Minnesota Legislature
HF 3811
as introduced - 93rd Legislature (2023 - 2024) Posted on 02/19/2024 04:58pm
Bill Text Versions
| Engrossments | ||
|---|---|---|
| Introduction | Posted on 02/14/2024 |
Current Version - as introduced
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A bill for an act
relating to education; amending the Read Act; authorizing rulemaking;
appropriating money; amending Minnesota Statutes 2023 Supplement, sections
120B.1117; 120B.1118, subdivision 4, by adding a subdivision; 122A.091,
subdivision 1; 122A.185, subdivision 1; Laws 2023, chapter 55, article 3, section
11, subdivision 3; repealing Laws 2023, chapter 55, article 10, section 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.
new text begin Subdivision 1. new text end
new text begin Title. new text end
Sections 120B.1117 to 120B.124 may be cited as the "Reading to
Ensure Academic Development Act" or the "Read Act."
new text begin Subd. 2. new text end
new text begin Policy. new text end
new text begin
It is the intent of the legislature that public schools promote foundational
literacy and grade-level reading proficiency through the use of curriculum, textbooks,
instructional materials, instructional practices, interventions, and teacher development and
training based solely on the science of reading.
new text end
Sec. 2.
Minnesota Statutes 2023 Supplement, section 120B.1118, subdivision 4, is amended
to read:
Subd. 4.
Evidence-based.
"Evidence-based" new text begin or "science of reading" new text end means the instruction
or item described is based on reliable, trustworthy, and valid deleted text begin evidence and has demonstrated
a record of success in increasing students' reading competency in the areas of phonological
and phonemic awareness, phonics, vocabulary development, reading fluency, and reading
comprehensiondeleted text end new text begin science-based reading researchnew text end . Evidence-based literacy instruction is
explicit, systematic, and includes phonological and phonemic awareness, phonics and
decoding, spelling, fluency, vocabulary, oral language, and comprehension that can be
differentiated to meet the needs of individual students. Evidence-based instruction does not
include the three-cueing system, as defined in subdivision 16.
Sec. 3.
Minnesota Statutes 2023 Supplement, section 120B.1118, is amended by adding
a subdivision to read:
new text begin Subd. 14a. new text end
new text begin Science-based reading research. new text end
new text begin
"Science-based reading research" means
research that:
new text end
new text begin
(1) applies rigorous, systematic, and objective observational or experimental procedures
to obtain knowledge relevant to reading development, reading instruction, and reading and
writing difficulties; and
new text end
new text begin
(2) explains how proficient reading and writing develop, why some children have
difficulties developing key literacy skills, and how schools can best assess and instruct early
literacy, including the use of evidence-based literacy instruction practices to promote reading
and writing achievement.
new text end
Sec. 4.
Minnesota Statutes 2023 Supplement, section 122A.091, subdivision 1, is amended
to read:
Subdivision 1.
Teacher and administrator preparation and performance data;
report.
(a) The Professional Educator Licensing and Standards Board and the Board of
School Administrators, in cooperation with board-approved teacher or administrator
preparation programs, annually must collect and report summary data on teacher and
administrator preparation and performance outcomes, consistent with this subdivision. The
Professional Educator Licensing and Standards Board and the Board of School Administrators
annually by July 1 must update and post the reported summary preparation and performance
data on teachers and administrators from the preceding school years on their respective
websites.
(b) Publicly reported summary data on teacher preparation providers must include:
(1) summary data on teacher educator qualifications and their years of experience either
as birth through grade 12 classroom teachers or school administrators;
(2) the current number and percentage of enrolled candidates who entered the program
through a transfer pathway disaggregated by race, except when disaggregation would not
yield statistically reliable results or would reveal personally identifiable information about
an individual;
(3) the current number and percentage of program completers by program who received
a Tier 3 or Tier 4 license disaggregated by race, except when disaggregation would not
yield statistically reliable results or would reveal personally identifiable information about
an individual;
(4) the current number and percentage of program completers who entered the program
through a transfer pathway and received a Tier 3 or Tier 4 license disaggregated by race,
except when disaggregation would not yield statistically reliable results or would reveal
personally identifiable information about an individual;
(5) the current number and percentage of program completers who were hired to teach
full time in their licensure field in a Minnesota district or school in the preceding year
disaggregated by race, except when disaggregation would not yield statistically reliable
results or would reveal personally identifiable information about an individual;
(6) the current number and percentage of program completers who entered the program
through a transfer pathway and who were hired to teach full time in their licensure field in
a Minnesota district or school in the preceding year disaggregated by race, except when
disaggregation would not yield statistically reliable results or would reveal personally
identifiable information about an individual;
(7) board-adopted survey results measuring initial licensure program quality and structure
in the preceding school year disaggregated by race, except when disaggregation would not
yield statistically reliable results or would reveal personally identifiable information about
an individual;
(8) board-adopted survey results from school principals or supervisors on initial licensure
program quality and structure; and
(9) the number and percentage of program completers who met or exceeded the state
threshold score on deleted text begin thedeleted text end new text begin anew text end board-adopted teacher new text begin examination or new text end performance assessmentnew text begin
required under section 122A.185new text end .
Program reporting must be consistent with subdivision 2.
(c) Publicly reported summary data on administrator preparation programs approved by
the Board of School Administrators must include:
(1) summary data on faculty qualifications, including at least the content areas of faculty
undergraduate and graduate degrees and the years of experience either as kindergarten
through grade 12 classroom teachers or school administrators;
(2) the average time program graduates in the preceding year needed to complete the
program;
(3) the current number and percentage of students who graduated, received a standard
Minnesota administrator license, and were employed as an administrator in a Minnesota
school district or school in the preceding year disaggregated by race, except when
disaggregation would not yield statistically reliable results or would reveal personally
identifiable information about an individual;
(4) the number of credits by graduate program that students in the preceding school year
needed to complete to graduate;
(5) survey results measuring student, graduate, and employer satisfaction with the
program in the preceding school year disaggregated by race, except when disaggregation
would not yield statistically reliable results or would reveal personally identifiable
information about an individual; and
(6) information under subdivision 3, paragraphs (c) and (d).
Program reporting must be consistent with section 122A.14, subdivision 10.
Sec. 5.
Minnesota Statutes 2023 Supplement, section 122A.185, subdivision 1, is amended
to read:
Subdivision 1.
Tests.
(a) The board must adopt rules requiring applicants for Tier 3 and
Tier 4 licenses to pass an examination or performance assessment of general pedagogical
knowledge and examinations or assessments of licensure field specific content. An applicant
is exempt from the examination requirements if the applicant completed:
(1) a board-approved teacher preparation program;
(2) licensure via portfolio pursuant to section 122A.18, subdivision 10, and the portfolio
has been approved; or
(3) a state-approved teacher preparation program in another state and passed licensure
examinations in that state, if applicable. The content examination requirement does not
apply if no relevant content exam exists.
new text begin
(b) The board must adopt rules requiring applicants for Tier 3 and Tier 4 licenses in
elementary education to pass an examination or performance assessment of knowledge,
skill, and ability to teach the science of reading, as defined in section 120B.1118.
new text end
deleted text begin (b)deleted text end new text begin (c)new text end All testing centers in the state must provide monthly opportunities for untimed
content and pedagogy examinations. These opportunities must be advertised on the test
registration website. The board must require the exam vendor to provide other equitable
opportunities to pass exams, including: (1) waiving testing fees for test takers who qualify
for federal grants; (2) providing free, multiple, full-length practice tests for each exam and
free, comprehensive study guides on the test registration website; (3) making content and
pedagogy exams available in languages other than English for teachers seeking licensure
to teach in language immersion programs; and (4) providing free, detailed exam results
analysis by test objective to assist applicants who do not pass an exam in identifying areas
for improvement. Any applicant who has not passed a required exam after two attempts
must be allowed to retake the exam, including new versions of the exam, without being
charged an additional fee.
Sec. 6.
Laws 2023, chapter 55, article 3, section 11, subdivision 3, is amended to read:
Subd. 3.
Read Act curriculum and intervention materials reimbursement.
(a) To
reimburse school districts, charter schools, and cooperative units for evidence-based literacy
supports for children in prekindergarten through grade 12 based on structured literacy:
| $ |
35,000,000 |
..... |
2024 |
|
|
new text begin
$ new text end |
new text begin
50,000,000 new text end |
new text begin
..... new text end |
new text begin
2025 new text end |
(b) The commissioner must use this appropriation to reimburse school districts, charter
schools, and cooperatives for approved evidence-based structured literacy curriculum and
supporting materials, and intervention materials purchased after July 1, 2021. An applicant
must apply for the reimbursement in the form and manner determined by the commissioner.
(c) 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 and the amounts of each grant, by January 15, 2025, according
to Minnesota Statutes, section 3.195.
(d) A school district, charter school, or cooperative unit must purchase curriculum and
instructional materials that reflect diverse populations.
(e) Of this amount, up to $250,000 is available for grant administration.
(f) This is a onetime appropriation and is available until June 30, 2028.
Sec. 7. new text begin TEACHER PREPARATION IN READING INSTRUCTION.
new text end
new text begin
A teacher preparation program approved by the Professional Educator Licensing and
Standards Board for teachers of elementary education must require instruction in
understanding and applying the science of reading. The board must complete audits of all
approved teacher preparation programs by September 1, 2024, to determine whether the
program provides students instruction in reading in accordance with section 122A.092,
subdivision 5. The board must place a program not in compliance on immediate probation.
A program placed on probation must develop and implement an action plan to comply with
this section.
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. 8. new text begin REPEALER.
new text end
new text begin
Laws 2023, chapter 55, article 10, section 4,
new text end
new text begin
is repealed.
new text end
APPENDIX
Repealed Minnesota Session Laws: 24-06618
Laws 2023, chapter 55, article 10, section 4
Sec. 4. new text begin APPROPRIATION; VOLUNTARY PREKINDERGARTEN RESERVE.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 Voluntary prekindergarten reserve. new text end
new text begin (a) The commissioner must reserve the following amount for future allocation towards 3,000 voluntary prekindergarten seats: new text end
| new text begin $ new text end | new text begin 0 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 50,000,000 new text end | new text begin ..... new text end | new text begin 2025 new text end |
new text begin (b) The 2024 legislature must provide direction to the commissioner on allocating the money reserved under paragraph (a). new text end
new text begin (c) This is a onetime appropriation and is available until June 30, 2026. new text end