Minnesota Legislature
HF 1080
as introduced - 86th Legislature (2009 - 2010) Posted on 02/09/2010 01:43am
Bill Text Versions
| Engrossments | ||
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| Introduction | Posted on 02/23/2009 |
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 six teachers; creating an assessment of reading instruction; providing for
a legislative review of Board of Teaching rules; amending Minnesota Statutes
2008, 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 2008, 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 deleted text begin reliable,deleted text end validnew text begin , replicated new text end 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) "Fluency" is the ability of students to be able to read text with speed, accuracy,
and proper expression.
new text end
new text begin
(c) "Phonemic awareness" is the ability of students to notice, think about, and
manipulate the individual sounds in spoken syllables and words.
new text end
new text begin
(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.
new text end
new text begin
(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 by
intentional, problem-solving thinking processes.
new text end
new text begin
(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 all enhance the
acquisition of vocabulary.
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 2008, 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
an assessment of reading instruction consistent with 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 an assessment of reading instructionnew 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 January 1, 2011.
new text end
Sec. 3.
Minnesota Statutes 2008, 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 an assessment of reading instructionnew text end .
(b) Board-approved teacher preparation programs for teachers of elementary
education must require instruction in the application of comprehensive, scientifically
baseddeleted text begin , and balanceddeleted text end 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 2008, section 122A.18, is amended by adding a subdivision
to read:
new text begin Subd. 2c. new text end
new text begin Assessment of reading instruction. new text end
new text begin
An assessment of reading instruction,
selected by the Board of Teaching, in cooperation with the commissioner of education,
must measure, at a minimum, the knowledge, skill, and ability of prekindergarten and
elementary licensure candidates in comprehensive, scientifically based reading instruction
as defined in section 122A.06. Test content areas must assess foundations of reading
development, development of reading comprehension, reading assessment and instruction,
and integration of knowledge and understanding. The Board of Teaching may incorporate
the requirements of this subdivision into other teacher licensure examinations.
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 ASSESSMENT OF READING INSTRUCTION.
new text end
new text begin
(a) No later than March 1, 2010, the Board of Teaching, in cooperation with the
commissioner of education, shall adopt an assessment of reading instruction for all
prekindergarten and elementary licensure candidates consistent with Minnesota Statutes,
section 122A.18, subdivision 2c.
new text end
new text begin
(b) The Board of Teaching and the commissioner shall report to the legislative
committees with jurisdiction over prekindergarten through grade 12 education policy by
March 15, 2010, on the assessment of reading instruction that was adopted.
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 READING INSTRUCTION RULES; LEGISLATIVE REVIEW.
new text end
new text begin
Beginning February 1, 2009, until July 1, 2009, the Board of Teaching must submit
any proposed rules regarding licensure in reading instruction to the chairs of the legislative
committees with jurisdiction over prekindergarten through grade 12 education policy by
April 1, 2009. The board may not adopt the rules until the legislature has adjourned
the 2009 regular session.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is retroactively effective from February 1, 2009.
new text end