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A bill for an act
relating to education; modifying the Read Act; requiring early literacy field
experience for certain teacher candidates; establishing a high school diploma for
veterans; requiring rulemaking; amending Minnesota Statutes 2024, sections
120B.119, subdivision 7, by adding a subdivision; 120B.123, by adding a
subdivision; 122A.092, by adding a subdivision; Minnesota Statutes 2025
Supplement, sections 120B.119, subdivision 10; 120B.12, subdivisions 2, 2a, 4a;
120B.123, subdivisions 1, 5; 120B.124, subdivision 5; proposing coding for new
law in Minnesota Statutes, chapter 127A; repealing Minnesota Statutes 2025
Supplement, section 120B.124, subdivision 6.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
ARTICLE 1
THE READ ACT
Section 1.
Minnesota Statutes 2024, section 120B.119, subdivision 7, is amended to read:
Subd. 7.
Literacy specialist.
"Literacy specialist" means a person licensed by the
Professional Educator Licensing and Standards Board
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as a teacher of reading, a special
education teacher, or a kindergarten through grade 6 teacher,
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who has completed professional
development approved by the Department of Education in structured literacy.
Sec. 2.
Minnesota Statutes 2025 Supplement, section 120B.119, subdivision 10, is amended
to read:
Subd. 10.
Oral language.
"Oral language," also called " expressive language"
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or
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and
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"receptive language," includes speaking and listening, and consists of five components:
phonology, morphology, syntax, semantics, and pragmatics. Oral language also includes
sign language, in which speaking and listening skills are defined as expressive and receptive
skills, and consists of phonology, including sign language phonological awareness,
morphology, syntax, semantics, and pragmatics.
Sec. 3.
Minnesota Statutes 2024, section 120B.119, is amended by adding a subdivision
to read:
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Subd. 10a.
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Parent.
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"Parent" means a student's parent or legal guardian.
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Sec. 4.
Minnesota Statutes 2025 Supplement, section 120B.12, subdivision 2, is amended
to read:
Subd. 2.
Identification; report.
(a) 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 three times each school year: (1) within the first six weeks of
the school year; (2) by February 15 each year; and (3) within the last six weeks of the school
year. Students enrolled in kindergarten, grade 1, grade 2, and grade 3, including multilingual
learners, students receiving special education services, and students enrolled in dual language
immersion programs, 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 expressive
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or
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and
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receptive language
mastery. The screening tool used must be a valid and reliable universal screener that is
highly correlated with foundational reading skills.
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For students reading at grade level,
beginning in the winter of grade 2, the oral reading fluency screener may be used to assess
reading difficulties, including characteristics of dyslexia, without requiring a separate
screening of each subcomponent of foundational reading skills.
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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) For students enrolled in dual language immersion programs:
(1) if students are screened in the partner language, they must be screened at the same
interval as the screenings in English under paragraph (a);
(2) if the program provides instruction in foundational reading skills in English, the
students receiving that instruction must be screened in English;
(3) if the program provides instruction in foundational reading skills in the partner
language, the students receiving that instruction must be screened in the partner language;
(4) if no screener is available in the partner language, the districts must identify how
students' reading proficiency is assessed and how the districts determine and provide targeted
reading instruction in the partner language and supports to students identified as needing
additional support in developing mastery of foundational reading skills; and
(5) the partner language screening tool must be approved by the district for kindergarten
through grade 3 students.
(c) Students in grades 4 and above, including multilingual learners and students receiving
special education services, who are not reading at grade level must be screened for reading
difficulties, including characteristics of dyslexia, using a screening tool approved by the
Department of Education, 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.
(d) 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.
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(e) An English language learner must be screened for characteristics of dyslexia according
to the vendor's assessment guidelines.
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(e)
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(f)
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The district also must include in its local 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 a 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 characteristics of reading difficulties,
including 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. 5.
Minnesota Statutes 2025 Supplement, section 120B.12, subdivision 2a, is amended
to read:
Subd. 2a.
Parent notification and involvement.
(a) A district must administer an
approved reading screener to students in kindergarten through grade 3 within the first six
weeks of the school year, by February 15 each year, and again within the last six weeks of
the school year.
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A district must administer an approved reading screener to students in
grades 4 and above who are not reading at grade level at least once per year until the student
reaches grade-level proficiency.
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Schools, after administering each screener, must follow
the language access plan under section
123B.32
and give the parent of each student who is
not reading at or above grade level information from the screener 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.
(b) For students enrolled in dual language immersion programs, the district must measure
the student's reading proficiency in English or in the program's partner language, if available,
according to subdivision 2. Following the district's language access plan under section
123B.32
, the district must notify families with timely information about students' reading
proficiency, including how the student's reading proficiency is assessed, any reading-related
services or supports provided to the student and the student's progress, and strategies for
families to use at home in helping students succeed in becoming grade-level proficient in
reading in English or the partner language. The dual language immersion program may
provide information about national research on reading proficiency for students in dual
language immersion programs in the parent notification.
(c) A district may not use this section to deny a student's right to a special education
evaluation.
Sec. 6.
Minnesota Statutes 2025 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 approved 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 and, if applicable, the district plan
and timeline for adopting evidence-based curricula and materials starting in the 2025-2026
school year;
(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;
(9) the number of teachers and other staff who have completed training approved by the
department;
(10) the number of teachers and other staff proposed for training in structured literacy;
(11) how the district used funding provided under the Read Act to implement the
requirements of the Read Act;
(12) beginning as soon as practicable after the end of fiscal year 2026, how the district
used literacy aid funding received under section
124D.98
;
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and
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(13) beginning on December 31, 2025, for a district with a dual language immersion
program:
(i) the program's partner language;
(ii) grade levels included in the program;
(iii) the language used to screen students' foundational reading skills;
(iv) the percentage of grade 3 students taking the Minnesota Comprehensive Assessments;
and
(v) the number of students in the program in grades 4 to 12 who are identified as not
reading at grade level
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.
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; and
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(14) beginning with the 2026-2027 school year, a description of how schools in the
district will use the school library media center to complement students' foundational reading
skills.
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(b) Annually by June 15, 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.
(c) Districts must use a streamlined template developed by the commissioner of education
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, by grade level, who have completed training
approved by the Department of Education;
(2) the number of teachers and other staff, by grade level, required to complete the
training under section
120B.123, subdivision 5
, who have not completed the training;
(3) the number of teachers exempt under section
120B.123, subdivision 5
, from
completing training approved by the Department of Education;
(4) the statewide total number of teachers or other staff required to complete the training
under section
120B.123, subdivision 5
, that have received other training or education that
meets the requirements of the training approved by the Department of Education;
(5) by school site and grade, the approved screeners and the reading curriculum used;
(6) by school site and grade, using the measurements of foundational literacy skills and
mastery identified by the department, both aggregated data and disaggregated data on student
performance on the approved screeners using the student categories under section
120B.35,
subdivision 3
, paragraph (a), clause (2); and
(7) information about dual language immersion programs.
(e) By December 1, 2026, and December 1, 2027, the commissioner of education must
submit updated reports containing the information required under paragraph (d) and updates
and recommendations from the dual language immersion advisory committee established
under subdivision 6, to the legislative committees with jurisdiction over prekindergarten
through grade 12 education.
Sec. 7.
Minnesota Statutes 2025 Supplement, section 120B.123, subdivision 1, is amended
to read:
Subdivision 1.
Approved screeners.
(a) 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, by February 15 each year, and again within the last six weeks
of the school year.
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A district must provide vendor-approved screening accommodations to
students with documented accommodation plans.
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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.
(b) Starting in the 2024-2025 school year, district staff and external partners offering
literacy supports in schools may only use screeners that have been approved by the
Department of Education.
Sec. 8.
Minnesota Statutes 2025 Supplement, section 120B.123, subdivision 5, is amended
to read:
Subd. 5.
Professional development.
(a) A district must provide training from a menu
of approved evidence-based training programs to the following teachers and staff by July
1, 2026:
(1) reading 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) kindergarten through grade 12 special education teachers responsible for foundational
reading instruction;
(4) curriculum directors;
(5) instructional support staff, contractors, and volunteers who assist in providing reading
interventions under the oversight and monitoring of a trained licensed teacher;
(6) employees who select literacy instructional materials for a district; and
(7) teachers holding English as a second language teaching licenses.
(b) A district must provide training from a menu of approved evidence-based training
programs to the following teachers by July 1, 2027:
(1) teachers who provide foundational reading instruction to students in grades 4 to 12;
(2) teachers who provide instruction to students in a state-approved alternative program;
and
(3) teachers who provide instruction to students in dual language immersion programs.
(c) The commissioner of education may grant a district an extension to the deadlines in
this subdivision.
(d) Training provided by the following may satisfy the professional development
requirements under this subdivision:
(1) a certified trained facilitator; or
(2) a training program that the department has determined meets the professional
development requirements under the Read Act.
(e) Beginning July 1, 2027, an educator required to receive training under paragraph
(a), who is new to the state of Minnesota or is a newly licensed teacher who did not receive
instruction in the teaching of foundational reading skills based on structured literacy, must
complete one of the approved required trainings. Training must be offered through the
regional literacy network and facilitated by a local certified trained facilitator. The
Department of Education must review district literacy lead waiver requests and grant waivers
to educators new to the state or educators who provide reading instruction exclusively using
alternatives to sound-based approaches, and who have completed the professional
development requirements consistent with this subdivision.
(f) For the 2024-2025
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and
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,
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2025-2026
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, and 2026-2027
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school years only, the hours of
instruction requirement under section
120A.41
for students in elementary and secondary
school, as defined in section
120A.05
, subdivisions 9 and 13, is reduced by 5-1/2 hours for
a district that enters into an agreement with the exclusive representative of the teachers that
requires teachers to receive at least 5-1/2 hours of approved evidence-based training required
under this subdivision, 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 elementary and secondary
school, as defined in section 120A.05, subdivisions 9 and 13, by 5-1/2 hours after consulting
with its teachers in order to provide teachers with at least 5-1/2 hours of evidence-based
training required under this subdivision on a day when other students receive instruction.
The hours of instruction reduction for secondary school students is applicable only for the
2025-2026
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and 2026-2027
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school
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year
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years
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.
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(g) An educator who was first enrolled in an elementary, special education, or early
childhood education Minnesota-approved teacher preparation program on or after June 1,
2026, does not need to receive additional training according to paragraph (a).
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Sec. 9.
Minnesota Statutes 2024, section 120B.123, is amended by adding a subdivision
to read:
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Subd. 8.
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Accessibility standards.
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(a) All professional development and digital curriculum
resources must comply with the accessibility standards developed according to section
16E.03, subdivision 9.
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(b) Professional development provided in accordance with the Read Act is subject to
the requirements of section 363A.43.
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Sec. 10.
Minnesota Statutes 2025 Supplement, section 120B.124, subdivision 5, is amended
to read:
Subd. 5.
Ongoing review of literacy materials.
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(a) By October 1, 2026, the department
must establish an ongoing review process in order to identify curriculum and intervention
materials that are evidence-based, focused on structured literacy, culturally and linguistically
responsive, and reflective of diverse populations.
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The department may partner with one or
more institutions of higher education
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or a third party
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to conduct independent and objective
reviews of curriculum and intervention materials
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using the competitive solicitation procedures
under chapter 16C
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. The department must determine whether it will partner with an institution
of higher education
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or a third party
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to conduct ongoing reviews of literacy materials by
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June
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October
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1, 2026. A publisher may submit curriculum or intervention materials for review.
The publisher is responsible for paying the cost of the review directly to
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the
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a partnering
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institution of higher education
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or third party
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. The review must use the
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Read Act
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rubric used
to approve curriculum
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and post
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. The department may modify the Read Act rubric as necessary
to reflect the evolving needs of grade levels and special populations, including alignment
with the Minnesota English Language Arts standards, the incorporation of culturally and
linguistically responsive criteria, and the inclusion of criteria reflective of diverse populations.
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The
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Read Act
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rubric
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must be posted
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on the department website. The department and
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institution of higher education
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its partner
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may approve the curriculum or intervention
materials if they determine that the curriculum or intervention materials are evidence-based,
focused on structured literacy, culturally and linguistically responsive, and reflect diverse
populations. The department must add the approved curriculum or intervention materials
to the list of curricula and materials approved under the Read Act.
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Following each review
cycle, the department must post its findings on the department's website. Alternative
curriculum and intervention programs for those who cannot access sound-based approaches
must be reviewed on the same review cycle as traditional programs.
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(b) A program undergoing a full review cycle must be added to the reviewed curricula
and intervention program list after the review process is completed.
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EFFECTIVE DATE.
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This section is effective the day following final enactment.
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Sec. 11.
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REPEALER.
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Minnesota Statutes 2025 Supplement, section 120B.124, subdivision 6,
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is repealed.
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ARTICLE 2
HIGH SCHOOL DIPLOMAS FOR VETERANS
Section 1.
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[127A.135] HIGH SCHOOL DIPLOMA FOR VETERANS.
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Subdivision 1.
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Diploma.
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A school district or charter school must, upon a request under
subdivision 2, issue a high school diploma to a veteran as defined in section 197.447 who
was unable to complete their high school education for reasons related or unrelated to their
military service, and who served:
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(1) during the Korean Conflict from June 27, 1950, to January 31, 1955; or
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(2) during the Vietnam War, either in the country from November 1, 1955, to May 7,
1975, or outside of the country from August 5, 1964, to May 7, 1975.
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Subd. 2.
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Request.
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A veteran may request a diploma on their own behalf, or a family
member may make a posthumous request on behalf of a deceased veteran or service member.
The high school diploma is awarded based on the veteran's knowledge and experience
gained while in service, or the veteran's other relevant lived experience. The school district
or charter school may require the veteran or veteran's requestor to provide evidence that the
veteran was a Minnesota public school student or is a current Minnesota resident.
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Subd. 3.
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No report required.
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Districts and charter schools are not required to report on
diplomas issued under this section.
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Subd. 4.
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Assistance.
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The Minnesota Department of Veterans Affairs and county veteran
service officers may provide assistance to districts and charter schools fulfilling these
requests, including but not limited to verification of discharge paperwork.
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ARTICLE 3
OTHER LITERACY PROVISIONS
Section 1.
Minnesota Statutes 2024, section 122A.092, is amended by adding a subdivision
to read:
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Subd. 10.
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Early literacy field experience.
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(a) A teacher preparation provider approved
by the Professional Educator Licensing and Standards Board to prepare teacher candidates
to provide instruction in early literacy must require a supervised early literacy field experience
aligned to evidence-based best practices in reading consistent with sections 120B.118 to
120B.124. The early literacy field experience requirement applies to teacher candidates
who enroll in teacher preparation programs in the 2027-2028 school year or later.
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(b) The early literacy field experience must be integrated with learning experiences in
reading instruction, including instruction on reading methods or equivalent, and must provide
teacher candidates with opportunities to apply evidence-based literacy practices with students.
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(c) The Professional Educator Licensing and Standards Board must adopt rules regarding
the early literacy field experience requirement, including but not limited to:
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(1) defining licensure areas in which teacher candidates must complete the early literacy
field experience;
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(2) establishing expectations for the scope and outcomes of the early literacy field
experience;
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(3) ensuring the field experience occurs primarily within a school building during the
instructional day, while allowing for waivers when appropriate to accommodate unique
program delivery models or documented hardship; and
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(4) requiring the field experience includes observation with actionable feedback to ensure
growth and attainment of related reading standards.
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(d) In adopting rules under this subdivision, the board must allow flexibility for teacher
preparation programs to demonstrate that candidates have met required standards through
field experiences.
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EFFECTIVE DATE.
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This section is effective July 1, 2026.
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APPENDIX
Repealed Minnesota Statutes: H4492-1
120B.124 READ ACT IMPLEMENTATION PARTNERSHIP.
Subd. 6.
Comprehensive review of literacy materials.
Starting in 2033, the department and an institution of higher education may partner to conduct a comprehensive review of curriculum and intervention materials to identify literacy curriculum and supporting materials, and intervention materials that are evidence-based, focused on structured literacy, culturally and linguistically responsive, and reflect diverse populations. The department must post on its website the rubrics used to evaluate curriculum and intervention materials. The department must revise the list of approved curriculum and supporting materials, and intervention materials based on the findings of the review.