Identification and Reporting

This page summarizes the local district requirements to identify readers who are not reading proficiently at or above grade level, and annual reporting to the state, as described in the state’s reading intervention law (Minn. Stat. § 120B.12, Subd. 2).

Identification Requirements:

The identification section of the law requires the following:
  • Each school shall identify before the end of kindergarten, grade one and grade two students who are not reading at grade level before the end of the current school year.
  • Each school shall identify students in grade three or higher who demonstrate a reading difficulty to a classroom teacher.
  • Reading assessments in English, and in the predominant languages of district students where practicable, must identify and evaluate students’ areas of academic need related to literacy.
  • The district must also monitor the progress and provide reading instruction appropriate to the specific needs of English learners.
  • The district must use locally adopted, developmentally appropriate and culturally responsive assessments.
The resources below provide information to support districts and schools in meeting the above requirements.

Reporting Requirements:

The reporting section of the Read Well law requires that districts must annually provide to the commissioner the following:
  • Summary reading assessment results.
  • A summary of the district’s efforts to screen and identify students with dyslexia.
  • A summary of the district’s efforts to screen and identify students with convergence insufficiency disorder.
  • A copy of the Local Literacy Plan.

Additionally, the Local Literacy Plan must be posted on the official school district website.

The above must be reported each year by July 1. To facilitate this reporting, the department has developed a secure, online data and plan submission application. For information, resources, and access to this site, visit the Reading Data and Plan Submission page.