The Read Act Frequently Asked Question (FAQ)

The Read Act Frequently Asked Questions (FAQ) – December 1,

2023

What are the required screening tools for students in grades 4 and up who

are not reading at grade level?

Guidance around screening for students in grades 4 and up is still in development. It will be posted to the READ

Act webpage when available.

Is LETRS EC the only option for early childhood educators responsible for

providing reading instruction or could they complete one of the other

approved programs?

For early childhood educators, it is recommended to complete the LETRS EC program because it is specifically

designed for early childhood. However, districts/charters may want to consider one of the other training

programs if the educator's license goes above PreK and they may switch positions in the future.

According to the READ Act PD Summary in Phase 2, classroom teachers

responsible for reading instruction in grades 4-12 are included. Would this

include English Language Arts teachers, all core content teachers or just

reading teachers (i.e., reading intervention teachers)?

Classroom teachers in grades 4-12 who are responsible for providing reading instruction and/or teaching the MN

ELA standards are required to complete one of the three approved training programs. K-12 reading intervention

teachers are included in Phase 1.

Will the training options for Phase 2 educators change completely or will

programs be added to the current approved list?

The currently approved training programs will also be approved for Phase 2 educators. Potential training options

to meet the needs of 6-12 classroom teachers will be reviewed to be added to the already approved list.

How will districts and charters provide documentation that staff have

completed one of the three approved training programs?

Districts will collect certificates of completion and submit summary data in their local literacy plans that are due

on June 15

of each year. Further guidance will be included when the local literacy plan template is released in

March 2024.

Do Speech-Language Pathologists or Occupational Therapists need to

complete one of the three approved training programs?

Only educators who are responsible for providing reading instruction are required to complete one of the three

training programs. If SLPs or OTs are providing reading instruction they will need to complete one of the three

approved training programs. If they do not provide reading instruction they are exempt.

The Read Act Frequently Asked Questions (FAQ) – October 20, 2023

Who is required to complete one of the approved professional

development programs and by when?

Districts and charters are required to provide access to professional development by July 1, 2024; however,

districts can register for PD once contracts with vendors are executed.

Professional Development Phase 1: Required staff and completion dates

Complete by

Role/Title

Grade

July 1, 2025

PreK Classroom Teachers (Early Childhood PD option)

PreK*

July 1, 2025

K-3 Classroom Teachers

K-3

July 1, 2025

Reading Intervention Teachers

K-12

July 1, 2025

Special Education Teachers responsible for reading instruction

PreK-12

July 1, 2025

Curriculum Directors

PreK-5

July 1, 2025

Instructional support staff who provide reading support

PreK-5

July 1, 2025

Employees who select literacy instructional materials for a district

PreK-5

*PreK teachers (Part B) include Voluntary Pre-Kindergarten/School Readiness Plus, Early Childhood Special

Education responsible for early literacy/reading instruction, and School Readiness

Professional Development Phase 2: Required staff (all other teachers responsible for

reading instruction) and completion dates

Complete by

Role/Title

Grade

July 1, 2027

Classroom Teachers responsible for reading instruction/ Teaching the

MN ELA Standards

Grades 4 -12

July 1, 2027

Teachers who work with English learners (Licensed ELL Teachers)

PreK-12

July 1, 2027

Teachers who work with students who qualify for the graduation

incentives program under section 124D.68.

K – Age 21

July 1, 2027

Instructional support staff who provide reading support

Grades 6-12

July 1, 2027

Curriculum Directors

Grades 6-12

July 1, 2027

Employees who select literacy instructional materials for a district

Grades 6-12

What are the requirements for the three identified professional development

programs?

Professional development for Phase 1 teachers:

1. Complete one of the three MDE-approved programs.

a. LETRS (LETRS Early Childhood and LETRS for Educators)

b. CAREIALL

c. CORE Online Language and Literacy Academy (OL&LA)

ynchronous Debrief

a. With a National Facilitator

b. With a Certified Local Facilitator

ubmit certificate of completion with a passing score

a. LETRS - 80%

b. CAREIALL - 80%

c. CORE - 80%

Professional development requirements for Phase 2 teachers:

For grades 6-12 additional professional development options have not yet been approved. Details coming soon.

Districts/Charters and/or teachers who have previously taken 3

Edition LETRS or CORE Online Elementary

Reading Academy (OERA) training before the READ Act training being offered, need not retake training if

participants submit a certificate of completion with a passing score (LETRS 80%/CORE 80%).

Further guidance is being developed around how certificates of completion will be submitted.

If a district or charter chooses LETRS, can Kindergarten teachers take LETRS for Early

Childhood since Lexia states the LETRS EC is designed for prekindergarten and

kindergarten teachers?

If the teacher’s license does not go above kindergarten, then LETRS Early Childhood is acceptable. If the

teacher’s license goes above kindergarten, then LETRS is required.

What are the requirements for using the approved screeners with multilingual

learners and students in immersion programs?

The Center for Applied Research and Education Improvement (CAREI) at the University of Minnesota, states that

it is best practice to screen multilingual learners and immersion learners in both English and their home

language or language of instruction. At a minimum, districts and charters must use one of the approved

screeners to screen multilingual learners and students in immersion programs in English.

Can districts/charters continue to use a curriculum that is not on the approved list?

The READ Act states in the 2023 Minnesota House File 2497, Article 3, chapter 132.18, section 6, lines 143.30-

143.31, “A district is not required to use an approved curriculum unless the curriculum was purchased with state

funds that require a curriculum to be selected from a list of approved curricula.”

The requirement for districts concerning curriculum is listed on 2023 Minnesota House File 2497,

Article 3,

chapter 132.18, section 5, lines 142.10-142.15, “Subd. 3. Curriculum. A district must use evidence-based

curriculum and intervention materials at each grade level that are designed to ensure student mastery of

phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension. Starting

July 1, 2023, when a district purchases a new literacy curriculum, or literacy intervention, or supplementary

materials, the curriculum or materials must be evidence-based as defined in section 120B.1118.”

How do districts/charters request reconsideration for professional development

programs?

The reconsideration process is in development and will be posted to the READ Act webpage when available.

The Read Act Frequently Asked Questions (FAQ) – October 5, 2023

Can districts/charters offer other PD options to meet the READ Act training

requirements or must they only use the three identified programs?

The three professional development programs identified and posted to the MDE READ Act webpage are the

approved training that will be provided statewide and funded through the READ Act allocation.

What typical role would be classified as instructional support staff under the training

requirements in the READ Act?

This list would include staff who work with students to provide reading instruction, reading support, reading

intervention, etc. This list could include special education paraprofessionals, Title 1 staff, general education

paraprofessionals, etc. Please note that this is not an all-inclusive list as who provides reading instruction may

vary from district to district or charter to charter.

What Special Education teachers are included in the READ Act training requirements?

Any special education teacher with responsibility for teaching reading would need to complete training in grades

PreK-12.

When can districts/charters begin to access the statewide training opportunities?

When MDE completes the contracts with vendors, the state-funded training registration process will be released

and posted to the MDE READ Act webpage.

Will the professional development required under the READ Act be fully funded for all

the required staff?

The READ ACT requires all teachers and instructional support staff with the responsibility for teaching reading to

be trained on evidence-based reading instruction. It is expected that the READ Act allocation of $16.7 million for

professional development will not be able to fully fund training for all required educators across the state.

Will districts/charters be reimbursed for staff members who have already completed

one of the three training options?

The READ Act legislation provides reimbursement for curricula and supplemental materials and provides funds

for statewide training on structured literacy. The language does not include reimbursement for professional

development.

How were the three professional development programs selected?

MDE and CAREI used an adapted version of the Observation Checklist for High-Quality Professional

Development Training (HQPD) to determine the approved menu of rigorous professional development programs

that local education providers will be required to offer per Minnesota Statutes 2022, section 120B.12. Listed

below is additional criteria used to identify state-funded professional development programs:

• Focused on or aligns with the science of reading, including teaching in the areas of phonemic awareness,

phonics, vocabulary development, reading fluency including oral language skills, and reading

comprehension;

• Includes information on how the brain learns to read and the nature of reading difficulties (e.g., dyslexia,

generalized language learning disorders) as well as special considerations for supporting culturally and

linguistically diverse learners with learning to read;

• Includes rigorous evaluations of learning throughout and at the end of the course that a person taking

the course must pass to complete the course;

• End-of-course assessment must demonstrate the participant's mastery of content learned throughout

the course;

• Aligns with adult learning theory;

• Must be eligible for CERI Certification;

• Training staff are highly qualified; assurances will be required from the vendor before being selected;

• A minimum of 42-45 hours of instruction; includes a scope and sequence; and synchronous reflection

session with trainer;

• Produces completion documentation (e.g., certificate, data pull, etc.) that will allow the LEA to submit

evidence to the department that the participants passed an end-of-course assessment which

demonstrates participants' understanding of evidence-based practices based in structured literacy; and

• Not associated with a specific curriculum.

Is there new funding available under the READ Act for Literacy Incentive Aid?

Literacy Incentive aid is the funding that had been previously tied to the Read Well by Third Grade data and local

literacy plan submission, Minnesota Statutes 2022, section 120B.12. The READ Act legislation now replaces the

Read Well by Third Grade (RWBTG) legislation and the literacy incentive aid funding will be allocated to districts

following this legislation. There is no new funding. If you have specific questions regarding the funding formula

for Literacy Incentive Aid, please contact School Finance at mde.fundi[email protected].

Do districts/charters have to use one of the approved screeners or can they choose a

different vendor or a different screening product from an approved vendor?

The approved screeners are DIBELS 8th Edition available from Amplify or Fastbridge earlyReading and CBM

Reading available from Renaissance. Additional screening tools from the approved vendors are not approved.

Detailed universal literacy and dyslexia screening guidance, including subtests, for grades K-3 is posted on the

MDE READ Act webpage.

The Read Act Frequently Asked Questions (FAQ) – August 1, 2023

How were the approved screeners selected?

A summary of the review process and the results of that review in partnership with the Center for Applied

Research and Educational Improvement (CAREI) will be posted to the MDE READ Act webpage. We will also post

criteria and guidance for reconsideration for districts as required in the READ Act legislation.

When will districts/charters have to adopt the approved literacy screeners?

Districts and charter schools will have the 2023-24 school year as a transition year to adopt one of the approved

screeners. The first submission of screening data will be in June of 2025 and will be included in the submission

of your Local Literacy Plan.

In what language should multilingual and immersion learners be screened?

The Center for Applied Research and Education Improvement (CAREI) at the University of Minnesota, states that

it is best practice to screen multilingual learners and immersion learners in both English and their home

language or language of instruction. The approved screeners are available in English and Spanish.

Can you clarify if certain subtests are required and if they are grade-level dependent?

Detailed guidance for districts related to literacy and dyslexia screening, including specific subtests to use at

each grade for each tool will be posted to the MDE READ Act webpage by September 1, 2023.

What are the requirements for non-licensed staff currently providing reading

interventions?

Non-licensed instructional support staff may assist a licensed teacher in providing reading instruction or

intervention given that they receive training on phonemic awareness, phonics, vocabulary development, reading

fluency, reading comprehension, and culturally and linguistically responsive pedagogy as required by the READ

Act, and the training must be one of the MDE approved professional development programs posted on the

READ Act webpage.

What is the process for identification of approved professional development

programs?

MDE and the Center for Applied Research and Educational Improvement (CAREI) are working collaboratively, per

the READ Act legislation, to identify at least three professional development programs that will be state-funded

and focus on the five pillars of literacy and the components of structured literacy. These identified professional

development recommendations will be posted on the MDE READ Act webpage by August 15, 2023. The READ

Act legislation includes language that does not require MDE and CAREI to authorize a request for proposal (RFP)

process for the identification and recommendation of professional development programs.

What is the process for the identification of approved curricula?

The process for the review of curriculum is being developed in partnership with CAREI. A “request for

information” process will be posted on the MDE READ Act webpage by September 1.

The Read Act FAQ – June 30, 2023 (previous update in June)

What are the requirements for universal and dyslexia screening?

The Read Act requires mandatory screening of every child in kindergarten, first, second, and third grade twice

per year using a screening tool approved by the Department of Education. The screenings must be administered

within the first and last six weeks of school for mastery of foundational reading skills, including phonemic

awareness, phonics, decoding, fluency, oral language, and for characteristics of dyslexia. The screening for

characteristics of dyslexia may be integrated within the universal screening. Some districts are screening three

times per year using a MTSS framework and this legislative screening requirement should not increase that

amount, as long as an approved screener is used.

Students in grades 4 and above, including multilingual learners and students receiving special education

services, who do not demonstrate mastery of foundational reading skills, including phonemic awareness,

phonics, decoding, fluency, and oral language, must be screened using a screening tool approved by the

Department of Education for characteristics of dyslexia. In limited cases, a parent in consultation with a teacher,

may opt a student out of the literacy screener if continuing to screen would not be beneficial to the student.

MDE will release the menu of approved screeners by July 1, 2023, along with details of how MDE will support

districts through the transition year. The 2023-2024 school year will be a transition year for schools to adopt this

new process and an approved tool if needed. If a district needs to adopt a new screening tool, costs will be

covered by the district through the use of its Literacy Incentive Aid funds. MDE will provide guidance on the

submission and reporting process beginning in January 2024. The first official reporting year for universal

screening data will be June 15, 2025.

How will the reimbursement work for the curriculum and supporting materials?

The Center for Applied Research and Education Improvement (CAREI), in partnership with MDE, will generate a

list of at least five approved literacy curricula and supporting materials. This approved list will be posted on the

MDE website by January 1, 2024.

CAREI, in partnership with MDE, will also identify literacy intervention materials for use with students in

Kindergarten through grade 12.

The commissioner must use appropriations from the READ Act to reimburse school districts, charter schools, and

cooperatives for approved evidence-based structured literacy curriculum and supporting materials, and

intervention materials purchased after July 1, 2021. An applicant must apply for the reimbursement in the form

and manner determined by the commissioner. The reimbursement process is currently being determined by the

MDE School Finance Division.

Will districts/charters be fully reimbursed for their purchase of approved materials?

With the expectation of more eligible requests for reimbursement than funds available, fully funding eligible

curriculum and supporting materials, and intervention purchases may not be possible.

How will districts/charters access statewide training funded by the Read Act?

MDE and CAREI will jointly identify at least three state-funded professional development programs that focus on

the five pillars of literacy and the components of structured literacy. The menu of approved training will be

posted on the MDE website by August 15, 2023.

MDE anticipates that state-funded training will not begin until November 2023 or until contracts are fully

executed with training vendors. Included on the approved menu will be additional training vendors that may be

chosen by a district, but will need to be funded by Literacy Incentive Aid funds.

MDE and the MN Service Cooperatives will partner to create regional literacy networks. Each regional literacy

network will have a team that will work with districts to administer the identified statewide training of evidence-

based structured literacy professional development programs. More details on this process will be forthcoming.

Who is required to be trained under the READ Act?

By July 1, 2024, a district or charter must provide access to approved training in structured literacy to:

• intervention teachers working with students in kindergarten through grade 12;

• all classroom teachers of students in kindergarten through grade 3 and children in prekindergarten

programs;

• special education teachers;

• curriculum directors;

• instructional support staff who provide reading instruction; and

• employees who select literacy instructional materials for a district.

The educators listed above must be trained by July 1, 2025. Other teachers and instructional staff with the

responsibility of teaching reading are required to complete training no later than July 1, 2027. The commissioner

of education may grant a district or charter an extension to the deadline.

Note: With the expectation of more eligible educators than professional development READ Act funds available,

fully funding training for all eligible educators may require additional funds.

How does the Read Act impact the Read Well by Third Grade (RWBTG) submission?

The requirements of the Read Act local literacy plan and data submission will replace the current RWBTG

submission. MDE will be working to offer an online data submission process that will be inclusive of the

submission of the Local Literacy Plan. This new data submission process and Local Literacy Plan template will be

in place by March 1, 2024.

A school district or charter must adopt a local literacy plan to have children reading at or above grade level every

year beginning in kindergarten and to support multilingual learners and students receiving special education

services in achieving their individualized reading goals.

A district or charter must update and submit the plan to the commissioner by June 15 each year.

MDE will provide a Local Literacy Plan Template by March 1, 2024, as well as technical assistance for the

completion of the plan and data submission requirements. The first submission for the Local Literacy Plan using

the new template and format will be due June 15, 2024. The first submission of the required universal screening

data will be June 15, 2025.

What are the allowable uses for Literacy Incentive Aid?

A school district or charter must use its literacy incentive aid to support the implementation of evidence-based

reading instruction. The following are eligible uses of literacy incentive aid:

• training for kindergarten through grade 3 teachers, early childhood educators, special education

teachers, reading intervention teachers working with students in kindergarten through grade 12,

curriculum directors, and instructional support staff that provide reading instruction, on using evidence-

based screening and progress monitoring tools;

• evidence-based training using a training program approved by the Department of Education;

• employing or contracting with a Literacy Lead;

• materials (universal and dyslexia screening tools can be included), training, and ongoing coaching to

ensure reading interventions under Minnesota Statutes 2022, section 125A.56, subdivision 1

, are

evidence-based; and

• costs of substitute teachers to allow teachers to complete required training during the teachers'

contract day.

What are the qualifications of a “Literacy Lead”?

By August 30, 2025, a district or charter must employ or contract with a literacy lead, or be actively supporting a

designated literacy specialist through the process of becoming a literacy lead. MDE will provide a sample

Position Description and qualifications by January 1, 2024.