Updates from the Minnesota READ Act - July 2026

Minnesota Department of Education sent this bulletin at 07/08/2026 01:00 PM CDT

July 2026

Recent updates to the Minnesota READ Act

The 2026 legislative session brought several important updates to the Minnesota READ Act, strengthening Minnesota’s ongoing commitment to high‑quality literacy instruction for all students. This month’s newsletter highlights key statutory changes, including revisions to screening requirements across grades K–12, updates to professional development pathways, enhancements to curriculum review processes, and technical revisions that clarify key definitions within the law. These changes support districts, charter organizations, and educators as they continue implementing structured literacy aligned with the READ Act, and they reflect the state’s dedication to ensuring equitable, evidence‑based literacy practices for every learner.

Updates can be viewed online at Laws of Minnesota, chapter 125, article 1, The READ ACT. - MN Laws

Ongoing review of literacy materials

Sec. 10. Minnesota Statutes 2025 Supplement, section 120B.124, subdivision 5

(a) By October 1, 2026, the department must establish an ongoing review process in order to identify curriculum and intervention materials that are evidence-based, focused on structured literacy, culturally and linguistically responsive, and reflective of diverse populations.

The department may partner with one or more institutions of higher education or a third party to conduct independent and objective reviews of curriculum and intervention materials using the competitive solicitation procedures under chapter 16C.

The department must determine whether it will partner with an institution of higher education or a third party to conduct ongoing reviews of literacy materials by October 1, 2026.

The review must use the READ Act rubric used to approve curriculum. The department may modify the READ Act rubric as necessary to reflect evolving needs. The READ Act rubric must be posted on the department website.
Following each review cycle, the department must post its findings on the department's website. Alternative curriculum and intervention programs for those who cannot access sound-based approaches must be reviewed using adapted criteria appropriate to identified student populations – e.g., deaf, heard of hearing, or deafblind students.

(b) A program undergoing a full review cycle must be added to the reviewed curricula and intervention program list after the review process is completed.

Updates can be viewed online at Minnesota Session Laws - 2026 Regular Session
For more information visit the READ Act Curricular Resources - Tier 1 webpage

Professional Development Requirements

Sec. 8. Minnesota Statutes 2025 Supplement, section 120B.123, subdivision 5

(g) An educator who was first enrolled in an elementary, special education, or early childhood education Minnesota-approved teacher preparation program on or after June 1, 2026, does not need to receive additional training according to paragraph (a).

Educators who have successfully completed approved coursework listed, after the approval date, have met the professional learning requirements addressed by the READ Act and are not required to enroll in a district’s mandated reading professional development coursework.

The list provided includes the Minnesota teacher preparation programs approved through the Minnesota Professional Educator Licensing and Standards Board (PELSB) reading audit. Those Elementary, Special Education, Early Childhood and Reading programs not yet listed are currently pending review, with inclusion of all relevant PELSB approved programs expected by June 30, 2026. The date of reading audit completion reflects only the timeline of the review process and should not be interpreted as a delay on the part of any provider.

Updates can be viewed online at Minnesota Session Laws - 2026 Regular Session For more information visit the READ Act Professional Development webpage

Teacher preparation programs

Sec. 1. Minnesota Statutes 2024, section 122A.092, subdivision 10

Early literacy field experience. (a) A teacher preparation provider approved by the Professional Educator Licensing and Standards Board to prepare teacher candidates to provide instruction in early literacy must require a supervised early literacy field experience aligned to evidence-based best practices in reading consistent with sections 120B.118 to 120B.124. The early literacy field experience requirement applies to teacher candidates who enroll in teacher preparation programs in the 2027-28 school year or later.

(b) The early literacy field experience must be integrated with learning experiences in reading instruction, including instruction on reading methods or equivalent, and must provide teacher candidates with opportunities to apply evidence-based literacy practices with students.

(c) The Professional Educator Licensing and Standards Board must adopt rules regarding the early literacy field experience requirement, including but not limited to:

(1) defining licensure areas in which teacher candidates must complete the early literacy field experience;

(2) establishing expectations for the scope and outcomes of the early literacy field experience;

(3) ensuring the field experience occurs primarily within a school building during the instructional day, while allowing for waivers when appropriate to accommodate unique program delivery models or documented hardship; and

(4) requiring the field experience includes observation with actionable feedback to ensure growth and attainment of related reading standards.

(d) In adopting rules under this subdivision, the board must allow flexibility for teacher preparation programs to demonstrate that candidates have met required standards through field experiences.

Updates can be viewed online at Minnesota Session Laws - 2026 Regular Session

Universal Screening Updates

Sec. 4. Minnesota Statutes 2025 Supplement, section 120B.12, subdivision 2

Screening in Grades K-3
Universal screening requirements for second and third graders reverted back to the original 2023 READ Act language. Specifically, all second and third grade students will complete both nonsense word and oral reading fluency subtests in fall, winter, spring. This meets the READ Act requirement for universal screening of both foundational reading skills and characteristics of dyslexia in grades K-3. Moving forward, second and third grade educators will benefit from having complete screening data to ensure instructional precision and effective use of instructional time.

Note: For FastBridge administration, the vendor has confirmed that blending the sounds together to read the entire word is required for students completing the nonsense word subtest.

Screening in Grades 4-12
Sec. 5. Minnesota Statutes 2025 Supplement, section 120B.12, subdivision 2a
Students in grades 4-12 who are not reading at grade level must be screened at least once per year using an approved screening tool and must continue to receive evidence-based instruction, interventions, and progress monitoring until grade-level proficiency is achieved.

Grades 4-12 are now included in parent notification requirements under the READ Act. Specifically, parents must be notified of the student’s reading proficiency, reading-related services being provided at school and strategies for parents to use at home to support reading progress.

Screening Special Populations
Sec. 7. Minnesota Statutes 2025 Supplement, section 120B.123, subdivision 1
Districts must provide vendor-approved screening accommodations to students with documented accommodations in their Individualized Education Program (IEP) or 504 Plan. Please note, districts must follow the accommodation guidance provided by the approved screening tool vendor. Accommodations that are not permitted by the vendor may affect the validity of screening results.

Sec. 4. Minnesota Statutes 2025 Supplement, section 120B.12, subdivision 2
In addition, for English language learners, districts must administer approved screening tools according to vendor assessment guidelines, including guidance regarding administration based on English language proficiency (e.g., WIDA level).

Updates can be viewed online at Minnesota Session Laws - 2026 Regular Session
For more information visit the READ Act Screening webpage

Library Media Center

Sec. 6. Minnesota Statutes 2025 Supplement, section 120B.12, subdivision 4a

Beginning with the 2026-2027 school year, a description of how schools in the district will use the school library media center to complement students' foundational reading skills will need to be included in the Local Literacy Plan.

Because school library media centers support literacy goals and will be included in the Local Literacy Plan, districts may register their school library staff for READ Act training. Licensed Library Media Center Specialists may participate in approved Phase 1 or Phase 2 professional development. Non-certified school library staff are eligible for the Support Staff training.

Updates can be viewed online at Minnesota Session Laws - 2026 Regular Session

Technical Revisions

Section 1. Minnesota Statutes 2024, section 120B.119 Definitions revisions

Subd. 7. Literacy specialist. "Literacy specialist" means a person licensed by the Professional Educator Licensing and Standards Board who has completed professional development approved by the Department of Education in structured literacy.

Subd. 10. Oral language. "Oral language," also called " expressive language" and "receptive language,

Subd. 10a. Parent. "Parent" means a student's parent or legal guardian.

Updates can be viewed online at Minnesota Session Laws - 2026 Regular Session

We are working on updating the READ Act webpages to reflect these updates.

Mark your calendar

Upcoming READ Act Open Office Hours
Have a question about the Minnesota READ Act? Please email the Minnesota READ Act or join us for a virtual open office hour. Registration is required.

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