SF 1273

1st Engrossment - 93rd Legislature (2023 - 2024) Posted on 06/26/2023 11:47am

A bill for an act
relating to education; requiring schools to use approved literacy curriculum;
requiring literacy specialists; establishing an advisory council; requiring a report;
appropriating money; amending Minnesota Statutes 2022, sections 120B.11,
subdivisions 1, 2; 120B.12, subdivisions 1, 2, 3, 4a, 5; 122A.06, subdivision 4;
124D.98, by adding a subdivision; proposing coding for new law in Minnesota
Statutes, chapter 120B.

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

Section 1.

Minnesota Statutes 2022, section 120B.11, subdivision 1, is amended to read:

Subdivision 1.

Definitions.

For the purposes of this section and section 120B.10, the
following terms have the meanings given them.

(a) "Instruction" means methods of providing learning experiences that enable a student
to meet state and district academic standards and graduation requirements including applied
and experiential learning.

(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.

(c) "World's best workforce" means striving to: meet school readiness goals; deleted text begin have all
third grade students achieve grade-level literacy; deleted text end close the academic achievement gap among
all racial and ethnic groups of students and between students living in poverty and students
not living in poverty; have all students attain career and college readiness before graduating
from high school; and have all students graduate from high school.

(d) "Experiential learning" means learning for students that includes career exploration
through a specific class or course or through work-based experiences such as job shadowing,
mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative
work experience, youth apprenticeship, or employment.

Sec. 2.

Minnesota Statutes 2022, section 120B.11, subdivision 2, is amended to read:

Subd. 2.

Adopting plans and budgets.

new text begin (a) new text end A school board, at a public meeting, shall
adopt a comprehensive, long-term strategic plan to support and improve teaching and
learning that is aligned with creating the world's best workforce and includes:

(1) clearly defined district and school site goals and benchmarks for instruction and
student achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);

(2) a process to assess and evaluate each student's progress toward meeting state and
local academic standards, assess and identify students to participate in gifted and talented
programs and accelerate their instruction, and adopt early-admission procedures consistent
with section 120B.15, and identifying the strengths and weaknesses of instruction in pursuit
of student and school success and curriculum affecting students' progress and growth toward
career and college readiness and leading to the world's best workforce;

(3) a system to periodically review and evaluate the effectiveness of all instruction and
curriculum, taking into account strategies and best practices, student outcomes, school
principal evaluations under section 123B.147, subdivision 3, students' access to effective
teachers who are members of populations underrepresented among the licensed teachers in
the district or school and who reflect the diversity of enrolled students under section 120B.35,
subdivision 3, paragraph (b), clause (2), and teacher evaluations under section 122A.40,
subdivision 8, or 122A.41, subdivision 5;

(4) strategies for improving instruction, curriculum, and student achievement, including
the English and, where practicable, the native language development and the academic
achievement of English learners;

(5) a process to examine the equitable distribution of teachers and strategies to ensure
low-income and minority children are not taught at higher rates than other children by
inexperienced, ineffective, or out-of-field teachers;

(6) education effectiveness practices that integrate high-quality instruction, rigorous
curriculum, technology, and a collaborative professional culture that develops and supports
teacher quality, performance, and effectiveness; and

(7) an annual budget for continuing to implement the district plan.

new text begin (b) A school district is not required to include information regarding literacy in a plan
or report required under this section, except with regards to the academic achievement of
English learners.
new text end

Sec. 3.

new text begin [120B.1119] TITLE; THE READ ACT.
new text end

new text begin Sections 120B.12 to 120B.123 may be cited as the Reading to Ensure Academic
Development Act, or the "Read Act."
new text end

Sec. 4.

Minnesota Statutes 2022, section 120B.12, subdivision 1, is amended to read:

Subdivision 1.

Literacy goal.

The legislature seeks to have every child reading at or
above grade level no later than the end of grade 3, including English learners, and that
teachers provide deleted text begin comprehensive, scientifically based reading deleted text end new text begin evidence-based literacy new text end
instruction consistent with section 122A.06, subdivision 4 new text begin , by 2025 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.

Minnesota Statutes 2022, section 120B.12, subdivision 2, is amended to read:

Subd. 2.

Identification; report.

(a) Each school district must identify before the end of
kindergarten, grade 1, and grade 2 all students who are not reading at grade level. 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 deleted text begin assessments deleted text end new text begin screeners new text end 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 deleted text begin assessment deleted text end new text begin screener new text end
and annually report summary deleted text begin assessment deleted text end new text begin screener new text end results to the commissioner by July 1.

(d) The district also must deleted text begin annually report to the commissioner by July 1 deleted text end new text begin include in its
literacy plan under subdivision 4a, new text end a summary of the district's efforts to screen and identify
students who demonstrate characteristics of dyslexia using screening tools such as those
recommended by the department's dyslexia specialist. With respect to students screened or
identified under paragraph (a), the report must include:

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

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

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

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

Sec. 6.

Minnesota Statutes 2022, section 120B.12, subdivision 3, is amended to read:

Subd. 3.

Intervention.

(a) For each student identified under subdivision 2, the district
shall provide reading intervention to accelerate student growth and reach the goal of reading
at or above grade level by the end of the current grade and school year. If a student does
not read at or above grade level by the end of grade 3, the district must continue to provide
reading intervention until the student reads at grade level. District intervention methods
shall encourage family engagement and, where possible, collaboration with appropriate
school and community programs. Intervention methods may include, but are not limited to,
requiring attendance in summer school, intensified deleted text begin reading deleted text end new text begin structured literacy new text end instruction
that may require that the student be removed from the regular classroom for part of the
school day, extended-day programs, or programs that strengthen students' cultural
connections.

(b) A school district or charter school deleted text begin is strongly encouraged to deleted text end new text begin must new text end provide a personal
learning plan for a student who is unable to demonstrate grade-level proficiency, as measured
by the statewide reading assessment in grade 3 new text begin or a screener identified by the Department
of Education under section 120B.123 new text end . The district or charter school must determine the
format of the personal learning plan in collaboration with the student's educators and other
appropriate professionals. The school must develop the learning plan in consultation with
the student's parent or guardian. The personal learning plan must new text begin include targeted instruction
and ongoing progress monitoring of the student's progress, and new text end address knowledge gaps
and skill deficiencies through strategies such as specific exercises and practices during and
outside of the regular school day, new text begin group interventions, new text end periodic assessments new text begin or screeners new text end ,
and reasonable timelines. The personal learning plan may include grade retention, if it is in
the student's best interest new text begin ; a student may not be retained solely due to delays in literacy or
not demonstrating grade-level proficiency new text end . 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) The Department of Education must post on the department website a model personal
learning plan that meets the requirements of this section by July 15, 2023.
new text end

Sec. 7.

Minnesota Statutes 2022, 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 no later than
the end of grade 3, including English learners. new text begin The plan must be updated by August 1 each
year. new text end The plan must be consistent with deleted text begin section deleted text end new text begin sections 120B.123 and new text end 122A.06, subdivision
4, and include the following:

(1) a process to assess students' level of reading proficiency and deleted text begin data to support the
effectiveness of an assessment used to screen and identify a student's level of reading
proficiency deleted text end new text begin the screeners used, by school site and grade level, under section 120B.123 new text end ;

(2) a process to notify and involve parents;

(3) a description of how schools in the district will determine the deleted text begin proper deleted text end new text begin targeted new text end reading
new text begin instruction that is evidence-based and includes an new text end 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; deleted text begin and
deleted text end

(5) identification of staff development needs, including a program to meet those needs deleted text begin . deleted text end new text begin ;
new text end

new text begin (6) the literacy curriculum used by school site and grade level; and
new text end

new text begin (7) student data using the measures of foundational literacy skills and mastery identified
by the Department of Education and CAREI.
new text end

(b) The district must post its literacy plan on the official school district website new text begin and
submit it to the commissioner of education new text end .

new text begin (c) By January 1, 2024, the commissioner of education must develop a model local
literacy plan that meets the requirements of this subdivision and requires all reading
instruction and teacher training in reading instruction to be evidence-based.
new text end

new text begin (d) Starting December 1, 2024, 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:
new text end

new text begin (1) the number of teachers and other staff that have completed training approved by the
Department of Education under section 120B.123;
new text end

new text begin (2) by school site and grade or prekindergarten program, the screeners used at the
beginning and end of the school year under section 120B.123 and the reading curriculum
used; and
new text end

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 8.

Minnesota Statutes 2022, section 120B.12, subdivision 5, is amended to read:

Subd. 5.

Commissioner.

The commissioner deleted text begin shall deleted text end new text begin must new text end recommend to districts multiple
deleted text begin assessment deleted text end new text begin screening new text end tools to assist districts and teachers with identifying students under
subdivision 2 new text begin , and to assess students' reading proficiency under section 120B.123; the
commissioner must identify screeners that may be used for both purposes new text end . The commissioner
deleted text begin shall deleted text end new text begin must new text end also make available examples of nationally recognized and deleted text begin research-based deleted text end new text begin
evidence-based new text end instructional methods or programs to districts to provide deleted text begin comprehensive,
scientifically based reading deleted text end new text begin evidence-based literacy new text end instruction and intervention under this
section.

new text begin EFFECTIVE DATE. new text end

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

Sec. 9.

new text begin [120B.121] LITERACY DATA.
new text end

new text begin Subdivision 1. new text end

new text begin Literacy rates. new text end

new text begin (a) A school district or charter school must annually
report to the commissioner of education the following information in the form and manner
determined by the commissioner:
new text end

new text begin (1) the reading curriculum and reading interventions used in each grade;
new text end

new text begin (2) the number and percentage of students, by grade, that read at grade level at the
beginning and end of the previous school year; and
new text end

new text begin (3) any assessment used to assess students' reading proficiency and progress.
new text end

new text begin (b) The commissioner of education must establish a database that measures literacy rates
across school districts and charter schools in Minnesota and includes the information reported
by districts and charter schools under paragraph (a). The database must be accessible on
the Department of Education website by September 1, 2024.
new text end

new text begin Subd. 2. new text end

new text begin Teacher reading credentials. new text end

new text begin The Professional Educator Licensing and
Standards Board must report, by school site, the number and percentage of teachers that
have received training that is identified by the board or by the commissioner of education
as effective literacy training based on the science of reading. The report must be accessible
on the board website by September 1, 2024.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 10.

new text begin [120B.123] READ ACT IMPLEMENTATION.
new text end

new text begin Subdivision 1. new text end

new text begin Definitions. new text end

new text begin (a) For purposes of sections 120B.12 to 120B.123, the
following terms have the meanings given.
new text end

new text begin (b) "CAREI" means the Center for Applied Research and Educational Improvement at
the University of Minnesota.
new text end

new text begin (c) "District" means a school district, charter school, or cooperative unit as defined in
section 123A.24, subdivision 2.
new text end

new text begin (d) "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 phonemic awareness, phonics, vocabulary
development, reading fluency, and reading comprehension. Evidence-based literacy
instruction is explicit, systematic, evidence-based reading instruction that includes the
acquisition of language, 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.
new text end

new text begin (e) "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 six teacher, who has completed professional development approved by the
Department of Education in structured literacy.
new text end

new text begin (f) "Literacy trainer" means a literacy specialist with expertise in working with educators
as adult learners. A district literacy trainer must support the district's implementation of the
Read Act; provide school-based coaching; support the implementation of structured literacy,
interventions, curriculum delivery, and teacher training; assist with the development of
personal learning plans; and train paraprofessionals and other support staff to support
classroom literacy instruction. A literacy trainer may be employed by one district, jointly
by two or more districts, or may provide services to districts through a partnership with the
Regional Centers of Excellence or another district.
new text end

new text begin (g) "Progress monitoring" means using data collected to inform whether interventions
are working. Progress monitoring involves ongoing monitoring of progress that quantifies
rates of improvement and informs instructional practice and the development of
individualized programs using state-approved screening that is reliable and valid for the
intended purpose.
new text end

new text begin (h) "Structured literacy" means an approach to reading instruction where teachers
carefully structure important literacy skills, concepts, and the sequence of instruction, to
facilitate children's literacy learning and progress. Structured literacy is characterized by
the provision of systematic, explicit instruction that integrates listening, speaking, reading,
and writing, and emphasizes:
new text end

new text begin (1) the structure of language across the speech sound system or phonology;
new text end

new text begin (2) the writing system or orthography;
new text end

new text begin (3) the structure of sentences or syntax;
new text end

new text begin (4) the meaningful parts of words or morphology;
new text end

new text begin (5) the relationships among words or semantics; and
new text end

new text begin (6) the organization of spoken and written discourse.
new text end

new text begin (i) "Three-cueing system," also known as "meaning structure visual (MSV)," means a
method that teaches students to use meaning, structure and syntax, and visual cues when
attempting to read an unknown word.
new text end

new text begin Subd. 2. new text end

new text begin Department of Education. new text end

new text begin (a) The Department of Education must partner with
CAREI as required under subdivision 8 to approve literacy curricula and professional
development programs. A district is not required to use a curriculum identified under this
section, unless the curriculum was purchased with state grant funds that require a curriculum
to be selected from a list of approved curricula.
new text end

new text begin (b) By July 1, 2023, the department must make available to districts a list of approved
evidence-based screeners in accordance with section 120B.12 that a district may use to
assess students' reading proficiency.
new text end

new text begin (c) The department must regularly provide districts with information about professional
development opportunities available throughout the state on reading instruction that is
evidence-based.
new text end

new text begin (d) The department must identify training required for a literacy specialist position under
this section.
new text end

new text begin (e) The department must employ a literacy specialist to provide support to districts
implementing the Read Act and coordinate duties assigned to the department under the
Read Act. The literacy specialist must work on state efforts to improve literacy tracking
and implementation.
new text end

new text begin Subd. 3. new text end

new text begin Screeners. new text end

new text begin A district must administer a reading screener to students in
kindergarten through grade 3 within the first six weeks of the school year, and again within
the last six weeks of the school year. The screener must be one of the screeners identified
by the Department of Education.
new text end

new text begin Subd. 4. new text end

new text begin Progress monitoring. new text end

new text begin For a student not reading at grade level, a district must
develop an intervention plan that meets the requirements of section 120B.12, subdivision
3.
new text end

new text begin Subd. 5. new text end

new text begin Curriculum. new text end

new text begin A district is encouraged to use evidence-based curriculum at each
grade level that is designed around teaching the foundational reading skills of phonemic
awareness, phonics, vocabulary development, reading fluency, and reading comprehension.
new text end

new text begin Subd. 6. new text end

new text begin Professional development. new text end

new text begin (a) A district must provide training that is
evidence-based to all reading intervention teachers and literacy specialists by July 1, 2025;
and by June 15, 2027, to other teachers in the district, prioritizing elementary school
classroom teachers, teachers that work with students with disabilities, English learners, and
students who qualify for the graduation incentives program under section 124D.68. The
commissioner of education may grant the district an extension to the deadlines in this
paragraph.
new text end

new text begin (b) The training must include teaching in the areas of phonemic awareness, phonics,
vocabulary development, reading fluency, reading comprehension, and culturally and
linguistically responsive pedagogy.
new text end

new text begin Subd. 7. new text end

new text begin Literacy trainer. new text end

new text begin (a) By August 30, 2025, a district must employ or contract
with a literacy trainer, or be actively supporting a designated literacy specialist through the
process of becoming a literacy trainer. A board may satisfy the requirements of this
subdivision by contracting with another school board or cooperative, or the Regional Centers
of Excellence for the services of a literacy specialist by August 30, 2025. A district may
use Read Act funding to pay for training, substitute teachers to allow teachers time to attend
trainings, and incentives for teachers that complete the training.
new text end

new text begin (b) A district literacy specialist must collaborate with district administrators and staff
to support the district's implementation of requirements under the Read Act.
new text end

new text begin Subd. 8. new text end

new text begin Read Act implementation partnership. new text end

new text begin (a) The Department of Education
must partner with CAREI for two years beginning June 1, 2023, until August 30, 2025, to
support implementation of the Read Act. The department and CAREI must jointly:
new text end

new text begin (1) identify at least five literacy curricula that are evidence-based, or focused on structured
literacy by July 15, 2023, 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;
new text end

new text begin (2) identify at least three professional development programs that focus on the five pillars
of literacy and the components of structured literacy by July 15, 2023, and post a list of the
programs on the department website;
new text end

new text begin (3) develop an evidence-based lead literacy specialist 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;
new text end

new text begin (4) identify measures of foundational literacy skills and mastery that a district must
report on a local literacy plan;
new text end

new text begin (5) provide guidance to districts about best practices in literacy instruction, and practices
that are not evidence-based; and
new text end

new text begin (6) ensure that teacher professional development options are geographically equitable
by supporting trainings through the Regional Centers of Excellence.
new text end

new text begin (b) The department and CAREI must provide districts an opportunity to request that the
department and CAREI add to the list of curricula, professional development programs,
and screeners a specific curriculum, professional development program, or curriculum. 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, consult with the Read Act Implementation Advisory Council
regarding the request, and approve or deny the request within 60 days.
new text end

new text begin (c) The department and CAREI must support district efforts to implement the Read Act
by:
new text end

new text begin (1) issuing guidance for teachers on implementing curriculum that is evidence-based,
or focused on structured literacy;
new text end

new text begin (2) providing teachers accessible options for evidence-based professional development
focused on structured literacy; and
new text end

new text begin (3) providing districts technical support.
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. 11.

Minnesota Statutes 2022, section 122A.06, subdivision 4, is amended to read:

Subd. 4.

deleted text begin Comprehensive, scientifically based reading deleted text end new text begin Evidence-based literacy new text end
instruction.

(a) " deleted text begin Comprehensive, scientifically based reading deleted text end new text begin Evidence-based literacy new text end
instruction" includes a program or collection of instructional practices that is based on deleted text begin valid,
replicable evidence showing that when these programs or practices are used, students can
be expected to achieve, at a minimum, satisfactory reading progress deleted text end new text begin research that applies
rigorous, systematic, and objective procedures to obtain valid knowledge that is relevant to
reading development, reading instruction, and reading difficulties new text end . The program or collection
of practices must include, at a minimum, deleted text begin effective, balanced deleted text end new text begin evidence-based new text end instruction in
all five areas of reading: phonemic awareness, phonics, fluency, vocabulary development,
and reading comprehension.

deleted text begin Comprehensive, scientifically based reading deleted text end new text begin Evidence-based literacy new text end instruction also
includes and integrates instructional strategies for continuously assessing, evaluating, and
communicating the student's reading progress and needs in order to design and implement
ongoing interventions so that students of all ages and proficiency levels can read and
comprehend text, write, and apply higher level thinking skills. For English learners
developing literacy skills, districts are encouraged to use strategies that teach reading and
writing in the students' native language and English at the same time.

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

(c) "Phonemic awareness" is the ability of students to deleted text begin notice deleted text end new text begin hear new text end , deleted text begin think about deleted text end new text begin identify new text end ,
and manipulate individual sounds in spoken syllables and words.

(d) "Phonics" is deleted text begin 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 deleted text end new text begin the understanding that there are systematic and predictable relationships
between written letters or graphemes, and spoken sounds or phonemes new text end .

(e) "Reading comprehension" is deleted text begin an active process that requires intentional thinking
during which meaning is constructed through interactions between text and reader.
Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and
implementing specific cognitive strategies to help beginning readers derive meaning through
intentional, problem-solving thinking processes deleted text end new text begin the ability to read the words on the page
and to understand and comprehend the words that have been read new text end .

(f) "Vocabulary development" is the process of teaching vocabulary both directly and
indirectly, with repetition and multiple exposures to vocabulary items. Learning in rich
contexts, incidental learning, and use of computer technology enhance the acquiring of
vocabulary.

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

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 12.

Minnesota Statutes 2022, section 124D.98, is amended by adding a subdivision
to read:

new text begin Subd. 5. new text end

new text begin Uses. new text end

new text begin 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:
new text end

new text begin (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;
new text end

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

new text begin (3) employing or contracting with a literacy trainer, as defined in section 120B.123; and
new text end

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

new text begin EFFECTIVE DATE. new text end

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

Sec. 13. new text begin READ ACT IMPLEMENTATION ADVISORY COUNCIL.
new text end

new text begin Subdivision 1. new text end

new text begin Purpose and duties. new text end

new text begin (a) An advisory council is established to advise the
Department of Education and the Center for Applied Research and Educational Improvement
(CAREI) on the implementation of the Read Act.
new text end

new text begin (b) The council must review the screeners, and professional development programs
identified by the Department of Education in accordance with Minnesota Statutes, section
120B.123 and the curriculum identified jointly by the Department of Education and CAREI.
The council must advise the department and CAREI on whether the screeners, professional
development programs, and curriculum are evidence-based and accessible for teachers. The
department and CAREI must consider the recommendations of the council but are not
required to implement them.
new text end

new text begin (c) Compensation and removal of council members are governed by Minnesota Statutes,
section 15.059.
new text end

new text begin Subd. 2. new text end

new text begin Membership. new text end

new text begin (a) The advisory council is composed of the following 16
members appointed by the governor in accordance with Minnesota Statutes, section 15.0597:
new text end

new text begin (1) three literacy specialists, coaches, or special education teachers that work on literacy
interventions with students in kindergarten through grade 5;
new text end

new text begin (2) three licensed teachers that work as kindergarten through grade 5 classroom teachers;
new text end

new text begin (3) two curriculum coordinators or directors with expertise in kindergarten through grade
5 curriculum;
new text end

new text begin (4) two elementary school principals;
new text end

new text begin (5) two superintendents or assistant superintendents;
new text end

new text begin (6) two members of the public with expertise in literacy;
new text end

new text begin (7) one special education director; and
new text end

new text begin (8) one representative of the Minnesota Association of Colleges for Teacher Education.
new text end

new text begin (b) To the extent practicable, the members of the advisory council must represent the
geographic, gender, racial, cultural, and linguistic diversity of Minnesota.
new text end

new text begin (c) The governor must appoint the members of the advisory council by June 15, 2023.
new text end

new text begin Subd. 3. new text end

new text begin Meetings and administrative support. new text end

new text begin (a) The advisory council must meet
at least four times, or more often if requested to do so by the Department of Education or
CAREI. Meetings are subject to the open meeting requirements under Minnesota Statutes,
chapter 13D.
new text end

new text begin (b) The governor must convene the first meeting of the advisory council by July 1, 2023,
at which time the council must elect a chair.
new text end

new text begin (c) The commissioner of education must provide the advisory council with administrative
support and meeting space.
new text end

new text begin Subd. 4. new text end

new text begin Expiration. new text end

new text begin The advisory council expires on June 30, 2025.
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. 14. new text begin APPROPRIATIONS.
new text end

new text begin Subdivision 1. new text end

new text begin Department of Education. new text end

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

new text begin Subd. 2. new text end

new text begin Read Act instructional materials grants. new text end

new text begin (a) For grants to school districts,
charter schools, and cooperatives for evidence-based literacy supports for children in
prekindergarten through grade 12 based on structured literacy:
new text end

new text begin $ new text end

new text begin 40,000,000 new text end

new text begin ..... new text end

new text begin 2024 new text end

new text begin (b) Recipients must use grant funding to pay for evidence-based, structured literacy
curriculum, books, prekindergarten through grade 5 classroom literacy instructional materials,
and kindergarten through grade 12 literacy intervention materials. Grant funds may be used
to reimburse a grant recipient for curriculum, books, and instructional or intervention
materials purchased after July 1, 2021.
new text end

new text begin (c) A school district or charter school must submit a grant application to the commissioner
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 and charter schools that receive literacy grants, and the amounts of each grant,
by January 15, 2025, according to Minnesota Statutes, section 3.195.
new text end

new text begin (d) A school district or charter school is encouraged to use grant funds to purchase
curriculum and instructional materials that are culturally responsive and reflect diverse
populations.
new text end

new text begin (e) This appropriation is available until June 30, 2028.
new text end

new text begin Subd. 3. new text end

new text begin Read Act professional development. new text end

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

	new text begin $ new text end	new text begin 30,000,000 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 30,000,000 new text end	new text begin ..... new text end	new text begin 2025 new text end

new text begin (b) A district, charter school, or cooperative must report to the commissioner the number
of prekindergarten through grade 5 classroom teachers and prekindergarten through grade
12 literacy intervention teachers for whom the district seeks to provide training. The
commissioner must proportionately allocate the appropriation to districts, charter schools,
and cooperatives. Each district, charter school, or cooperative's aid equals the appropriation
for that year times the ratio of the number of teachers for whom it applied for training to
the statewide total number of teachers for whom the funding was requested.
new text end

new text begin (c) A school district or charter school may use the funding to pay for training, substitute
teachers to allow classroom teachers time to attend training, and incentives for teachers that
complete training.
new text end

new text begin (d) The commissioner must report to the legislative committees with jurisdiction over
kindergarten through grade 12 education how the funding was distributed among districts,
charter schools, and cooperatives, and the number of teachers each recipient received funding
for. The report must include the number of teachers for whom districts requested professional
development funds, and the number of teachers that were able to receive training using
funds under this subdivision.
new text end

new text begin (e) This appropriation is available until June 30, 2027.
new text end

new text begin (f) The base for fiscal year 2026 is $0.
new text end

new text begin Subd. 4. new text end

new text begin Department. new text end

new text begin (a) For the Department of Education:
new text end

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

new text begin (b) This appropriation includes funds for a full-time literacy specialist at the Department
of Education.
new text end

new text begin (c) The agency's base is $....... for fiscal year 2026 and $....... for fiscal year 2027.
new text end