Minnesota Dyslexia Statutes
SF196 / HF1494 (passed) Dyslexia teacher training requirement for teacher preparation programs (Higher Education). Board-approved teacher preparation programs for teachers of elementary education, early childhood education, special education, and reading intervention must include instruction on dyslexia. Instruction on dyslexia must be in conjunction with the knowledge and practice standards of the International Dyslexia Association.
120B.12 READING PROFICIENTLY NO LATER THAN THE END OF GRADE 3.
Subdivision 1. Literacy goal. The legislature seeks to have every child reading at or above grade level no later than the end of grade 3, including English learners, and that teachers provide comprehensive, scientifically based reading instruction consistent with section 122A.06, subdivision 4. Read More
124D.66 ASSURANCE OF MASTERY PROGRAMS.
Subdivision 1. Eligible districts. A district with a local process to review curriculum and instruction may provide an assurance of mastery program to eligible pupils.
Subd. 2. Eligible pupils. A pupil is eligible to receive services through an assurance of mastery program if the pupil has not demonstrated progress toward mastering the required graduation standards, after receiving instruction that was designed to enable the pupil to make progress toward mastering the required graduation standards in a regular classroom setting. A pupil also is eligible to receive services through an assurance of mastery program if the pupil, based on the professional judgment of a classroom teacher or a team of licensed professionals, demonstrates a need for alternative instructional strategies or interventions. To determine pupil eligibility, a district must use a process adopted by the school board to review curriculum and instruction, for the subjects and at the grade level at which the district uses the revenue. Read More
125A.56 ALTERNATE INSTRUCTION REQUIRED BEFORE ASSESSMENT REFERRAL.
Subdivision 1. Requirement. (a) Before a pupil is referred for a special education evaluation, the district must conduct and document at least two instructional strategies, alternatives or interventions using a system of scientific, research-based instruction and intervention in academics or behavior, based on the pupil’s needs, while the pupil is in the regular classroom. The pupil’s teacher must document the results. A special education evaluation team may waive this requirement when it determines the pupil’s need for the evaluation is urgent. This section may not be used to deny a pupil’s right to a special education evaluation. Read More