.................... moves to amend H.F. No. 1381, the first engrossment, as follows:
Page 16, delete section 7 and insert:
"Sec. 7. Minnesota Statutes 2010, section 120B.12, is amended to read:
INTERVENTION WELL BY THIRD GRADE.
Subdivision 1. Literacy goal.
The legislature seeks to have Minnesota's children
1.6 able to read no later than the end of second grade. Studies show that ongoing monitoring
1.7of reading proficiency in the early grades is an important part of closing the achievement
1.8gap. If a student does not show adequate progress in reading in kindergarten, grade 1,
1.9and through the end of grade 2, schools and school districts must provide additional
1.10funding and research-based reading instruction to ensure they are meeting the provisions
1.11of this section.
Subd. 2. Identification; report.
school year and later,
each school district shall identify before the end of kindergarten,
first grade, and second
students who are
at risk of not learning to read not reading at grade level
the end of
second grade the current school year
. The district must use a locally adopted
assessment method. The district must annually report the results of the assessment to the
commissioner by June 1. The assessment report must include a disaggregated report by
1.18all student demographic subgroups enrolled at the school, and provide an analysis of the
1.19strategies used in the current year to address the deficiencies and to close the achievement
1.20gaps in order to ensure all students are getting the support they need to be on track to
1.21read at grade level by third grade.
Intervention Literacy plan.
For each student identified under subdivision
2, the district shall provide
a reading intervention method or program to assist the
1.24 student in reaching instruction to accelerate student growth in order to reach
the goal of
learning to read no later than the end of second grade. District intervention methods
shall encourage parental involvement and, where possible, collaboration with appropriate
school and community programs.
methods may include, but are not
, requiring mandatory
attendance in extended day programming such as before
2.3or after school, Saturday school,
and intensified reading instruction
2.4 may require that the student be removed from the regular classroom for part of the school
2.5 day and must include comprehensive scientifically based reading support beyond core
2.6instruction using a multitiered system of classroom support model
Subd. 4. Staff development.
Each district shall use the data under subdivision 2 to
identify the staff development needs to ensure that:
(1) elementary teachers are able to implement comprehensive, scientifically
, and balanced
reading instruction programs that have resulted in improved student
(2) elementary teachers
who are instructing students identified under subdivision
are prepared to teach using the
intervention methods or programs plan and reading
selected by the district for the identified students and have the sufficient training
2.15to teach reading with comprehensive scientific or evidence-based reading instruction
teachers employed by the district have regular opportunities to
improve reading instruction
2.18(4) all teachers are culturally competent to meet the specific demographics of their
2.20(5) all teachers understand and have training in the linguistic and cultural needs
2.21of students who speak English as a second language if applicable to their school site
2.23(6) all teachers know, understand, and can carry out the Minnesota academic
2.24standards for the grade level they are teaching and beyond; and
2.25(7) all teachers are trained in interpreting reading assessments that are formative
2.26and measure ongoing progress.
Subd. 5. Commissioner.
The commissioner shall recommend to districts multiple
assessment tools that will assist districts and teachers with identifying students under
subdivision 2. The commissioner shall also make available to districts examples of
nationally recognized and research-based instructional methods or programs that districts
may use to provide reading intervention according to this section. The commissioner
2.32shall provide professional development opportunities for kindergarten through grade 3
2.33in reading pedagogy, content standards, and best practices. The commissioner shall set
2.34yearly targets for schools and school districts and hold them accountable to those targets
2.35as well as report on the Minnesota school report card the number of students reading at
3.1grade level and not reading at grade level at the end of first and second grades, broken
3.2out by student demographic subgroups.
Page 20, line 3, delete section 8
Page 25, line 11, delete section 13
Renumber the sections in sequence and correct the internal references
Amend the title accordingly