1.1.................... moves to amend H.F. No. 1487 as follows:
1.2Page 1, after line 7, insert:

1.3    "Section 1. Minnesota Statutes 2010, section 119A.50, subdivision 3, is amended to
1.5    Subd. 3. Early childhood literacy programs. (a) A research-based early childhood
1.6literacy program premised on actively involved parents, ongoing professional staff
1.7development, and high quality early literacy program standards is established to increase
1.8the literacy skills of children participating in Head Start to prepare them to be successful
1.9readers and to increase families' participation in providing early literacy experiences to
1.10their children. Program providers must:
1.11    (1) work to prepare children to be successful learners;
1.12    (2) work to close the achievement gap for at-risk children;
1.13    (3) use an integrated approach to early literacy that daily offers a literacy-rich
1.14classroom learning environment composed of books, writing materials, writing centers,
1.15labels, rhyming, and other related literacy materials and opportunities;
1.16    (4) support children's home language while helping the children master English and
1.17use multiple literacy strategies to provide a cultural bridge between home and school;
1.18    (5) use literacy mentors, ongoing literacy groups, and other teachers and staff to
1.19provide appropriate, extensive professional development opportunities in early literacy
1.20and classroom strategies for preschool teachers and other preschool staff;
1.21    (6) use ongoing data-based assessments that enable preschool teachers to understand,
1.22plan, and implement literacy strategies, activities, and curriculum that meet children's
1.23literacy needs and continuously improve children's literacy; and
1.24    (7) foster participation by parents, community stakeholders, literacy advisors, and
1.25evaluation specialists.
2.1Program providers are encouraged to collaborate with qualified, community-based
2.2early childhood providers in implementing this program and to seek nonstate funds to
2.3supplement the program.
2.4    (b) Program providers under paragraph (a) interested in extending literacy programs
2.5to children in kindergarten through grade 3 may elect to form a partnership with an
2.6eligible organization under section 124D.38, subdivision 2, or 124D.42, subdivision 6,
2.7clause (3), schools enrolling children in kindergarten through grade 3, and other interested
2.8and qualified community-based entities to provide ongoing literacy programs that offer
2.9seamless literacy instruction focused on closing the literacy achievement gap. To close
2.10the literacy achievement gap by the end of third grade, partnership members must agree
2.11to use best efforts and practices and to work collaboratively to implement a seamless
2.12literacy model from age three to grade 3, consistent with paragraph (a) and sections
2.13120B.115, 120B.12, and 122A.06. Literacy programs under this paragraph must collect
2.14and use literacy data to:
2.15    (1) evaluate children's literacy skills; and
2.16    (2) formulate specific intervention strategies to provide reading instruction to
2.17children premised on the outcomes of formative and summative assessments and
2.18research-based indicators of literacy development.
2.19    The literacy programs under this paragraph also must train teachers and other
2.20providers working with children to use the assessment outcomes under clause (2) to
2.21develop and use effective, long-term literacy coaching models that are specific to the
2.22program providers.
2.23    (c) The commissioner must collect and evaluate literacy data on children from
2.24age three kindergarten to grade 3 who participate in literacy programs under this section,
2.25consistent with this section and sections 120B.115 and 120B.36, subdivision 1, paragraph
2.26(f), to determine the efficacy of early literacy programs on children's success in developing
2.27the literacy skills that they need for long-term academic success and the programs' success
2.28in closing the literacy achievement gap. Annually by February 1, the commissioner must
2.29report to the education policy and finance committees of the legislature on the ongoing
2.30impact of these programs.
2.31EFFECTIVE DATE.This section is effective the day following final enactment."
2.32Page 1, line 12, delete "students who struggle in" and insert "students'" and after
2.33"reading" insert "deficiencies"
2.34Page 1, line 19, after the period insert "Any student who is identified as not being
2.35grade-level proficient in reading based on state or local reading assessments is a student
2.36with a reading deficiency for purposes of this section."
3.1Page 1, line 22, delete "struggles in reading"
3.2Page 1, line 23, after "3" insert "is identified as having a reading deficiency" and
3.3delete the first "The" and insert "Each September and May and periodically throughout the
3.4school year, school sites within a district and charter schools must transmit to each parent
3.5of an enrolled student updated and timely information about that student's reading needs,
3.6proficiency, and growth toward becoming a successful grade-level reader, and, where
3.7applicable, information about interventions under subdivision 2, paragraph (c). Reading"
3.8Page 2, line 10, delete "struggles in" and insert "demonstrates a"
3.9Page 2, line 11, after "reading" insert "deficiency"
3.10Page 2, line 12, delete "struggling in" and insert "having a" and after "reading"
3.11insert "deficiency"
3.12Page 2, line 27, delete "struggles" and insert "deficiencies"
3.13Page 3, line 19, after "proficiency" insert "under subdivision 2"
3.14Page 3, line 29, after the comma insert "school sites within " and after "or" insert "a"
3.15Page 3, line 30, after "intensive" insert ", comprehensive,"
3.16Page 3, line 35, delete"section" and insert "sections" and after "120B.12" insert
3.17"and 122A.06"
3.18Page 4, line 1, after the comma insert "school sites within" and after "or" insert "a"
3.19Page 4, line 6, delete "students struggling in" and insert "students'" and after
3.20"reading" insert "deficiency"
3.21Page 4, line 8, after "(c)" insert "School sites within"
3.22Page 4, line 18, after "(d)" insert "School sites within" and after "or" insert "a"
3.23Page 4, line 22, delete "district" and insert "school site"
3.24Page 4, line 25, after "in" insert "comprehensive,"
3.25Page 4, after line 34, insert:

3.26    "Sec. 2. Minnesota Statutes 2010, section 120B.12, is amended to read:
3.28    Subdivision 1. Literacy goal. The legislature seeks to have Minnesota's children
3.29able to read no later than the end of second third grade.
3.30    Subd. 2. Identification; report. For the 2002-2003 school year and later, Each
3.31school district and charter school shall identify before the end of first second grade
3.32students who are at risk of not learning to read reading at or above grade level before the
3.33end of second third grade. The district and charter school must use a locally adopted
3.34assessment method, consistent with section 120B.115, subdivision 1, to assess a student's
3.35reading proficiency and to intervene effectively when a student demonstrates reading
3.36deficiencies. The district and charter school must annually report the assessment results
4.1of the assessment to the commissioner by June 1, consistent with section 120B.36,
4.2subdivision 1, paragraph (f).
4.3    Subd. 3. Intervention. For each student identified under subdivision 2, the district
4.4and charter school shall provide a reading intervention method or program to assist the
4.5student in reaching the goal of learning to read reading at or above grade level no later
4.6than the end of second third grade. District intervention methods shall encourage parental
4.7involvement and, where possible, collaboration with appropriate school and community
4.8programs. Intervention methods may include, but are not limited to, requiring attendance
4.9in summer school and intensified reading instruction that may require that the student be
4.10removed from the regular classroom for part of the school day.
4.11    Subd. 4. Staff development. Each district and charter school shall identify the staff
4.12development needs to ensure that:
4.13(1) elementary teachers are able to implement comprehensive, scientifically based,
4.14and balanced reading instruction programs that have resulted in improved student
4.16(2) elementary teachers who are instructing students identified under subdivision 2
4.17are prepared to teach using the intervention methods or programs selected by the district
4.18or charter school for the identified students; and
4.19(3) all licensed teachers employed by the district or charter school have regular
4.20opportunities to improve reading instruction.
4.21    Subd. 5. Commissioner. The commissioner shall recommend to districts and
4.22charter schools multiple assessment tools that will assist districts, charter schools, and
4.23teachers with identifying students under subdivision 2. The commissioner shall also
4.24make available to districts and charter schools examples of nationally recognized and
4.25research-based instructional methods or programs that districts and charter schools may
4.26use to provide reading intervention according to this section and section 120B.115.
4.27EFFECTIVE DATE.This section is effective the day following final enactment
4.28and applies to school districts on that date. For charter schools, this section is effective
4.29for the 2014-2015 school year and later."
4.30Page 5, line 24, after "subdivision" insert "and sections 120B.115 and 120B.12" and
4.31after "each" insert "school site within a"
4.32Page 5, line 26, after "(1)" insert "on a grade-by-grade basis,"
4.33Page 5, line 28, after "procedures" insert ", including parent notification among
4.34other policies and procedures,"
4.35Page 5, line 32, after "number" insert "and percentage"
4.36Renumber the sections in sequence and correct the internal references
5.1Amend the title accordingly