The Senate Education Policy Committee on Jan. 23 passed Senate File 334 as amended to reduce instructional hours for the 2025‑26 school year to provide time for professional development tied to the Read Act (science of reading) implementation. Committee discussion and testimony before the vote focused on how districts are implementing training, vendor costs and whether the state’s curriculum review and training timelines provide sufficient options for schools.

What the committee approved

Senate File 334 (as amended) reduces required instructional hours in 2025‑26 to allow K‑12 staff time for required Read Act training and related professional learning. Senator Maquade (author) moved an A1 amendment to add secondary schools; the committee adopted the amendment and then passed the bill as amended to general orders. The vote in committee was taken by voice; the record shows the motion carried after the chair called for "ayes." The committee did not record a roll‑call tally during the hearing.

Why it matters: Read Act implementation is a major state investment in literacy. Witnesses said progress is visible in some districts but that training options, licensing timeframes and fee structures make implementation uneven across the state.

Testimony and evidence from districts

- "We used COVID relief funds to pay teachers a $4,000 stipend, to complete that vital training," said Matt Hillman, superintendent of Northfield Public Schools, describing how Northfield embedded training into an existing weekly one‑hour late start so teachers could complete coursework during the workday and receive stipends tied to milestones.

- "Learning about the science of reading is important work ... However, we're experiencing numerous issues with its implementation," said Erica Schatzlein, an English‑learner teacher in Saint Paul Public Schools. She told the committee that the University of Minnesota's online training (referred to as Carryall in testimony) is taking far longer than originally represented and that course licensing is sold in one‑year blocks with optional paid extensions. She said roughly one‑third of district teachers attempting the university course were "on track" in completion at midcourse and raised concerns about graduate credit costs.

- Assistant Commissioner Bobby Burnham, Minnesota Department of Education, told the committee that the department's curriculum review used a rigorous rubric; the state currently lists five "highly aligned" curricula and six "partially aligned" by the rubric. He said five publishers have resubmitted materials and that the next round of re‑reviews should be complete by March 3.

Discussion versus action

- Action: Committee adoption of the A1 amendment and passage of SF 334 as amended to general orders. The amendment added secondary schools to the instructional‑hour reduction.

- Ongoing work: Witnesses asked the Legislature and the Department of Education to continue clarifying vendor options, to extend course licensing to match realistic completion timelines, and to consider additional funding for district stipends and graduate credit costs.

Ending

The bill advanced out of committee with unanimous voice support; committee chairs and members signaled intent to follow up on curriculum availability and training licensing so districts can plan calendars and budgets for 2025‑26.