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District 742 outlines Read Act implementation: LETRS training, curriculum review and screening updates
Summary
District staff told the board they have trained most elementary teachers in LETRS, are piloting new elementary curricula in 2025–26, await state lists of approved interventions and screening tools for grades 4–12, and are adopting a new MDE risk‑factor screening tool when available.
District leaders told the St. Cloud Public School District Board on March 19 that local work to implement the Minnesota Read Act is well underway and that next steps include curriculum pilots, expanded screening and alignment with state guidance.
Laura Stebner, Director of Elementary Education, said the district expects about 90% of current elementary and early‑childhood teachers to finish LETRS (Language Essentials for Teachers of Reading and Spelling) training by the end of the next school year. “We are at about 90% of our current Elementary and Early Childhood teaching staff that will finish the LETRS training by the end of next school year,” Stebner said.
Hilary Johnson, Director of Secondary Education, described parallel secondary efforts, including Carry (secondary‑oriented science‑of‑reading training) and a secondary literacy task force that has developed an instructional vision and is auditing current secondary resources. Johnson said the district used grant funding and adjusted schedules to provide training within the duty day for many staff and offered a compensated fast‑track option; nearly 100 teachers elected the summer fast‑track option.
On curriculum, elementary educators have begun vendor reviews and plan pilots in a broad set of classrooms in 2025–26. The board was told vendor presentations began during the meeting’s curriculum work session; final recommendations are expected in spring 2026. The district said Spanish immersion classrooms are included in the review; Chinese immersion requires different literacy considerations because it is character‑based.
Intervention and screening work is proceeding. The district uses FastBridge as its approved elementary screener and has built teacher capacity to interpret data, place students into interventions and monitor progress. State guidance will provide K–12 approved intervention lists in November 2025, the presentation said. The state also plans to publish an approved screening tool list for grades 4–12; the district is awaiting that guidance and will adapt secondary screening when it is available.
District staff highlighted a new Minnesota Department of Education risk‑factor tool that assigns numerical thresholds across required subtests to identify students at high or some risk of not becoming proficient readers. The presenters said the risk tool standardizes weighting across assessments and that districts can opt in; the district plans to evaluate the state tool when it is released.
The presenters noted parent notification templates and regional literacy center exemplars are in development; the district already notifies parents when students receive specialized reading services and will review state templates for local adaptation. Staff said required training for support staff (about eight hours) is scheduled next year and will be delivered during regular professional development time to avoid pulling staff from student duties.
Board members asked clarifying questions about state partnerships, dyslexia screening and how the district will monitor implementation. The presenters said that state partnerships with the University of Minnesota and related institutes are a feature of the Read Act and that dyslexia screening is integrated into the state‑approved tools including FastBridge.
The presentation closed with student testimonials played for the board about why literacy matters to students’ future plans. District leaders said they will continue to refine timelines and return with pilot results and curriculum recommendations as the state releases further guidance.
