate districts and consortia of intermediate districts for great start readiness programs and other purposes described in this section an amount not to exceed $609,720,000.00 for 2024-2025 and $638,217,600.00 for 2025-2026. From the general fund money appropriated under section 11, there is allocated $600,000.00 for 2024-2025 and $350,000.00 for 2025-2026, $801,667,600.00 for 2026-2027 and from the great start readiness reserve fund money appropriated in section 11, there is allocated $18,000,000.00 for 2024-2025 and 2025-2026 2026-2027 for the purposes of this section. For 2024-2025, an intermediate district or consortium shall use funds allocated under this section for great start readiness programs to provide part-day programs, school-day programs, GSRP extended programs, GSRP/Head Start school-day blended programs, or GSRP/Head Start extended blended programs that are comprehensive, free, compensatory classroom programs designed to improve the readiness and subsequent achievement of children who meet the participant eligibility and prioritization guidelines as defined by the department of lifelong education, advancement, and potential. For 2025-2026, an An intermediate district or consortium shall use funds allocated under this section for eligible great start readiness program options. For a child to be eligible to participate in a program under this section, the child must 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 must meet those eligibility and prioritization guidelines. After eligible children who will be 4 years of age as of September 1 are enrolled, a child who is not 4 years of age as of September 1, but who will be 4 years of age by not later than December 1, is eligible to participate if both of the following are met:

(a) 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.

(b) The child meets eligibility and prioritization guidelines.

(2) From the state school aid fund money allocated under subsection (1), an amount not to exceed $597,720,000.00 for 2024-2025 and $626,217,600.00 $764,667,600.00 for 2025-2026 2026-2027 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. An intermediate district or consortium of intermediate districts receiving funding under this section may collaborate with local governments to identify children eligible for programs funded under this section and may contract with local governments to provide services. 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, a local government, or a public or private for-profit or nonprofit legal entity or agency must comply with this section and section 39. For 2024-2025, if, due to the number of GSRP extended program or GSRP/Head Start extended blended program slots awarded, the amount allocated in this subsection is insufficient to award at least the same number of part-day program and school-day program slots as awarded in the immediately preceding fiscal year, there is appropriated from the great start readiness program reserve fund the amount necessary to fully award the same number of part-

day program and full-day program slots as awarded in the immediately preceding fiscal year. For 2025-2026,

if If the amount allocated in this subsection is insufficient to fully fund allocations calculated under

section 39, there is appropriated from the great start readiness program reserve fund the amount necessary

and available to fully fund those allocations.

(3) From the general state school aid fund money allocated under subsection (1), there is allocated an amount not to exceed $600,000.00 for 2024-2025 and an amount not to exceed $350,000.00 for 2025-2026 for (2), the department shall award a competitive grant to a state public university continue a longitudinal evaluation of children who have participated in great start readiness programs.

(4) Except as otherwise provided in subsection (5), to be eligible for funding under this section, a program must prepare children for success in school through comprehensive part-day programs, school-day programs, GSRP extended programs, GSRP/Head Start school-day blended programs, GSRP/Head Start extended blended programs, or other eligible great start readiness program options that contain all of the following program components, as determined by the department: of lifelong education, advancement, and potential:

(a) Participation in a collaborative recruitment and enrollment process to ensure that each child is enrolled in the program most appropriate to the child’s needs and to maximize the use of federal, state, and local funds. For 2025-2026, as part of this requirement, programs Programs receiving funding under this section must provide current enrollment data, including slots open for enrollment and slots filled, to the intermediate district or consortium of intermediate districts from which funding is received for that program. The enrollment process must ensure that children in families with lower income and children with other risk factors, as determined by the department, of lifelong education, advancement, and potential, are enrolled before children with lesser needs.

(b) An age-appropriate educational curriculum that is in compliance with the early childhood standards of quality for birth to kindergarten 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. of lifelong education, advancement, and potential.

(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 shall annually 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 level of at least enhancing quality level.

(5) To help expand access to great start readiness programs, the department of lifelong education, advancement, and potential may waive the requirements under subsections (4) and (8)(c) and a program may be eligible for funding under this section for new or expanding programs if the program demonstrates to the satisfaction of the department of lifelong education, advancement, and potential that the program meets all of the following:

(a) Is a licensed group or child care center or is a licensed program.

(b) Provides the minimum instructional time as required by the department. of lifelong education, advancement, and potential.

(c) Participates in this state’s quality improvement system at a level determined by the department. of lifelong education, advancement, and potential.

(d) Implements a professional educator preparation plan, as defined by the department, of lifelong education, advancement, and potential, for educators not meeting teacher credentialing standards described in subsection (8) or (9).

(e) Uses a developmentally appropriate curriculum, as determined by the department. of lifelong education, advancement, and potential.

(f) Conducts a developmental screening and referral process, as determined by the department. of lifelong education, advancement, and potential.

(g) Commits to participating in program financial review and monitoring, as determined by the department. of lifelong education, advancement, and potential.

(h) Provides a plan to implement an approved great start readiness program curriculum and meet additional great start readiness program standards, as determined by the department. of lifelong education, advancement, and potential.

(6) A waiver under subsection (5) may be granted for up to 3 years for requirements related to program credentialing and may be granted for up to 2 years for all other requirements, as determined by the department. of lifelong education, advancement, and potential.

(7) The department of lifelong education, advancement, and potential shall provide a report to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies that summarizes the number and types of exemptions granted under subsection (5) and progress made by programs granted waivers under subsection (5) by September 30 of each fiscal year. It is the intent of the legislature to review the waiver allowability under subsection (5) before the fiscal year ending September 30, 2027.

(8) For applications submitted before September 30, 2025, an An application for funding under this section must provide for the following, in a form and manner determined by the department: of lifelong education, advancement, and potential:

(a) Ensure either of the following:

(i) That the applicant complies with all program components described in subsection (4).

(ii) That the applicant meets the requirements of a waiver under subsection (5).

(b) Except as otherwise provided in this subdivision, ensure that 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 400% 250% of the federal poverty guidelines. 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 400% 250% of the federal poverty guidelines, the intermediate district may then enroll children who live with families with a household income that is greater than 400% 250% of the federal poverty guidelines. The enrollment process must 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 programs recommending placement in an inclusive preschool setting are considered to live with

families with household income equal to or less than 400% 250% of the federal poverty guidelines regardless

of actual family income and are prioritized for enrollment within the lowest quintile. The department of

lifelong education, advancement, and potential shall publish the household income thresholds under this

subdivision in a clear manner on its website and the great start to quality website.

(c) Except as provided in subsection (5), 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 Michigan teaching certificate with an early childhood or lower elementary endorsement or a bachelor’s or higher degree in child development or early childhood education with specialization in preschool teaching. However, except as otherwise provided in this subparagraph, if an applicant demonstrates to the department of lifelong education, advancement, and potential that it is unable to fully comply with this subparagraph after making reasonable efforts to comply, teachers or paraprofessionals with at least 5 years of experience as a paraprofessional in a great start readiness program, Head Start, or licensed child care center classroom who have significant but incomplete training in early childhood education or child development may be used if the applicant provides to the department, of lifelong education, advancement, and potential, and the department of lifelong education, advancement, and potential approves, a plan for each teacher to come into compliance with the standards in this subparagraph. Individuals may qualify with at least 3 years of experience and significant training in early childhood education or child development, based on the recommendation of the intermediate district after a classroom observation. A teacher’s compliance plan must be completed within 3 years of the date of employment. Progress toward completion of the compliance plan consists of at least 2 courses per calendar year.

(ii) Paraprofessionals possessing proper training in early childhood education, including an associate 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 of lifelong education, advancement, and potential 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 or enroll in a child development associate credential with at least 6 months of verified experience in early education and care, if the applicant provides to the department, of lifelong education, advancement, and potential, and the department of lifelong education, advancement, and potential 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 3 years of the date of employment. Progress toward completion of the compliance plan consists of at least 2 courses, 60 clock hours, or an equivalent 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 must indicate the extent to which these funds will supplement other federal, state, local, or private funds. An applicant shall not use funds received under this section 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.

(9) Beginning in 2025-2026, applications Applications for funding under this section must be submitted to the department of lifelong education, advancement, and potential in a form and manner determined by the department. of lifelong education, advancement, and potential. The application must demonstrate, at a minimum, compliance with program requirements described in subsection (4) or (5) and must ensure that recipients will only utilize qualified personnel, as determined by the department, of lifelong education, advancement, and potential, for eligible great start readiness program options.

(10) For a grant recipient that enrolls pupils in a school-day program or GSRP extended program funded under this section, each child enrolled in the school-day program or GSRP extended program is counted as described in section 39 for purposes of determining the amount of the grant award. This subsection does not apply after September 30, 2025.

(10) (11) For a grant recipient that enrolls pupils in an eligible great start readiness program option that blends GSRP and Head Start programming, 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. A grant recipient may request a waiver from the department of lifelong education, advancement, and potential to align GSRP policies and regulations with Head Start national standards for quality, including ratios, and the department of lifelong education, advancement, and potential may approve the waiver. Not later than March 1 of each year, the department of lifelong education, advancement, and potential will report to the legislature and post on a publicly available website a list by intermediate district or consortium with the number and type of each waiver requested and approved.

(11) (12) To help expand access to great start readiness programs, the department of lifelong education, advancement, and potential may allow great start readiness programs to implement Head Start national performance standards for quality as an alternative to great start readiness program policies and regulations if the great start readiness program demonstrates to the satisfaction of the department of lifelong education, advancement, and potential that the great start readiness program is meeting the requirements of the Head Start national performance standards.

(12) (13) Beginning in 2025-2026, an An intermediate district or consortia of intermediate districts receiving funding under this section must publish, on an easily accessible website, a data dashboard containing the number of allocations requested from the state, a list of programs offering great start readiness programs in their boundaries, and current enrollment data for each subrecipient, including total slots open for enrollment, slots filled, and waitlist information, if applicable. A link to this website must be provided to families on waitlists for any great start readiness program in their boundaries.

(13) (14) 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 subsection (4), (8), or (9), as applicable.

(14) (15) 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 are considered program costs or a contracted program fee for service. Subrecipients operating early childhood programs may include indirect costs, not to exceed the federal de minimis.

(15) (16) 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, if the intermediate district or consortium of intermediate districts also participates in related statewide marketing and outreach efforts.

(17) Each grant recipient shall enroll children identified under subsection (8)(b) according to how far the child’s household income is below 400% of the federal poverty guidelines 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 400% of the federal poverty guidelines, 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 400% of the federal poverty guidelines, the grant recipient may then enroll children who live with families with a household income that is greater than 400% of the federal poverty guidelines. The enrollment process must consider income and risk factors, such that children determined with higher need are enrolled before children with lesser need. For purposes of this subsection, all age-eligible children served in foster care or who are experiencing homelessness or who have individualized education programs recommending placement in an inclusive preschool setting are considered to live with families with household income equal to or less than 400% of the federal poverty guidelines regardless of actual family income and are prioritized for enrollment within the lowest quintile. This subsection does not apply after September 30, 2025.

(16) (18) 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. of lifelong education, advancement, and potential.

(17) (19) 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 2024-2025, 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 GSRP/Head Start school-day blended program, GSRP/Head Start extended blended program, GSRP extended program, and great start readiness school-day program. Children served in a program funded only through only Head Start are not counted toward this 30% allocation. Beginning in 2025-2026, the The department of lifelong education, advancement, and potential shall provide guidance to intermediate districts and consortia of intermediate districts on counting children served by Head Start programming for the purposes of this 30% allocation. For 2024-2025, an intermediate district or consortium shall report to the department, of lifelong education, advancement, and potential, in a manner prescribed by the department, of lifelong education, advancement, and potential, 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. Beginning in 2025-2026, an An intermediate district or consortium shall report to the department, of lifelong education, advancement, and potential, in a manner prescribed by the department, of lifelong education, advancement, and potential, information necessary for the department of lifelong education, advancement, and potential to determine the intermediate district’s or consortium of intermediate districts’ compliance with this subsection. If the intermediate district or consortium is not able to contract for at least 30% of its total allocation, the intermediate district or consortium shall notify the department of lifelong education, advancement, and potential and, if the department of lifelong education, advancement, and potential 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, 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 of lifelong education, advancement, and potential 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, of lifelong education, advancement, and potential, and the department of lifelong education, advancement, and potential 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. of lifelong education, advancement, and potential.

(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 level of at least enhancing quality level.

(18) (20) 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 (19), (17), the department of lifelong education, advancement, and potential may 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.

(19) (21) 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 of lifelong education, advancement, and potential shall do all of the following:

(a) Ensure that a great start resource center or the department of lifelong education, advancement, and potential 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 of lifelong education, advancement, and potential 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. This subdivision does not apply after September 30, 2025.

(b) (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 continuous quality improvement system. The continuous quality improvement system must ensure that regulators process all prospective providers at the same pace on a first-come, first-served basis and must not allow 1 type of provider to receive a great start to quality level ahead of any other type of provider.

(c) (d) By not later than March 1 of each year, compile the results of the information reported by each intermediate district or consortium under subsection (19) (17) and report to the legislature and post on a publicly available website 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.

(d) (e) Allow intermediate districts and consortia and eligible community-based providers to utilize materials and supplies purchased for great start readiness programs within their facilities for other early care and education activities, in the following order of priority:

(i) Early care and education activities under a federal award.

(ii) Early care and education activities under other state awards.

(iii) Early care and education activities under local or regional awards.

(20) (22) 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, 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).

(21) (23) As used in this section:

(a) “Child care center” means that term as defined in section 1 of 1973 PA 116, MCL 722.111.

(b) “Eligible great start readiness program options” means a program option that operates on a school-day, part-day, or extended schedule length, as determined by the department. of lifelong education, advancement, and potential. The department of lifelong education, advancement, and potential must maintain and publish on its website requirements for each eligible schedule length, including the minimum day length, the minimum number of days per week, and the minimum number of weeks per year. These programs may be blended with Head Start programs, if allowable by federal rules and regulations.

(c) “Federal poverty guidelines” means the guidelines published annually in the Federal Register by the United States Department of Health and Human Services under its authority to revise the poverty line under 42 USC 9902.

(d) “GSRP extended 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 5 days per week, 36 weeks per year.

(e) “GSRP/Head Start extended blended program” means a program funded under this section and a Head Start program that are combined for an extended program.

(f) “GSRP/Head Start school-day blended program” means a part-day program funded under this section and a Head Start program, which are combined for a school-day program.

(g) “Licensed child care center” means a child care center that has been issued a license under 1973 PA 116, MCL 722.111 to 722.128, to operate a child care center.

(h) “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.

(i) “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.

(22) (24) From the state school aid fund money allocated in subsection (1), there is allocated for 2024-

2025 and 2025-2026 2026-2027 an amount not to exceed $10,000,000.00 and, from the great start readiness

program reserve fund money allocated in subsection (1), there is allocated for 2024-2025 and 2025-2026

2026-2027 an amount not to exceed $18,000,000.00 for reimbursement of transportation costs for children

attending great start readiness programs funded under this section. To receive reimbursement under this

subsection, by not later than November 1 of each year, 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 is no more

than the projected transportation budget or $500.00 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

department of lifelong education, advancement, and potential shall prorate the reimbursement in an equal

amount per child funded. The department of lifelong education, advancement, and potential shall make

payments 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.

(23) (25) For 2024-2025, subject to, and from the funds allocated under, subsection (24), the department of lifelong education, advancement, and potential 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. Beginning in 2025-2026, subject Subject to, and from the funds allocated under, subsection (24), (22), the department of lifelong education, advancement, and potential shall allow programs to utilize those funds for costs related to parent- or guardian-provided transportation and for costs related to parent- or guardian-accompanied transportation provided by transportation service companies, buses, or other public transportation services. For payments related to parent- or guardian-

provided transportation, the department of lifelong education, advancement, and potential shall develop

parameters to ensure dollars are utilized in a way that improves access to eligible great start readiness

program options for low-income and geographically isolated families. To be eligible for reimbursement

under this subsection in 2024-2025, and to utilize funding under this subsection, in 2025-2026, a program

must submit to the 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. of lifelong education, advancement, and potential.

(c) Any other documentation or information determined necessary by the department. of lifelong education, advancement, and potential.

(24) (26) The department of lifelong education, advancement, and potential 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 birth to kindergarten children adopted by the state board. The department of lifelong education, advancement, and potential shall make available to intermediate districts at least 2 classroom level quality assessments that have been approved by the department. of lifelong education, advancement, and potential.

(25) (27) 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 of lifelong education, advancement, and potential objects to the use of a supplemental curriculum approved by an intermediate district, the director of the department of lifelong education, advancement, and potential shall establish a review committee independent of the department. of lifelong education, advancement, and potential. The review committee shall meet within 60 days of the department of lifelong education, advancement, and potential 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.

(26) (28) The department of lifelong education, advancement, and potential shall implement a process to evaluate and approve age-appropriate educational curricula that are in compliance with the early childhood standards of quality for birth to kindergarten children adopted by the state board.

(27) (29) From the state school aid fund money allocated under subsection (1), there is allocated for 2024-

2025 and 2025-2026 2026-2027 an amount not to exceed $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 or child assessment tools approved for use in the great

start readiness program. Curricula and child assessment tools purchased with funds received under this

subsection must be in compliance with early childhood standards of quality for birth to kindergarten children.

(28) (30) A great start readiness program, a GSRP extended program, a GSRP/Head Start school-day blended program, a GSRP/Head Start extended blended program, or other eligible great start readiness programs funded under this section are permitted to utilize AmeriCorps Pre-K Reading Corps members in classrooms implementing research-based early literacy intervention strategies.

(29) (31) In addition to the allocation From the state school aid fund money allocated under subsection (1), from the state school aid fund money appropriated under section 11, there is allocated an amount not to exceed $25,000,000.00 for 2024-2025 and an amount not to exceed $10,000,000.00 for 2025-

2026 2026-2027 only for classroom start up grants to intermediate districts and consortia of intermediate

districts for new or expanding great start readiness classrooms. All of the following apply to funding

allocated under this subsection:

(a) To receive funding under this subsection, intermediate districts and consortia of intermediate districts must apply for the funding in a form and manner prescribed by the department. of lifelong education, advancement, and potential.

(b) The department of lifelong education, advancement, and potential shall pay an amount not to exceed $50,000.00 for each new or expanded classroom. If funding is insufficient to fully fund all eligible applicants, the department of lifelong education, advancement, and potential must prorate the per-classroom amount on an equal basis. If the allocation is not fully paid in the current fiscal year, the department of lifelong education, advancement, and potential may award any remaining funding from fiscal year 2024-2025 during fiscal year 2025-2026, and may award any remaining funding from fiscal year 2025-2026 during fiscal year 2026-2027 for each new or expanded classroom at an equal amount per classroom, based on remaining available funds, not to exceed $50,000.00 per classroom.

(c) Funds received under this subsection by intermediate districts and consortia of intermediate districts must be paid in full to the entity operating the classroom and may be used for 1 or more of the following purposes:

(i) Costs associated with attracting, recruiting, retaining, and licensing required classroom education personnel to staff new or expanded classrooms.

(ii) Supporting facility improvements or purchasing facility space or modular classroom units necessary to provide a safe, high-quality learning environment for children in each new or expanded classroom, and for costs to become a licensed facility such as architectural drawings, permits, and other prelicensure inspection fees.

(iii) Outreach material necessary for public awareness that the great start readiness program has openings in the area and for costs associated with enrolling eligible children in new or expanded classrooms.

(iv) Supporting costs in each new or expanded classroom associated with improving a provider’s great start to quality level.

(d) Recipients of funds under this subsection must demonstrate that instructional staff have completed, or are in the process of completing, professional learning in the science of reading. Grant funds may be used to support this professional learning and are intended to ensure new classrooms are well equipped to implement evidence-based early literacy strategies.

(e) The funds allocated under this subsection for 2024-2025 are a work project appropriation, and any unexpended funds for 2024-2025 do not lapse to the state school aid fund and are carried forward into 2025-

2026. The purpose of the work project is to continue support for new or expanded great start readiness

classrooms. The estimated completion date of the work project is September 30, 2026.

(f) The funds allocated under this subsection for 2025-2026 are a work project appropriation, and any unexpended funds for 2025-2026 do not lapse to the state school aid fund and are carried forward into 2026-

2027. The purpose of the work project is to continue support for new or expanded great start readiness

classrooms. The estimated completion date of the work project is September 30, 2027.

(e) (g) Notwithstanding section 17b, the department of lifelong education, advancement, and potential shall make payments under this subsection on a schedule determined by the department. of lifelong education, advancement, and potential.

(32) In addition to the funds allocated in subsection (1), there is allocated from the general fund money appropriated under section 11 for 2024-2025 only an amount not to exceed $1,950,000.00 for an intermediate district or a consortium of intermediate districts to partner with the department of lifelong education, advancement, and potential and community-based organizations to continue implementing statewide outreach and enrollment campaign activities to raise awareness about the availability of services through the great start readiness program, and to promote enrollment.

(33) The funds allocated under subsection (32) for 2024-2025 are a work project appropriation, and any unexpended funds for 2024-2025 are carried forward into 2025-2026. The purpose of the work project is to raise awareness of and participation in great start readiness programming. The estimated completion date of the work project is September 30, 2027.

(34) Notwithstanding section 17b, the department of lifelong education, advancement, and potential shall make payments under subsection (32) on a schedule determined by the department of lifelong education, advancement, and potential

2. Amend page 282, line 12, after “is” by striking out “$11,290.00” and inserting “$14,000.00”.

1. Amend page 426, following line 9, by inserting:

“Sec. 166. (1) The board of a district or intermediate district shall adopt and implement a

disciplinary policy as described in subsection (2) to provide penalties for violations of section 1507 of the revised school code, MCL 380.1507, and penalties for a school official, member of a governing board, employee of the district or intermediate district, or other individual who refers a pupil for an abortion or assists a pupil in obtaining an abortion.

(2) A disciplinary policy required under subsection (1) shall provide for a financial penalty to be applied against an individual employed by the district or intermediate district who violates the policy under subsection (1) that is equivalent to not less than 3% of that individual’s annual compensation.

(3) A district or intermediate district that applies a financial penalty against or collects a fine from an individual as provided under subsection (2) shall refund to the state school aid fund an amount of money equal to the amount of the penalty or fine.

1. Amend page 137, line 21, after “2026-2027” by striking out “only”.

2. Amend page 140, line 22, after “school” by inserting a comma and “nonpublic school,”.

3. Amend page 140, line 26, after “school” by inserting a comma and “nonpublic school,”.

4. Amend page 141, line 1, after “school” by inserting a comma and “nonpublic school,”.

5. Amend page 141, line 5, after “school” by inserting a comma and “nonpublic school,”.

6. Amend page 142, line 23, after “education” by striking out “or” and inserting a comma.

7. Amend page 142, line 23, after “provider” by inserting a comma and “or an online, not for-profit university”.

8. Amend page 143, line 6, after “2026-2027” by striking out “and” and inserting a comma.

9. Amend page 150, line 4, after “2026-2027” by inserting a comma and “and from the general fund money appropriated in section 11, there is allocated $2,500,000.00” and adjusting the totals in section 11 and enacting section 1 accordingly.

10. Amend page 150, line 10, after “district” by inserting “or nonpublic school”.

11. Amend page 150, line 23, after “district” by inserting “or nonpublic school”.

12. Amend page 151, line 1, after “district” by inserting “or nonpublic school”.

13. Amend page 151, line 2, after “district” by inserting “or nonpublic school”.

14. Amend page 151, line 6, after “district” by inserting “or nonpublic school”.

15. Amend page 151, line 17, after “district” by inserting “or nonpublic school”.

16. Amend page 151, line 26, after “district” by inserting “or nonpublic school”.

17. Amend page 152, line 1, after “district” by inserting “or nonpublic school”.

18. Amend page 152, line 2, after “district” by inserting “or nonpublic school”.

19. Amend page 152, line 26, after “state” by inserting “or an online, not for-profit university”.

20. Amend page 342, line 18, after “2026-2027” by striking out “only”.

1. Amend page 190, line 15, after “only,” by inserting “and from the general fund money appropriated in section 11, there is allocated $21,000,000.00 $19,350,000.00 for 2025-2026 2026-2027 only, “ and adjusting the totals in section 11 and enacting section 1 accordingly.

2. Amend page 190, line 21, after “$255,000,000” by inserting a comma and “and from the general fund money allocated in subsection (1), an amount not to exceed $17,850,000.00”.

3. Amend page 190, line 22, after the 2nd “districts,” by inserting “nonpublic schools,”.

4. Amend page 190, line 25, after “safety.” by inserting “It is the intent of the legislature that recipients will use at least 25% of the funds on activities related to improving student safety.”.

5. Amend page 193, line 1, after the 2nd “district,” by inserting “nonpublic school,”.

6. Amend page 193, line 3, by inserting “nonpublic school,”.

7. Amend page 193, line 7, after the 2nd “district,” by inserting “nonpublic school,”.

8. Amend page 193, line 10, after “district,” by inserting “nonpublic school,”.

9. Amend page 193, line 16, after “district,” by inserting “nonpublic school,”.

10. Amend page 194, line 3, after “funding.” by inserting “By not later than December 31 of each fiscal year, from the general fund money allocated in subsection (2), the department shall make payments to nonpublic schools that opt in and agree to receive funding in an equal amount per-pupil based on the total number of pupils in membership in each nonpublic school that opts in and agrees to receive funding, using pupil counts determined by the department.”.

11. Amend page 194, line 12, after the 2nd “districts,” by striking out “and”.

12. Amend page 194, line 13, after “Blind” by inserting a comma and “and nonpublic schools”.

13. Amend page 198, following line 12, by inserting:

“(6) In addition to the funds appropriated under subsection (1), from the general fund money

appropriated in section 11, there is allocated for 2026-2027 only an amount not to exceed $1,500,000.00 to nonpublic schools in an equal amount per pupil for activities and equipment that further promote cardiac emergency response plan preparedness, including, but not limited to, the purchase and maintenance of automated external defibrillators (AEDs), the purchase of CPR training kits or CPR

training for faculty and staff, or the purchase of basic first aid training and educational material.” and

renumbering the remaining subsections and adjusting the totals in section 11 and enacting section 1

accordingly.

14. Amend page 198, line 20, after “subsection” by striking out “(6)” and inserting “(7)”.

15. Amend page 199, line 4, after “district,” by inserting “a nonpublic school,”.

16. Amend page 199, line 10, after “subsection” by striking out “(11)” and inserting “(13)”.

17. Amend page 200, following line 14, by inserting:

“(11) In addition to the funds allocated under subsection (1), from the state school aid fund money

appropriated in section 11, there is allocated for 2025-2026 only an amount not to exceed $150,000,000.00 for the purposes of this subsection. Funds allocated under this subsection must be distributed to districts, intermediate districts, or the Michigan schools for the deaf and blind that did not receive funds under this section during the fiscal year ending September 30, 2026. To receive funding under this subsection, a district, an intermediate district, or the Michigan Schools for the Deaf and Blind must agree to be subject to a comprehensive investigation after a mass casualty event. All of the following apply to a comprehensive investigation described in this subsection:

(a) The comprehensive investigation will assess the circumstances surrounding the mass casualty event, including, but not limited to:

(i) Emergency response effectiveness.

(ii) Compliance with safety protocols.

(iii) Communication procedures.

(iv) Any factors contributing to the incident.

(b) The governor shall designate an appropriate person or investigative entity to conduct the comprehensive investigation. This person or investigative entity may include, but is not limited to, state law enforcement agencies, independent review boards, or specially appointed task forces. The person or designated investigative entity has the authority to do all of the following:

(i) Access relevant records and data from the district.

(ii) Interview witnesses and district personnel involved.

(iii) Issue findings and recommendations based on the investigation.

(c) The person or investigative entity designated in subdivision (b) shall prepare a detailed report of its findings and submit the report to the governor and relevant legislative committees within 90 days following the conclusion of the investigation. The report must include recommendations for preventing

future incidents and improving school safety protocols.” and renumbering the remaining subsection

adjusting the totals in section 11 and enacting section 1 accordingly.

18. Amend page 335, following line 3, by inserting:

“ Sec. 97b. (1) From the state school aid fund money appropriated in section 11, there is allocated

for 2026-2027 an amount not to exceed $25,000,000.00 to public schools, districts, and intermediate districts as prescribed in this section.

(2) To receive funding under this section, a public school, district, or intermediate district must apply for the funding to the department of state police, grants and community services division, in a form and manner prescribed by the department of state police, and must pledge, in its application, that it will provide 50% matching funds for the funds it receives under this section.

(3) The department of state police shall not award funding under subsection (1) to a public school, district, or intermediate district in relation to the same school building more than once in a single grant application period. If a district submits an application under subsection (2) relating to a school building and a public school within that district also submits an application for funding in relation to that same school building, the department of state police shall not allocate funding under subsection (1) twice for that school building. If a public school, district, or intermediate district submits more than 1 application, the department of state police shall first consider the most recent application submitted in considering funding under subsection (1).

(4) A public school, district, or intermediate district that receives funding under this section shall use the funding only to ensure that it has at least 1 school resource officer at its school, district, or intermediate district to do 1 or more of the following in his or her service at the school, district, or intermediate district:

(a) Assist school administration in ensuring the physical safety of school buildings of the school, district, or intermediate district and the individuals inside the school buildings.

(b) Work with school administration to develop safety procedures for potential threats in school buildings of the school, district, or intermediate district.

(c) Welcome, counsel, and mentor students.

(d) Educate students about law-related topics, as appropriate.

(e) De-escalate aggression that occurs between students or between students and school, district, or intermediate district staff.

(f) Mentor students as advisors and role models.

(5) Funds allocated under this section for 2022-2023 are a work project appropriation, and any unexpended funds for 2022-2023 are carried forward into 2026-2027. The purpose of the work project is to continue providing funding to support public schools, districts, and intermediate districts in having school resource officers at schools, districts, or intermediate districts. The estimated completion date of the work project is September 30, 2030.

(6) Notwithstanding section 17b, the department shall make payments under this section on a schedule determined by the department.

(7) As used in this section, “public school” means that term as defined in section 5 of the revised

school code, MCL 380.5.” and adjusting the totals in section 11 and enacting section 1 accordingly.

1. Amend page 418 following line 12, by inserting:

“(c) An individual who does not satisfy the requirements of section 1233b of the revised school

code, MCL 380.1233b, and rules promulgated by the department to be employed to teach an industrial education program or a career and technical education program. An individual described in this subdivision may be employed to teach an industrial education program or career and technical education program if the only requirement the individual does not meet is that the individual has been employed for greater than 10 years as described in section 1233b(6) of the revised school code,

MCL 380.1233b.”.

1. Amend page 68, following line 8, by inserting:

“Sec. 16. (1) A district or intermediate district shall ensure that each high school operated by the

district or intermediate district establishes and maintains a policy that includes both of the following:

(a) If the school has a girls’ team in an interscholastic athletic activity offered to pupils enrolled at the school, a requirement that each pupil who competes for a position on that team or who is selected to compete on that team must be female based on biological sex.

(b) If the school has a boys’ team in an interscholastic athletic activity offered to pupils enrolled at the school, a requirement that each pupil who competes for a position on that team or who is selected to compete on that team must be male based on biological sex.

(2) This section does not prohibit a district or intermediate district from having teams that are comprised of both females and males in any interscholastic athletic activity offered to pupils enrolled at a school operated by the district.

(3) If a district or intermediate district fails to meet the requirements of this section, the department shall withhold 5% of the district’s or intermediate district’s allocation under section 22b until the district or intermediate district complies with this section. If the district or intermediate district does not comply with this section by the end of the fiscal year, the department shall place the amount withheld in an escrow account until the district or intermediate district complies with this section.”.

(4) As used in this section, “biological sex” means the physical condition of being male or female as determined by an individual’s chromosomes and anatomy as identified at birth.”.

1. Amend page 68, following line 8, by inserting:

“Sec. 16a. (1) The curriculum used by a district must not, in any way, include the promotion of any

form of race or gender stereotyping or anything that could be understood as implicit race or gender stereotyping. As used in this subsection, “race or gender stereotyping” means a set of statements, beliefs, or ideas that conform wholly or in part with the following general or particular statements:

(a) That all individuals comprising a racial or ethnic group or gender hold a collective quality or belief.

(b) That individuals act in certain ways or hold certain opinions because of their race or gender.

(c) That individuals are born racist or sexist by accident of their race or gender.

(d) That individuals bear collective guilt for historical wrongs committed by their race or gender.

(e) That cultural norms or practices of a racial or ethnic group or gender are flawed and must be eliminated or changed to conform with those of another racial or ethnic group or gender.

(f) That racism is inherent in individuals from a particular race or ethnic group or that sexism is inherent in individuals from a particular gender.

(g) That a racial or ethnic group or gender is in need of deconstruction, elimination, or criticism.

(h) That the actions of individuals serve as an indictment against the race or gender of those individuals.

(2) State funding must not be used for diversity, equity, and inclusion (DEI) initiatives or programs as outlined in Executive Order No. 14190, “Ending Racial Indoctrination in K-12 Schooling”.

(3) A district or intermediate district shall provide notice to a student’s parent or legal guardian if the student requests to be addressed by a different name or with different pronouns.

(4) If a district or intermediate district fails to meet the requirements of this section, the department shall withhold 5% of the district’s or intermediate district’s allocation under section 22b until the district or intermediate district complies with this section. If the district or intermediate district does not comply with this section by the end of the fiscal year, the department shall place the amount

withheld in an escrow account until the district or intermediate district complies with this section.”.

1. Amend page 258, line 2, after “a” by striking out “5-year” and inserting “3-year”.

2. Amend page 258, line 2, after “period.” by inserting “To receive funds from the intermediate district

identified by the department under this subsection, a district must agree to ensure that all teachers for

grades K to 5 in the district will complete the professional learning described in this subsection.”.

3. Amend page 258, line 8, after “30,” by striking out “2031” and inserting “2029”.

1. Amend page 116, line 7, after “380.1280f” by striking out “Beginning with the fiscal year ending September 30, 2026”, and inserting a comma and “including, by 2027-2028, using only a curriculum

from the department’s evidence-based curriculum list required under section 1280f of the revised

school code, MCL 380.1280f. For 2025-2026 and 2026-2027 only,”.

2. Amend page 270, line 3, after “year.” by inserting “Beginning in 2027-2028, a district or

intermediate district must agree to use only early literacy series and other items that align with the list of evidence-based tier 1, classwide elementary reading curricula and materials that are aligned with science of reading methods that research has shown to improve literacy outcomes and help pupils

achieve reading proficiency, as described in subsection (2)(d).”.

1. Amend page 68, following line 8, by inserting:

“Sec. 16a. (1) The curriculum used by a district must not, in any way, include the promotion of any

form of race or gender stereotyping or anything that could be understood as implicit race or gender stereotyping. As used in this subsection, “race or gender stereotyping” means a set of statements, beliefs, or ideas that conform wholly or in part with the following general or particular statements:

(a) That all individuals comprising a racial or ethnic group or gender hold a collective quality or belief.

(b) That individuals act in certain ways or hold certain opinions because of their race or gender.

(c) That individuals are born racist or sexist by accident of their race or gender.

(d) That individuals bear collective guilt for historical wrongs committed by their race or gender.

(e) That cultural norms or practices of a racial or ethnic group or gender are flawed and must be eliminated or changed to conform with those of another racial or ethnic group or gender.

(f) That racism is inherent in individuals from a particular race or ethnic group or that sexism is inherent in individuals from a particular gender.

(g) That a racial or ethnic group or gender is in need of deconstruction, elimination, or criticism.

(h) That the actions of individuals serve as an indictment against the race or gender of those individuals.

(2) State funding must not be used for diversity, equity, and inclusion (DEI) initiatives or programs as outlined in Executive Order No. 14190, “Ending Radical Indoctrination in K-12 Schooling”.

(3) A district or intermediate district shall provide notice to a student’s parent or legal guardian if the student requests to be addressed by a different name or with different pronouns.

(4) If a district or intermediate district fails to meet the requirements of this section, the department shall withhold 5% of the district’s or intermediate district’s allocation under section 22b until the district or intermediate district complies with this section. If the district or intermediate district does not comply with this section by the end of the fiscal year, the department shall place the amount

withheld in an escrow account until the district or intermediate district complies with this section.”.