HF 1013

as introduced - 93rd Legislature (2023 - 2024) Posted on 01/30/2023 02:04pm

A bill for an act
relating to education; requiring evidence-based literacy instruction; requiring a
report; appropriating money; amending Minnesota Statutes 2022, sections 120B.12;
120B.122, subdivision 1; 122A.092, subdivision 5, by adding a subdivision;
122A.185, subdivision 1; 122A.187, subdivision 5; 124D.42, subdivision 8;
proposing coding for new law in Minnesota Statutes, chapter 120B; repealing
Minnesota Statutes 2022, section 122A.06, subdivision 4.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

Section 1.

Minnesota Statutes 2022, section 120B.12, is amended to read:

120B.12 READING PROFICIENTLY NO LATER THAN THE END OF GRADE
3.

Subdivision 1.

Literacy goal.

The legislature seeks to have every child reading at or
above grade level no later than the end of grade 3, including English learners, and that
teachers provide deleted text begin comprehensive, scientifically based reading deleted text end new text begin evidence-based literacy new text end
instruction deleted text begin consistent with section 122A.06, subdivision 4 deleted text end . new text begin Students who cannot read at
grade level by the end of grade 3 are more likely to drop out of high school and more likely
to have worse long-term economic and health outcomes. The legislature finds that the costs
associated with comprehensive evidence-based literacy instruction and high-quality
instructional materials is an investment in the future of every child and our state.
new text end

new text begin Subd. 1a. new text end

new text begin Definitions. new text end

new text begin (a) For purposes of this section, the terms defined in this
subdivision have the meanings given.
new text end

new text begin (b) "Effective teacher" means a teacher whose most recent summative evaluation did
not result in placing or otherwise keeping the teacher in an improvement process pursuant
to section 122A.40, subdivision 8, or 122A.41, subdivision 5.
new text end

new text begin (c) "Evidence-based literacy instruction" means structured instructional practices,
including sequential, systematic, explicit, and cumulative teaching practices that:
new text end

new text begin (1) are based on reliable, trustworthy, and valid evidence consistent with science-based
reading research;
new text end

new text begin (2) are used in core or general instruction, supplemental instruction, intervention services,
and intensive intervention services; and
new text end

new text begin (3) may be differentiated in order to meet the individual needs of students.
new text end

new text begin (d) "High-quality instructional materials" means instructional materials that are aligned
to science-based reading research.
new text end

new text begin (e) "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

Subd. 2.

Identification; report.

(a) Each school district must deleted text begin identify before the end of
kindergarten, grade 1, and grade 2 all students who are not reading at grade level deleted text end new text begin assess the
reading skills of a student in kindergarten through grade 3 at the beginning, middle, and
end of the school year; identify students not reading at grade level; and use the assessments
to recommend appropriate interventions for students not reading at grade level new text end . Students
identified as not reading at grade level by the end of kindergarten, grade 1, and grade 2 must
be screened, in a locally determined manner, for characteristics of dyslexia.

(b) Students in grade 3 or higher who demonstrate a reading difficulty to a classroom
teacher must be screened, in a locally determined manner, for characteristics of dyslexia,
unless a different reason for the reading difficulty has been identified.

(c) Reading assessments in English, and in the predominant languages of district students
where practicable, must identify and evaluate students' areas of academic need related to
literacy. The district also must monitor the progress and provide reading instruction
appropriate to the specific needs of English learners. The district must use a locally adopted,
developmentally appropriate, and culturally responsive assessment and annually report
summary assessment results to the commissioner by July 1.

(d) The district also must annually report to the commissioner by July 1 a summary of
the district's efforts to screen and identify students who demonstrate characteristics of
dyslexia using screening tools such as those recommended by the department's dyslexia
specialist. With respect to students screened or identified under paragraph (a), the report
must include:

(1) a summary of the district's efforts to screen for dyslexia;

(2) the number of students screened for that reporting year; and

(3) the number of students demonstrating characteristics of dyslexia for that year.

(e) A student identified under this subdivision must be provided with alternate instruction
under section 125A.56, subdivision 1.

Subd. 2a.

Parent notification and involvement.

new text begin (a) Within two weeks of assessing a
student's reading skills under subdivision 2, paragraph (a), new text end schools deleted text begin , at least annually, deleted text end must
give the parent of each student who is not reading at or above grade level timely information
about:

(1) the student's reading proficiency as measured by a locally adopted assessment;

(2) reading-related services currently being provided to the student and the student's
progress; and

(3) deleted text begin strategies for parents to use at home in helping their student succeed in becoming
grade-level proficient in reading in English and in their native language. deleted text end new text begin the reading
improvement plan under subdivision 3 and the resources identified by the Department of
Education.
new text end

new text begin (b) new text end A district may not use this section to deny a student's right to a special education
evaluation.

Subd. 3.

deleted text begin Intervention deleted text end new text begin Reading improvement plan new text end .

(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. If a student does not read at or above grade level by the end of grade 3,
the district must deleted text begin continue to deleted text end provide new text begin more intensive new text end reading deleted text begin intervention deleted text end new text begin interventions that
must be taught by an effective teacher new text end until the student reads at grade level. District
intervention methods shall encourage family engagement and, where possible, collaboration
with appropriate school and community programs. Intervention methods may include, but
are not limited to, new text begin more frequent progress monitoring, new text end requiring attendance in summer
school new text begin or a summer reading camp new text end , 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 school district or charter school deleted text begin is strongly encouraged to deleted text end new text begin must new text end provide a personal
deleted text begin learning deleted text end new text begin reading improvement new text end plan for a student new text begin in kindergarten through grade 4 new text end who is
unable to demonstrate grade-level proficiency deleted text begin , as measured by the statewide reading
assessment in grade 3 deleted text end new text begin within 30 days of being identified as not reading at grade level new text end . 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 new text begin identify the research-based intervention services the student
will receive to new text end address knowledge gaps and skill deficiencies deleted text begin through strategies such as
specific exercises and practices during and outside of the regular school day, periodic
assessments, and reasonable timelines deleted text end . The personal learning plan may include grade
retention, if it is in the student's best interest. 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.

new text begin (c) A school district or charter school must provide summer reading camp opportunities
to all students in kindergarten through grade 3 who are unable to demonstrate grade level
reading proficiency. A district or charter school must notify the parent of a student who
does not read at grade level by the middle of grade 2 of the summer reading camp
opportunities available the following summer. Notwithstanding any law to the contrary, a
school district or charter school may use extended time revenue for summer reading camps.
new text end

Subd. 4.

Staff development new text begin and other systems of support for educators new text end .

new text begin (a) new text end Each
district deleted text begin shall deleted text end new text begin must new text end use the data under subdivision 2 to identify the staff development needs
so that:

(1) elementary teachers are able to implement deleted text begin comprehensive, scientifically based reading
and oral language deleted text end new text begin evidence-based literacy new text end instruction deleted text begin in the five reading areas of phonemic
awareness, phonics, fluency, vocabulary, and comprehension as defined in section 122A.06,
subdivision 4, deleted text end and other literacy-related areas including writing until the student achieves
grade-level reading proficiency;

(2) elementary teachers have sufficient training to provide deleted text begin comprehensive, scientifically
based reading and oral language deleted text end new text begin evidence-based literacy new text end instruction that meets students'
developmental, linguistic, and literacy needs using the intervention methods or programs
selected by the district for the identified students;

(3) licensed teachers employed by the district have regular opportunities to improve
reading and writing instruction;

(4) licensed teachers recognize students' diverse needs in cross-cultural settings and are
able to serve the oral language and linguistic needs of students who are English learners by
maximizing strengths in their native languages in order to cultivate students' English language
development, including oral academic language development, and build academic literacy;
and

(5) licensed teachers are well trained in culturally responsive pedagogy that enables
students to master content, develop skills to access content, and build relationships.

new text begin (b) District support for educators must include job-embedded coaching support for
kindergarten through grade 3 teachers that includes:
new text end

new text begin (1) on-site teacher training on evidence-based literacy instruction and data-based decision
making;
new text end

new text begin (2) opportunities to co-teach or observe teaching; and
new text end

new text begin (3) immediate feedback for improving instruction.
new text end

new text begin (c) The Department of Education must provide the list of recommended assessment
systems and training under subdivision 5 to ensure teachers have the knowledge and skills
to teach all students to read.
new text end

Subd. 4a.

Local literacy plan.

(a) Consistent with this section, a school district must
adopt a local literacy plan to have every child reading at or above grade level no later than
the end of grade 3, including English learners. The plan must deleted text begin be consistent with section
122A.06, subdivision 4, and deleted text end include the following:

(1) a process to assess students' level of reading proficiency and data to support the
effectiveness of an assessment used to screen and identify a student's level of reading
proficiency;

(2) a process to notify and involve parents;

(3) a description of how schools in the district will determine the proper reading
deleted text begin intervention strategy deleted text end new text begin improvement plan new text end for a student and the process for intensifying or
modifying the reading deleted text begin strategy deleted text end new text begin improvement plan new text end in order to obtain measurable reading
progress;

(4) evidence-based intervention methods for students who are not reading at or above
grade level and progress monitoring to provide information on the effectiveness of the
intervention; and

(5) identification of staff development needs, including a program to meet those needs.

(b) The district must post its literacy plan on the official school district website.

new text begin (c) A district that uses a literacy assessment tool that is not approved by the commissioner
must clearly identify the literacy assessment tool in its literacy plan and state that the tool
is not approved by the commissioner.
new text end

Subd. 5.

Commissioner.

new text begin (a) new text end The commissioner shall recommend to districts multiple
new text begin valid and reliable new text end assessment deleted text begin tools deleted text end new text begin systems new text end to assist districts and teachers with deleted text begin identifying
students under subdivision 2. deleted text end new text begin screening and monitoring student progress toward grade-level
reading. The recommended reading assessment systems must:
new text end

new text begin (1) administer a screening assessment three times per year with progress monitoring
capabilities and a diagnostic tool to support teachers with targeting instruction based on
student needs;
new text end

new text begin (2) measure, at a minimum, phonological awareness, decoding, fluency, vocabulary,
and comprehension; and
new text end

new text begin (3) identify students not reading at grade level, including identifying students with
characteristics of dyslexia.
new text end

new text begin (b) In considering assessment systems for approval, the commissioner must also consider,
at a minimum, the following factors:
new text end

new text begin (1) the time required to conduct the assessment in order to minimize the impact on
instructional time;
new text end

new text begin (2) the timeliness in reporting assessment results to teachers, administrators, and parents;
and
new text end

new text begin (3) the integration of assessment and instruction the system provides.
new text end

new text begin (c) The commissioner must provide training to teachers on administering the assessments
and using the data to inform instruction based on student needs.
new text end

new text begin (d) new text end The commissioner deleted text begin shall also deleted text end new text begin must new text end make available examples of nationally recognized
and research-based instructional methods or programs to districts to provide deleted text begin comprehensive,
scientifically based reading deleted text end new text begin evidence-based literacy new text end instruction and intervention under this
section.

new text begin (e) The commissioner must provide districts science-based reading research, and resources
drawing on the research that schools and families can use to support evidence-based literacy
instruction.
new text end

new text begin Subd. 6. new text end

new text begin Reporting. new text end

new text begin (a) By September 1 of each year, a school district must submit a
report, in the format determined by the commissioner, to the commissioner and publish the
report on the district's website. The report must include the following information for the
preceding school year:
new text end

new text begin (1) the district's policies relating to grade retention and promotion;
new text end

new text begin (2) the number and percentage of all students, by grade, performing at each level of
achievement on the reading and math Minnesota Comprehensive Assessments, the number
and percentage of students given an approved alternative standardized reading assessment,
and the percentage of students performing at each achievement level on the alternative
standardized reading assessment; and
new text end

new text begin (3) the number and percentage of all students, by grade, reading at grade level as
determined by assessments administered at the beginning, middle, and end of the school
year.
new text end

new text begin (b) The commissioner must compile the information reported by districts under paragraph
(a), including state-level summary information, and report the information to the chairs and
ranking minority members of the legislative committees with jurisdiction over kindergarten
through grade 12 education by December 15 of each year. The commissioner must also
publish the information on the department's website.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 2.

new text begin [120B.121] SCHOOL RECOGNITION PROGRAM.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment. new text end

new text begin The commissioner must establish a school recognition
fund program to award school sites that provide science-based reading and evidence-based
literacy instruction and improve the reading skills of students in kindergarten through grade
3. The program must award school sites whose students make demonstrable improvement
in reading skills with up to $100 per pupil, depending on the availability of funds appropriated
and the number and size of schools selected to receive the recognition award funds.
new text end

new text begin Subd. 2. new text end

new text begin Use of funds. new text end

new text begin (a) A school site must establish a staff advisory council to
determine how to use funds awarded under this section. A school site may use recognition
award funds for:
new text end

new text begin (1) nonrecurring bonuses to teachers and other staff;
new text end

new text begin (2) nonrecurring expenses for educational equipment or materials to assist in maintaining
or improving student performance; or
new text end

new text begin (3) temporary personnel for the school to assist in maintaining and improving student
performance.
new text end

new text begin (b) If the staff advisory council cannot reach an agreement by February 1, the award
funds must be equally distributed to all classroom teachers currently teaching in the school.
new text end

new text begin (c) Notwithstanding any law to the contrary, incentive awards for the school recognition
program are not subject to collective bargaining.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2024.
new text end

Sec. 3.

Minnesota Statutes 2022, section 120B.122, subdivision 1, is amended to read:

Subdivision 1.

Purpose.

The department must employ a dyslexia specialist to provide
technical assistance for dyslexia and related disorders and to serve as the primary source of
information and support for schools in addressing the needs of students with dyslexia and
related disorders. The dyslexia specialist shall also act to increase professional awareness
and instructional competencies to meet the educational needs of students with dyslexia or
identified with risk characteristics associated with dyslexia and shall develop implementation
guidance and make recommendations to the commissioner consistent with section deleted text begin 122A.06,
subdivision 4 deleted text end new text begin 120B.12, subdivision 1a new text end , to be used to assist general education teachers and
special education teachers to recognize educational needs and to improve literacy outcomes
for students with dyslexia or identified with risk characteristics associated with dyslexia,
including recommendations related to increasing the availability of online and asynchronous
professional development programs and materials.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 4.

Minnesota Statutes 2022, section 122A.092, is amended by adding a subdivision
to read:

new text begin Subd. 3a. new text end

new text begin Reading endorsement. new text end

new text begin The board must adopt rules creating a reading
endorsement. A candidate seeking the endorsement must complete a study program in
science-based reading research and evidence-based literacy instruction, and pass a rigorous
assessment of science-based reading research and evidence-based literacy instruction.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 5.

Minnesota Statutes 2022, 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 deleted text begin research-based deleted text end best
practices in deleted text begin reading deleted text end new text begin science-based reading research and evidence-based literacy instruction new text end ,
consistent with section deleted text begin 122A.06, subdivision 4 deleted text end new text begin 120B.12, subdivision 1a new text end , that 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,
for the portion of the examination under section 122A.185, subdivision 1, paragraph (c),
covering assessment of reading instruction.

(b) Board-approved teacher preparation programs for teachers of elementary education
must require instruction in applying deleted text begin comprehensive, scientifically based or evidence-based,
and structured reading deleted text end new text begin evidence-based literacy new text end instruction programs that:

(1) teach students to read using foundational knowledge, practices, and strategies
consistent with section deleted text begin 122A.06, subdivision 4 deleted text end new text begin 120B.12, subdivision 1a new text end , so that all 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 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.

deleted text begin (d) Nothing in this section limits the authority of a school district to select a school's
reading program or curriculum.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 6.

Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:

Subdivision 1.

Tests.

(a) The Professional Educator Licensing and Standards Board
must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
examination of skills in reading, writing, and mathematics before being granted a Tier 4
teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier
3 license to provide direct instruction to pupils in elementary, secondary, or special education
programs if candidates meet the other requirements in section 122A.181, 122A.182, or
122A.183, respectively.

(b) The board must adopt rules requiring candidates for Tier 3 and Tier 4 licenses to
pass an examination of general pedagogical knowledge and examinations of licensure field
specific content. The content examination requirement does not apply if no relevant content
exam exists.

(c) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
pass test items assessing the candidates' knowledge, skill, and ability in deleted text begin comprehensive,
scientifically based reading deleted text end new text begin evidence-based literacy new text end instruction under section deleted text begin 122A.06,
subdivision 4 deleted text end new text begin 120B.12, subdivision 1a new text end , knowledge and understanding of deleted text begin the foundations
of reading development, development of reading comprehension and reading assessment
and instruction deleted text end new text begin science-based reading research new text end , and the ability to integrate that knowledge
and understanding into new text begin evidence-based literacy new text end instruction deleted text begin strategies deleted text end under section deleted text begin 122A.06,
subdivision 4 deleted text end new text begin 120B.12, subdivision 1a new text end .

(d) The requirement to pass a board-adopted reading, writing, and mathematics skills
examination does not apply to nonnative English speakers, as verified by qualified Minnesota
school district personnel or Minnesota higher education faculty, who, after meeting the
content and pedagogy requirements under this subdivision, apply for a teaching license to
provide direct instruction in their native language or world language instruction under section
120B.022, subdivision 1.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 7.

Minnesota Statutes 2022, section 122A.187, subdivision 5, is amended to read:

Subd. 5.

Reading preparation.

The Professional Educator Licensing and Standards
Board must adopt rules that require all licensed teachers who are renewing a Tier 3 or Tier
4 teaching license under sections 122A.183 and 122A.184, respectively, to include in the
renewal requirements further deleted text begin reading deleted text end preparation new text begin in evidence-based literacy instruction new text end ,
consistent with section deleted text begin 122A.06, subdivision 4 deleted text end new text begin 120B.12, subdivision 1a new text end . The rules do not
take effect until they are approved by law. Teachers who do not provide direct instruction
including, at least, counselors, school psychologists, school nurses, school social workers,
audiovisual directors and coordinators, and recreation personnel are exempt from this section.

Sec. 8.

Minnesota Statutes 2022, section 124D.42, subdivision 8, is amended to read:

Subd. 8.

Minnesota reading corps program.

(a) A Minnesota reading corps program
is established to provide ServeMinnesota AmeriCorps members with a data-based
problem-solving model of literacy instruction to use in helping to train local Head Start
program providers, other prekindergarten program providers, and staff in schools with
students in kindergarten through grade 3 to evaluate and teach early literacy skills, including
deleted text begin comprehensive, scientifically based reading deleted text end new text begin evidence-based literacy new text end instruction under section
deleted text begin 122A.06, subdivision 4 deleted text end new text begin 120B.12, subdivision 1a new text end , to children age 3 to grade 3.

(b) Literacy programs under this subdivision must comply with the provisions governing
literacy program goals and data use under section 119A.50, subdivision 3, paragraph (b).

(c) The commission must submit a biennial report to the committees of the legislature
with jurisdiction over kindergarten through grade 12 education that records and evaluates
program data to determine the efficacy of the programs under this subdivision.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2023.
new text end

Sec. 9. new text begin PRIORITIZATION OF LITERACY.
new text end

new text begin Subdivision 1. new text end

new text begin Federal funds. new text end

new text begin (a) The commissioner of education must identify existing
federal funding that may be used to improve literacy, including any funds that would require
submission of amended state plans or proposals to expend the funds on literacy. The
commissioner must submit a draft of an amended state plan or proposal to change how the
funds are expended to the legislative committees with jurisdiction over kindergarten through
grade 12 education at least 30 days before submitting the amended plan or proposal for
approval to the United States Department of Education.
new text end

new text begin (b) The commissioner must report on the department's website the total amount of federal
funding redirected toward literacy by January 15, 2024, and how the federal funds were
spent.
new text end

new text begin Subd. 2. new text end

new text begin State funds. new text end

new text begin (a) A school district or charter school must prioritize, to the extent
practicable, the expenditures of literacy incentive aid received under Minnesota Statutes,
section 124D.98, to improve literacy. The funding must be used for high-quality instructional
materials and professional development for teachers and other staff in evidence-based
literacy instruction. The funding may also be used for assessments and costs associated with
hiring literacy specialists with training in science-based reading research.
new text end

new text begin (b) Upon request, the commissioner must assist a school district or charter school in
identifying other existing state or federal funds that may be expended to prioritize literacy
through evidence-based literacy instruction.
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. new text begin APPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

new text begin The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
new text end

new text begin Subd. 2. new text end

new text begin School recognition program. new text end

new text begin (a) For the school recognition program under
Minnesota Statutes, section 120B.121:
new text end

new text begin $ new text end

new text begin ....... new text end

new text begin ..... new text end

new text begin 2025 new text end

new text begin (b) The base for fiscal year 2026 and later is $.......
new text end

new text begin Subd. 3. new text end

new text begin Summer teacher training program. new text end

new text begin (a) To provide elementary school teachers
in school districts and charter schools training in evidence-based literacy instruction:
new text end

	new text begin $ new text end	new text begin ....... new text end	new text begin ..... new text end	new text begin 2024 new text end
	new text begin $ new text end	new text begin ....... new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) The commissioner may contract with one or more third-party organizations with
expertise in evidence-based literacy instruction to provide the teacher training. The
commissioner must give priority to teachers of students in kindergarten through grade 4 in
the first year. The commissioner may use a portion of the appropriation to provide teachers
that complete the training with a stipend of up to $....... per teacher.
new text end

new text begin (c) By January 1, 2025, and January 1, 2027, the commissioner must report to the
legislative committees with jurisdiction over kindergarten through grade 12 education the
number of teachers, by school site, that participated in the training.
new text end

new text begin (d) This appropriation does not cancel but is available until June 30, 2027.
new text end

Sec. 11. new text begin REPEALER.
new text end

new text begin Minnesota Statutes 2022, section 122A.06, subdivision 4, new text end new text begin is repealed.
new text end

APPENDIX

Repealed Minnesota Statutes: 23-02680

122A.06 DEFINITIONS.

Subd. 4.

Comprehensive, scientifically based reading instruction.

(a) "Comprehensive, scientifically based reading instruction" includes a program or collection of instructional practices that is based on valid, replicable 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, effective, balanced instruction in all five areas of reading: phonemic awareness, phonics, fluency, vocabulary development, and reading 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, write, and apply higher level thinking skills. For English learners developing literacy skills, districts are encouraged to use strategies that teach reading and writing in the students' native language and English at the same time.

(b) "Fluency" is the ability of students to read text with speed, accuracy, and proper expression.

(c) "Phonemic awareness" is the ability of students to notice, think about, and manipulate individual sounds in spoken syllables and words.

(d) "Phonics" is the understanding that there are systematic and predictable relationships between written letters and spoken words. Phonics instruction is a way of teaching reading that stresses learning how letters correspond to sounds and how to apply this knowledge in reading and spelling.

(e) "Reading comprehension" is an active process that requires intentional thinking during which meaning is constructed through interactions between text and reader. Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and implementing specific cognitive strategies to help beginning readers derive meaning through intentional, problem-solving thinking processes.

(f) "Vocabulary development" is the process of 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 enhance the acquiring of vocabulary.

(g) Nothing in this subdivision limits the authority of a school district to select a school's reading program or curriculum.