MN's Implementation Report:
11 out of 18
Minnesota's Implementation Report
Reset Report Card
Supports For Teachers & Policy
Science of Reading (SOR) Training
Literacy/Reading Coaches
Educator Preparation Program (EPP) Alignment
Educator Preparation Program (EPP) Assessment
Funding for Literacy Efforts
Assessment & Parent Notification
Universal Reading Screener
Screener for Characteristics of Dyslexia
Parental Notification
Instruction & Intervention
District Adoption of High-Quality Instructional Materials
Eliminating Three-Cueing Instructional Materials
Individual Reading Plans
Regularly Monitor Student Progress
Evidence-Based Interventions
Summer Reading Camps
Parent Read-At-Home Plan
Retention & Intervention
Initial Determinant Retention at 3rd Grade Based on State Assessment
Multiple Options for Promotion
Good Cause Exemptions for Some Students
Reset Report Card
Alabama
Example of Best practice
Notably, 757 out of 762 schools in the Cotton State have agreed to hire local reading specialists (building literacy coaches) and are awarded $85,000 to support such efforts. The literacy specialists provide support relating to literacy instruction, including focusing on providing training to new teachers and/or K–3 teachers who have the most “at-risk” or “struggling” students. Regional Literacy Specialists are assigned to districts to support local reading specialists. These specialists are designated for each
elementary school with any combination of a kindergarten, first grade, second grade, or third grade including virtual and charter schools.
Full implementation means...
Literacy coaches are trained in the science of reading and are assigned to each elementary school to provide job-embedded professional development and coaching to K–3 teachers.
Michigan
Example of Best practice
Michigan’s Read by Grade Three law requires an Individual Reading Intervention Plan (IRIP) for all K–3 students who are behind in reading, prepared within 30 days after the identification of the reading deficiency. The IRIP is created in partnership with the student’s teacher, school principal, parent or legal guardian and other pertinent school personnel and describes the reading intervention services and supports that the student will receive to remedy the reading deficiency. Teachers may use the MiRead Tool, an online dashboard, to collect data and create and track IRIP information.
Full implementation means...
The state requires schools to develop and implement an individual reading plan for students who are identified as having a reading deficiency within 30 days of receiving screening results. There is an established process for monitoring the implementation of those plans and a timeline for notifying parents of the development of the plan.
Connecticut
Example of Best practice
In 2021, the Connecticut Department of Education shifted their progress monitoring to a Sensible Assessment approach, with the goal of making high-quality instruction accessible to all students and involving parents and guardians in all phases of student learning and engagement. The state offers guidance to a diverse set of educators on how to “assess” incoming students without necessarily having to “test” using formal assessments, while maximizing instructional time and accelerating student learning.
Full implementation means...
The state requires schools to regularly monitor and document students’ progress within a multi-tiered system of supports (MTSS) and utilize the data to inform instruction and interventions as needed and in a timely manner. Monitoring can take many forms (i.e., observations, screeners, assessments, and student work).
Alabama
Example of Best practice
The Yellowhammer State passed the Alabama Literacy Act in 2019 which established summer reading camps and the Alabama Summer Achievement Program (ASAP). All districts must offer summer reading camps, and staff must be trained in scientifically based reading instruction and intervention. Instruction must include at least 60 hours of direct, explicit and systematic reading intervention. ASAP is offered in the lowest five percent of elementary schools. Alabama is particularly noteworthy for their reporting requirements for summer camp.
Full implementation means...
The state requires districts to offer summer reading camps to rising first – fourth grade students at risk of reading failure to remediate learning loss and/or build reading skills. Staff are required to be trained in the science of reading.
Florida
Example of Best practice
In Florida, no student may be assigned to a grade level based solely on age or other factors that constitute social promotion. If a student scores in the lowest performance level on the state assessment, the parent or guardian will be notified by the school that their child will not be promoted to grade 4 until they achieve the required reading level. Only a good cause exemption shall promote a student to grade 4. Retention is not a simple repeat of the third grade. Students receive intensive supports like 90 minutes of core reading instruction from a teacher trained in the science of reading, intensive interventions, progress monitoring and small group instruction.
Full implementation means...
The state requires that a student who is unable to demonstrate sufficient reading skills on the state test-based options provided – and does not meet a good cause exemption – be retained.
South Carolina
Example of Best practice
South Carolina offers at least three pathways for promotion to 4th grade, including demonstrating reading proficiency on the state 3rd grade summative reading assessment, successful completion of summer reading camp, demonstrating 3rd grade reading proficiency on a state board approved alternative assessment and demonstrating mastery of the state standards in reading through a reading portfolio. The Palmetto State requires a review of a student's reading portfolio and summer reading camp post-assessment results to determine eligibility for promotion to 4th grade. The final decision for promotion is determined by the district superintendent, with recommendations from the principal.
Full implementation means...
The state offers at least three pathways to promotion to fourth grade including achieving a predetermined level on the state reading assessment, passing an alternative assessment or retest, or successfully demonstrating sufficient 3rd grade reading skills through a portfolio of student work.
Mississippi
Example of Best practice
For Mississippi students who do not pass the assessment at or above the level for promotion, the school district can promote a student for meeting one of the following Good Cause Exemptions:
- Limited English Proficient student who has less than two (2) years of instruction in an English Language Learner program
- Student with a disability whose Individualized Education Program (IEP) indicates that participation in the statewide accountability assessment program is not appropriate, as authorized under state law
- Student with a disability who participate in the state annual accountability assessment and who has an IEP or Section 504 Plan that reflects that the individual student has received intensive remediation in reading for two (2) years but still demonstrates a deficiency or was previously retained in Kindergarten, 1st, 2nd, or 3rd grade
- Student who demonstrates an acceptable level of reading proficiency on an alternative standardized assessment approved by the State Board of Education
- Student who received intensive intervention in reading for two (2) or more years but still demonstrates a deficiency in reading and who was previously retained in Kindergarten, first, second or third grade for a total of two (2) years and has not met exceptional education criteria
Full implementation means...
The state allows specific good cause exemptions for promotion to fourth grade that recognize the special needs of some students with disabilities, English language learners, and students who were previously retained. Intensive interventions are required to continue in fourth grade for students promoted for good cause.
How can your state progress?
In 2024, The Gopher State strengthened policy by banning the use of the three-cueing systems approach to teaching reading. Minnesota should consider supporting teachers with literacy coaches, adopting individual reading plans for students with reading difficulties and monitoring student progress. Last updated: January 2026
In Your Neighborhood
See how the Early Literacy Fundamental Principles impact educators and students in other states.
A comprehensive state early literacy policy can ensure all students enter 4th grade with the foundational reading skills they need to learn, graduate and succeed.
Support the policy work needed to achieve student success in your state