SF 3666
Introduction - 94th Legislature (2025 - 2026)
Posted on 02/20/2026 09:27 a.m.
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A bill for an act
relating to education; modifying Read Act interventions; amending Minnesota
Statutes 2024, section 120B.12, subdivision 3.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
Section 1.
Minnesota Statutes 2024, section 120B.12, subdivision 3, is amended to read:
Subd. 3.
Intervention.
(a) For each student identified under subdivision 2, the district
shall provide reading intervention to accelerate student growth and reach the goal of reading
at or above grade level by the end of the current grade and school year. A district is
encouraged to provide reading intervention through a MTSS framework. If a student does
not read at or above grade level by the end of the current school year, the district must
continue to provide reading intervention until the student reads at grade level. District
intervention methods shall encourage family engagement and, where possible, collaboration
with appropriate school and community programs that specialize in evidence-based
instructional practices and measure mastery of foundational reading skills, including
phonemic awareness, phonics, decoding, fluency, and oral language. Intervention may
include but is not limited to requiring student attendance in summer school, intensified
reading instruction that may require that the student be removed from the regular classroom
for part of the school day, extended-day programs, or programs that strengthen students'
cultural connections.
(b) A district or charter school deleted text begin is strongly encouraged todeleted text end new text begin mustnew text end provide a personal learning
plan for a student who is unable to demonstrate grade-level proficiency, as measured by the
statewide reading assessment in grade 3 or a screener identified by the Department of
Education under section 120B.123. The district or charter school must determine the format
of the personal learning plan in collaboration with the student's educators and other
appropriate professionals. The school must develop the learning plan in consultation with
the student's parent or guardian. The personal learning plan must include targeted instruction
that is evidence-based and ongoing progress monitoring, and address knowledge gaps and
skill deficiencies through strategies such as specific exercises and practices during and
outside of the regular school day, group interventions, periodic assessments or screeners,
and reasonable timelines. The personal learning plan deleted text begin maydeleted text end new text begin mustnew text end include grade retentiondeleted text begin ,deleted text end if
it is in the student's best interestdeleted text begin ; a student may not be retained solely due to delays in literacy
or not demonstrating grade-level proficiencydeleted text end . A school must maintain and regularly update
and modify the personal learning plan until the student reads at grade level. This paragraph
does not apply to a student under an individualized education program.
(c) Starting in the 2025-2026 school year, a district must use only evidence-based literacy
interventions. Districts are strongly encouraged to use intervention materials approved by
the Department of Education under the Read Act.
(d) Starting in the 2026-2027 school year, to provide a Tier 2 literacy intervention, a
paraprofessional or other unlicensed person, including a volunteer, must be supervised by
a licensed teacher who has completed training in evidence-based reading instruction approved
by the Department of Education, and has completed evidence-based training developed
under the Read Act by CAREI or the regional literacy networks under section 120B.124,
subdivision 4, or a training that the department has determined meets or exceeds the
requirements of section 120B.124, subdivision 4.