Minnesota Legislature
HF 3780
as introduced - 85th Legislature (2007 - 2008) Posted on 12/15/2009 12:00am
Current Version - as introduced
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A bill for an act
relating to education; clarifying the definition of comprehensive, scientifically
based reading instruction; making requirements of prekindergarten through grade
6 teachers; appropriating money; amending Minnesota Statutes 2006, sections
122A.06, subdivision 4; 122A.18, subdivisions 2, 2a, by adding a subdivision.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
Section 1.
Minnesota Statutes 2006, section 122A.06, subdivision 4, is amended to
read:
Subd. 4.
Comprehensive, scientifically based reading instruction.
new text begin (a)
new text end "Comprehensive, scientifically based reading instruction" includes a program or collection
of instructional practices that is based on reliable, valid evidence showing that when
these programs or practices are used, students can be expected to achieve, at a minimum,
satisfactory reading progress. The program or collection of practices must include, at a
minimum, instruction in five areas of reading: phonemic awareness, phonics, fluency,
vocabularynew text begin developmentnew text end , and deleted text begin textdeleted text end new text begin readingnew text end comprehension.
Comprehensive, scientifically based reading instruction also includes and integrates
instructional strategies for continuously assessing, evaluating, and communicating
the student's reading progress and needs in order to design and implement ongoing
interventions so that students of all ages and proficiency levels can read and comprehend
text and apply higher level thinking skills.
new text begin
(b) "Phonemic awareness" means teaching children to focus on and manipulate
phonemes in spoken syllables and words.
new text end
new text begin
(c) "Phonics" means teaching beginning readers explicitly and systematically to
understand how letters are linked to sounds to form letter-sound correspondences, to
recognize spelling patterns, and to apply this knowledge to their reading.
new text end
new text begin
(d) "Fluency" means offering beginning readers repeated opportunities for guided
oral reading to promote better word recognition, fluency, and comprehension.
new text end
new text begin
(e) "Vocabulary development" means teaching vocabulary both directly and
indirectly, with repetition and multiple exposures to vocabulary items. Learning in rich
contexts, incidental learning, and use of computer technology all enhance the acquisition
of vocabulary.
new text end
new text begin
(f) "Reading comprehension" means teaching comprehension skills explicitly by
demonstrating, explaining, modeling, and implementing specific cognitive strategies to
help beginning readers derive meaning by intentional, problem-solving thinking processes.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
Sec. 2.
Minnesota Statutes 2006, section 122A.18, subdivision 2, is amended to read:
Subd. 2.
Teacher and support personnel qualifications.
(a) The Board of
Teaching must issue licenses under its jurisdiction to persons the board finds to be
qualified and competent for their respective positions.
(b) The board must require a person to successfully complete an examination of
skills in reading, writing, and mathematics before being granted an initial teaching license
to provide direct instruction to pupils in prekindergarten, elementary, secondary, or
special education programs. new text begin In addition, the board must require a person to successfully
complete a Minnesota reading instruction competence assessment consistent with section
122A.18, subdivision 2c, before being granted an initial teaching license to provide direct
instruction to pupils in prekindergarten or elementary programs. new text end The board must require
colleges and universities offering a board approved teacher preparation program to provide
remedial assistance that includes a formal diagnostic component to persons enrolled
in their institution who did not achieve a qualifying score on the skills examinationnew text begin or
Minnesota reading instruction competence assessmentnew text end , including those for whom English
is a second language. The colleges and universities must provide assistance in the specific
academic areas of deficiency in which the person did not achieve a qualifying score.
School districts must provide similar, appropriate, and timely remedial assistance that
includes a formal diagnostic component and mentoring to those persons employed by the
district who completed their teacher education program outside the state of Minnesota,
received a one-year license to teach in Minnesota and did not achieve a qualifying score
on the skills examination, including those persons for whom English is a second language.
The Board of Teaching shall report annually to the education committees of the legislature
on the total number of teacher candidates during the most recent school year taking the
skills examination, the number who achieve a qualifying score on the examination, the
number who do not achieve a qualifying score on the examination, the distribution of all
candidates' scores, the number of candidates who have taken the examination at least once
before, and the number of candidates who have taken the examination at least once before
and achieve a qualifying score.
(c) A person who has completed an approved teacher preparation program and
obtained a one-year license to teach, but has not successfully completed the skills
examination, may renew the one-year license for two additional one-year periods. Each
renewal of the one-year license is contingent upon the licensee:
(1) providing evidence of participating in an approved remedial assistance program
provided by a school district or postsecondary institution that includes a formal diagnostic
component in the specific areas in which the licensee did not obtain qualifying scores; and
(2) attempting to successfully complete the skills examination during the period
of each one-year license.
(d) The Board of Teaching must grant continuing licenses only to those persons who
have met board criteria for granting a continuing license, which includes successfully
completing the skills examination in reading, writing, and mathematics.
(e) All colleges and universities approved by the board of teaching to prepare
persons for teacher licensure must include in their teacher preparation programs a common
core of teaching knowledge and skills to be acquired by all persons recommended
for teacher licensure. This common core shall meet the standards developed by the
interstate new teacher assessment and support consortium in its 1992 "model standards for
beginning teacher licensing and development." Amendments to standards adopted under
this paragraph are covered by chapter 14. The board of teaching shall report annually to
the education committees of the legislature on the performance of teacher candidates
on common core assessments of knowledge and skills under this paragraph during the
most recent school year.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective May 1, 2010.
new text end
Sec. 3.
Minnesota Statutes 2006, section 122A.18, subdivision 2a, is amended to read:
Subd. 2a.
Reading strategies.
(a) All colleges and universities approved by the
Board of Teaching to prepare persons for classroom teacher licensure must include in
their teacher preparation programs research-based best practices in reading, consistent
with section 122A.06, subdivision 4, that enable the licensure candidate to know how to
teach reading in the candidate's content areasnew text begin and prepare the licensure candidate, where
applicable, for the Minnesota reading instruction competence assessmentnew text end .
(b) Board-approved teacher preparation programs for teachers of elementary
education must require instruction in the application of comprehensive, scientifically
based, and balanced reading instruction programs that:
(1) teach students to read using foundational knowledge, practices, and strategies
consistent with section 122A.06, subdivision 4, so that all students will achieve continuous
progress in reading; and
(2) teach specialized instruction in reading strategies, interventions, and remediations
that enable students of all ages and proficiency levels to become proficient readers.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
Sec. 4.
Minnesota Statutes 2006, section 122A.18, is amended by adding a subdivision
to read:
new text begin Subd. 2c. new text end
new text begin Minnesota reading instruction competence assessment. new text end
new text begin
The Minnesota
reading instruction competence assessment must measure the knowledge, skill, and
ability of prekindergarten and elementary instructors in comprehensive, scientifically
based reading instruction as defined in section 122A.06. The assessment must include
the following components: foundations of reading development, development of reading
comprehension, reading assessment and instruction, and integration of knowledge and
understanding.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
Sec. 5. new text begin MINNESOTA READING INSTRUCTION COMPETENCE
ASSESSMENT AND PRETEST.
new text end
new text begin Subdivision 1. new text end
new text begin Commissioner of education. new text end
new text begin
(a) No later than June 30, 2008, the
commissioner of education shall adopt a reading instruction competence assessment for
all prekindergarten and elementary instructors consistent with Minnesota Statutes, section
122A.18, subdivision 2c.
new text end
new text begin
(b) The commissioner shall report to the senate and house of representatives
committees having jurisdiction over prekindergarten through grade 12 education policy by
August 1, 2008, on the reading instruction competence assessment that was adopted.
new text end
new text begin
(c) The commissioner, in consultation with members of the reading community,
shall establish an approved list of reading instruction program centers that offer staff
development and remedial training necessary to successfully complete the assessment
described under Minnesota Statutes, section 122A.18, subdivision 2c.
new text end
new text begin Subd. 2. new text end
new text begin
Pretest and scholarship for candidates in an approved teacher
preparation program.
new text end
new text begin
(a) No later than November 1, 2008, a student enrolled in the
final year of an approved teacher preparation program in prekindergarten or elementary
education may apply to the commissioner of education to take a Minnesota reading
instruction competence assessment pretest as determined under subdivision 1, paragraph
(a).
new text end
new text begin
(b) A candidate taking the pretest under paragraph (a) is eligible for a scholarship to
attend an approved reading instruction program if the candidate also commits to attending
and completing an approved reading instruction program of their choosing, and takes the
reading instruction competence assessment as determined under subdivision 1, paragraph
(a), at the completion of the reading instruction program.
new text end
new text begin Subd. 3. new text end
new text begin Pretest and scholarship for districts. new text end
new text begin
(a) No later than November 1,
2008, schools providing instruction in prekindergarten through grade 6 may apply to the
commissioner of education for their teachers to take a Minnesota reading instruction
competence assessment pretest as determined under subdivision 1, paragraph (a).
new text end
new text begin
(b) A school is eligible for a grant for prekindergarten through grade 2 teachers to
attend an approved reading instruction program, if the teachers take the pretest, commit to
attending and completing an approved reading instruction program of their choosing, and
take the reading instruction competence assessment as determined under subdivision 1,
paragraph (a), at the completion of the reading instruction program.
new text end
new text begin Subd. 4. new text end
new text begin
Passing score on the Minnesota reading instruction competence
assessment.
new text end
new text begin
The commissioner, in cooperation with the testing contractor providing the
reading instruction competence assessment, must use the reading instruction competence
assessment results on the pretest and posttest to determine a passing score on the
Minnesota reading instruction competence assessment by October 1, 2009.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
Sec. 6. new text begin FOUNDATIONS OF READING SCHOLARSHIP FOR
PREKINDERGARTEN THROUGH GRADE 6 TEACHERS AND TEACHER
CANDIDATES.
new text end
new text begin
Of the amounts allocated under Laws 2007, chapter 146, article 7, section 4,
subdivision 2, paragraph (j), $....... must be allocated for foundations of reading
scholarships for prekindergarten through grade 2 teachers and $....... must be allocated
for foundations of reading scholarships for prekindergarten and elementary teacher
candidates. The amounts allocated to this program must not be expended until the
commissioner has certified that a private match has been received.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for fiscal year 2009 only.
new text end
Sec. 7. new text begin LEGISLATIVE APPROVAL.
new text end
new text begin
The Board of Teaching's proposed rules in the area of licensure in reading
cannot become adopted rules until the legislative committees having jurisdiction over
kindergarten through grade 12 education policy have approved the proposed rules.
new text end