Minnesota’s READ Act – A Proactive Investment in Prevention

Minnesota’s 2023 READ Act is distinguished by its significant financial commitment and proactive, multi-layered support system. By investing $70 million upfront, Minnesota is choosing prevention over remediation. For neurodivergent families, this law’s emphasis on coaching, screening, and approved curricula creates a more responsive safety net designed to catch struggling readers early and support them intensively.

The Law: The Minnesota READ Act (2023)

This is a comprehensive funding and support package:

• Major Financial Investment: Commits $70 million for literacy, one of the largest per-capita investments among recent state laws.

• Teacher Training Mandate: Requires and pays for evidence-based training (like LETRS) for teachers.

• Literacy Coaching Network: Funds the creation of a statewide literacy coaching system to support implementation in schools.

• Screening and Curriculum Lists: Mandates universal screening and directs the creation of a list of approved, high-quality curriculum materials.

Implementation: Building a Supportive InfrastructureT

he law is being implemented by standing up regional literacy networks and coaching supports. The goal is to create a web of expertise that districts can tap into, ensuring that the investment in teacher training is sustained and applied effectively in the classroom.

Potential & Our Neurodivergent Lens

Key Opportunity	What It Means for Neurodivergent Families
$70 million dedicated investment.	Demonstrates serious commitment. This level of funding allows for comprehensive, high-quality rollout of training and resources, not a piecemeal approach.
Statewide literacy coaching system.	Provides embedded, ongoing expertise. For a teacher with a neurodivergent student, a literacy coach is a direct line to strategies and interventions, making the teacher more effective and supported.
Mandated screening and approved curricula.	Creates consistency and early warning. Regular screening provides objective data to track progress, and vetted curricula ensure the core instruction is sound—a critical foundation for all students.

The Neuro Navigation Takeaway:

Minnesota’s approach is proactive and supportive. By funding coaches, they are ensuring that the heavy lift of changing practice is met with consistent, on-the-ground assistance. For a child with dyslexia, this means their teacher is less likely to be left alone to figure it out, and more likely to have expert backup to tailor instruction.

What’s Missing & Our Call to Action:

The law’s broad focus on general education must be explicitly linked to special education processes.

• The Gap: A student may show minimal progress even with improved Tier 1 instruction and Tier 2 intervention, indicating a potential learning disability. The law needs clear pathways to ensure such students are referred for comprehensive evaluation in a timely manner.

• Our Advocacy: Use the screening data funded by this law as your primary evidence. If your child is not responding to intervention, state clearly: "The READ Act screening data shows my child is not making adequate progress. This indicates a need for a comprehensive evaluation to determine if a disability such as dyslexia is present." Ensure the new system acts as an efficient funnel to appropriate special education services, not a replacement for them.

Minnesota has generously funded a new literacy support system. Our vigilance must ensure this system is adept at identifying and serving those with the most persistent, neurobiological-based reading challenges.