Rushford-Peterson submits READ Act Local Literacy Plan, outlines curriculum, screening and spending plans

Rushford-Peterson Public Schools submitted its Local Literacy Plan to the Minnesota Department of Education on June 15, 2026, fulfilling the READ Act requirement that districts update and post plans annually.

The plan sets a districtwide target to increase foundational reading scores by 5% for K-8 students over the 2026-27 year and lists grade-level improvement goals (for example, kindergarten fastbridge proficiency from 46% to 51% and 1st grade aReading from 66% to 71%). The document states the district adopted the Amplify core literacy curriculum (CKLA) K-5 and is using UFLI Foundations for K-2 foundational instruction.

District officials describe a multi-step screening and intervention system. Universal screening three times per year uses FastBridge Early Reading and aReading; students not reading at grade level are subject to a two-step screening process with Capti ReadBasix as the second-step screener for grades 4-12. The plan lists the Capti ReadBasix subtests administered in 2025-26 (word recognition and decoding, vocabulary, morphology and reading efficiency) and notes additional subtests (sentence processing and reading comprehension) will be required in 2026-27.

The plan provides counts from universal screening. Examples include kindergarten spring screening of 39 students with 23 at benchmark; 1st-grade spring 40 screened with 14 at benchmark; 2nd-grade spring 46 screened with 31 at benchmark; 3rd-grade spring 28 screened with 20 at benchmark. It also reports numbers of students demonstrating characteristics of dyslexia (not diagnoses): e.g., Kindergarten 21, 1st grade 22, 2nd grade 8 and 3rd grade 6; for grades 4-12 the plan lists per-grade screening and identified counts (for example, 4th grade: 43 administered, 16 demonstrating characteristics; 5th grade: 46 administered, 24 demonstrating characteristics).

To match identified needs the district says it uses a Multi-Tiered System of Supports (MnMTSS) framework, weekly progress monitoring for Tier 2 and Tier 3 students, and frequent data review by intervention teams. Tier 2 and Tier 3 interventions cited in the plan include Orton-Gillingham approaches, UFLI and other evidence-based programs; typical intervention sessions are listed at about 30 minutes per group.

On funding and implementation, the plan reports the district received $25,905 in Literacy Aid Funds for 2025-26 and spent $14,600; it also reports a READ Act Literacy Aid receipt of $25,242 in 2024 and a remaining READ Act reserve balance of $7,600. The document states the remaining funds will be used for CAREIALL training for new teachers and to purchase approved literacy screeners.

Professional development requirements and timelines are detailed. The district lists CAREIALL as the Phase 1 approved program (expected completion 09/01/2026) and STRIVE Science of Reading as Phase 2 (expected completion 06/01/2027). The plan describes supports for staff who do not reach vendor-recommended proficiency levels and outlines fidelity monitoring through observations, coaching and data review.

The plan notes ancillary items including parent notification protocols (K-5 notified three times per year via conferences; grades 6-12 receive mailed letters once per year), educator counts for training completion (examples: K-3 classroom teachers 8 total, 6 completed Phase 1; teachers delivering foundational instruction grades 4-12: 15 total, 14 completed Phase 2), and an explicit statement that the district does not operate a Dual Language Immersion program.

The district posted the Local Literacy Plan on its website and marked the plan as submitted to MDE on June 15, 2026. The document frames the submission as part of the district's continuing work to increase fidelity of instruction, expand intervention capacity, and provide required professional development.