Reading Well by 3rd Grade


DATE: April 17, 2014

TO: Superintendents, Principals, Curriculum and Staff Development Personnel, District Literacy Coordinators

FROM: Beth Aune, Director of Academic Standards and Instructional Effectiveness

RE: Read Well by Third Grade Data Submission

The template for the annual data submission as required by Minnesota Statutes, section 120B.12 (Read Well by Third Grade) on reading proficiency for all students in Kindergarten through Grade 2 is now available. This data is due by July 1, 2014. This data also reflects required components of the World’s Best Workforce legislation, Minnesota Statutes, section 120B.11.

This report of district summative data, however, is about more than compliance. It is part of a process of reviewing statewide performance in reading to evaluate district needs for guidance and support through state programs and initiatives. In addition to understanding your own district’s assessment data for determining if students are on track to “read well” by the end of the grade three and graduate career and college ready, the submitted information allows the Department of Education to analyze overall strengths and weaknesses statewide in the use of data for monitoring reading progress. This data is also helpful as feedback on the consistency of grade-level assessment benchmarks and norms, types of assessments commonly used in Minnesota, and the comprehensive nature of assessment programs. This data will assist the Division of Academic Standards and Instructional Effectiveness in determining offerings of professional development and supports to districts in the coming school year in reading. It will also help districts meet their goals for students reading well by third grade as part of their World’s Best Workforce plan by providing feedback data to assist in district decision-making.

What’s New:

• This document has undergone significant revision designed to make it more user-friendly and allow for flexibility in reporting data.
For the first time, we ask that districts that have implemented a Response to Intervention (RtI) or Multi-tiered System of Supports (MTSS) model report all assessments used to monitor reading progress across the tiers. However, data reporting only needs to include those assessments used to determine “on-grade level” performance.
• We ask that districts report all assessment norms using specific numbers with appropriate labels. Also, include the name of the source document or a brief explanation of how those numbers were selected.

• Although every attempt has been made to create a form that works widely for districts, an open comments box has been provided below each of the three tables for districts to provide explanation wherever deemed appropriate.

Districts are being asked to upload their literacy plans with their data submission in addition to posting them on the district’s website as required by Minnesota Statutes, section 120B.12. The department will be analyzing literacy plans to determine statewide strengths and concerns for the purpose of designing professional development and guidance to assist all districts in meeting the demands of 21st century literacy as represented in the 2010 Minnesota Academic Standards in English Language Arts K-12. Although the submission of plans is optional, it will greatly help to facilitate this gathering, analysis, and planning process and to provide quality feedback to districts on literacy efforts in the state.

Questions about the submission:

Regarding content support, contact Cory Stai (, reading specialist, 651-582-8615.

Regarding technical support, contact Katherine Edwards, (, data analytics specialist, 651-582-8285.

Forms and further information can be found on the Reading K-3 Data Upload Web page ( This link is also found on our website on the Reading Well by 3rd Grade Web page located under the Educator Excellence heading.