1.1 A bill for an act
1.2 relating to education; modifying teacher licensure requirements related to the Read
1.3 Act; amending Minnesota Statutes 2024, sections 120B.12, subdivision 4a;
1.4 120B.123, subdivision 5, by adding a subdivision; 120B.124, subdivision 2;
1.5 122A.181, subdivision 3; 122A.182, subdivision 3; 122A.183, subdivision 2.
1.6BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.7 Section 1. Minnesota Statutes 2024, section 120B.12, subdivision 4a, is amended to read:
1.8 Subd. 4a.Local literacy plan.(a) Consistent with this section, a school district must
1.9adopt a local literacy plan to have every child reading at or above grade level every year
1.10beginning in kindergarten and to support multilingual learners and students receiving special
1.11education services in achieving their individualized reading goals. A district must update
1.12and submit the plan to the commissioner by June 15 each year. The plan must be consistent
1.13with the Read Act, and include the following:
1.14 (1) a process to assess students' foundational reading skills, oral language, and level of
1.15reading proficiency and the approved screeners used, by school site and grade level, under
1.16section 120B.123;
1.17 (2) a process to notify and involve parents;
1.18 (3) a description of how schools in the district will determine the targeted reading
1.19instruction that is evidence-based and includes an intervention strategy for a student and
1.20the process for intensifying or modifying the reading strategy in order to obtain measurable
1.21reading progress;
1Section 1.
25-04925 as introduced03/19/25 REVISOR CR/CH
SENATE
STATE OF MINNESOTA
S.F. No. 3061NINETY-FOURTH SESSION
(SENATE AUTHORS: MAYE QUADE)
OFFICIAL STATUSD-PGDATE
Introduction and first reading03/27/2025
Referred to Education Policy 2.1 (4) evidence-based intervention methods for students who are not reading at or above
2.2grade level and progress monitoring to provide information on the effectiveness of the
2.3intervention;
2.4 (5) identification of staff development needs, including a plan to meet those needs;
2.5 (6) the curricula used by school site and grade level and, if applicable, the district plan
2.6and timeline for adopting approved curricula and materials starting in the 2025-2026 school
2.7year;
2.8 (7) a statement of whether the district has adopted a MTSS framework;
2.9 (8) student data using the measures of foundational literacy skills and mastery identified
2.10by the Department of Education for the following students:
2.11 (i) students in kindergarten through grade 3;
2.12 (ii) students who demonstrate characteristics of dyslexia; and
2.13 (iii) students in grades 4 to 12 who are identified as not reading at grade level;
2.14 (9) the number of teachers and other staff who have completed training approved by the
2.15department;
2.16 (10) the number of teachers and other staff proposed for training in structured literacy;
2.17and
2.18 (11) how the district used funding provided under the Read Act to implement the
2.19requirements of the Read Act.
2.20 (b) The district must post its literacy plan on the official school district website and
2.21submit it to the commissioner of education using the template developed by the commissioner
2.22of education beginning June 15, 2024.
2.23 (c) By March 1, 2024, the commissioner of education must develop a streamlined template
2.24for local literacy plans that meets the requirements of this subdivision and requires all
2.25reading instruction and teacher training in reading instruction to be evidence-based. The
2.26template must require a district to report information using the student categories required
2.27in the commissioner's report under paragraph (d). The template must focus district resources
2.28on improving students' foundational reading skills while reducing paperwork requirements
2.29for teachers.
2.30 (d) By December 1, 2025, the commissioner of education must submit a report to the
2.31legislative committees with jurisdiction over prekindergarten through grade 12 education
2Section 1.
25-04925 as introduced03/19/25 REVISOR CR/CH 3.1summarizing the local literacy plans submitted to the commissioner. The summary must
3.2include the following information:
3.3 (1) the number of teachers and other staff who have completed training approved by the
3.4Department of Education;
3.5 (2) the number of teachers and other staff required to complete the training under section
3.6120B.123, subdivision 5, who have not completed the training;
3.7 (3) the number of teachers exempt under section 120B.123, subdivision 5, from
3.8completing training approved by the Department of Education;
3.9 (4) the number of teachers or other staff required to complete the training who received
3.10other training or education that meets the requirements of the training approved by the
3.11Department of Education;
3.12 (4) (5) by school site and grade, the approved screeners and the reading curriculum used;
3.13and
3.14 (5) (6) by school site and grade, using the measurements of foundational literacy skills
3.15and mastery identified by the department, both aggregated data and disaggregated data on
3.16student performance on the approved screeners using the student categories under section
3.17120B.35, subdivision 3, paragraph (a), clause (2).
3.18 (e) By December 1, 2026, and December 1, 2027, the commissioner of education must
3.19submit updated reports containing the information required under paragraph (d) to the
3.20legislative committees with jurisdiction over prekindergarten through grade 12 education.
3.21 Sec. 2. Minnesota Statutes 2024, section 120B.123, subdivision 5, is amended to read:
3.22 Subd. 5.Professional development.(a) A district must provide training from a menu
3.23of approved evidence-based training programs to the following teachers and staff by July
3.241, 2026:
3.25 (1) reading intervention teachers working with students in kindergarten through grade
3.2612;
3.27 (2) all classroom teachers of students in kindergarten through grade 3 and children in
3.28prekindergarten programs;
3.29 (3) special education teachers;
3.30 (4) curriculum directors;
3Sec. 2.
25-04925 as introduced03/19/25 REVISOR CR/CH 4.1 (5) instructional support staff, contractors, and volunteers who assist in providing Tier
4.22 interventions;
4.3 (6) employees who select literacy instructional materials for a district; and
4.4 (7) teachers licensed to teach English to multilingual learners.
4.5 (b) A district must provide training from a menu of approved evidence-based training
4.6programs to the following teachers by July 1, 2027:
4.7 (1) teachers who provide reading instruction to students in grades 4 to 12; and
4.8 (2) teachers who provide instruction to students in a state-approved alternative program.
4.9 (c) The commissioner of education may grant a district an extension to the deadlines in
4.10this subdivision.
4.11 (d) Training provided by a department-approved certified trained facilitator may satisfy
4.12the professional development requirements under this subdivision.
4.13 (e) Beginning June 30, 2025, an educator required to receive training under paragraph
4.14(a) who is new to the state of Minnesota or is a newly licensed teacher who did not receive
4.15instruction in the teaching of foundational reading skills based on structured literacy must
4.16complete one of the three approved required trainings. Training must be offered through
4.17the regional literacy network and facilitated by a local certified and trained facilitator. The
4.18Department of Education must review educator profiles and previous training and grant
4.19waivers to educators who are new to the state who have completed the professional
4.20development requirements consistent with this subdivision.
4.21 (e) (f) For the 2024-2025 and 2025-2026 school year years only, the hours of instruction
4.22requirement under section 120A.41 for students in an elementary and secondary school, as
4.23defined in section 120A.05, subdivision subdivisions 9 and 13, is reduced by 5-1/2 hours
4.24for a district that enters into an agreement with the exclusive representative of the teachers
4.25that requires teachers to receive at least 5-1/2 hours of approved evidence-based training
4.26required under this subdivision, on a day when other students in the district receive
4.27instruction. If a charter school's teachers are not represented by an exclusive representative,
4.28the charter school may reduce the number of instructional hours for students in an elementary
4.29and secondary school, as defined in section 120A.05, subdivision subdivisions 9 and 13,
4.30by 5-1/2 hours after consulting with its teachers in order to provide teachers with at least
4.315-1/2 hours of evidence-based training required under this subdivision on a day when other
4.32students receive instruction. The hours of instruction reduction for secondary school students
4.33is applicable only for the 2025-2026 school year.
4Sec. 2.
25-04925 as introduced03/19/25 REVISOR CR/CH 5.1 Sec. 3. Minnesota Statutes 2024, section 120B.123, is amended by adding a subdivision
5.2to read:
5.3 Subd. 5a.Teacher licensure; renewal.(a) Beginning July 1, 2025, a Tier 1 early
5.4learning, elementary education, or special education teacher responsible for teaching reading
5.5and licensed under section 122A.181 must demonstrate that they are registered for, currently
5.6taking, or have completed evidence-based structured literacy training consistent with training
5.7approved by the Department of Education for the teacher's first licensure renewal. A Tier
5.81 teacher may demonstrate evidence of progress in meeting the subject matter standards for
5.9reading in administrative rules through evidence-based structured literacy coursework or
5.10through the department educator profile review under subdivision 5, paragraph (e). The
5.11required training must be completed before a second renewal of the Tier 1 license.
5.12 (b) Beginning July 1, 2025, a Tier 2 early learning, elementary education, or special
5.13education teacher who is responsible for teaching reading and licensed under section
5.14122A.182 must demonstrate that they are currently taking or have completed evidence-based
5.15structured literacy training consistent with training approved by the Department of Education
5.16for the teacher's first licensure renewal. A Tier 2 teacher may demonstrate evidence of
5.17progress in meeting the subject matter standards for reading in administrative rules through
5.18evidence-based structured literacy coursework or through the department educator profile
5.19review under subdivision 5, paragraph (e). The required training must be completed before
5.20the first renewal of the Tier 2 license is granted.
5.21 (c) Beginning July 1, 2026, a Tier 3 early learning, elementary education, or special
5.22education teacher licensure candidate under section 122A.183 who demonstrates field-specific
5.23teaching experience to complete the coursework requirements under section 122A.183,
5.24subdivision 2, must demonstrate they have completed evidence-based structured literacy
5.25training required under subdivision 5 before the Professional Educator Licensing and
5.26Standards Board issues the Tier 3 license.
5.27 Sec. 4. Minnesota Statutes 2024, section 120B.124, subdivision 2, is amended to read:
5.28 Subd. 2.Reconsideration Curriculum review cycle.(a) Every five years, beginning
5.29July 1, 2030, the department and CAREI must provide districts an opportunity to request
5.30that the department and CAREI add to the list of reviewed curricula or professional
5.31development and intervention programs a specific curriculum or professional development
5.32program. The department must publish the request procedure for reconsideration procedure
5.33review on the department website by July 1, 2029. A request for reconsideration review
5.34must demonstrate that the curriculum or professional development intervention program
5Sec. 4.
25-04925 as introduced03/19/25 REVISOR CR/CH 6.1meets the requirements of the Read Act, is evidence-based, and has structured literacy
6.2components. The department and CAREI must review the request for reconsideration and
6.3approve or deny the request within 60 days. The review process must use the rubric used
6.4to approve curriculum under subdivision 1 with the addition of culturally responsive criteria
6.5as determined by the third-party review.
6.6 (b) The department and CAREI must conduct a final curriculum review of previously
6.7submitted curriculum by March 3, 2025, to review curriculum that is available to districts
6.8at no cost. The reviewed resources must be categorized as highly aligned, partially aligned,
6.9minimally aligned, or not aligned to evidenced-based structured literacy practices. Nonranked
6.10curricular resources do not meet the criteria to be classified as a Tier 1 core highly aligned
6.11program. The reviewed resources categories are defined as follows:
6.12 (1) "highly aligned" means 100 percent of domains were above the cut point with no
6.13significant red flags identified for the program;
6.14 (2) "partially aligned" means 60 to 99 percent of domains were above the cut point;
6.15 (3) "minimally aligned" means 34 to 59 percent of domains were above the cut point;
6.16and
6.17 (4) "not aligned" means 33 percent or less of domains were above the cut point.
6.18It is a district's responsibility when planning for curriculum implementation to verify
6.19instruction and materials align with evidence-based structured literacy practices and to
6.20resolve issues identified in the report and rubric provided by the Department of Education.
6.21 (c) A district must ensure that any red flags for a program are resolved through district
6.22enhancements to the selected program.
6.23 (d) A program going through a full review cycle must be added to the reviewed curricula
6.24and intervention program list after the review process is completed.
6.25 (e) Only materials categorized as highly aligned may qualify for use of literacy incentive
6.26aid under section 124D.98 or state funding provided under the Read Act.
6.27 Sec. 5. Minnesota Statutes 2024, section 122A.181, subdivision 3, is amended to read:
6.28 Subd. 3.Term of license and renewal.(a) The Professional Educator Licensing and
6.29Standards Board must issue an initial Tier 1 license for a term of one year. A Tier 1 license
6.30may be renewed subject to paragraphs (b) and, (c), and (d).
6.31 (b) The Professional Educator Licensing and Standards Board must renew a Tier 1
6.32license if:
6Sec. 5.
25-04925 as introduced03/19/25 REVISOR CR/CH 7.1 (1) the district or charter school requesting the renewal demonstrates that it has posted
7.2the teacher position but was unable to hire an acceptable teacher with a Tier 2, 3, or 4 license
7.3for the position;
7.4 (2) the teacher holding the Tier 1 license took a content examination in accordance with
7.5section 122A.185 and submitted the examination results to the teacher's employing district
7.6or charter school within one year of the board approving the request for the initial Tier 1
7.7license;
7.8 (3) the teacher holding the Tier 1 license participated in cultural competency training
7.9consistent with section 120B.30, subdivision 8, within one year of the board approving the
7.10request for the initial Tier 1 license; and
7.11 (4) the teacher holding the Tier 1 license met the mental illness training renewal
7.12requirement under section 122A.187, subdivision 6.
7.13The requirement in clause (2) does not apply to a teacher that teaches a class in a career and
7.14technical education or career pathways course of study.
7.15 (c) A Tier 1 license must not be renewed more than three times, unless the requesting
7.16district or charter school can show good cause for additional renewals. A Tier 1 license
7.17issued to teach (1) a class or course in a career and technical education or career pathway
7.18course of study, or (2) in a shortage area, as defined in section 122A.06, subdivision 6, may
7.19be renewed without limitation.
7.20 (d) Beginning July 1, 2025, a Tier 1 licensed early learning, elementary education, or
7.21special education teacher responsible for teaching reading must meet the evidence-based
7.22literacy training requirements under section 120B.123, subdivision 5a, for their first licensure
7.23renewal.
7.24 Sec. 6. Minnesota Statutes 2024, section 122A.182, subdivision 3, is amended to read:
7.25 Subd. 3.Term of license and renewal.(a) The Professional Educator Licensing and
7.26Standards Board must issue an initial Tier 2 license for a term of two years. A Tier 2 license
7.27may be renewed three times.
7.28 (b) Before a Tier 2 license is renewed for the first time, a teacher holding a Tier 2 license
7.29must participate in cultural competency training consistent with section 120B.30, subdivision
7.308, and mental illness training under section 122A.187, subdivision 6.
7.31 (c) Beginning July 1, 2025, a Tier 2 licensed early learning, elementary education, or
7.32special education teacher responsible for teaching reading must demonstrate they have
7Sec. 6.
25-04925 as introduced03/19/25 REVISOR CR/CH 8.1completed the evidence-based literacy training requirements of section 120B.123, subdivision
8.25a, for the first renewal of their initial license.
8.3 (d) The board must issue rules setting forth the conditions for additional renewals after
8.4the initial license has been renewed three times.
8.5 Sec. 7. Minnesota Statutes 2024, section 122A.183, subdivision 2, is amended to read:
8.6 Subd. 2.Coursework.(a) An applicant for a Tier 3 license must meet the coursework
8.7requirement by demonstrating one of the following:
8.8 (1) completion of a Minnesota-approved teacher preparation program;
8.9 (2) completion of a state-approved teacher preparation program that includes field-specific
8.10student teaching equivalent to field-specific student teaching in Minnesota-approved teacher
8.11preparation programs. The field-specific student teaching requirement does not apply to an
8.12applicant that has two years of field-specific teaching experience;
8.13 (3) a recommendation for licensure through the licensure via portfolio process;
8.14 (4) a professional teaching license from another state, evidence that the applicant's license
8.15is in good standing, and two years of field-specific teaching experience; or
8.16 (5) three years of teaching experience under a Tier 2 license and evidence of summative
8.17teacher evaluations that did not result in placing or otherwise keeping the teacher on an
8.18improvement process pursuant to section 122A.40, subdivision 8, or 122A.41, subdivision
8.195.
8.20 (b) Beginning July 1, 2026, a Tier 3 early learning, elementary education, or special
8.21education licensure applicant who demonstrates field-specific teaching experience to
8.22complete the coursework requirements under this subdivision must demonstrate they have
8.23completed evidence-based structured literacy training according to section 120B.123,
8.24subdivision 5a, before the Professional Educator Licensing and Standards Board may issue
8.25an initial Tier 3 license.
8Sec. 7.
25-04925 as introduced03/19/25 REVISOR CR/CH