Office of the Revisor of Statutes
HF 877
1st Engrossment - 94th Legislature (2025 - 2026)
Posted on 03/10/2025 03:46 p.m.
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A bill for an act
relating to education; amending the Read Act; canceling appropriations; amending
Minnesota Statutes 2024, sections 120B.118; 120B.119, subdivision 4, by adding
a subdivision; 120B.123, subdivisions 5, 7; 120B.124, subdivisions 1, 5, 6, by
adding a subdivision; 122A.091, subdivision 1; 122A.092, subdivision 5; 122A.185,
subdivision 1; Laws 2023, chapter 55, article 3, section 11, subdivision 2; Laws
2024, chapter 109, article 4, section 19; Laws 2024, chapter 115, article 3, section
8, subdivisions 3, 5.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
Section 1.
Minnesota Statutes 2024, section 120B.118, is amended to read:
120B.118 TITLE; THE READ ACT.
new text begin Subdivision 1. new text end
new text begin Title. new text end
Sections 120B.118 to 120B.124 may be cited as the "Reading to
Ensure Academic Development Act" or the "Read Act."
new text begin Subd. 2. new text end
new text begin Policy. new text end
new text begin
It is the intent of the legislature that public schools promote foundational
literacy and grade-level reading proficiency through the use of curricula, textbooks,
instructional materials, instructional practices, interventions, and teacher development and
training based solely on the science of reading.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2025.
new text end
Sec. 2.
Minnesota Statutes 2024, section 120B.119, subdivision 4, is amended to read:
Subd. 4.
Evidence-based.
"Evidence-based" new text begin or "science of reading" new text end means the instruction
or item described is based on reliable, trustworthy, and valid deleted text begin evidence and has demonstrated
a record of success in increasing students' reading competency in the areas of phonological
and phonemic awareness, phonics, vocabulary development, reading fluency, and reading
comprehensiondeleted text end new text begin science-based researchnew text end . Evidence-based literacy instruction is explicit,
systematic, and includes phonological and phonemic awareness, phonics and decoding,
spelling, fluency, vocabulary, oral language, and comprehension that can be differentiated
to meet the needs of individual students. Evidence-based instruction does not include the
three-cueing system, as defined in subdivision 16.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2025.
new text end
Sec. 3.
Minnesota Statutes 2024, section 120B.119, is amended by adding a subdivision
to read:
new text begin Subd. 14a. new text end
new text begin Science-based reading research. new text end
new text begin
"Science-based reading research" means
research that:
new text end
new text begin
(1) applies rigorous, systematic, and objective observational or experimental procedures
to obtain knowledge relevant to reading development, reading instruction, and reading and
writing difficulties; and
new text end
new text begin
(2) explains how proficient reading and writing develop, why some children have
difficulties developing key literacy skills, and how schools can best assess and instruct early
literacy, including the use of evidence-based literacy instruction practices to promote reading
and writing achievement.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2025.
new text end
Sec. 4.
Minnesota Statutes 2024, section 120B.123, subdivision 5, is amended to read:
Subd. 5.
Professional development.
(a) A district must provide training from a menu
of approved evidence-based training programs to the following teachers and staff by July
1, 2026:
(1) reading intervention teachers working with students in kindergarten through grade
12;
(2) all classroom teachers of students in kindergarten through grade 3 and children in
prekindergarten programs;
(3) special education teachers;
(4) curriculum directors;
(5) instructional support staff, contractors, and volunteers who assist in providing Tier
2 interventions;
(6) employees who select literacy instructional materials for a district; and
(7) teachers licensed to teach English to multilingual learners.
(b) A district must provide training from a menu of approved evidence-based training
programs to the following teachers by July 1, 2027:
(1) teachers who provide reading instruction to students in grades 4 to 12; and
(2) teachers who provide instruction to students in a state-approved alternative program.
(c) The commissioner of education may grant a district an extension to the deadlines in
this subdivision.
(d) Training provided by deleted text begin a department-approved certified trained facilitatordeleted text end new text begin the followingnew text end
may satisfy the professional development requirements under this subdivisiondeleted text begin .deleted text end new text begin :
new text end
new text begin
(1) a department-approved certified trained facilitator;
new text end
new text begin
(2) an organization accredited by the International Multisensory Structured Language
Education Council or the Orton Gillingham Academy, or by the International Dyslexia
Association based on their alignment with knowledge and practice standards; or
new text end
new text begin
(3) an individual with a certification from the Academic Language Therapy Association.
new text end
(e) For the 2024-2025 school year only, the hours of instruction requirement under
section 120A.41 for students in an elementary school, as defined in section 120A.05,
subdivision 9, is reduced by 5-1/2 hours for a district that enters into an agreement with the
exclusive representative of the teachers that requires teachers to receive at least 5-1/2 hours
of approved evidence-based training required under this subdivision, on a day when other
students in the district receive instruction. If a charter school's teachers are not represented
by an exclusive representative, the charter school may reduce the number of instructional
hours for students in an elementary school, as defined in section 120A.05, subdivision 9,
by 5-1/2 hours after consulting with its teachers in order to provide teachers with at least
5-1/2 hours of evidence-based training required under this subdivision on a day when other
students receive instruction.
Sec. 5.
Minnesota Statutes 2024, section 120B.123, subdivision 7, is amended to read:
Subd. 7.
Department of Education.
(a) By July 1, 2023, the department must make
available to districts a list of approved evidence-based screeners in accordance with section
120B.12. A district must use an approved screener to assess students' mastery of foundational
reading skills in accordance with section 120B.12.
(b) The Department of Education must partner with CAREI as required under section
120B.124 to approve professional development programs, subject to final determination by
the department. After the implementation partnership under section 120B.124 ends, the
department must continue to regularly provide districts with information about professional
development opportunities available throughout the state on reading instruction that is
evidence-based.
(c) The department and CAREI must identify training required for a literacy lead and
literacy specialist employed by a district or Minnesota service cooperatives.
(d) The department must employ one or more literacy specialists to provide support to
districts implementing the Read Act and coordinate duties assigned to the department under
the Read Act. The literacy specialist must work on state efforts to improve literacy tracking
and implementation.
(e) The department must develop a template for a local literacy plan in accordance with
section 120B.12, subdivision 4a.
(f) The department must partner with CAREI as required under section 120B.124 to
approve literacy intervention modelsnew text begin by June 30, 2025new text end , subject to final determination by
the department. The department must make a list of the deleted text begin 15deleted text end approved evidence-based
intervention models available to districts as they are approved by CAREIdeleted text begin , starting November
1, 2025. Upon approval of the evidence-based intervention models, the department must
ensure the models are reviewed by a contracted third party for culturally responsive guidance
and materials, and make those findings available to districts once the review process is
complete. The department must notify districts of the two-step review process for all materials
approved under the Read Act for effectiveness as evidence-based structured literacy, and
for cultural responsivenessdeleted text end .new text begin The department may identify additional literacy intervention
models after the partnership with CAREI has ended.
new text end
(g) The department and CAREI must provide ongoing coaching, mentoring, and support
to certified trained facilitators.
new text begin
(h) CAREI must complete all requirements under paragraphs (a) to (g) by June 30, 2025.
Starting July 1, 2025, the department must complete any ongoing activities required under
this subdivision without assistance from CAREI.
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.
Minnesota Statutes 2024, section 120B.124, subdivision 1, is amended to read:
Subdivision 1.
Resources.
(a) The Department of Education must partner with CAREI
for two years beginning July 1, 2023, until deleted text begin Augustdeleted text end new text begin Junenew text end 30, 2025, to support implementation
of the Read Act. The department and CAREI must jointly:
(1) identify at least five literacy curricula and supporting materials that are evidence-based
or focused on structured literacy by January 1, 2024, and post a list of the curricula on the
department website. The list must include curricula that use culturally and linguistically
responsive materials that reflect diverse populations and curricula that reflect the experiences
of students from diverse backgrounds, including multilingual learners, biliterate students,
and students who are Black, Indigenous, and People of Color. A district that purchases an
approved curriculum before the cultural responsiveness review is completed is encouraged
to work with the curriculum's publisher to obtain updated materials that are culturally and
linguistically responsive and reflect diverse populations. A district is not required to use an
approved curriculum;
(2) identify at least three professional development programs that focus on the five pillars
of literacy and the components of structured literacy by August 15, 2023, subject to final
approval by the department. The department must post a list of the programs on the
department website. The programs may include a program offered by CAREI. The
requirements of section 16C.08 do not apply to the selection of a provider under this section;
(3) identify evidence-based literacy intervention materials for students in kindergarten
through grade 12;
(4) develop an evidence-based literacy lead training and coaching program that trains
and supports literacy specialists throughout Minnesota to support schools' efforts in screening,
measuring growth, monitoring progress, and implementing interventions in accordance with
subdivision 1. Literacy lead training must include instruction on how to train
paraprofessionals and volunteers that provide Tier 2 interventions on evidence-based literacy
intervention;
(5) identify measures of foundational literacy skills and mastery that a district must
report on a local literacy plan;
(6) provide guidance to districts about best practices in literacy instruction, and practices
that are not evidence-based;
(7) develop MTSS model plans that districts may adopt to support efforts to screen,
identify, intervene, and monitor the progress of students not reading at grade level;
(8) ensure that teacher professional development options and MTSS framework trainings
are geographically equitable by supporting trainings through the regional service
cooperatives;
(9) develop a coaching and mentorship program for certified trained facilitators based
on the previously approved trainings; and
(10) identify at least 15 evidence-based literacy intervention models by deleted text begin November 1deleted text end new text begin
June 30new text end , 2025, and post a list of the interventions on the department website. A district is
not required to use an approved intervention model.
deleted text begin
(b) The department must contract with a third party to develop culturally and linguistically
responsive supplemental materials and guidance for the approved literacy curricula to meet
the culturally and linguistically responsive standards under paragraph (a), clause (1).
deleted text end
new text begin
(b) The department must post on its website the rubric used to evaluate curriculum under
this subdivision.
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. 7.
Minnesota Statutes 2024, section 120B.124, subdivision 5, is amended to read:
Subd. 5.
Ongoing review of literacy materials.
The department may partner with one
or more institutions of higher education to conduct independent and objective reviews of
curriculum and intervention materials. The department must determine whether it will
partner with an institution of higher education to conduct ongoing reviews of literacy
materials by June 1, 2026. A publisher may submit curriculum or intervention materials for
review. The publisher is responsible for paying the cost of the review directly to the institution
of higher education. The review must use deleted text begin the rubric useddeleted text end new text begin a rubric based on the science of
readingnew text end to approve curriculum deleted text begin under subdivision 1deleted text end new text begin and post the rubric on the department
websitenew text end . The department and institution of higher education may approve the curriculum
or intervention materials if they determine that the curriculum or intervention materials are
evidence-baseddeleted text begin ,deleted text end new text begin andnew text end focused on structured literacydeleted text begin , culturally and linguistically responsive,
and reflect diverse populationsdeleted text end . The department must add the approved curriculum or
intervention materials to the list of curricula and materials approved under the Read Act.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2025.
new text end
Sec. 8.
Minnesota Statutes 2024, section 120B.124, subdivision 6, is amended to read:
Subd. 6.
Comprehensive review of literacy materials.
Starting in 2033, the department
and an institution of higher education may partner to conduct a comprehensive review of
curriculum and intervention materials to identify literacy curriculum deleted text begin anddeleted text end new text begin ,new text end supporting
materials, and intervention materials that are deleted text begin evidence-based, focused on structured literacy,
culturally and linguistically responsive, and reflect diverse populations.deleted text end new text begin based on the science
of reading. The department must post on its website the rubrics used to evaluate curriculum
and intervention materials.new text end The department must revise the list of approved curriculum and
supporting materials, and intervention materials based on the findings of the review.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2025.
new text end
Sec. 9.
Minnesota Statutes 2024, section 120B.124, is amended by adding a subdivision
to read:
new text begin Subd. 7. new text end
new text begin Partnership expiration. new text end
new text begin
The partnership between the department and CAREI
expires June 30, 2025. Starting July 1, 2025, the department must complete any duties
provided under this section without participation by CAREI.
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. 10.
Minnesota Statutes 2024, section 122A.091, subdivision 1, is amended to read:
Subdivision 1.
Teacher and administrator preparation and performance data;
report.
(a) The Professional Educator Licensing and Standards Board and the Board of
School Administrators, in cooperation with board-approved teacher or administrator
preparation programs, annually must collect and report summary data on teacher and
administrator preparation and performance outcomes, consistent with this subdivision. The
Professional Educator Licensing and Standards Board and the Board of School Administrators
annually by July 1 must update and post the reported summary preparation and performance
data on teachers and administrators from the preceding school years on their respective
websites.
(b) Publicly reported summary data on teacher preparation providers must include:
(1) summary data on teacher educator qualifications and their years of experience either
as birth through grade 12 classroom teachers or school administrators;
(2) the current number and percentage of enrolled candidates who entered the program
through a transfer pathway disaggregated by race, except when disaggregation would not
yield statistically reliable results or would reveal personally identifiable information about
an individual;
(3) the current number and percentage of program completers by program who received
a Tier 3 or Tier 4 license disaggregated by race, except when disaggregation would not
yield statistically reliable results or would reveal personally identifiable information about
an individual;
(4) the current number and percentage of program completers who entered the program
through a transfer pathway and received a Tier 3 or Tier 4 license disaggregated by race,
except when disaggregation would not yield statistically reliable results or would reveal
personally identifiable information about an individual;
(5) the current number and percentage of program completers who were hired to teach
full time in their licensure field in a Minnesota district or school in the preceding year
disaggregated by race, except when disaggregation would not yield statistically reliable
results or would reveal personally identifiable information about an individual;
(6) the current number and percentage of program completers who entered the program
through a transfer pathway and who were hired to teach full time in their licensure field in
a Minnesota district or school in the preceding year disaggregated by race, except when
disaggregation would not yield statistically reliable results or would reveal personally
identifiable information about an individual;
(7) board-adopted survey results measuring initial licensure program quality and structure
in the preceding school year disaggregated by race, except when disaggregation would not
yield statistically reliable results or would reveal personally identifiable information about
an individual;
(8) board-adopted survey results from school principals or supervisors on initial licensure
program quality and structure; and
(9) the number and percentage of program completers who met or exceeded the state
threshold score on deleted text begin thedeleted text end new text begin anew text end board-adopted teacher new text begin examination or new text end performance assessmentnew text begin
required under section 122A.185new text end .
Program reporting must be consistent with subdivision 2.
(c) Publicly reported summary data on administrator preparation programs approved by
the Board of School Administrators must include:
(1) summary data on faculty qualifications, including at least the content areas of faculty
undergraduate and graduate degrees and the years of experience either as kindergarten
through grade 12 classroom teachers or school administrators;
(2) the average time program graduates in the preceding year needed to complete the
program;
(3) the current number and percentage of students who graduated, received a standard
Minnesota administrator license, and were employed as an administrator in a Minnesota
school district or school in the preceding year disaggregated by race, except when
disaggregation would not yield statistically reliable results or would reveal personally
identifiable information about an individual;
(4) the number of credits by graduate program that students in the preceding school year
needed to complete to graduate;
(5) survey results measuring student, graduate, and employer satisfaction with the
program in the preceding school year disaggregated by race, except when disaggregation
would not yield statistically reliable results or would reveal personally identifiable
information about an individual; and
(6) information under subdivision 3, paragraphs (c) and (d).
Program reporting must be consistent with section 122A.14, subdivision 10.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2025.
new text end
Sec. 11.
Minnesota Statutes 2024, section 122A.092, subdivision 5, is amended to read:
Subd. 5.
Reading strategies.
(a) A teacher preparation provider approved by the
Professional Educator Licensing and Standards Board to prepare persons for classroom
teacher licensure must include in its teacher preparation programs evidence-based best
practices in readingnew text begin focused on the science of readingnew text end , consistent with sections 120B.118
to 120B.124, including instruction on phonemic awareness, phonics, vocabulary development,
reading fluency, and reading comprehension. Instruction on reading must enable the licensure
candidate to teach reading in the candidate's content areas. Teacher candidates must be
instructed in using students' native languages as a resource in creating effective differentiated
instructional strategies for English learners developing literacy skills. A teacher preparation
provider also must prepare early childhood and elementary teacher candidates for Tier 3
and Tier 4 teaching licenses under sections 122A.183 and 122A.184, respectively.
(b) Board-approved teacher preparation programs for teachers of elementary education
must require instruction in applying deleted text begin evidence-based, structured literacydeleted text end reading instruction
programsnew text begin based on the science of readingnew text end that:
(1) teach students to read using foundational knowledge, practices, and strategies
consistent with sections 120B.118 to 120B.124, with emphasis on mastery of foundational
reading skills so that students 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, including multilingual learners and
students demonstrating characteristics of dyslexia, to become proficient readers.
(c) Board-approved teacher preparation programs for teachers of elementary education,
early childhood education, special education, and reading intervention must include
instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation
programs may consult with the Department of Education, including the dyslexia specialist
under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia
must be modeled on practice standards of the International Dyslexia Association, and must
address:
(1) the nature and symptoms of dyslexia;
(2) resources available for students who show characteristics of dyslexia;
(3) evidence-based instructional strategies for students who show characteristics of
dyslexia, including the structured literacy approach; and
(4) outcomes of intervention and lack of intervention for students who show
characteristics of dyslexia.
(d) Nothing in this section limits the authority of a school district to select a school's
reading program or curriculum.
new text begin
(e) The board must post on its website the rubric it uses to determine whether a teacher
preparation program includes reading instruction that complies with this subdivision and is
consistent with sections 120B.118 to 120B.124.
new text end
Sec. 12.
Minnesota Statutes 2024, section 122A.185, subdivision 1, is amended to read:
Subdivision 1.
Tests.
(a) The board must adopt rules requiring applicants for Tier 3 and
Tier 4 licenses to pass an examination or performance assessment of general pedagogical
knowledge and examinations or assessments of licensure field specific content. An applicant
is exempt from the examination requirements if the applicant:
(1) completed a board-approved teacher preparation program;
(2) completed licensure via portfolio pursuant to section 122A.18, subdivision 10, and
the portfolio has been recommended;
(3) obtained national board certification from the National Board for Professional
Teaching Standards; or
(4) completed a state-approved teacher preparation program in another state and passed
licensure examinations in that state, if applicable. The content examination requirement
does not apply if no relevant content exam exists.
new text begin
(b) The board must adopt rules requiring applicants for Tier 3 and Tier 4 licenses in
elementary education to pass an examination or performance assessment of knowledge,
skill, and ability to teach the science of reading, as defined in section 120B.119.
new text end
deleted text begin (b)deleted text end new text begin (c)new text end All testing centers in the state must provide monthly opportunities for untimed
content and pedagogy examinations. These opportunities must be advertised on the test
registration website. The board must require the exam vendor to provide other equitable
opportunities to pass exams, including: (1) waiving testing fees for test takers who qualify
for federal grants; (2) providing free, multiple, full-length practice tests for each exam and
free, comprehensive study guides on the test registration website; (3) making content and
pedagogy exams available in languages other than English for teachers seeking licensure
to teach in language immersion programs; and (4) providing free, detailed exam results
analysis by test objective to assist applicants who do not pass an exam in identifying areas
for improvement. Any applicant who has not passed a required exam after two attempts
must be allowed to retake the exam, including new versions of the exam, without being
charged an additional fee.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective July 1, 2025.
new text end
Sec. 13.
Laws 2023, chapter 55, article 3, section 11, subdivision 2, is amended to read:
Subd. 2.
CAREI.
(a) To contract with the Center for Applied Research and Educational
Improvement at the University of Minnesota for the Read Act implementation partnership
under section 120B.124:
| $ |
4,200,000 |
..... |
2024 |
|
| $ |
0 |
..... |
2025 |
(b) This appropriation is available until June 30, deleted text begin 2026deleted text end new text begin 2025new text end .
(c) The base for fiscal year 2026 and later is $0.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
Sec. 14.
Laws 2024, chapter 109, article 4, section 19, is amended to read:
Sec. 19. PROFESSIONAL EDUCATOR LICENSING AND STANDARDS BOARD
READING AUDIT REPORT.
(a) The Professional Educator Licensing and Standards Board must conduct an audit
that evaluates whether and how approved teacher training programs for candidates for the
following licensure areas meet subject matter standards for reading:
(1) early childhood education in accordance with Minnesota Rules, part 8710.3000;
(2) elementary education in accordance with Minnesota Rules, part 8710.3200; and
(3) special education in accordance with Minnesota Rules, part 8710.5000.
(b) The board must submit an initial report with its findings to the legislative committees
with jurisdiction over kindergarten through grade 12 and higher education by January 15,
2025, and a final report by August 1, 2026. Each report must:
(1) identify the reading standards for each licensure area; identify how they are aligned
to the requirements of the Read Act, including requirements on evidence-based instruction,
phonemic awareness, phonics, vocabulary development, reading fluency, and reading
comprehension; and identify how they are aligned to the requirements of Minnesota Statutes,
section 122A.092, subdivision 5;
(2) describe how the board conducted the audit;
(3) identify the results of the audit; and
(4) summarize the program effectiveness reports for continuing approval related to
reading standards reviewed by the board, including the board determinations under Minnesota
Rules, part 8705.2200.
new text begin
(c) The final report must include the rubric used to conduct the audit and evaluate program
alignment with the science of reading.
new text end
Sec. 15.
Laws 2024, chapter 115, article 3, section 8, subdivision 3, is amended to read:
Subd. 3.
Culturally responsive materials.
(a) For the Department of Education to issue
a request for proposals for a contract to develop supplemental culturally responsive materials
for the approved evidence-based structured literacy curricula under Minnesota Statutes,
section 120B.124, subdivision 1, paragraph (a), clause (1):
| $ |
1,000,000 |
..... |
2025 |
(b) The contractor must review all approved instructional and intervention materials to
ensure they are culturally responsive within 90 days of receiving the materials from the
Department of Education. The contractor must work with publishers to ensure materials are
culturally responsive and provide districts with supplementary materials and guidance as
needed.
(c) This is a onetime appropriation and is available until June 30, deleted text begin 2027deleted text end new text begin 2025new 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. 16.
Laws 2024, chapter 115, article 3, section 8, subdivision 5, is amended to read:
Subd. 5.
CAREI paraprofessional and volunteer training.
(a) For CAREI to develop
training for paraprofessionals and volunteers that regularly provide Tier 2 literacy
interventions to students in accordance with Minnesota Statutes, section 120B.124,
subdivision 4:
| $ |
375,000 |
..... |
2025 |
(b) This is a onetime appropriation and is available until June 30, deleted text begin 2027deleted text end new text begin 2025new 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