1.1.................... moves to amend H.F. No. 1381, the delete everything amendment
1.2(H1381DE1), as follows:
1.3Page 15, delete section 7 and insert:

1.4    "Sec. 7. Minnesota Statutes 2010, section 120B.12, is amended to read:
1.6    Subdivision 1. Literacy goal. The legislature seeks to have Minnesota's children
1.7able to read no later than the end of second grade. Studies show that ongoing monitoring
1.8of reading proficiency in the early grades is an important part of closing the achievement
1.9gap. If a student does not show adequate progress in reading in kindergarten, grade 1,
1.10and through the end of grade 2, schools and school districts must provide additional
1.11funding and research-based reading instruction to ensure they are meeting the provisions
1.12of this section.
1.13    Subd. 2. Identification; report. For the 2002-2003 2011-2012 school year and later,
1.14each school district shall identify before the end of kindergarten, first grade, and second
1.15grade students who are at risk of not learning to read not reading at grade level before
1.16the end of second grade the current school year. The district must use a locally adopted
1.17assessment method. The district must annually report the results of the assessment to the
1.18commissioner by June 1. The assessment report must include a disaggregated report by
1.19all student demographic subgroups enrolled at the school, and provide an analysis of the
1.20strategies used in the current year to address the deficiencies and to close the achievement
1.21gaps in order to ensure all students are getting the support they need to be on track to
1.22read at grade level by third grade.
1.23    Subd. 3. Intervention Literacy plan. For each student identified under subdivision
1.242, the district shall provide a reading intervention method or program to assist the
1.25student in reaching instruction to accelerate student growth in order to reach the goal of
1.26learning to read no later than the end of second grade. District intervention methods
1.27shall encourage parental involvement and, where possible, collaboration with appropriate
2.1school and community programs. Intervention These methods may include, but are not
2.2limited to, requiring mandatory attendance in extended day programming such as before
2.3or after school, Saturday school, summer school, and intensified reading instruction that
2.4may require that the student be removed from the regular classroom for part of the school
2.5day and must include comprehensive scientifically based reading support beyond core
2.6instruction using a multitiered system of classroom support model.
2.7    Subd. 4. Staff development. Each district shall use the data under subdivision 2 to
2.8identify the staff development needs to ensure that:
2.9(1) elementary teachers are able to implement comprehensive, scientifically
2.10based, and balanced reading instruction programs that have resulted in improved student
2.12(2) elementary teachers who are instructing students identified under subdivision
2.132 are prepared to teach using the intervention methods or programs plan and reading
2.14strategies 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; and
2.16(3) all licensed teachers employed by the district have regular opportunities to
2.17improve reading instruction.;
2.18(4) all teachers are culturally competent to meet the specific demographics of their
2.19school site;
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.
2.27    Subd. 5. Commissioner. The commissioner shall recommend to districts multiple
2.28assessment tools that will assist districts and teachers with identifying students under
2.29subdivision 2. The commissioner shall also make available to districts examples of
2.30nationally recognized and research-based instructional methods or programs that districts
2.31may 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."
3.3Page 19, line 15, delete section 8
3.4Page 24, line 10, delete section 12
3.5Renumber the sections in sequence and correct the internal references
3.6Amend the title accordingly