Literacy Trends in Minnesota: What We've Learned

Insights from the field, early success stories, and what’s ahead for your district.

Minnesota’s READ Act has ushered in a massive shift in how we teach reading, and the effort is already starting to pay off.

Across the state, thousands of educators are embracing new strategies, overhauling old routines, and retraining with one goal in mind: to help every student become a confident reader.

But it hasn’t been easy.

Districts are learning, adapting, and reimagining what effective literacy instruction looks like, often in real time.

So what trends are emerging? And what can district leaders do to stay ahead?

Let’s break it down.

Structured literacy is gaining ground

The Science of Reading isn’t new, but it’s finally becoming the norm. That means moving away from “balanced literacy” and picture-based guessing and toward structured, explicit instruction in phonics, decoding, and language comprehension.

Districts like South Washington County and St. Paul Public Schools are already seeing promising results. After training early-grade teachers in structured literacy and making time for small-group interventions, St. Paul reported that 87% of participating kindergartners improved their reading skills last year, outpacing their peers who didn’t receive targeted support. 

This isn’t just about curriculum. It’s about mindset. As one Minnesota teacher put it, “You can only do better when you know better.”

Teachers are “unlearning” – and that’s a good thing

Let’s be honest: This work is hard. 

Many educators were taught to teach reading using methods that simply don’t work for all students. Now, they’re being asked to relearn the fundamentals while still managing the day-to-day demands of the classroom.

The result? A professional learning curve that’s both empowering and emotional.

Districts leading the charge are prioritizing:

🕒 Dedicated PD time for literacy training

🔄 Ongoing coaching and support, not just one-and-done workshops

🤝 Collaboration across roles; not just reading teachers, but school leaders, counselors, and even gym teachers are getting trained in structured literacy principles. 

If one thing is clear, it’s that when everyone is on the same page, student outcomes improve.

Early wins show real promise

It’s still early in the READ Act rollout, but promising success stories are already emerging across the state:

• Willow Lane Elementary (White Bear Lake): After adopting structured literacy before the READ Act took effect, the school jumped from 26% to a whopping 70% of kindergarteners being able to decode simple words.
• St. Paul Public Schools: Intensive reading intervention programs, initially funded by pandemic relief, are continuing to show success in raising early literacy rates.
• Austin Public Schools: District leaders are approaching implementation with honesty and commitment. They’re prioritizing teacher development, updating assessments, and recognizing that deep instructional changes require time, reflection, and support.

And these shifts didn’t happen overnight. But they’re proof that when districts align their people, practices, and priorities around research-based instruction, real progress follows.

The road ahead & what to watch

We’re still in the early stages of the READ Act’s implementation. Most districts won’t see a measurable impact on test scores for another year or so (and the full effects may not be seen until 2030). But what’s important is that the foundation is being laid now.

Here are three things districts can focus on next to ensure success:

1. Ongoing training: With more than 30,000 teachers having registered for structured literacy courses ahead of the READ Act’s launch, Minnesota took a strong first step. But consistent follow-through and support will be critical.
2. Data collection and reporting: Required beginning-, middle-, and end-of-year literacy screenings will help chart students’ progress and inform instruction. But collecting data is only the first step. Districts also need streamlined systems to organize, visualize, and act on that information. When teachers and leaders can clearly see where students are growing or struggling, they’re better equipped to adjust instruction, target interventions, and communicate progress with families and stakeholders.
3. Policy refinement: Minnesota lawmakers are already working to adjust READ Act details. District leaders should stay informed and engaged, and advocate for adjustments that reflect their priorities and, most importantly, support student literacy success.

How Otus supports Minnesota schools’ literacy efforts

Meeting the demands of READ Act requires more than just the right curriculum. It takes real-time data, coordinated support, and the tools that simplify the complex. That’s where a connected platform can make all the difference.

Districts across Minnesota are using Otus to:

• Track literacy growth alongside academic, attendance, and behavioral data to get a full picture of each student.
• Streamline intervention planning by identifying needs early and monitoring progress over time.
• Collaborate with families and support teams using a shared view of student performance.
• Simplify compliance reporting with easy-to-use dashboards and automatic data visualizations. 

Instead of toggling between tools or manually compiling reports, Minnesota educators are spending more time doing what matters most: supporting their students’ literacy journeys.