1.1    .................... moves to amend H. F. No. 3780 as follows:
1.2Delete everything after the enacting clause and insert:

1.3    "Section 1. Minnesota Statutes 2006, section 122A.06, subdivision 4, is amended to
1.4read:
1.5    Subd. 4. Comprehensive, scientifically based reading instruction. (a)
1.6"Comprehensive, scientifically based reading instruction" includes a program or collection
1.7of instructional practices that is based on reliable, valid, replicated evidence showing
1.8that when these programs or practices are used, students can be expected to achieve, at
1.9a minimum, satisfactory reading progress. The program or collection of practices must
1.10include, at a minimum, instruction in five areas of reading: phonemic awareness, phonics,
1.11fluency, vocabulary development, and text reading comprehension.
1.12    Comprehensive, scientifically based reading instruction also includes and integrates
1.13instructional strategies for continuously assessing, evaluating, and communicating
1.14the student's reading progress and needs in order to design and implement ongoing
1.15interventions so that students of all ages and proficiency levels can read and comprehend
1.16text and apply higher level thinking skills.
1.17    (b) "Phonemic awareness" is the ability of students to notice, think about, and
1.18manipulate the individual sounds in spoken syllables and words.
1.19    (c) "Phonics" is the understanding that there are systematic and predictable
1.20relationships between written letters and spoken words. Phonics instruction is a way
1.21of teaching reading that stresses learning how letters correspond to sounds and how to
1.22apply this knowledge in reading and spelling.
1.23    (d) "Fluency" is the ability of students to be able to read orally with speed, accuracy,
1.24and proper expression.
1.25    (e) "Vocabulary development" is the process of teaching vocabulary both directly
1.26and indirectly, with repetition and multiple exposures to vocabulary items. Learning
2.1in rich contexts, incidental learning, and use of computer technology all enhance the
2.2acquisition of vocabulary.
2.3    (f) "Reading comprehension" is an active process that requires intentional thinking
2.4during which meaning is constructed through interactions between text and reader.
2.5Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and
2.6implementing specific cognitive strategies to help beginning readers derive meaning by
2.7intentional, problem-solving thinking processes.
2.8EFFECTIVE DATE.This section is effective the day following final enactment.

2.9    Sec. 2. Minnesota Statutes 2006, section 122A.18, subdivision 2, is amended to read:
2.10    Subd. 2. Teacher and support personnel qualifications. (a) The Board of
2.11Teaching must issue licenses under its jurisdiction to persons the board finds to be
2.12qualified and competent for their respective positions.
2.13    (b) The board must require a person to successfully complete an examination of
2.14skills in reading, writing, and mathematics before being granted an initial teaching license
2.15to provide direct instruction to pupils in prekindergarten, elementary, secondary, or
2.16special education programs. In addition, the board must require a person to successfully
2.17complete a Minnesota reading instruction competence assessment consistent with section
2.18122A.18, subdivision 2c, before being granted an initial teaching license to provide direct
2.19instruction to pupils in prekindergarten or elementary programs. The board must require
2.20colleges and universities offering a board approved teacher preparation program to provide
2.21remedial assistance that includes a formal diagnostic component to persons enrolled
2.22in their institution who did not achieve a qualifying score on the skills examination or
2.23Minnesota reading instruction competence assessment, including those for whom English
2.24is a second language. The colleges and universities must provide assistance in the specific
2.25academic areas of deficiency in which the person did not achieve a qualifying score.
2.26School districts must provide similar, appropriate, and timely remedial assistance that
2.27includes a formal diagnostic component and mentoring to those persons employed by the
2.28district who completed their teacher education program outside the state of Minnesota,
2.29received a one-year license to teach in Minnesota and did not achieve a qualifying score
2.30on the skills examination, including those persons for whom English is a second language.
2.31The Board of Teaching shall report annually to the education committees of the legislature
2.32on the total number of teacher candidates during the most recent school year taking the
2.33skills examination, the number who achieve a qualifying score on the examination, the
2.34number who do not achieve a qualifying score on the examination, the distribution of all
2.35candidates' scores, the number of candidates who have taken the examination at least once
3.1before, and the number of candidates who have taken the examination at least once before
3.2and achieve a qualifying score.
3.3    (c) A person who has completed an approved teacher preparation program and
3.4obtained a one-year license to teach, but has not successfully completed the skills
3.5examination, may renew the one-year license for two additional one-year periods. Each
3.6renewal of the one-year license is contingent upon the licensee:
3.7    (1) providing evidence of participating in an approved remedial assistance program
3.8provided by a school district or postsecondary institution that includes a formal diagnostic
3.9component in the specific areas in which the licensee did not obtain qualifying scores; and
3.10    (2) attempting to successfully complete the skills examination during the period
3.11of each one-year license.
3.12    (d) The Board of Teaching must grant continuing licenses only to those persons who
3.13have met board criteria for granting a continuing license, which includes successfully
3.14completing the skills examination in reading, writing, and mathematics.
3.15    (e) All colleges and universities approved by the board of teaching to prepare
3.16persons for teacher licensure must include in their teacher preparation programs a common
3.17core of teaching knowledge and skills to be acquired by all persons recommended
3.18for teacher licensure. This common core shall meet the standards developed by the
3.19interstate new teacher assessment and support consortium in its 1992 "model standards for
3.20beginning teacher licensing and development." Amendments to standards adopted under
3.21this paragraph are covered by chapter 14. The board of teaching shall report annually to
3.22the education committees of the legislature on the performance of teacher candidates
3.23on common core assessments of knowledge and skills under this paragraph during the
3.24most recent school year.
3.25EFFECTIVE DATE.Subdivision 2, paragraph (b), is effective July 1, 2010, and
3.26subdivision 2, paragraph (d), is effective July 1, 2013.

3.27    Sec. 3. Minnesota Statutes 2006, section 122A.18, subdivision 2a, is amended to read:
3.28    Subd. 2a. Reading strategies. (a) All colleges and universities approved by the
3.29Board of Teaching to prepare persons for classroom teacher licensure must include in
3.30their teacher preparation programs research-based best practices in reading, consistent
3.31with section 122A.06, subdivision 4, that enable the licensure candidate to know how to
3.32teach reading in the candidate's content areas and prepare the licensure candidate, where
3.33applicable, for the Minnesota reading instruction competence assessment.
4.1    (b) Board-approved teacher preparation programs for teachers of elementary
4.2education must require instruction in the application of comprehensive, scientifically
4.3based, and balanced reading instruction programs that:
4.4    (1) teach students to read using foundational knowledge, practices, and strategies
4.5consistent with section 122A.06, subdivision 4, so that all students will achieve continuous
4.6progress in reading; and
4.7    (2) teach specialized instruction in reading strategies, interventions, and remediations
4.8that enable students of all ages and proficiency levels to become proficient readers.
4.9EFFECTIVE DATE.This section is effective the day following final enactment.

4.10    Sec. 4. Minnesota Statutes 2006, section 122A.18, is amended by adding a subdivision
4.11to read:
4.12    Subd. 2c. Minnesota reading instruction competence assessment. The Minnesota
4.13reading instruction competence assessment must measure the knowledge, skill, and
4.14ability of prekindergarten and elementary instructors in comprehensive, scientifically
4.15based reading instruction as defined in section 122A.06. The assessment must have
4.16been previously administered in another state for over five years and be composed
4.17of multiple choice and constructed response questions designed to measure reading
4.18instruction knowledge and skills. Test content areas must assess foundations of reading
4.19development, development of reading comprehension, reading assessment and instruction,
4.20and integration of knowledge and understanding.
4.21EFFECTIVE DATE.This section is effective the day following final enactment.

4.22    Sec. 5. MINNESOTA READING INSTRUCTION COMPETENCE
4.23ASSESSMENT AND PRETEST.
4.24    Subdivision 1. Commissioner of education. (a) No later than June 30, 2008, the
4.25commissioner of education shall adopt a reading instruction competence assessment for
4.26all prekindergarten and elementary instructors consistent with Minnesota Statutes, section
4.27122A.18, subdivision 2c.
4.28    (b) The commissioner shall report to the senate and house of representatives
4.29committees having jurisdiction over prekindergarten through grade 12 education policy by
4.30July 1, 2008, on the reading instruction competence assessment that was adopted.
4.31    (c) The commissioner, in consultation with members of the professional reading
4.32community, shall establish an approved list of reading instruction program centers that
4.33offer staff development and remedial training necessary to successfully complete the
5.1assessment described under Minnesota Statutes, section 122A.18, subdivision 2c, and
5.2adopted in paragraph (a).
5.3    Subd. 2. Pretest and grant for candidates in an approved teacher preparation
5.4program. (a) No later than November 1, 2008, a candidate enrolled in the final year of an
5.5approved teacher preparation program in prekindergarten or elementary education may
5.6apply to the commissioner of education, in a manner prescribed by the commissioner, to
5.7take a Minnesota reading instruction competence assessment pretest as determined under
5.8subdivision 1, paragraph (a).
5.9    (b) A candidate taking the pretest under paragraph (a) is eligible for a grant to attend
5.10an approved reading instruction program if the candidate also commits to attending and
5.11completing an approved reading instruction program of their choosing, and takes the
5.12reading instruction competence assessment as determined under subdivision 1, paragraph
5.13(a), at the completion of the reading instruction program.
5.14    Subd. 3. Pretest and grant for districts. (a) No later than November 1, 2008,
5.15schools providing instruction in prekindergarten through grade 6 may apply to the
5.16commissioner of education, in a manner prescribed by the commissioner, for their teachers
5.17to take a Minnesota reading instruction competence assessment pretest as determined
5.18under subdivision 1, paragraph (a).
5.19    (b) A school is eligible for a grant for prekindergarten through grade 2 teachers to
5.20attend an approved reading instruction program, if the teachers take the pretest, commit to
5.21attending and completing an approved reading instruction program of their choosing, and
5.22take the reading instruction competence assessment as determined under subdivision 1,
5.23paragraph (a), at the completion of the reading instruction program.
5.24    Subd. 4. Passing score on the Minnesota reading instruction competence
5.25assessment. The commissioner, in cooperation with the testing contractor providing the
5.26reading instruction competence assessment, must use the reading instruction competence
5.27assessment results on the pretest and posttest to determine a passing score on the
5.28Minnesota reading instruction competence assessment by October 1, 2009.
5.29EFFECTIVE DATE.This section is effective the day following final enactment.

5.30    Sec. 6. FOUNDATIONS OF READING GRANT FOR PREKINDERGARTEN
5.31THROUGH GRADE 2 TEACHERS AND TEACHER CANDIDATES.
5.32    Of the amounts allocated under Laws 2007, chapter 146, article 7, section 4,
5.33subdivision 2, paragraph (j), $....... must be allocated for foundations of reading grants
5.34to school districts for their prekindergarten through grade 2 teachers and $....... must be
5.35allocated for foundations of reading grants for prekindergarten and elementary teacher
6.1candidates. The amounts allocated to this program must not be expended until the
6.2commissioner has certified that a private match has been received.
6.3EFFECTIVE DATE.This section is effective for fiscal year 2009 only.

6.4    Sec. 7. READING INSTRUCTION RULES; LEGISLATIVE REVIEW.
6.5     Beginning Ju1y 1, 2008, and until July 1, 2009, the Board of Teaching must submit
6.6any proposed rules regarding licensure in reading instruction to the chairs of the legislative
6.7committees with jurisdiction over kindergarten through grade 12 education policy by
6.8February 1, 2009. The board may not adopt the rules until the legislature has adjourned
6.9the 2009 regular session."
6.10Amend the title accordingly