HF 3744

1st Engrossment - 93rd Legislature (2023 - 2024) Posted on 03/11/2024 04:38pm

A bill for an act
relating to education; modifying the Read Act; establishing a working group;
providing for supplemental funding; requiring reports; appropriating money;
amending Minnesota Statutes 2023 Supplement, sections 120B.1117; 120B.1118,
subdivisions 4, 7, 10, by adding a subdivision; 120B.12, subdivisions 1, 2, 2a, 4,
4a; 120B.123, subdivisions 1, 2, 5, by adding a subdivision; 120B.124, subdivisions
1, 2, by adding subdivisions; 124D.42, subdivision 8; 124D.98, subdivision 5;
Laws 2023, chapter 55, article 3, section 11, subdivision 4.

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

Section 1.

Minnesota Statutes 2023 Supplement, section 120B.1117, is amended to read:

120B.1117 TITLE; THE READ ACT.

Sections deleted text begin 120B.1117 deleted text end new text begin 120B.118 new text end to 120B.124 may be cited as the "Reading to Ensure
Academic Development Act" or the "Read Act."

Sec. 2.

Minnesota Statutes 2023 Supplement, section 120B.1118, subdivision 4, is amended
to read:

Subd. 4.

Evidence-based.

"Evidence-based" means the instruction or item described is
based on reliable, trustworthy, and valid 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 comprehension.
Evidence-based literacy instruction is explicit, systematic, and includes phonological and
phonemic awareness, phonics and decoding, new text begin word study, new text end 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.

Sec. 3.

Minnesota Statutes 2023 Supplement, section 120B.1118, subdivision 7, is amended
to read:

Subd. 7.

Literacy specialist.

"Literacy specialist" means a person licensed by the
Professional Educator Licensing and Standards Board as a teacher of reading, a special
education teacher, or a kindergarten through grade 6 teacher, who has completed professional
development approved by the Department of Education in structured literacy. deleted text begin A literacy
specialist employed by the department under section 120B.123, subdivision 7, or by a district
as a literacy lead, is not required to complete the approved training before August 30, 2025.
deleted text end

Sec. 4.

Minnesota Statutes 2023 Supplement, section 120B.1118, subdivision 10, is
amended to read:

Subd. 10.

Oral language.

"Oral language," also called "spoken language," includes
speaking and listening, and consists of five components: phonology, morphology, syntax,
semantics, and pragmatics. new text begin Oral language includes expressive sign language.
new text end

Sec. 5.

Minnesota Statutes 2023 Supplement, section 120B.1118, is amended by adding
a subdivision to read:

new text begin Subd. 18. new text end

new text begin Word study. new text end

new text begin "Word study" includes instruction in word analysis or syllables,
structural analysis or morphemes, and etymology.
new text end

Sec. 6.

Minnesota Statutes 2023 Supplement, section 120B.12, subdivision 1, is amended
to read:

Subdivision 1.

Literacy goal.

(a) The legislature seeks to have every child reading at
or above grade level every year, beginning in kindergarten, and to support multilingual
learners and students receiving special education services in achieving their individualized
reading goals new text begin in order to meet grade level proficiency new text end . By the 2026-2027 school year,
districts must provide evidence-based reading instruction through a focus on student mastery
of the foundational reading skills of phonemic awareness, phonics, and fluency, as well as
the development of oral language, vocabulary, and reading comprehension skills. Students
must receive evidence-based instruction that is proven to effectively teach children to read,
consistent with sections deleted text begin 120B.1117 deleted text end new text begin 120B.118 new text end to 120B.124.

(b) To meet this goal, each district must provide teachers and instructional support staff
with responsibility for teaching reading with training on evidence-based reading instruction
that is approved by the Department of Education by the deadlines provided in this
subdivision. The commissioner may grant a district an extension to the deadlines in this
paragraph. Beginning July 1, 2024, a district must provide access to the training required
under section 120B.123, subdivision 5, to:

(1) new text begin reading new text end 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; new text begin and
new text end

deleted text begin (5) instructional support staff who provide reading instruction; and
deleted text end

deleted text begin (6) deleted text end new text begin (5) new text end employees who select literacy instructional materials for a district.

deleted text begin (c) All other teachers and instructional staff required to receive training under the Read
Act must complete the training no later than July 1, 2027.
deleted text end

new text begin (c) The following teachers and instructional staff must complete the training required
under the Read Act by July 1, 2027:
new text end

new text begin (1) teachers who provide reading instruction to students in grades 4 to 12;
new text end

new text begin (2) teachers of multilingual students; and
new text end

new text begin (3) teachers who provide instruction to students who qualify for the graduation incentives
program under section 124D.68.
new text end

(d) Districts are strongly encouraged to adopt a MTSS framework. The framework should
include a process for monitoring student progress, evaluating program fidelity, and analyzing
student outcomes and needs in order to design and implement ongoing evidenced-based
instruction and interventions.

Sec. 7.

Minnesota Statutes 2023 Supplement, section 120B.12, subdivision 2, is amended
to read:

Subd. 2.

Identification; report.

(a) deleted text begin Twice per year, deleted text end Each school district must screen
every student enrolled in kindergarten, grade 1, grade 2, and grade 3 using a screening tool
approved by the Department of Education new text begin three times each school year: (1) within the first
six weeks of the school year; (2) at midyear; and (3) within the last six weeks of the school
year new text end . Students enrolled in kindergarten, grade 1, grade 2, and grade 3, including multilingual
learners and students receiving special education services, must be universally screened for
mastery of foundational reading skills, including phonemic awareness, phonics, decoding,
fluency, oral language, and for characteristics of dyslexia as measured by a screening tool
approved by the Department of Education. The screening for characteristics of dyslexia
may be integrated with universal screening for mastery of foundational skills and oral
language. A district must submit data on student performance in kindergarten, grade 1,
grade 2, and grade 3 on foundational reading skills, including phonemic awareness, phonics,
decoding, fluency, and oral language to the Department of Education in the annual local
literacy plan submission due on June 15.

(b) Students in grades 4 and above, including multilingual learners and students receiving
special education services, who do not demonstrate mastery of foundational reading skills,
including phonemic awareness, phonics, decoding, fluency, and oral language, must be
screened using a screening tool approved by the Department of Education for characteristics
of dyslexia, and must continue to receive evidence-based instruction, interventions, and
progress monitoring until the students achieve grade-level proficiency. A parent, in
consultation with a teacher, may opt a student out of the literacy screener if the parent and
teacher decide that continuing to screen would not be beneficial to the student. In such
limited cases, the student must continue to receive progress monitoring and literacy
interventions.

(c) Reading screeners 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 multilingual learners. The district must use an approved,
developmentally appropriate, and culturally responsive screener and annually report summary
screener results to the commissioner by June 15 in the form and manner determined by the
commissioner.

(d) The district also must include in its literacy plan under subdivision 4a, a summary
of the district's efforts to screen, identify, and provide interventions to students who
demonstrate characteristics of dyslexia as measured by a screening tool approved by the
Department of Education. Districts are strongly encouraged to use deleted text begin the deleted text end new text begin a new text end MTSS framework.
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 universally screened for that reporting year;

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

(4) an explanation of how students identified under this subdivision are provided with
alternate instruction and interventions under section 125A.56, subdivision 1.

Sec. 8.

Minnesota Statutes 2023 Supplement, section 120B.12, subdivision 2a, is amended
to read:

Subd. 2a.

Parent notification and involvement.

A district must administer deleted text begin a deleted text end new text begin an approved new text end
reading screener to students in kindergarten through grade 3 within the first six weeks of
the school year, new text begin at midyear, new text end and again within the last six weeks of the school year. Schools,
at least biannually after administering each screener, 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 screener approved by the
Department of Education;

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

(3) 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.

A district may not use this section to deny a student's right to a special education
evaluation.

Sec. 9.

Minnesota Statutes 2023 Supplement, section 120B.12, subdivision 4, is amended
to read:

Subd. 4.

Staff development.

(a) A district must provide training on evidence-based
deleted text begin reading deleted text end new text begin structured literacy new text end instruction to teachers and instructional staff in accordance with
subdivision 1, deleted text begin paragraph deleted text end new text begin paragraphs new text end (b) new text begin and (c) new text end . The training must include teaching in the
areas of phonemic awareness, phonics, vocabulary development, reading fluency, reading
comprehension, and culturally and linguistically responsive pedagogy.

(b) Each district shall use the data under subdivision 2 to identify the staff development
needs so that:

(1) elementary teachers are able to implement explicit, systematic, evidence-based
instruction in the five reading areas of phonemic awareness, phonics, fluency, vocabulary,
and comprehension with emphasis on mastery of foundational reading skills as defined in
section deleted text begin 120B.1118 deleted text end new text begin 120B.119 new text end and other literacy-related areas including writing until the
student achieves grade-level reading and writing proficiency;

(2) elementary teachers deleted text begin have sufficient deleted text end new text begin receive new text end training to provide students with
evidence-based reading and oral language 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 deleted text begin regular deleted text end opportunities to improve
reading and writing instruction new text begin through professional development identified in the local
literacy plan new text end ;

(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 multilingual 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 deleted text begin well deleted text end trained in culturally responsive pedagogy that enables
students to master content, develop skills to access content, and build relationships.

(c) A district new text begin that offers early childhood programs, including voluntary prekindergarten
for eligible four-year-old children, early childhood special education, and school readiness
programs, new text end must provide staff in early childhood programs deleted text begin sufficient deleted text end training new text begin approved by
the Department of Education new text end to provide children in early childhood programs with explicit,
systematic instruction in phonological and phonemic awareness; oral language, including
listening comprehension; vocabulary; and letter-sound correspondence.

Sec. 10.

Minnesota Statutes 2023 Supplement, section 120B.12, subdivision 4a, is amended
to read:

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 every year
beginning in kindergarten and to support multilingual learners and students receiving special
education services in achieving their individualized reading goals. A district must update
and submit the plan to the commissioner by June 15 each year. The plan must be consistent
with the Read Act, and include the following:

(1) a process to assess students' foundational reading skills, oral language, and level of
reading proficiency and the screeners used, by school site and grade level, under section
120B.123;

(2) a process to notify and involve parents;

(3) a description of how schools in the district will determine the targeted reading
instruction that is evidence-based and includes an intervention strategy for a student and
the process for intensifying or modifying the reading strategy 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;

(5) identification of staff development needs, including a plan to meet those needs;

(6) the curricula used by school site and grade level;

(7) a statement of whether the district has adopted a MTSS framework;

(8) student data using the measures of foundational literacy skills and mastery identified
by the Department of Education for the following students:

(i) students in kindergarten through grade 3;

(ii) students who demonstrate characteristics of dyslexia; and

(iii) students in grades 4 to 12 who are identified as not reading at grade level; and

(9) the number of teachers and other staff that have completed training approved by the
department.

(b) The district must post its literacy plan on the official school district website and
submit it to the commissioner of education using the template developed by the commissioner
of education beginning June 15, 2024.

(c) By March 1, 2024, the commissioner of education must develop a streamlined template
for local literacy plans that meets the requirements of this subdivision and requires all
reading instruction and teacher training in reading instruction to be evidence-based. The
template must require a district to report information using the student categories required
in the commissioner's report under paragraph (d). The template must focus district resources
on improving students' foundational reading skills while reducing paperwork requirements
for teachers.

(d) By December 1, 2025, the commissioner of education must submit a report to the
legislative committees with jurisdiction over prekindergarten through grade 12 education
summarizing the local literacy plans submitted to the commissioner. The summary must
include the following information:

(1) the number of teachers and other staff that have completed training approved by the
Department of Education;

new text begin (2) the number of teachers and other staff required to complete the training under section
120B.12, subdivision 1, that have not completed the training;
new text end

deleted text begin (2) deleted text end new text begin (3) new text end by school site and grade, the screeners deleted text begin used at the beginning and end of the school
year deleted text end and the reading curriculum used; and

deleted text begin (3) deleted text end new text begin (4) new text end by school site and grade, using the measurements of foundational literacy skills
and mastery identified by the department, both aggregated data and disaggregated data new text begin on
student performance on the approved screeners new text end using the student categories under section
120B.35, subdivision 3, paragraph (a), clause (2).

new text begin (e) By December 1, 2026, and December 1, 2027, the commissioner of education must
submit updated reports containing the information required under paragraph (d) to the
legislative committees with jurisdiction over prekindergarten through grade 12 education.
new text end

Sec. 11.

Minnesota Statutes 2023 Supplement, section 120B.123, subdivision 1, is amended
to read:

Subdivision 1.

new text begin Approved new text end screeners.

A district must administer an approved
evidence-based reading screener to students in kindergarten through grade 3 within the first
six weeks of the school year, new text begin at midyear, new text end and again within the last six weeks of the school
year. The screener must be one of the screening tools approved by the Department of
Education. A district must identify any screener it uses in the district's annual literacy plan,
and submit screening data with the annual literacy plan by June 15.

Sec. 12.

Minnesota Statutes 2023 Supplement, section 120B.123, subdivision 2, is amended
to read:

Subd. 2.

Progress monitoring.

A district must implement progress monitoring new text begin using
the approved assessments new text end , as defined in section deleted text begin 120B.1118 deleted text end new text begin 120B.119 new text end , for a student not
reading at grade level.

Sec. 13.

Minnesota Statutes 2023 Supplement, section 120B.123, subdivision 5, is amended
to read:

Subd. 5.

Professional development.

new text begin (a) new text end A district must provide training from a menu
of approved evidence-based training programs to all reading intervention teachers, literacy
specialists, and other teachers and staff identified in section 120B.12, subdivision 1, paragraph
(b), by July 1, 2025; and by July 1, 2027, to other teachers in the district new text begin who provide reading
instruction or reading interventions new text end , prioritizing teachers who work with students with
disabilities, English learners, and students who qualify for the graduation incentives program
under section 124D.68.

new text begin (b) new text end The commissioner of education may grant a district an extension to the deadlines in
this subdivision.

new text begin (c) For the 2024-2025 school year only, the hours of instruction requirement under
section 120A.41 for students in grades 1 through 3 is reduced to 929-1/2 hours for a district
that enters into an agreement with the exclusive representative of the teachers requiring
teachers to receive approved evidence-based training required under section 120B.12,
subdivision 1, for 5-1/2 hours 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 grades 1 through 3 by
5-1/2 hours in order to provide teachers with evidence-based training required under section
120B.12, subdivision 1, on a day when other students receive instruction.
new text end

Sec. 14.

Minnesota Statutes 2023 Supplement, section 120B.123, is amended by adding
a subdivision to read:

new text begin Subd. 8. new text end

new text begin Special revenue fund. new text end

new text begin (a) An account is established in the special revenue
fund known as the "Read Act program account." All amounts appropriated under Laws
2023, chapter 55, article 3, that are unobligated and unencumbered as of June 30, 2028,
must be transferred to the Read Act program account. Remaining unspent funds from
previously obligated or encumbered appropriations under the Read Act cancel to the Read
Act program account.
new text end

new text begin (b) Funds appropriated to implement the Read Act must be transferred to the Read Act
program account in the special revenue fund.
new text end

new text begin (c) Money in the account is annually appropriated to the commissioner for curriculum,
training, and other programming necessary to implement the Read Act.
new text end

Sec. 15.

Minnesota Statutes 2023 Supplement, section 120B.124, subdivision 1, is amended
to read:

Subdivision 1.

Resources.

The Department of Education must partner with CAREI for
two years beginning July 1, 2023, until August 30, deleted text begin 2025 deleted text end new text begin 2027 new text end , 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, to the extent practicable, 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 is not required to use an approved curriculum, unless the curriculum was purchased
with state funds that require a curriculum to be selected from a list of approved curricula;

(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 program that trains literacy specialists
throughout Minnesota to support schools' efforts in screening, measuring growth, monitoring
progress, and implementing interventions in accordance with subdivision 1;

(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; deleted text begin and
deleted text end

(8) ensure that teacher professional development options and MTSS framework trainings
are geographically equitable by supporting trainings through the regional service
cooperatives deleted text begin . deleted text end new text begin ; and
new text end

new text begin (9) develop training for volunteers in accordance with subdivision 4.
new text end

Sec. 16.

Minnesota Statutes 2023 Supplement, section 120B.124, subdivision 2, is amended
to read:

Subd. 2.

Reconsideration.

new text begin (a) new text end The department and CAREI must provide districts an
opportunity to request that the department and CAREI add to the list of curricula or
professional development programs a specific curriculum or professional development
program. The department must publish the request for reconsideration procedure on the
department website. A request for reconsideration must demonstrate that the curriculum or
professional development program meets the requirements of the Read Act, is
evidence-based, and has structured literacy components; or that the screener accurately
measures literacy growth, monitors progress, and accurately assesses effective reading,
including phonemic awareness, phonics, fluency, vocabulary, and comprehension. The
department and CAREI must review the request for reconsideration and approve or deny
the request within 60 days.

new text begin (b) The department and CAREI must conduct a final curriculum review by August 1,
2024, to review intervention curriculum that is available to districts at no cost.
new text end

Sec. 17.

Minnesota Statutes 2023 Supplement, section 120B.124, is amended by adding
a subdivision to read:

new text begin Subd. 4. new text end

new text begin Training for volunteers. new text end

new text begin The Department of Education must partner with
CAREI to identify or develop training for volunteers and other persons not employed by a
district who provide literacy instruction or intervention to students in Minnesota school
districts on a regular basis by January 10, 2025, subject to final approval by the department.
The training must be ten to 25 hours long.
new text end

Sec. 18.

Minnesota Statutes 2023 Supplement, section 120B.124, is amended by adding
a subdivision to read:

new text begin Subd. 5. new text end

new text begin Training for paraprofessionals. new text end

new text begin The Department of Education must partner
with CAREI to identify or develop training for paraprofessionals who assist in providing
literacy instruction or interventions to students in Minnesota school districts on the key
components of structured literacy instruction and interventions by November 1, 2024. The
training must be ten to 25 hours long.
new text end

Sec. 19.

Minnesota Statutes 2023 Supplement, 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
evidence-based literacy instruction under sections 120B.1117 to 120B.124, to children age
3 to grade 3 and interventions for children in kindergarten to grade deleted text begin 12 deleted text end new text begin 3 new text end .

(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).

new text begin (c) Literacy programs under this subdivision must use evidence-based reading instruction
and interventions focused on structured literacy, and must provide training to ServeMinnesota
AmeriCorps members that meets or exceeds the requirements of section 120B.124,
subdivision 4, for volunteers.
new text end

deleted text begin (c) deleted text end new text begin (d) new text end 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.

Sec. 20.

Minnesota Statutes 2023 Supplement, section 124D.98, subdivision 5, is amended
to read:

Subd. 5.

Literacy incentive aid uses.

A school district must use its literacy incentive
aid to support implementation of evidence-based reading instruction. The following are
eligible uses of literacy incentive aid:

(1) training for kindergarten through grade 3 teachers, early childhood educators, special
education teachers, reading intervention teachers working with students in kindergarten
through grade 12, curriculum directors, and instructional support staff that provide reading
instruction, on using evidence-based screening and progress monitoring tools;

(2) evidence-based training using a training program approved by the Department of
Education new text begin under the READ Act new text end ;

(3) employing or contracting with a literacy lead, as defined in section deleted text begin 120B.1118 deleted text end new text begin
120B.119 new text end ;

new text begin (4) employing an intervention specialist;
new text end

deleted text begin (4) deleted text end new text begin (5) screeners, new text end materials, training, and ongoing coaching to ensure reading interventions
under section 125A.56, subdivision 1, are evidence-based; deleted text begin and
deleted text end

deleted text begin (5) deleted text end new text begin (6) new text end costs of substitute teachers to allow teachers to complete required training during
the teachers' contract day deleted text begin . deleted text end new text begin ; and
new text end

new text begin (7) stipends for teachers completing training required under section 120B.12.
new text end

Sec. 21.

Laws 2023, chapter 55, article 3, section 11, subdivision 4, is amended to read:

Subd. 4.

Read Act professional development.

(a) For evidence-based training on
structured literacy for teachers working in school districts, charter schools, and cooperatives:

	$	34,950,000	.....	2024
	$	0	.....	2025

(b) Of the amount in paragraph (a), $18,000,000 is for new text begin the Department of Education and
the new text end regional literacy networks and $16,700,000 is for statewide training. The department
must use the funding to develop new text begin a data collection system to collect and analyze the submission
of the local literacy plans and student-level universal screening data; establish the new text end regional
literacy networks as a partnership between the department and the Minnesota service
cooperatives, and to administer statewide training based in structured literacy to be offered
free to school districts and charter schools and facilitated by the regional literacy networks
and the department. The regional literacy networks must focus on implementing
comprehensive literacy reform efforts based on structured literacy. Each regional literacy
network must add a literacy lead position and establish a team of trained literacy coaches
to facilitate evidence-based structured literacy training opportunities and ongoing supports
to school districts and charter schools in each of their regions.

(c) Of the amount in paragraph (a), $250,000 is for administration.

(d) If funds remain unspent on July 1, 2026, the commissioner must expand eligibility
for approved training to include principals and other district, charter school, or cooperative
administrators.

(e) The commissioner must report to the legislative committees with jurisdiction over
kindergarten through grade 12 education the number of teachers from each district who
received approved structured literacy training using funds under this subdivision, and the
amounts awarded to districts, charter schools, or cooperatives.

(f) The regional literacy networks and staff at the Department of Education must provide
ongoing support to school districts, charter schools, and cooperatives implementing
evidence-based literacy instruction.

(g) This appropriation is available until June 30, 2028. new text begin Any unspent funds do not cancel
but are transferred to the Read Act program account in the special revenue fund. new text end The base
for fiscal year 2026 and later is $7,750,000, of which $6,500,000 is for the regional literacy
networks and $1,250,000 is for statewide training.

Sec. 22. new text begin LITERACY COACHING PILOT PROGRAM.
new text end

new text begin The Professional Educator Licensing and Standards Board must partner with the
Department of Education to develop literacy clinic models or alternative ways to evaluate
whether teacher candidates who plan to work with children in prekindergarten programs,
students in kindergarten through grade 5, or students receiving special education services
understand foundational reading skills and apply structured literacy instruction before
graduating from teacher preparation programs. The board and the department must submit
a joint report to the legislative committees with jurisdiction over kindergarten through grade
12 education by February 1, 2026. The report must include findings and recommendations
on effective ways to evaluate teacher candidates' understanding and application of structured
literacy.
new text end

Sec. 23. new text begin PELSB READING AUDIT REPORT.
new text end

new text begin (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:
new text end

new text begin (1) early childhood education in accordance with Minnesota Rules, part 8710.3000;
new text end

new text begin (2) elementary education in accordance with Minnesota Rules, part 8710.3200; and
new text end

new text begin (3) special education in accordance with Minnesota Rules, part 8710.5000.
new text end

new text begin (b) The board must submit an initial report with its findings to the legislative committees
with jurisdiction over kindergarten through grade 12 education and higher education by
January 15, 2025, and a final report by August 1, 2026. Each report must:
new text end

new text begin (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 to the requirements of section 122A.092, subdivision 5;
new text end

new text begin (2) describe how the board conducted the audit;
new text end

new text begin (3) identify the results of the audit; and
new text end

new text begin (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 end

Sec. 24. new text begin READ ACT ACCESSIBILITY WORKING GROUP.
new text end

new text begin Subdivision 1. new text end

new text begin Working group purpose. new text end

new text begin The Department of Education must establish
a working group to make recommendations to increase the accessibility of evidence-based
literacy training and curriculum.
new text end

new text begin Subd. 2. new text end

new text begin Members. new text end

new text begin The Department of Education must appoint representatives from
the Center for Applied Research and Educational Improvement at the University of
Minnesota; the Minnesota Commission of the Deaf, Deafblind, and Hard of Hearing;
Minnesota State Academy for the Deaf; Minnesota State Academy for the Blind; Metro
Deaf School; intermediate school districts; regional low-incidence facilitators; and teachers
of students who are deaf, deafblind, or hard of hearing.
new text end

new text begin Subd. 3. new text end

new text begin Report. new text end

new text begin The working group must review curriculum and training approved
under the Read Act and make recommendations for making evidence-based curriculum and
training available to districts, charter schools, teachers, and administrators that meet the
accessibility standards established under section 16E.03, subdivision 9. The report must
address how approved curriculum and training may be modified to improve accessibility
and identify resources for improving the accessibility of curriculum and training. The
working group must post its report on the Department of Education website, and submit it
to the legislative committees with jurisdiction over kindergarten through grade 12 education
no later than January 15, 2025.
new text end

new text begin Subd. 4. new text end

new text begin Administrative provisions. new text end

new text begin The commissioner, or the commissioner's designee,
must convene the initial meeting of the working group. Members of the working group
serve without compensation or payment of expenses. The working group expires January
16, 2025, or upon submission of the report to the legislature under subdivision 3, whichever
is earlier.
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. 25. new text begin APPROPRIATION; SUPPLEMENTAL READ ACT FUNDING.
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 in the fiscal years
designated.
new text end

new text begin Subd. 2. new text end

new text begin Read Act implementation. new text end

new text begin (a) For transfer to the Read Act program account
in the special revenue fund under section 120B.123:
new text end

new text begin $ new text end

new text begin 100,000,000 new text end

new text begin ..... new text end

new text begin 2025 new text end

new text begin (b) Of this amount, $23,000,000 is for payments to districts for substitute teachers to
enable teachers to complete required training during the school day unless the teachers are
compensated for time outside the school day to complete the training, and for incentives to
teachers to complete an evidence-based professional development program approved under
section 120B.124. To be eligible for the payment, a teacher must have a license to teach in
Minnesota; work for a school district, charter school, or cooperative; and complete an
approved professional development program between July 1, 2024, and July 1, 2027.
new text end

new text begin (c) Of this amount, $10,000,000 is for the regional literacy networks to provide
evidence-based training on structured literacy to teachers working in school districts, charter
schools, and cooperatives, and faculty teaching literacy instruction at state-approved teacher
preparation programs in Minnesota.
new text end

new text begin (d) Of this amount, $4,200,000 is to contract with CAREI for the Read Act
implementation partnerships under section 120B.124.
new text end

new text begin (e) Of this amount, $3,000,000 is to partially reimburse school districts, charter schools,
and cooperatives for approved evidence-based structured literacy curriculum and supporting
materials, and intervention materials based on structured literacy purchased after July 1,
2023. To be eligible for the partial reimbursement, a school district, charter school, or
cooperative unit must purchase literacy curriculum and instructional materials that reflect
diverse populations. An applicant must apply for the reimbursement in the form and manner
determined by the commissioner. The commissioner must report to the legislative committees
with jurisdiction over kindergarten through grade 12 education the districts, charter schools,
and cooperative units that receive literacy grants under this paragraph and the amounts of
each grant, by January 15, 2025, according to Minnesota Statutes, section 3.195. The
commissioner must, to the extent practicable, award grants in a regionally equitable manner.
new text end

new text begin (f) Of this amount, $1,000,000 is for the department to partner with CAREI to develop
training for volunteers, and other persons not employed by districts who provide regular
literacy instruction or intervention to students in Minnesota school districts, charter schools,
or cooperative units.
new text end

Sec. 26. new text begin REVISOR INSTRUCTION.
new text end

new text begin The revisor of statutes shall renumber each section of Minnesota Statutes listed in column
A with the number listed in column B. The revisor shall also make necessary cross-reference
changes consistent with the renumbering. The revisor shall also make any technical and
other changes necessitated by the renumbering and cross-reference changes in this act.
new text end

new text begin Column A new text end	new text begin Column B new text end
new text begin 120B.1117 new text end	new text begin 120B.118 new text end
new text begin 120B.1118 new text end	new text begin 120B.119 new text end