HF4823

Purpose

• Strengthen and expand Minnesota’s Read Act to ensure every child is reading at or above grade level each year starting in kindergarten.
• Support multilingual learners, students in special education, and their individualized reading goals.
• Align districts with a strong, evidence-based approach to teaching reading and building oral language, vocabulary, and comprehension skills.

Key Provisions and What They Aim to Accomplish

• Foundational reading instruction

  • By the 2026-27 school year, districts must provide evidence-based reading instruction focused on foundational skills (phonemic awareness, phonics, and fluency) plus oral language, vocabulary, and reading comprehension.
  • Training requirements for teachers, instructional staff, and licensed library media specialists to use evidence-based reading instruction approved by the Department of Education.
  • Districts are encouraged to adopt an MTSS (Multi-Tiered System of Supports) framework with family/community engagement, progress monitoring, fidelity checks, and ongoing culturally responsive interventions.

• Universal screening and dyslexia identification

  • All students in kindergarten through grade 3 must be screened three times per year using a Department-approved universal screener (within six weeks of the start, by February 15, and in the last six weeks of the year).
  • Screenings must assess mastery of foundational reading skills and characteristics of dyslexia; data must be reported to the Department in the annual local literacy plan.
  • For students reading at grade level by winter of grade 2, an oral reading fluency screener may be used to assess difficulties, including dyslexia, without a separate subcomponent screening.
  • Students in grades 4 and above who are not reading at grade level must be screened for reading difficulties (including dyslexia) and continue receiving evidence-based instruction and progress monitoring until they reach proficiency.
  • Parents can opt out after consultation, but students still receive ongoing progress monitoring and interventions.
  • Screenings should be available in English and the district’s predominant languages; if a partner language is used, screening should occur in that language as well when applicable.

• Dual language immersion and multilingual learners

  • If a district operates dual language immersion programs, screening can be in the partner language or English depending on instruction; tools must be approved and aligned to the language of instruction.
  • Districts must monitor and support multilingual learners with appropriate screenings and targeted interventions.

• Local literacy plans

  • Each district must adopt and annually update a local literacy plan by June 15, aligned with the Read Act.
  • Plan components include: assessment processes, parent involvement, targeted evidence-based instruction, progress monitoring, staff development, curricula material adoption, MTSS status, and data on staff training.
  • Plans must describe how schools will use library media centers to support foundational reading skills with licensed library media specialists.
  • Districts must post the literacy plan on their website and submit it to the commissioner using a standardized template.
  • The Department will report on district plans to legislative committees, including training completed, gaps, MTSS status, and data on screeners and curricula.

• Staff development and professional training

  • Mandatory training on structured literacy and the five key reading areas (phonemic awareness, phonics, vocabulary, fluency, reading comprehension) plus culturally and linguistically responsive pedagogy.
  • By 2026, elementary teachers and related staff must receive training to implement explicit, systematic, evidence-based instruction; other targeted staff (reading intervention teachers, ESL/ELL staff, special education teachers, library staff, etc.) have defined training timelines through 2027.
  • Training may be delivered by certified facilitators or recognized department-approved programs; extensions may be granted as needed.
  • Hours of required instruction are temporarily reduced (512 hours) in 2024-27 for districts that reach a teacher training agreement, and similar adjustments may apply to certain charter schools, only for certain school years.

• Accessibility and accountability

  • All professional development and digital curriculum resources must meet accessibility standards.
  • PD under the Read Act is subject to state accessibility and civil rights standards.

• Ongoing review of literacy materials

  • By June 1, 2027, the Department must establish an ongoing process to review curricula and intervention materials for evidence-based, structured literacy, cultural and linguistic responsiveness, and alignment with diverse populations.
  • The Department may partner with higher education or a third party; publishers can submit materials for review.
  • Materials are rated as highly aligned, partially aligned, minimally aligned, or not aligned. Highly aligned materials may qualify for literacy funding; not aligned materials do not.
  • The Read Act rubric will be used and posted publicly; findings are shared after each review cycle.

Significant Changes from Prior Law (highlights)

• Explicit, district-wide requirement that every student reach grade-level reading annually starting in kindergarten, with enhanced support for multilingual learners and students with disabilities.
• Expanded and codified universal screening for foundational reading skills and dyslexia characteristics in K-3, plus ongoing screening and progress monitoring through higher grades.
• Mandated local literacy plans with specific reporting, parent involvement, and evidence-based intervention requirements; annual updates and public posting.
• Stronger emphasis on structured literacy, explicit instruction, and culturally responsive pedagogy; expanded and staged professional development requirements for a broad set of district staff.
• Formal integration of MTSS as a framework to guide reading instruction, interventions, and progress accountability.
• Comprehensive oversight of literacy materials through an ongoing, transparent review process with published rubrics and potential funding eligibility tied to alignment.
• Accessibility mandates for professional development and digital curricula, aligning with broader state accessibility and civil rights standards.

Implementation Timeline (highlights)

• 2026-27: Full implementation of foundational skill instruction with trained staff; MTSS encouraged; universal screening in early grades continues; local literacy plans require annual updates.
• 2024-25 to 2026-27: Specific screening and professional development timelines begin; use of DOE-approved screeners becomes mandatory; some hours-of-instruction adjustments may apply if districts enter certain agreements.
• 2027 onward: Ongoing literacy material reviews finalized; local literacy plans required to reflect updated materials and findings; continued reporting and updates to the legislature.

Potential Impacts

• Earlier and more consistent identification of reading difficulties and dyslexia among students.
• Increased teacher and staff specialization in evidence-based reading instruction.
• Greater transparency and accountability for literacy progress, funding use, and curriculum choices.
• Enhanced supports for multilingual learners and culturally responsive teaching practices.
• A more standardized, district-level approach to literacy that ties together assessment, instruction, materials, and professional development.

Relevant Terms - Read Act - foundational reading skills - phonemic awareness - phonics - fluency - oral language - vocabulary - reading comprehension - evidence-based reading instruction - MTSS (Multi-Tiered System of Supports) - universal screening - screening tool - dyslexia - dyslexia characteristics - Department of Education - local literacy plan - progress monitoring - multilingual learners - dual language immersion - English learners (ELL) - accessibility standards - Read Act rubric - literacy aid (section 124D.98) - Read Act curriculum and materials review - structurally literate / structured literacy - culturally and linguistically responsive pedagogy - licensed library media specialists - literacy plan posting - MCA (Minnesota Comprehensive Assessments) - professional development - reading interventions - early childhood literacy - literacy material review process - Read Act template - inclusive and responsive education - 124D.98 funding - 16E.03 accessibility - 363A.43 civil rights standards