[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6649764,"mediaKeyId","2512944-c3594c8e0f84d3716ae4f97fe764b25c","parentId",2512944,"title","Committee advances Read Act changes emphasizing ‘science of reading,’ rejects proposals to remove teacher assessment requirement","audioSeconds",3407,"startMs",38241,"endMs",3446195,"viewUrl","/Search/View?dp=1&key=2512944-c3594c8e0f84d3716ae4f97fe764b25c&start=38&end=3446","thumbnailUrl","https://assets.pipeline.soar.com/2512944-c3594c8e0f84d3716ae4f97fe764b25c/thumbnail_38241.jpg","articleUrl","/articles/6649764/Minnesota/Committee-advances-Read-Act-changes-emphasizing-science-of-reading-rejects-proposals-to-remove-teacher-assessment-requirement","mediaUrl","https://secure.pipeline.soar.com/6649764-2487f717dd4a0571a6ceb6928c1fd964/orig.mp4?Expires=1770628457&Signature=QIJhru4cIOM79kOxp9G0X7mN4Wc4lLerJu4PaCb6s08GTIziRLWVfGkeZ4oz8Kj5owsUH0YQZOq8d-~~6XVGvUQeu0myuC0pt6KWR-rv-qRSHyA75sxq1JH15Hkgy83p1ZFU2rMdnt3TfZEUXGg2UYliNLo5K5Glwtc9Ue-kcF94ap3A8WRwDW9PBotOwqPmxO0UT4eSc8UBlkxxDkIvr00kaphEMJOLf2p6jhmZEC2tn~D8LbxnDyUYOcfXsj9mif2EeRuZga4cb~ocQwtm3IQE7Rb1FnMJg5Ta-7YXKkjpGAX5dyUf5mKSsczb7ZeWpy2L-eRjJnbww67Op8LAaA__&Key-Pair-Id=KUT5TJCACFTXG","author","Minnesota Legislature","date","2025-03-06T02:54:32.98Z","article","ST. PAUL, Minn. — The House Education Policy Committee on March 5 voted to send House File 877, a measure reshaping parts of the state’s REED (Read Early Education and Development) Act implementation, to the Education Finance Committee after adopting an author's amendment (A2).

The bill's author, Representative Erin Mueller, told the committee the measure would require that “instruction and practices, interventions, teacher development, textbooks, all the instructional material” be “on the science of reading,” and would move certain activities assigned to CARI (the statewide contractor carrying out REED Act tasks) to the Minnesota Department of Education (MDE) beginning July 1, 2025.

Supporters said the change would clarify that evidence-based reading instruction must align specifically with the science of reading and increase transparency in curriculum and teacher‑preparation reviews. Opponents and several testifiers urged caution, saying the bill as drafted could narrow local control, risk teacher retention if additional assessments are required, and remove protections for culturally and linguistically responsive instructional materials.

Representative Mueller said the bill does not require a paper‑and‑pencil exam for Tier 3 and Tier 4 teaching licenses, noting the statute would allow a “performance assessment of knowledge” and that the state could use rubrics or practicum options. “It does not have to be a paper pencil test,” she said. She also referenced other states’ approaches: “In Mississippi...they have a requirement for their teachers to pass an exam. That exam is 4 hours long,” she said, as an example of one extreme.

Education Minnesota’s Justin Killian testified that many union members support structured literacy and phonics-based instruction but worry about an absolute prohibition on other practices. “They get very, very nervous when you handcuff them and say, you can only do this thing and this thing only,” Killian said, urging the committee to preserve flexibility for multilingual learners and others.

Representatives of Minnesota training organizations sought changes to ensure several longstanding, nationally accredited teacher‑training programs are recognized under the REED Act and that teachers who previously completed rigorous practicum‑based training be grandfathered. Cindy Russell, executive director of the Reading Center Dyslexia Institute of Minnesota, described training that includes an Orton‑Gillingham practicum and said enrollment in her programs dropped after implementation choices under the REED Act. Karen Sande, founder of Orton Gillingham Reading Specialists, told the committee, “To train a teacher without including a practicum is like taking drivers ed without doing behind the wheel.”

Assistant Commissioner Bobbi Burnham of MDE warned the committee that swapping the statutory phrase “evidence‑based structured literacy” for the broader term “science of reading” could have implementation consequences. “The science of reading is informed by many branches of science but may be too broad for the targeted purposes of the REED Act,” Burnham said. She also said several deliverables currently contracted to CARI would not be finished by the bill’s June 30, 2025 deadline and that MDE currently lacks the staffing and some specialized expertise to immediately absorb all contracted tasks.

The committee adopted the author’s A2 amendment to place the bill in the shape the author preferred. Two subsequent floor amendments — A3, offered by Representative Tina Jordan to remove the requirement that Tier 3 and Tier 4 applicants pass a performance assessment, and A4, offered by Representative Tim Green to restore the struck language requiring curricula be culturally and linguistically responsive — were both defeated in committee voice votes. Representative Jordan said she opposed adding another test requirement because of concerns about teacher shortage and racial bias in testing; Mueller replied she expected there were non‑paper assessment options and urged members to retain an “independent mechanism” to verify teacher knowledge.

After discussion, the committee voted to re‑refer House File 877, as amended, to the Education Finance Committee.

What remains unresolved in committee: the bill’s definition of “science of reading,” the precise nature of any assessment or performance requirement for Tier 3/Tier 4 licensure, how nationally accredited, practicum‑based training programs will be recognized or grandfathered, the timeline and staffing implications if CARI activities move to MDE, and a working definition of culturally and linguistically responsive materials that would satisfy proponents on both sides.

Votes at a glance: A2 adopted; A3 failed; A4 failed; final re‑refer motion passed (voice votes recorded in committee minutes as “ayes have it” or “the motion prevails”).

The committee heard extensive public testimony and discussion but did not complete final statutory language on several contested points. Committee members said they will continue negotiations and staff work as the bill moves to the finance committee.","mediaType","Video","parentTitle","House Education Policy Committee 3/5/25","oneSentenceSummary","The House Education Policy Committee on March 5 voted to send House File 877, as amended, to the Education Finance Committee after adopting an author’s amendment that emphasizes instruction and materials aligned to the “science of reading” and moves certain REED Act duties to the Minnesota Department of Education.","taxTitle","2025 Legislature MN, Minnesota","taxId",77817,"location","Minnesota","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6649752,"Committee places technical bills on general register and advances one student‑discipline bill",1407,5133435,6540724,"/Search/View?dp=1&key=2512944-c3594c8e0f84d3716ae4f97fe764b25c&start=5133&end=6540","https://assets.pipeline.soar.com/2512944-c3594c8e0f84d3716ae4f97fe764b25c/thumbnail_5133435.jpg","/articles/6649752/Minnesota/Committee-places-technical-bills-on-general-register-and-advances-one-studentdiscipline-bill","https://secure.pipeline.soar.com/6649752-53212209693c2d2fc0030ce161324455/orig.mp4?Expires=1770628457&Signature=X-rv1PMmMnEciUakB8dmvenrHaDeQZCJ1PNGZrnaYkHpQTdLGKbKeQrJH8MC7SPunlTxk7BBbBn1ZGFyGLlSJTiF3kwvnddopkyXSFCy7f1pNB8TntLXQm1u8sijI3Ky2GPmmBlxcQTJ9AFezlOYsn1mozUfcBJLVUIu0ywrsj6uaecxmmagSq0nvi~mhzsCg8cRs4nu88weT4tO2w56xqaHgLrWX35xj~MQIIhNtWmAx3rYhGhkXuEXzTRTUfp3o9noqpvXLBQbyECS0VXe1Za7iEPSh91BHaR25LKDXVygG9TEBmge3BTqRdcyw1EuPsnHiUCHGmDq~R45gUks4g__&Key-Pair-Id=KUT5TJCACFTXG","ST. PAUL, Minn. — The House Education Policy Committee on March 5 acted on several procedural items at the end of its agenda.

The committee voted to place House File 1491 and House File 1492 — described in committee as technical correction vehicle bills — on the general register by voice vote. The chair also moved House File 10 52 (a student‑discipline bill discussed in prior hearings); that bill was placed on the general register after debate. Two other discipline bills, House File 5 14 and House File 14 36, were laid over for possible inclusion in an omnibus or for further committee consideration. Earlier in the meeting Chair Bennett noted the committee would also hold two bills heard on March 4 (student discipline items) in reserve while the sponsor continues discussions with stakeholders.

No fiscal details or amendments were adopted on these procedural motions in committee; votes were recorded in the committee transcript as voice votes (\"aye\"/\"nay\") and summarized in committee minutes.","During its March 5 meeting the House Education Policy Committee voted to place two technical correction vehicle bills on the general register (HF1491 and HF1492), placed House File 1052 on the general register, and laid over two discipline bills (HF514 and HF1436) for possible later consideration.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6649758,"Committee lays over bill to expand Math Corps tutoring after proponents cite randomized‑trial evidence",1549,3448480,4997520,"/Search/View?dp=1&key=2512944-c3594c8e0f84d3716ae4f97fe764b25c&start=3448&end=4997","https://assets.pipeline.soar.com/2512944-c3594c8e0f84d3716ae4f97fe764b25c/thumbnail_3448480.jpg","/articles/6649758/Minnesota/Committee-lays-over-bill-to-expand-Math-Corps-tutoring-after-proponents-cite-randomizedtrial-evidence","https://secure.pipeline.soar.com/6649758-7a1d4750a45e36a18c8b3c6f822a06f8/orig.mp4?Expires=1770628457&Signature=NGPX-LPjhDICDrB5kfFa0X2jrxxWI5ea15FcQCpjeoShafjJuoypYXnWezvlWvmeBJ~x9HS8W4w2hFp1cWmq8J~hyrm3Gwn~0TS-S7OsZtnyVwnf5Zv25mVs2KfI2lpZqL7kUJYAk1iUcjfSDuFBvu70YlajM1Qgez9zAZSbR1ycHaJgOQEbmNl7LgF21xvtcyWGcSXxq2BOkm3gQseBcLzG5q-effZLuRROc9fzeBhQt9Qyq48z6TFdiipQQrWSMaojjBVpcqK~FvmYzRAcT8~HZ2mXXHQcH6mKxP2PFYXodP3SDh9PNLeWiboxO~gs~-lR7UCbRdFy49RpvmcJkw__&Key-Pair-Id=KUT5TJCACFTXG","ST. PAUL, Minn. — The House Education Policy Committee on March 5 heard House File 1171, a bill to provide state funding for Math Corps, an AmeriCorps‑run, small‑group tutoring program for K‑8 students. Committee members laid the bill over for later consideration after hearing evidence of program effectiveness and asking fiscal questions tied to the upcoming state revenue forecast.

Representative Ray Rauer, sponsor of the bill, described Math Corps as an AmeriCorps‑powered tutoring program that provides up to 90 minutes of weekly small‑group tutoring for kindergarten through eighth grade students. She said the program uses frequent assessments and fidelity checks and that external reviewers, including university evaluators, have validated its effects on foundational math skills.

David Parker, vice president of research and development at SIR Minnesota, summarized independent evaluations that show Math Corps students on average gain roughly three additional months of math learning during a service period and that the program is comparatively cost‑effective among evidence‑based math interventions. “Math Corps requires the fewest number of hours to produce a month of additional growth,” Parker said, citing comparative cost‑effectiveness analyses and external endorsements.

Jody Fant, principal at Barnum High School, described local classroom impact, saying her district relies on Math Corps tutors to support Tier 2 students and that a struggling student progressed to become a top scorer on the school’s math team after Math Corps tutoring.

Committee members questioned implementation details, including definitions of “evidence based,” where tutors come from, and program scale. Serve Minnesota’s Josh Downham said Math Corps currently fields about 375 tutors statewide serving roughly 150 districts and that the program served approximately 7,000 students in the current year. Downham said the bill would provide one‑time funding of $1 million over the biennium (approximately $500,000 per year) to expand sites and student capacity.

Representatives and MDE staff asked for a statutory definition of “evidence based” for math interventions and for clarity on supervision and safety protocols for tutors. Ado Shuni of MDE noted the agency’s prior math work, including MTSS Compass and regional math networks, and said MDE partners with external programs when the department lacks sufficient capacity to embed deep, district‑level support statewide.

Because members planned to wait for the state revenue forecast, Representative Rauer withdrew a request for immediate placement on the register and the committee laid House File 1171 over for future action.

Action taken: House File 1171 was laid over for consideration after the state forecast; no final fiscal action occurred in committee.

Key unresolved items: statutory definition for “evidence based” in math interventions, the size and timing of any appropriation, and more detailed data on program scale and geographic distribution by district.","House File 1171, a bipartisan bill to provide state funding for Math Corps tutoring, was presented and laid over by the House Education Policy Committee on March 5. Proponents cited randomized controlled trials and external validations showing measurable gains in foundational math skills; the committee deferred further action until the economic","actionData","errors"]

Article not found

Committee advances Read Act changes emphasizing ‘science of reading,’ rejects proposals to remove teacher assessment requirement

Committee places technical bills on general register and advances one student‑discipline bill

Committee lays over bill to expand Math Corps tutoring after proponents cite randomized‑trial evidence