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Senate advances bill requiring two hours of dyslexia training for teacher license renewal
Summary
Senate Education Policy Committee voted to move SF 1842, which would require the Professional Educator Licensing and Standards Board to adopt rules requiring two hours of dyslexia professional development for teachers renewing licenses.
Senate file 1842, sponsored by Senator Bolden, would direct the Professional Educator Licensing and Standards Board (PELSB) to adopt rules requiring all licensed teachers renewing a Minnesota teaching license to complete two hours of professional development on dyslexia. The Senate Education Policy Committee voted to send the bill to the committee on State and Local Government after a March 5 hearing featuring parents, teachers and advocacy groups.
Jasmine Myers, a tier‑4 special education teacher and board member of Decoding Dyslexia Minnesota, testified in support and described gaps in teacher preparation. “Dyslexia is a neurological condition that affects a student's ability to access printed language,” Myers said, adding that she had to seek district‑funded training and outside coursework to feel prepared to support dyslexic students.
Multiple witnesses described personal experiences to make the case for statewide teacher training. Ash Cutrella, a college student who said he was diagnosed late, told the committee that a lack of teacher understanding had hindered his learning and self‑confidence in earlier grades. Jennifer Jackson, a parent, said her daughter had continued to struggle despite an IEP because teachers did not understand dyslexia or how to break assignments into accessible steps.
Dr. George Logan, representing the International Dyslexia Association Upper Midwest Branch, urged the committee to treat dyslexia training as analogous to vision and hearing screenings: identifying a barrier to learning and giving teachers the tools to reduce that barrier. Testimony and written letters in the packet also emphasized alignment with the READ Act and the need for accessible, evidence‑based interventions.
Senator Bolden framed the proposal as an equity measure: because estimates cited at the hearing ranged from roughly 7 percent to as high as 20 percent, he said “every teacher will interact with students with dyslexia” and should be equipped to identify signs and provide supportive instruction.
The committee voted to move SF 1842 to State and Local Government. Senator Mae Quaid moved the bill; members in the hearing voiced assent and the chair called the ayes.
