2023 Minnesota Statutes › Chapters 120 - 129C — Education Code: Prekindergarten - Grade 12 › Chapter 120B — Curriculum And Assessment › Section 120B.124 — Read Act Implementation Partnership.

120B.124 READ ACT IMPLEMENTATION PARTNERSHIP.
Subdivision 1.
Resources.
The Department of Education must partner with CAREI for two years beginning July 1, 2023, until August 30, 2025, to support implementation of the Read Act. The department and CAREI must jointly:
(1) identify at least five literacy curricula and supporting materials that are evidence-based or focused on structured literacy by January 1, 2024, and post a list of the curricula on the department website. The list must include curricula that use culturally and linguistically responsive materials that reflect diverse populations and, to the extent practicable, curricula that reflect the experiences of students from diverse backgrounds, including multilingual learners, biliterate students, and students who are Black, Indigenous, and People of Color. A district is not required to use an approved curriculum, unless the curriculum was purchased with state funds that require a curriculum to be selected from a list of approved curricula;
(2) identify at least three professional development programs that focus on the five pillars of literacy and the components of structured literacy by August 15, 2023, subject to final approval by the department. The department must post a list of the programs on the department website. The programs may include a program offered by CAREI. The requirements of section 16C.08 do not apply to the selection of a provider under this section;
(3) identify evidence-based literacy intervention materials for students in kindergarten through grade 12;
(4) develop an evidence-based literacy lead training program that trains literacy specialists throughout Minnesota to support schools' efforts in screening, measuring growth, monitoring progress, and implementing interventions in accordance with subdivision 1;
(5) identify measures of foundational literacy skills and mastery that a district must report on a local literacy plan;
(6) provide guidance to districts about best practices in literacy instruction, and practices that are not evidence-based;
(7) develop MTSS model plans that districts may adopt to support efforts to screen, identify, intervene, and monitor the progress of students not reading at grade level; and
(8) ensure that teacher professional development options and MTSS framework trainings are geographically equitable by supporting trainings through the regional service cooperatives.
Subd. 2.
Reconsideration.
The department and CAREI must provide districts an opportunity to request that the department and CAREI add to the list of curricula or professional development programs a specific curriculum or professional development program. The department must publish the request for reconsideration procedure on the department website. A request for reconsideration must demonstrate that the curriculum or professional development program meets the requirements of the Read Act, is evidence-based, and has structured literacy components; or that the screener accurately measures literacy growth, monitors progress, and accurately assesses effective reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. The department and CAREI must review the request for reconsideration and approve or deny the request within 60 days.
Subd. 3.
Support.
The department and CAREI must support district efforts to implement the Read Act by:
(1) issuing guidance for teachers on implementing curriculum that is evidence-based, or focused on structured literacy;
(2) providing teachers accessible options for evidence-based professional development focused on structured literacy;
(3) providing districts with guidance on adopting MTSS; and
(4) providing districts with literacy implementation guidance and support.
History:
2023 c 55 art 3 s 6