HF 4065

as introduced - 91st Legislature (2019 - 2020) Posted on 03/09/2020 05:48pm

A bill for an act
relating to education; modifying requirements for reading proficiency, retention,
promotion, and literacy incentive aid; requiring a report; amending Minnesota
Statutes 2018, sections 120B.12, as amended; 120B.30, subdivision 1a; 122A.185,
subdivision 1; 124D.98, as amended; proposing coding for new law in Minnesota
Statutes, chapters 120B; 122A.

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

Section 1.

Minnesota Statutes 2018, section 120B.12, as amended by Laws 2019, First
Special Session chapter 11, article 2, section 2, 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 comprehensive, scientifically based reading instruction consistent with
section 122A.06, subdivision 4.

new text begin Subd. 1a. new text end

new text begin Promotion to grade 4. new text end

new text begin Beginning in the 2022-2023 school year, a student
who does not meet state reading standards and whose reading deficiency is not remedied
by the end of grade 3 must not be promoted to grade 4. A student's reading achievement
level for purposes of promotion to grade 4 must be determined based on the student's
performance on the grade 3 statewide assessment in reading or an approved alternate
assessment for grade 3.
new text end

new text begin Subd. 1b. new text end

new text begin Good cause exemption. new text end

new text begin (a) A student in grade 3 who does not meet the
academic requirements for promotion to grade 4 may be promoted by the school district
only for good cause. Good cause exemptions for promotion are limited to the following:
new text end

new text begin (1) a student with limited English proficiency and less than two years of instruction in
an English language learner program;
new text end

new text begin (2) a student with a disability whose individualized education program indicates that
participation in the statewide accountability assessment program is not appropriate, as
authorized under state law;
new text end

new text begin (3) a student with a disability who participates in the state annual accountability
assessment and who has an individualized education program or a section 504 plan that
reflects that the student has received intensive remediation in reading for more than two
years but still demonstrates a deficiency in reading or was previously retained in kindergarten
or grade 1, 2, or 3;
new text end

new text begin (4) a student who demonstrates an acceptable level of reading proficiency on an
alternative standardized assessment approved by the commissioner of education; and
new text end

new text begin (5) a student who received intensive intervention in reading for two or more years but
still demonstrates a deficiency in reading and was previously retained in kindergarten or
grade 1, 2, or 3 for a total of two years and has not met exceptional education criteria.
new text end

new text begin (b) A student who is promoted to grade 4 through a good cause exemption must be
provided an individual reading plan that outlines intensive reading instruction and
intervention informed by specialized diagnostic information and delivered through specific
instructional strategies to meet the needs of the student. The school district must assist
schools and teachers in implementing instructional research-based strategies to improve
reading among students with persistent reading difficulties.
new text end

new text begin (c) A request for a good cause exemption for a student in grade 3 to be promoted to
grade 4 must include: (1) documentation that the student qualifies for a good cause
exemption, and (2) documentation from the student's teacher indicating that the promotion
is appropriate based upon the student's record. The school principal must review and discuss
a good cause exemption request with the student's teacher and parent or guardian and
determine whether to recommend the student for promotion to grade 4 based on the
requirements in this section. If the principal determines promotion is appropriate based on
the documentation provided, the principal must make the recommendation in writing to the
district superintendent. A parent or guardian may appeal the recommendation of a principal
to retain a student in grade 3 by submitting reasons for the appeal to the district superintendent
within 15 days of receiving notice of the recommendation. The superintendent must accept
or reject the principal's recommendation in writing. A parent or guardian of a student in
grade 3 promoted to grade 4 may choose that the student be retained for one year, even if
the principal and superintendent determine promotion is appropriate.
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 with:

(1) dyslexia, using screening tools such as those recommended by the department's
dyslexia specialist; or

(2) convergence insufficiency disorder.

(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; deleted text begin and
deleted text end

(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 deleted text begin . deleted text end new text begin ; and
new text end

new text begin (4) the grade retention requirements in this section for a student whose reading deficiency
is not remediated by the end of grade 3.
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.

new text begin (c) A school must provide the parent or guardian of a student who is retained in grade
3 with written notification that the student has not met the proficiency level required for
promotion and whether the student is eligible for a good cause exemption, in addition to
any report cards or student progress reports provided by the student's teacher. The notification
must include a description of proposed interventions and supports to be provided to the
student to remediate the identified areas of reading deficiency, as outlined in the student's
individual reading plan. The notification must be provided in a format determined by the
commissioner.
new text end

Subd. 3.

Intervention.

(a) For each student identified under subdivision 2, the district
deleted text begin shall deleted text end new text begin must new text end provide new text begin intensive new text end reading new text begin instruction and new text end 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 continue to provide reading intervention until the student reads at grade level.
District intervention methods deleted text begin shall deleted text end new text begin must new text end encourage family engagement and, where possible,
collaboration with appropriate school and community programs. Intervention methods may
include, but are not limited to, requiring attendance in summer school, intensified reading
instruction that may require that the student be removed from the regular classroom for part
of the school day, extended-day programs, or programs that strengthen students' cultural
connections. new text begin A school district may contract with an accredited literacy specialist to provide
intervention services.
new text end

(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
learning plan for a student who is unable to demonstrate grade-level proficiency, as measured
by the statewide reading assessment deleted text begin in grade 3 deleted 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 address knowledge
gaps and skill deficiencies through strategies such as specific exercises and practices during
and outside of the regular school day, periodic assessments, and reasonable timelines. The
personal learning plan new text begin for a student in kindergarten, grade 1, or grade 2 new text end 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) Beginning in the 2022-2023 school year, a school district must take the following
actions for each student retained in grade 3:
new text end

new text begin (1) provide the student with intensive instructional services, progress monitoring
measures, and supports to remediate the identified areas of reading deficiency, as outlined
in the student's reading plan, including a minimum of 90 minutes during regular school
hours of daily, scientific research-based reading instruction that includes phonemic awareness,
phonics, fluency, vocabulary, and comprehension, and other strategies recommended by
the school district, including but not limited to:
new text end

new text begin (i) small group instruction;
new text end

new text begin (ii) reduced teacher-student ratios;
new text end

new text begin (iii) tutoring in scientific research-based reading services outside of the regular school
day;
new text end

new text begin (iv) the option of transition classes designed to provide intensive instruction and
intervention to produce learning gains sufficient to meet current grade-level performance
standards while remediating the reading deficiency to advance the student to the next grade;
and
new text end

new text begin (v) an extended school day, week, or year;
new text end

new text begin (2) provide written notification to the parent or guardian of a student who is retained in
grade 3, in accordance with subdivision 2a;
new text end

new text begin (3) provide a student who is retained in grade 3 with scientific research-based reading
instruction in the summer, at a site selected by the parent;
new text end

new text begin (4) provide a student who is retained in grade 3 with a high-performing teacher, as
determined by student performance data, particularly related to student growth in reading,
above-satisfactory performance data, and training in research-based reading instruction;
new text end

new text begin (5) provide the parent or guardian of a student who is retained in grade 3 with a "Read
at Home" plan outlined in a parental contract that includes participation in regular
parent-guided home reading; and
new text end

new text begin (6) allow a student who is retained in grade 3 the opportunity to advance to grade 4 if
the student shows sufficient growth in reading.
new text end

Subd. 4.

Staff development.

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

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

(2) elementary teachers have sufficient training to provide comprehensive, scientifically
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 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.

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 be consistent with section
122A.06, subdivision 4, and 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
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; 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.

Subd. 5.

Commissioner.

The commissioner shall recommend to districts multiple
assessment tools to assist districts and teachers with identifying students under subdivision
2. The commissioner shall also make available examples of nationally recognized and
research-based instructional methods or programs to districts to provide comprehensive,
scientifically based reading instruction and intervention under this section.

new text begin Subd. 6. new text end

new text begin Minnesota Reading Panel. new text end

new text begin (a) The commissioner must establish a Minnesota
Reading Panel to collaborate with the department in recommending appropriate assessments
and scores to be used to determine promotion to grade 4 for students in grade 3 who are not
proficient in reading based on the student's performance on the Minnesota Comprehensive
Assessment or who were unable to take the Minnesota Comprehensive Assessment.
new text end

new text begin (b) The panel must make recommendations to the commissioner on the adoption or
development of a universal screener to identify reading deficiencies and determine progress
for required use in schools selected by the commissioner as most in need of a reading
intervention program.
new text end

new text begin (c) The panel must consist of the following six members:
new text end

new text begin (1) the commissioner or commissioner's designee, who must chair the panel;
new text end

new text begin (2) the chair of the house of representatives Education Policy Committee or the chair's
designee;
new text end

new text begin (3) the chair of the senate Education Policy Committee or the chair's designee;
new text end

new text begin (4) one member appointed by the governor; and
new text end

new text begin (5) two members appointed by the commissioner.
new text end

new text begin Subd. 7. new text end

new text begin Approved reading curricula. new text end

new text begin The commissioner of education must adopt a
list of approved scientific research-based reading curricula for students in kindergarten
through grade 3. The commissioner may reduce the literacy incentive aid of a district that
does not use an approved curriculum starting in the 2021-2022 school year.
new text end

new text begin Subd. 8. 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 the Minnesota
Reading Panel and publish the report on the district website. The report must include the
following information relating to 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;
new text end

new text begin (3) the number and percentage of all students, by grade, retained in kindergarten through
grade 8;
new text end

new text begin (4) the number and percentage of students who were promoted for good cause, by each
category listed in subdivision 1b; and
new text end

new text begin (5) any revisions to the school board's policy on student retention and promotion from
the prior school year.
new text end

new text begin (b) The commissioner must annually 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
education. 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, 2020.
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
program to reward school sites that provide scientific research-based reading 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 award.
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 the 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 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, 2020.
new text end

Sec. 3.

Minnesota Statutes 2018, section 120B.30, subdivision 1a, is amended to read:

Subd. 1a.

Statewide and local assessments; results.

(a) For purposes of this section,
the following definitions have the meanings given them.

(1) "Computer-adaptive assessments" means fully adaptive assessments.

(2) "Fully adaptive assessments" include test items that are on-grade level and items that
may be above or below a student's grade level.

(3) "On-grade level" test items contain subject area content that is aligned to state
academic standards for the grade level of the student taking the assessment.

(4) "Above-grade level" test items contain subject area content that is above the grade
level of the student taking the assessment and is considered aligned with state academic
standards to the extent it is aligned with content represented in state academic standards
above the grade level of the student taking the assessment. Notwithstanding the student's
grade level, administering above-grade level test items to a student does not violate the
requirement that state assessments must be aligned with state standards.

(5) "Below-grade level" test items contain subject area content that is below the grade
level of the student taking the test and is considered aligned with state academic standards
to the extent it is aligned with content represented in state academic standards below the
student's current grade level. Notwithstanding the student's grade level, administering
below-grade level test items to a student does not violate the requirement that state
assessments must be aligned with state standards.

(b) The commissioner must use fully adaptive mathematics and reading assessments for
grades 3 through 8.

(c) For purposes of conforming with existing federal educational accountability
requirements, the commissioner must develop and implement computer-adaptive reading
and mathematics assessments for grades 3 through 8, state-developed high school reading
and mathematics tests aligned with state academic standards, a high school writing test
aligned with state standards when it becomes available, and science assessments under
clause (2) that districts and sites must use to monitor student growth toward achieving those
standards. The commissioner must not develop statewide assessments for academic standards
in social studies, health and physical education, and the arts. The commissioner must require:

(1) annual computer-adaptive reading and mathematics assessments in grades 3 through
8, and high school reading, writing, and mathematics tests; and

(2) annual science assessments in one grade in the grades 3 through 5 span, the grades
6 through 8 span, and a life sciences assessment in the grades 9 through 12 span, and the
commissioner must not require students to achieve a passing score on high school science
assessments as a condition of receiving a high school diploma.

(d) The commissioner must ensure that for annual computer-adaptive assessments:

(1) individual student performance data and achievement reports are available within
three school days of when students take an assessment except in a year when an assessment
reflects new performance standards;

(2) growth information is available for each student from the student's first assessment
to each proximate assessment using a constant measurement scale;

(3) parents, teachers, and school administrators are able to use elementary and middle
school student performance data to project students' secondary and postsecondary
achievement; and

(4) useful diagnostic information about areas of students' academic strengths and
weaknesses is available to teachers and school administrators for improving student
instruction and indicating the specific skills and concepts that should be introduced and
developed for students at given performance levels, organized by strands within subject
areas, and aligned to state academic standards.

(e) The commissioner must ensure that all state tests administered to elementary and
secondary students measure students' academic knowledge and skills and not students'
values, attitudes, and beliefs.

(f) Reporting of state assessment results must:

(1) provide timely, useful, and understandable information on the performance of
individual students, schools, school districts, and the state;

(2) include a growth indicator of student achievement; and

(3) determine whether students have met the state's academic standards.

(g) Consistent with applicable federal law, the commissioner must include appropriate,
technically sound accommodations or alternative assessments for the very few students with
disabilities for whom statewide assessments are inappropriate and for English learners.

(h) A school, school district, and charter school must administer statewide assessments
under this section, as the assessments become available, to evaluate student progress toward
career and college readiness in the context of the state's academic standards. A school,
school district, or charter school may use a student's performance on a statewide assessment
as one of multiple criteria to determine grade promotion or retention new text begin , consistent with section
120B.12 new text end . A school, school district, or charter school may use a high school student's
performance on a statewide assessment as a percentage of the student's final grade in a
course, or place a student's assessment score on the student's transcript.

Sec. 4.

Minnesota Statutes 2018, 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 comprehensive,
scientifically based reading instruction under section 122A.06, subdivision 4, knowledge
and understanding of the foundations of reading development, development of reading
comprehension and reading assessment and instruction, and the ability to integrate that
knowledge and understanding into instruction strategies under section 122A.06, subdivision
4.

(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 (e) The board must adopt rules establishing a reading endorsement for kindergarten
through grade 3 teachers. The rules must require a candidate to demonstrate a passing score
on a board-adopted examination of skills in comprehensive, scientific research-based reading
instruction to earn an endorsement. The board may adopt rules providing candidates an
alternate way to earn an endorsement. The board must require a candidate applying after
July 1, 2022, for a license to teach kindergarten through grade 3 to qualify for a reading
endorsement as a condition of licensure.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2020.
new text end

Sec. 5.

new text begin [122A.77] SUMMER TEACHER TRAINING PROGRAM.
new text end

new text begin Subdivision 1. new text end

new text begin Establishment. new text end

new text begin The Professional Educator Licensing and Standards
Board and commissioner of education must collaborate to establish a five-day professional
development training program for kindergarten through grade 3 teachers in June, July, or
August of each year. The training program must provide instruction in comprehensive
reading instruction techniques and curriculum, based on scientific research, and must provide
participating teachers an opportunity to practice skills developed in the training.
new text end

new text begin Subd. 2. new text end

new text begin Teacher participation. new text end

new text begin A teacher who participates in the summer professional
development training program must receive compensation from the employing school
district. A district must not require that a teacher participate in the training program as a
term or condition of employment. Neither participation in the training program or
compensation for participation are subject to collective bargaining.
new text end

new text begin Subd. 3. new text end

new text begin District participation. new text end

new text begin The Department of Education must assign a reading
coach to a school district that employs one or more teachers who participate in the summer
professional development training program. The reading coach must work with participating
teachers during the following school year to further develop teachers' skills, improve
instruction techniques, and answer teacher questions about skills developed in the training.
new text end

Sec. 6.

Minnesota Statutes 2018, section 124D.98, as amended by Laws 2019, First Special
Session chapter 11, article 2, section 22, is amended to read:

124D.98 LITERACY INCENTIVE AID.

Subdivision 1.

Literacy incentive aid.

A district's literacy incentive aid equals the sum
of the proficiency aid under subdivision 2, and the growth aid under subdivision 3.

Subd. 2.

Proficiency aid.

The proficiency aid for each school in a district that has
submitted to the commissioner its local literacy plan under section 120B.12, subdivision
4a, is equal to the product of the school's proficiency allowance times the number of deleted text begin third
grade deleted text end pupils new text begin enrolled in grade 3 new text end at the school on October 1 of the previous fiscal year. A
school's proficiency allowance is equal to the percentage of students in each building that
meet or exceed proficiency on the deleted text begin third deleted text end grade new text begin 3 new text end reading Minnesota Comprehensive
Assessment, averaged across the previous three test administrations, times $530.

Subd. 3.

Growth aid.

The growth aid for each school in a district that has submitted to
the commissioner its local literacy plan under section 120B.12, subdivision 4a, is equal to
the product of the school's growth allowance times the number of deleted text begin fourth grade deleted text end pupils enrolled
new text begin in grade 4 new text end at the school on October 1 of the previous fiscal year. A school's growth allowance
is equal to the percentage of students at that school making medium or high growth, under
deleted text begin section 120B.299 deleted text end new text begin subdivision 4 new text end , on the deleted text begin fourth deleted text end grade new text begin 4 new text end reading Minnesota Comprehensive
Assessment, averaged across the previous three test administrations, times $530.

Subd. 4.

Medium and high growth.

(a) The definitions in this subdivision apply to this
section.

(b) "Medium growth" is an assessment score within one-half standard deviation above
or below the average year-two assessment scores for students with similar year-one
assessment scores.

(c) "High growth" is an assessment score one-half standard deviation or more above the
average year-two assessment scores for students with similar year-one assessment scores.

new text begin Subd. 5. new text end

new text begin Revenue uses. new text end

new text begin A school district must use literacy aid received under this section
for:
new text end

new text begin (1) developing and implementing the district's local literacy plan under section 120B.12;
new text end

new text begin (2) assessing students' reading skills;
new text end

new text begin (3) providing intensive reading instruction and intervention to students;
new text end

new text begin (4) contracting with literacy specialists;
new text end

new text begin (5) staff development focused on reading instruction for reading specialists, teachers,
and other staff providing direct reading instruction to students as provided under section
120B.12, subdivision 4;
new text end

new text begin (6) paying program costs and compensation for teachers attending a summer teacher
training program, including the summer professional development training program offered
under section 122A.77; and
new text end

new text begin (7) paying costs for the school recognition program under section 120B.121.
new text end

new text begin Subd. 6. new text end

new text begin Revenue distribution among eligible uses. new text end

new text begin To the extent practicable, a school
district's literacy incentive aid received under this section must be spent for the uses listed
in subdivision 5 consistent with the guidelines of the district's local literacy plan under
section 120B.12, subdivision 4a.
new text end