1.1.................... moves to amend S.F. No. 3567, the second engrossment, as amended, as
1.2follows:
1.3Page 44, after line 26 insert:


1.6    Section 1. Minnesota Statutes 2023 Supplement, section 120B.1117, is amended to read:
1.7120B.1117 TITLE; THE READ ACT.
1.8    Subdivision 1. Title. Sections 120B.1117 to 120B.124 may be cited as the "Reading to
1.9Ensure Academic Development Act" or the "Read Act."
1.10    Subd. 2. Policy. It is the intent of the legislature that public schools promote foundational
1.11literacy and grade-level reading proficiency through the use of curriculum, textbooks,
1.12instructional materials, instructional practices, interventions, and teacher development and
1.13training based solely on the science of reading.

1.14    Sec. 2. Minnesota Statutes 2023 Supplement, section 120B.1118, subdivision 4, is amended
1.15to read:
1.16    Subd. 4. Evidence-based. "Evidence-based" or "science of reading" means the instruction
1.17or item described is based on reliable, trustworthy, and valid evidence and has demonstrated
1.18a record of success in increasing students' reading competency in the areas of phonological
1.19and phonemic awareness, phonics, vocabulary development, reading fluency, and reading
1.20comprehension science-based reading research. Evidence-based literacy instruction is
1.21explicit, systematic, and includes phonological and phonemic awareness, phonics and
1.22decoding, spelling, fluency, vocabulary, oral language, and comprehension that can be
2.1differentiated to meet the needs of individual students. Evidence-based instruction does not
2.2include the three-cueing system, as defined in subdivision 16.

2.3    Sec. 3. Minnesota Statutes 2023 Supplement, section 120B.1118, is amended by adding
2.4a subdivision to read:
2.5    Subd. 14a. Science-based reading research. "Science-based reading research" means
2.6research that:
2.7(1) applies rigorous, systematic, and objective observational or experimental procedures
2.8to obtain knowledge relevant to reading development, reading instruction, and reading and
2.9writing difficulties; and
2.10(2) explains how proficient reading and writing develop, why some children have
2.11difficulties developing key literacy skills, and how schools can best assess and instruct early
2.12literacy, including the use of evidence-based literacy instruction practices to promote reading
2.13and writing achievement.

2.14    Sec. 4. Minnesota Statutes 2023 Supplement, section 122A.091, subdivision 1, is amended
2.15to read:
2.16    Subdivision 1. Teacher and administrator preparation and performance data;
2.17report. (a) The Professional Educator Licensing and Standards Board and the Board of
2.18School Administrators, in cooperation with board-approved teacher or administrator
2.19preparation programs, annually must collect and report summary data on teacher and
2.20administrator preparation and performance outcomes, consistent with this subdivision. The
2.21Professional Educator Licensing and Standards Board and the Board of School Administrators
2.22annually by July 1 must update and post the reported summary preparation and performance
2.23data on teachers and administrators from the preceding school years on their respective
2.24websites.
2.25(b) Publicly reported summary data on teacher preparation providers must include:
2.26(1) summary data on teacher educator qualifications and their years of experience either
2.27as birth through grade 12 classroom teachers or school administrators;
2.28(2) the current number and percentage of enrolled candidates who entered the program
2.29through a transfer pathway disaggregated by race, except when disaggregation would not
2.30yield statistically reliable results or would reveal personally identifiable information about
2.31an individual;
3.1(3) the current number and percentage of program completers by program who received
3.2a Tier 3 or Tier 4 license disaggregated by race, except when disaggregation would not
3.3yield statistically reliable results or would reveal personally identifiable information about
3.4an individual;
3.5(4) the current number and percentage of program completers who entered the program
3.6through a transfer pathway and received a Tier 3 or Tier 4 license disaggregated by race,
3.7except when disaggregation would not yield statistically reliable results or would reveal
3.8personally identifiable information about an individual;
3.9(5) the current number and percentage of program completers who were hired to teach
3.10full time in their licensure field in a Minnesota district or school in the preceding year
3.11disaggregated by race, except when disaggregation would not yield statistically reliable
3.12results or would reveal personally identifiable information about an individual;
3.13(6) the current number and percentage of program completers who entered the program
3.14through a transfer pathway and who were hired to teach full time in their licensure field in
3.15a Minnesota district or school in the preceding year disaggregated by race, except when
3.16disaggregation would not yield statistically reliable results or would reveal personally
3.17identifiable information about an individual;
3.18(7) board-adopted survey results measuring initial licensure program quality and structure
3.19in the preceding school year disaggregated by race, except when disaggregation would not
3.20yield statistically reliable results or would reveal personally identifiable information about
3.21an individual;
3.22(8) board-adopted survey results from school principals or supervisors on initial licensure
3.23program quality and structure; and
3.24(9) the number and percentage of program completers who met or exceeded the state
3.25threshold score on the a board-adopted teacher examination or performance assessment
3.26required under section 122A.185.
3.27Program reporting must be consistent with subdivision 2.
3.28(c) Publicly reported summary data on administrator preparation programs approved by
3.29the Board of School Administrators must include:
3.30(1) summary data on faculty qualifications, including at least the content areas of faculty
3.31undergraduate and graduate degrees and the years of experience either as kindergarten
3.32through grade 12 classroom teachers or school administrators;
4.1(2) the average time program graduates in the preceding year needed to complete the
4.2program;
4.3(3) the current number and percentage of students who graduated, received a standard
4.4Minnesota administrator license, and were employed as an administrator in a Minnesota
4.5school district or school in the preceding year disaggregated by race, except when
4.6disaggregation would not yield statistically reliable results or would reveal personally
4.7identifiable information about an individual;
4.8(4) the number of credits by graduate program that students in the preceding school year
4.9needed to complete to graduate;
4.10(5) survey results measuring student, graduate, and employer satisfaction with the
4.11program in the preceding school year disaggregated by race, except when disaggregation
4.12would not yield statistically reliable results or would reveal personally identifiable
4.13information about an individual; and
4.14(6) information under subdivision 3, paragraphs (c) and (d).
4.15Program reporting must be consistent with section 122A.14, subdivision 10.

4.16    Sec. 5. Minnesota Statutes 2023 Supplement, section 122A.185, subdivision 1, is amended
4.17to read:
4.18    Subdivision 1. Tests. (a) The board must adopt rules requiring applicants for Tier 3 and
4.19Tier 4 licenses to pass an examination or performance assessment of general pedagogical
4.20knowledge and examinations or assessments of licensure field specific content. An applicant
4.21is exempt from the examination requirements if the applicant completed:
4.22(1) a board-approved teacher preparation program;
4.23(2) licensure via portfolio pursuant to section 122A.18, subdivision 10, and the portfolio
4.24has been approved; or
4.25(3) a state-approved teacher preparation program in another state and passed licensure
4.26examinations in that state, if applicable. The content examination requirement does not
4.27apply if no relevant content exam exists.
4.28(b) The board must adopt rules requiring applicants for Tier 3 and Tier 4 licenses in
4.29elementary education to pass an examination or performance assessment of knowledge,
4.30skill, and ability to teach the science of reading, as defined in section 120B.1118.
4.31(b) (c) All testing centers in the state must provide monthly opportunities for untimed
4.32content and pedagogy examinations. These opportunities must be advertised on the test
5.1registration website. The board must require the exam vendor to provide other equitable
5.2opportunities to pass exams, including: (1) waiving testing fees for test takers who qualify
5.3for federal grants; (2) providing free, multiple, full-length practice tests for each exam and
5.4free, comprehensive study guides on the test registration website; (3) making content and
5.5pedagogy exams available in languages other than English for teachers seeking licensure
5.6to teach in language immersion programs; and (4) providing free, detailed exam results
5.7analysis by test objective to assist applicants who do not pass an exam in identifying areas
5.8for improvement. Any applicant who has not passed a required exam after two attempts
5.9must be allowed to retake the exam, including new versions of the exam, without being
5.10charged an additional fee.

5.11    Sec. 6. SUSPENSION OF NON-LITERACY MANDATES.
5.12A school board may adopt a resolution declaring an urgency in meeting the requirements
5.13of section 120B.12. If a school board adopts the resolution, the school board is not required
5.14to implement mandates established under Laws 2023, chapter 55, articles 1, 2, and 4 to 12
5.15until July 1, 2027.

5.16    Sec. 7. TEACHER PREPARATION IN READING INSTRUCTION.
5.17A teacher preparation program approved by the Professional Educator Licensing and
5.18Standards Board for teachers of elementary education must require instruction in
5.19understanding and applying the science of reading. The board must complete audits of all
5.20approved teacher preparation programs by January 1, 2025, to determine whether the program
5.21provides students instruction in reading in accordance with section 122A.092, subdivision
5.225. The board must place a program not in compliance on immediate probation. A program
5.23placed on probation must develop and implement an action plan to comply with this section.
5.24EFFECTIVE DATE.This section is effective the day following final enactment."
5.25Renumber the sections in sequence and correct the internal references
5.26Amend the title accordingly