Sen. Steve Cwodzinski

Maddy summarySF 42 appropriates $2,026 from the general fund to the Minnesota Department of Health for a one-time grant to the Division of Indian Work. The funds will support developing and piloting a culturally specific suicide prevention curriculum for Native American youth. The curriculum must cover mental health, emotional intelligence, depression, and suicide prevention to help students understand mental wellness and learn practical support tools. This bill directly affects Native American youth in Minnesota through targeted educational programming.

Maddy summarySF 1694 proposes a constitutional amendment to limit terms for Minnesota legislators and certain executive officers. It would restrict state legislators to a maximum of 20 years of service combined in the House or Senate, and limit governors, lieutenant governors, and statewide executive officers (secretary of state, attorney general, state auditor) to two four-year terms each. Terms ending before or in 2027 would not count toward these limits. The amendment requires voter approval at the 2026 general election, with a simple yes/no question on the ballot. If approved, these changes would take effect for elections after the 2026 vote.

Maddy summaryThis bill directs the Minnesota Department of Human Services to approve exceptions to standard age and size limits for three specific housing locations in Eden Prairie (8751, 8761, and 8771 Preserve Boulevard). These exceptions apply to customized living and 24-hour customized living services provided to clients enrolled in the Brain Injury (BI) and Community Access for Disability Inclusion (CADI) waiver programs. The approval is based on these facilities' existing capacity to serve ten clients each as of July 1, 2022, allowing them to continue operating under the waiver programs without meeting typical size or age restrictions.

Maddy summarySF 3963 would allow Minnesota school districts with six-member boards and 1,000 or fewer students to seek voter approval for reducing their board size to five members. It creates a new process where such districts can place a referendum on the ballot at any school election, requiring a majority vote to switch to a five-member board. Districts currently operating with five-member boards could similarly propose increasing to six members through a separate voter referendum. The bill directly affects small school districts by providing a structured option to adjust board size based on enrollment and community preference.

Maddy summarySF 3945 renames Minnesota's "Local Optional Revenue Program" to the "Local Education Revenue Program" and increases its funding. It changes how school districts calculate local revenue by introducing a "geographic cost index" based on regional wage data from the Minnesota Department of Employment and Economic Development. The base allowance rises to $979 for fiscal year 2027, with annual adjustments tied to the state's general education formula, while capping second-tier local levies at $671,345 starting in 2027. This directly affects all Minnesota public school districts by altering their state revenue calculations beginning in 2027.

Maddy summaryThis bill requires Minnesota's education commissioner to create a model elementary school curriculum focused on developing legible cursive handwriting by the end of fifth grade, including instructional materials. It appropriates funds from the general fund for fiscal year 2026 to provide grants to school districts that adopt cursive handwriting curricula. The bill directly affects Minnesota public elementary schools receiving these grants, enabling them to implement cursive instruction. Key provisions include the curriculum development mandate and the dedicated funding stream for school district adoption.

Maddy summarySF 508 requires Minnesota school districts and charter schools to adopt cell phone policies by March 2025, with specific restrictions taking effect in the 2026-2027 school year. It prohibits cell phones and smart watches for students in grades K-8 throughout school, and in classrooms for grades 9-12, with exceptions for medical devices, individualized education programs (IEPs), or principal discretion. The bill appropriates funds for a statewide campaign about screen time effects (to be delivered to parents from early childhood through grade 12) and one-time implementation grants for schools to adopt these policies, covering onetime expenses like technology or training but not ongoing costs. The policy directly affects all K-12 public school students and school staff in Minnesota.

Maddy summarySF 3821 modifies Minnesota's requirement for the Board of School Administrators to report on principal preparation programs. Starting July 1, 2025, the Board must annually publish a cumulative three-year summary of data collected under section 122A.091, subdivision 1, on its website. This replaces the previous requirement of a one-time report by December 31, 2018, plus annual reports. The bill directly affects the Board of School Administrators, mandating a specific annual reporting format. It does not change the underlying data collection or program standards.

Maddy summarySF 1844 authorizes $210,000 in state funds to the University of Minnesota's Center for Applied Research and Educational Improvement to develop, administer, and analyze a 2026 survey of Minnesota school principals. The bill requires the center to post survey results online, submit a formal report to the legislature by January 15, 2027, and provide it to education committee leaders. This survey directly affects Minnesota principals by gathering their input on school leadership and educational practices. The funds are available until June 30, 2027, with up to 5% allocated for grant management. The bill does not change existing laws but creates a new data collection mechanism for education policy.

Maddy summarySF 3659 establishes a voluntary "climate literacy seal" for Minnesota high school students who complete specific requirements. To earn the seal, students must meet standard graduation requirements, take two approved climate literacy courses, and complete a final project addressing local climate issues through activities like community initiatives, internships, or research. Participating schools - such as districts, charter schools, and cooperative units - would add the seal to student transcripts and diplomas at no cost to students. The seal recognizes mastery of climate science understanding and practical skills for community action, without mandating participation for any school.