1.1.................... moves to amend H.F. No. 2497, the third engrossment, as follows:
1.2Page 110, line 18, delete "5,000,000" and insert "2,500,000"
1.3Page 114, delete subdivision 14
1.4Renumber the subdivisions in sequence
1.5Page 120, lines 28 and 29, delete "1,500,000" and insert "750,000"
1.6Page 120, after line 30, insert:
1.7"(c) The base for fiscal year 2026 and later is $1,500,000."
1.8Page 124, delete article 3 and insert:


1.11    Section 1. [120B.116] SCIENCE OF READING.
1.12    Subdivision 1. Policy. It is the intent of the legislature that public schools promote
1.13foundational literacy and grade-level reading proficiency through the use of curriculum,
1.14textbooks, instructional materials, instructional practices, interventions, and teacher
1.15development and training based solely on the science of reading.
1.16    Subd. 2. Science of reading defined. (a) "Science of reading" means explicit, systematic
1.17evidence-based reading instruction using reliable, trustworthy, and valid evidence consistent
1.18with science-based reading research. This includes developing foundational reading skills
1.19relying on phonemic/phonological awareness, phonics and decoding, fluency, vocabulary,
1.20and comprehension that can be differentiated to meet the needs of individual students.
1.21(b) The science of reading does not include using visual memory as the primary basis
1.22for teaching word recognition and does not include the use of the three-cueing system model,
2.1based on meaning, structure/syntax, and visual, also known as MSV, as a method to teach
2.2students to read.
2.3    Subd. 3. Other definitions. (a) The terms defined in this section have the meanings
2.4given them.
2.5(b) "Comprehension" is the purpose of reading: the ability to understand, remember,
2.6and make meaning of what has been read.
2.7(c) "Fluency" is the ability to read text with speed, accuracy, and proper expression,
2.8either to oneself or aloud.
2.9(d) "Phonemic/phonological awareness" is the ability of students to hear, identify,
2.10manipulate, and substitute individual sounds, word parts, and syllables in spoken words.
2.11(e) "Phonics" is the understanding that there are systematic and predictable relationships
2.12between phonemes (sounds) and graphemes (the letters that represent those sounds in written
2.13language) and to apply that knowledge to decode unfamiliar printed words. This process is
2.14commonly known as sounding out words.
2.15(f) "Science-based reading research" means research that:
2.16(1) applies rigorous, systematic, and objective observational or experimental procedures
2.17to obtain knowledge relevant to reading development, reading instruction, and reading and
2.18writing difficulties; and
2.19(2) explains how proficient reading and writing develop, why some children have
2.20difficulties developing key literacy skills, and how schools can best assess and instruct early
2.21literacy, including the use of evidence-based literacy instruction practices to promote reading
2.22and writing achievement.
2.23(g) "Vocabulary" is the process of acquiring new words that students understand and
2.24use in their conversation (oral vocabulary) and recognize in print (reading vocabulary)
2.25through direct and indirect instruction.

2.26    Sec. 2. Minnesota Statutes 2022, section 120B.12, is amended to read:
2.27120B.12 READING PROFICIENTLY NO LATER THAN THE END OF GRADE
2.283.
2.29    Subdivision 1. Literacy goal. The legislature seeks to have every child reading at or
2.30above grade level no later than the end of grade 3, including English learners, and that
2.31teachers provide comprehensive, scientifically based reading instruction based on the science
2.32of reading consistent with section 122A.06, subdivision 4 120B.116.
3.1    Subd. 2. Identification; report. (a) Each school district must identify before the end of
3.2kindergarten, grade 1, and grade 2 all students who are not reading at grade level. Students
3.3identified as not reading at grade level by the end of kindergarten, grade 1, and grade 2 must
3.4be screened, in a locally determined manner, for characteristics of dyslexia.
3.5    (b) Students in grade 3 or higher who demonstrate a reading difficulty to a classroom
3.6teacher must be screened, in a locally determined manner, for characteristics of dyslexia,
3.7unless a different reason for the reading difficulty has been identified.
3.8    (c) Reading assessments in English, and in the predominant languages of district students
3.9where practicable, must identify and evaluate students' areas of academic need related to
3.10literacy. The district also must monitor the progress and provide reading instruction
3.11appropriate to the specific needs of English learners. The district must use a locally adopted,
3.12developmentally appropriate, and culturally responsive assessment and annually report
3.13summary assessment results to the commissioner by July 1.
3.14    (d) The district also must annually report to the commissioner by July 1 a summary of
3.15the district's efforts to screen and identify students who demonstrate characteristics of
3.16dyslexia using screening tools such as those recommended by the department's dyslexia
3.17specialist. With respect to students screened or identified under paragraph (a), the report
3.18must include:
3.19    (1) a summary of the district's efforts to screen for dyslexia;
3.20    (2) the number of students screened for that reporting year; and
3.21    (3) the number of students demonstrating characteristics of dyslexia for that year.
3.22(e) A student identified under this subdivision must be provided with alternate instruction
3.23under section 125A.56, subdivision 1.
3.24    Subd. 2a. Parent notification and involvement. Schools, at least annually, must give
3.25clear notice to the parent of each student who is not reading at or above grade level that the
3.26student is not reading at or above grade level, and provide the parent timely information
3.27about:
3.28(1) the student's reading proficiency as measured by a locally adopted assessment;
3.29(2) reading-related services currently being provided to the student and the student's
3.30progress; and
4.1(3) strategies for parents to use at home in helping their student succeed in becoming
4.2grade-level proficient in reading in English and in their native language; the strategies must
4.3align with the interventions identified in the improvement plan under subdivision 3.
4.4A district may not use this section to deny a student's right to a special education
4.5evaluation.
4.6    Subd. 3. Intervention. (a) For each student identified under subdivision 2, the district
4.7shall provide reading intervention to accelerate student growth and reach the goal of reading
4.8at or above grade level by the end of the current grade and school year. If a student does
4.9not read at or above grade level by the end of grade 3, the district must continue to provide
4.10reading intervention until the student reads at grade level. District intervention methods
4.11shall encourage family engagement and, where possible, collaboration with appropriate
4.12school and community programs. Intervention methods may include, but are not limited to,
4.13requiring attendance in summer school or a summer reading program or camp, intensified
4.14reading instruction that may require that the student be removed from the regular classroom
4.15for part of the school day, extended-day programs, or programs that strengthen students'
4.16cultural connections.
4.17(b) A school district or charter school is strongly encouraged to provide a personal
4.18learning plan for a student who is unable to demonstrate grade-level proficiency, as measured
4.19by the statewide reading assessment in grade grades 3 and 4. The district or charter school
4.20must determine the format of the personal learning plan in collaboration with the student's
4.21educators and other appropriate professionals. The school must develop the learning plan
4.22in consultation with the student's parent or guardian. The personal learning plan must address
4.23knowledge gaps and skill deficiencies through strategies such as specific exercises and
4.24practices during and outside of the regular school day, periodic assessments, and reasonable
4.25timelines. The personal learning plan may include grade retention, if it is in the student's
4.26best interest. A school must maintain and regularly update and modify the personal learning
4.27plan until the student reads at grade level. This paragraph does not apply to a student under
4.28an individualized education program.
4.29    Subd. 4. Staff development. Each district shall use the data under subdivision 2 to
4.30identify the staff development needs so that:
4.31(1) elementary teachers are able to implement comprehensive, scientifically based reading
4.32and oral language instruction in the five reading areas of phonemic awareness, phonics,
4.33fluency, vocabulary, and comprehension as defined in section 122A.06, subdivision 4, and
4.34other literacy-related areas including writing instructional practices consistent with the
5.1science of reading as defined in section 120B.116 until the student achieves and maintains
5.2grade-level reading proficiency;
5.3(2) elementary teachers have sufficient training and professional development to provide
5.4comprehensive, scientifically based reading and oral language instruction aligned to the
5.5science of reading as defined in section 120B.116 that meets students' developmental,
5.6linguistic, and literacy needs using the intervention methods or programs selected by the
5.7district for the identified students;
5.8(3) licensed teachers employed by the district have regular opportunities to improve
5.9reading and writing instruction aligned to the science of reading as defined in section
5.10120B.116;
5.11(4) licensed teachers recognize students' diverse needs in cross-cultural settings and are
5.12able to serve the oral language and linguistic needs of students who are English learners by
5.13maximizing strengths in their native languages in order to cultivate students' English language
5.14development, including oral academic language development, and build academic literacy;
5.15and
5.16(5) licensed teachers are well trained in culturally responsive pedagogy that enables
5.17students to master content, develop skills to access content, and build relationships.
5.18    Subd. 4a. Local literacy plan. (a) Consistent with this section, a school district must
5.19adopt a local literacy plan to have every child reading at or above grade level no later than
5.20the end of grade 3, including English learners. The plan must be consistent with section
5.21122A.06, subdivision 4 120B.116, and include the following:
5.22(1) a process to assess students' level of reading proficiency and data to support the
5.23effectiveness of an assessment used to screen and identify a student's level of reading
5.24proficiency;
5.25(2) a process to notify and involve parents;
5.26(3) a description of how schools in the district will determine the proper reading
5.27intervention strategy for a student and the process for intensifying or modifying the reading
5.28strategy in order to obtain measurable reading progress;
5.29(4) evidence-based intervention methods aligned to the science of reading as defined in
5.30section 120B.116 for students who are not reading at or above grade level and progress
5.31monitoring to provide information on the effectiveness of the intervention; and
5.32(5) identification of staff development needs, including a program to meet those needs.
6.1(b) The district must post its literacy plan on the official school district website.
6.2    Subd. 5. Commissioner. The commissioner shall recommend to districts multiple
6.3assessment tools to assist districts and teachers with identifying students under subdivision
6.42. The commissioner shall also make available examples of nationally recognized and
6.5research-based instructional methods or programs to districts to provide comprehensive,
6.6scientifically based reading instruction and intervention under this section. The instructional
6.7methods or programs must not include the use of whole language, balanced-literacy, or a
6.8three-cueing system model based on meaning, structure/syntax, and visual, also known as
6.9MSV.

6.10    Sec. 3. Minnesota Statutes 2022, section 122A.092, subdivision 5, is amended to read:
6.11    Subd. 5. Reading strategies. (a) A teacher preparation provider approved by the
6.12Professional Educator Licensing and Standards Board to prepare persons for classroom
6.13teacher licensure must include in its teacher preparation programs research-based best
6.14practices in reading, consistent with section 122A.06, subdivision 4 120B.116, that enable
6.15the licensure candidate to teach reading in the candidate's content areas. Teacher candidates
6.16must be instructed in using students' native languages as a resource in creating effective
6.17differentiated instructional strategies for English learners developing literacy skills. A teacher
6.18preparation provider also must prepare early childhood and elementary teacher candidates
6.19for Tier 3 and Tier 4 teaching licenses under sections 122A.183 and 122A.184, respectively,
6.20for the portion of the examination under section 122A.185, subdivision 1, paragraph (c),
6.21covering assessment of reading instruction.
6.22(b) Board-approved teacher preparation programs for teachers of elementary education
6.23must require instruction in applying comprehensive, scientifically based or evidence-based,
6.24and structured reading instruction programs that:
6.25(1) teach students to read using foundational knowledge, practices, and strategies
6.26consistent with section 122A.06, subdivision 4 120B.116, so that all students achieve
6.27continuous progress in reading; and
6.28(2) teach specialized instruction in reading strategies, interventions, and remediations
6.29that enable students of all ages and proficiency levels to become proficient readers.; and
6.30(3) exclude or prohibit the use of whole language, balanced-literacy, or a three-cueing
6.31system model based on meaning, structure/syntax, and visual, also known as MSV.
6.32(c) Board-approved teacher preparation programs for teachers of elementary education,
6.33early childhood education, special education, and reading intervention must include
7.1instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation
7.2programs may consult with the Department of Education, including the dyslexia specialist
7.3under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia
7.4must be modeled on practice standards of the International Dyslexia Association, and must
7.5address:
7.6(1) the nature and symptoms of dyslexia;
7.7(2) resources available for students who show characteristics of dyslexia;
7.8(3) evidence-based instructional strategies for students who show characteristics of
7.9dyslexia, including the structured literacy approach; and
7.10(4) outcomes of intervention and lack of intervention for students who show
7.11characteristics of dyslexia.
7.12(d) Nothing in this section limits the authority of a school district to select a school's
7.13reading program or curriculum.

7.14    Sec. 4. Minnesota Statutes 2022, section 122A.185, subdivision 1, is amended to read:
7.15    Subdivision 1. Tests. (a) The Professional Educator Licensing and Standards Board
7.16must adopt rules requiring a candidate to demonstrate a passing score on a board-adopted
7.17examination of skills in reading, writing, and mathematics before being granted a Tier 4
7.18teaching license under section 122A.184 to provide direct instruction to pupils in elementary,
7.19secondary, or special education programs. Candidates may obtain a Tier 1, Tier 2, or Tier
7.203 license to provide direct instruction to pupils in elementary, secondary, or special education
7.21programs if candidates meet the other requirements in section 122A.181, 122A.182, or
7.22122A.183, respectively.
7.23(b) The board must adopt rules requiring candidates for Tier 3 and Tier 4 licenses to
7.24pass an examination of general pedagogical knowledge and examinations of licensure field
7.25specific content. The content examination requirement does not apply if no relevant content
7.26exam exists.
7.27(c) Candidates for initial Tier 3 and Tier 4 licenses to teach elementary students must
7.28pass test items assessing the candidates' knowledge, skill, and ability in comprehensive,
7.29scientifically based reading instruction under section 122A.06, subdivision 4, knowledge
7.30and understanding of the foundations of reading development, development of reading
7.31comprehension and reading assessment and instruction, and the ability to integrate that
7.32knowledge and understanding into instruction strategies under section 122A.06, subdivision
7.334 demonstrate their knowledge and understanding of the science of reading as defined in
8.1section 120B.116, and ability to provide instruction and assess student proficiency in reading,
8.2on an examination approved or adopted by the board.
8.3(d) The requirement to pass a board-adopted reading, writing, and mathematics skills
8.4examination does not apply to nonnative English speakers, as verified by qualified Minnesota
8.5school district personnel or Minnesota higher education faculty, who, after meeting the
8.6content and pedagogy requirements under this subdivision, apply for a teaching license to
8.7provide direct instruction in their native language or world language instruction under section
8.8120B.022, subdivision 1.

8.9    Sec. 5. Minnesota Statutes 2022, section 122A.187, subdivision 5, is amended to read:
8.10    Subd. 5. Science of reading preparation and professional development. The
8.11Professional Educator Licensing and Standards Board must adopt rules that require all
8.12licensed teachers who are renewing a Tier 3 or Tier 4 teaching license under sections
8.13122A.183 and 122A.184, respectively, to include in the renewal requirements further reading
8.14preparation and professional development, consistent with section 122A.06, subdivision 4
8.15120B.116. The rules do not take effect until they are approved by law. Teachers who do
8.16not provide direct instruction including, at least, counselors, school psychologists, school
8.17nurses, school social workers, audiovisual directors and coordinators, and recreation
8.18personnel are exempt from this section.

8.19    Sec. 6. Minnesota Statutes 2022, section 124D.98, is amended by adding a subdivision to
8.20read:
8.21    Subd. 5. Recommended uses. (a) A school district or charter school is encouraged to
8.22use aid received under this section on:
8.23(1) meeting the requirements and recommendations to achieve grade-level reading
8.24proficiency under section 120B.12;
8.25(2) professional development for teachers and education support personnel in the science
8.26of reading as defined in section 120B.116;
8.27(3) provide bonuses or stipends to teachers demonstrating success in helping students
8.28attain grade-level proficiency or exceptional growth toward grade level proficiency;
8.29(4) provide bonuses or stipends to teachers identified under clause (3), who seek training
8.30to work as a literacy specialist or mentor; and
8.31(5) provide bonuses or stipends to teachers and education support personnel using the
8.32science of reading as defined in section 120B.116 to tutor struggling readers.
9.1(b) A school board is not required to meet and negotiate with an exclusive representative
9.2of employees on the uses of aid received under this section, but must confer with the
9.3exclusive representative of teachers in the district or school on the use of aid under this
9.4section.

9.5    Sec. 7. READING RESET FUNDING.
9.6    Subdivision 1. Reading reset account. An account is established in the special revenue
9.7fund known as the reading reset account. Funds appropriated under this section must be
9.8transferred to the reset account in the special revenue fund.
9.9    Subd. 2. Curriculum and materials. A school district, charter school, or cooperative
9.10may request reimbursement from the commissioner of education for curriculum, instructional
9.11materials, and books aligned with the science of reading, as defined in section 120B.116,
9.12that were purchased on or after July 1, 2020. The application for reimbursement must require
9.13an applicant to agree that it will stop using instructional practices, curriculum, or materials
9.14that are based on or otherwise use whole-language, balanced literacy, or the three-cueing
9.15system model, including discontinuing use or agreeing not to use in the future any literacy
9.16curriculum or other materials published by Heinemann Publishing, or written in whole or
9.17in part by Irene Fountas and Gay Su Pinnell.
9.18    Subd. 3. Teacher training. The commissioner of education must provide funding to
9.19school districts, charter schools, and cooperatives to provide teachers with training in the
9.20science of reading through intensive workshops, academies, and other professional
9.21development opportunities. In addition, the commissioner must provide school districts,
9.22charter schools, and cooperatives funding to provide teachers paid time to attend training
9.23on the science of reading.
9.24    Subd. 4. Tutoring. The commissioner must establish a process for parents to receive
9.25reimbursement for literacy tutoring for students enrolled in school districts, charter schools,
9.26or cooperatives who are not reading at grade level.
9.27EFFECTIVE DATE.This section is effective July 1, 2023.

9.28    Sec. 8. TEACHER PREPARATION IN READING INSTRUCTION.
9.29A teacher preparation program approved by the Professional Educator Licensing and
9.30Standards Board for teachers of elementary education must require instruction in
9.31understanding and applying the science of reading. The board must complete audits of all
9.32approved teacher preparation programs by September 1, 2023, and must place a program
10.1not in compliance on immediate probation. A program placed on probation must develop
10.2and implement an action plan to comply with this section.
10.3EFFECTIVE DATE.This section is effective the day following final enactment.

10.4    Sec. 9. APPROPRIATION; READING RESET.
10.5    Subdivision 1. Department of Education. The sums indicated in this section are
10.6appropriated from the general fund to the Department of Education in the fiscal year
10.7designated.
10.8    Subd. 2. Reading reset. (a) For the reading reset account under section 2:

10.9

$

100,000,000

.....

2024

10.10(b) Of these amounts, $60,000,000 is for curriculum and materials in accordance with
10.11section 7, subdivision 2; $35,000,000 is for teacher training in accordance with section 7,
10.12subdivision 3; and $5,000,000 is to reimburse parents for tutoring in accordance with section
10.137, subdivision 4.
10.14(c) The commissioner may retain up to $75,000 of the appropriation to administer the
10.15funds under this subdivision.

10.16    Sec. 10. REPEALER.
10.17Minnesota Statutes 2022, section 122A.06, subdivision 4, is repealed."
10.18Page 306, line 16, delete "42,430,000" and insert "30,176,000"
10.19Page 306, line 17, delete "37,245,000" and insert "32,103,000"
10.20Page 306, delete lines 25 and 26
10.21Page 307, delete lines 1 to 3
10.22Renumber the clauses in sequence
10.23Page 307, delete subdivisions 4 and 5
10.24Renumber the sections in sequence and correct the internal references
10.25Amend the title accordingly