The bill amends Minnesota Statutes 2024, section 120B.12, subdivision 3, to enhance reading intervention strategies for students struggling to achieve grade-level proficiency. It mandates that school districts provide reading interventions to accelerate student growth, ensuring that students read at or above grade level by the end of the school year. The bill emphasizes the importance of family engagement and collaboration with community programs that utilize evidence-based instructional practices. Notably, it requires districts to develop a personal learning plan for students who do not demonstrate grade-level proficiency, which must include targeted, evidence-based instruction and ongoing progress monitoring.

Additionally, the bill stipulates that starting in the 2025-2026 school year, only evidence-based literacy interventions will be permitted, with a strong encouragement for districts to use materials approved by the Department of Education under the Read Act. Furthermore, beginning in the 2026-2027 school year, any Tier 2 literacy intervention provided by paraprofessionals or volunteers must be supervised by a licensed teacher trained in evidence-based reading instruction. The amendments also clarify that the personal learning plan must be modified until the student achieves grade-level reading proficiency, and it specifies that this requirement does not apply to students under individualized education programs.

Statutes affected:
Introduction: 120B.12