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HB-5520, As Passed House, June 3, 2026
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HOUSE BILL NO. 5520
A bill to amend 1976 PA 451, entitled
"The revised school code,"
by amending section 1280f (MCL 380.1280f), as amended by 2024 PA
146.
THE PEOPLE OF THE STATE OF MICHIGAN ENACT:
Sec. 1280f. (1) The department shall do all of the following 1
to help ensure that more pupils will achieve a score of at least 2
proficient in English language arts on the grade 3 state 3
assessment: 4
(a) Subject to subsection (4) and subject to the availability 5
of valid and reliable assessments, approve 3 or more valid and 6
February 18, 2026, Introduced by Reps. Paquette, Pavlov, Kelly, Rigas, Martin, Steele, St.
Germaine, Thompson, Fox, Alexander, Prestin, Johnsen, Outman, Bierlein and Wozniak and
referred to Committee on Education and Workforce.
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reliable screening and progress-monitoring reading assessments for 1
selection and use by school districts and public school academies 2
in accordance with the following: 3
(i) Each approved assessment must provide a screening 4
assessment and monitoring capabilities for monitoring progress 5
toward a growth target. 6
(ii) In determining which assessments to approve for use by 7
school districts and public school academies, the department shall 8
also consider at least the following factors: 9
(A) The time required to conduct the assessments, with the 10
intention of minimizing the impact on instructional time. 11
(B) The level of integration of assessment results with 12
instructional support for teachers and pupils. 13
(C) The timeliness in reporting assessment results to 14
teachers, administrators, and parents. 15
(D) The degree of compatibility with other approved statewide 16
assessment measures, to minimize the impact on instructional time. 17
(b) Recommend or develop a literacy coach model with the 18
following features: 19
(i) Except as otherwise provided in this section, district-20
identified literacy coaches shall support teachers to use what was 21
taught during initial professional development in all of the 22
following: 23
(A) Providing instruction meeting the criteria listed in 24
subsection (10)(a)(iv) as needed, based on an analysis of pupil 25
performance data. 26
(B) Administering, scoring, and interpreting assessments under 27
this section with fidelity. 28
(C) Providing differentiated instruction and intensive 29
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intervention, including, but not limited to, methods to intensify 1
instructional interventions for decoding and word recognition. 2
(D) Using data diagnostically to adjust intervention 3
instruction and to understand reasons why a pupil may not be 4
responding to intervention instruction as expected. 5
(E) Using progress monitoring. 6
(F) Identifying and addressing reading deficiency. 7
(G) Using evidence-based instructional methods and the 8
features of evidence-based interventions for pupils who experience 9
difficulties with decoding and word recognition. 10
(H) The professional learning requirements under subsection 11
(7), as appropriate. 12
(I) The appropriate use of statewide professional learning 13
tools and evidence-based practices that meet the research 14
requirements consistent with the science of reading. 15
(ii) Except as otherwise provided in this section, district-16
identified literacy coaches shall also do all of the following: 17
(A) Model evidence-based instructional strategies for 18
teachers. 19
(B) Facilitate study groups. 20
(C) Advise in developing schoolwide and classroom 21
infrastructure to meet the collective and individual needs of 22
pupils using a multi-tiered system of support (MTSS). 23
(D) Train teachers and school staff in data analysis and using 24
data to differentiate instruction. 25
(E) Coach and mentor colleagues. 26
(F) Work with teachers to ensure that evidence-based reading 27
curriculum resources such as comprehensive core reading curriculum 28
resources and reading intervention programs are implemented with 29
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fidelity. 1
(G) Train teachers and school staff to identify and address 2
reading deficiency. 3
(H) Work with teachers in applying evidence-based reading 4
strategies in other content areas, including, but not limited to, 5
prioritizing time spent on those teachers, activities, and roles 6
that will have the greatest impact on pupil achievement and 7
prioritizing coaching and mentoring in classrooms. 8
(I) Help to increase instructional density to meet the needs 9
of all pupils. 10
(J) Help lead and support reading leadership teams at the 11
school. 12
(K) Continue to increase the district-identified literacy 13
coach's knowledge base in best practices in reading instruction and 14
intervention that are supported by the research requirements 15
consistent with the science of reading. 16
(L) For each teacher who teaches in a classroom for grades K 17
to 3 and for each teacher whose classroom includes a pupil with an 18
individual reading improvement plan, model for the teacher, and 19
coach the teacher in, instruction with pupils in whole and small 20
groups. 21
(iii) In the context of performing the functions described in 22
subparagraph (ii), a district-identified literacy coach must not be 23
asked to perform administrative functions that will confuse the 24
district-identified literacy coach's role for a teacher's role. 25
(iv) District-identified literacy coaches must meet all of the 26
following: 27
(A) Have experience as a successful classroom teacher. 28
(B) Have sufficient knowledge of scientifically based reading 29
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research, special expertise in quality reading instruction and 1
infusing reading strategies into content area instruction, and data 2
management skills. 3
(C) Have a strong knowledge base in working with adults. 4
(D) Have a minimum of a bachelor's degree and advanced 5
coursework in reading or have completed professional development in 6
evidence-based literacy instructional strategies. 7
(E) By the beginning of the 2027-2028 school year, meet the 8
professional learning requirements under subsection (7). 9
(v) A district-identified literacy coach must not be assigned 10
a regular classroom teaching assignment, but is expected to work 11
frequently with pupils in whole and small group intervention 12
instruction by modeling and coaching in or outside of teachers' 13
classrooms. 14
(c) By the beginning of the 2027-2028 school year, provide 15
technical assistance to school districts, intermediate school 16
districts, public school academies, and the schools operated by the 17
school districts, intermediate school districts, and public school 18
academies to aid the school districts, intermediate school 19
districts, public school academies, and the schools operated by the 20
school districts, intermediate school districts, and public school 21
academies in reporting information contained in a pupil's 22
individual reading improvement plan. 23
(2) Beginning not later than September 1, 2025, the department 24
shall develop dyslexia expertise to provide technical assistance to 25
school districts, intermediate school districts, and public school 26
academies regarding dyslexia and underlying factors that place 27
pupils at risk for difficulties in learning to decode accurately 28
and efficiently. The department shall offer expertise under this 29
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subsection by providing guidance on at least both of the following: 1
(a) Structured literacy. 2
(b) Professional learning about dyslexia to school districts, 3
intermediate school districts, and public school academies. 4
(3) To support the implementation of the requirements under 5
this section, the department, based on current research, shall 6
regularly review and update the Michigan Dyslexia Handbook or a 7
similar publicly available dyslexia resource guide that includes 8
information regarding the education of pupils with dyslexia or 9
characteristics of dyslexia, to be used by school districts, 10
intermediate school districts, and public school academies. Reviews 11
and updates under this subsection must be conducted at an interval 12
not to exceed 5 years. 13
(4) By not later than January 1, 2026, the department shall 14
provide a list of approved valid and reliable screening and 15
progress monitoring reading assessments for selection and use by 16
school districts and public school academies under subsection (1) 17
and, in addition to meeting applicable requirements under 18
subsection (1), identify, within each approved assessment for 19
selection and use by school districts and public school academies 20
under subsection (1), a list of the elements of a reliable and 21
valid universal screening assessment for the purpose of identifying 22
pupils with characteristics of dyslexia or difficulties in learning 23
to decode accurately and efficiently that are or are not included 24
in the approved assessment. Beginning not later than September 1, 25
2026, the department shall develop dyslexia expertise to provide 26
technical assistance to school districts, intermediate school 27
districts, and public school academies regarding the appropriate 28
selection and use at each grade level of reliable and valid 29
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universal screening assessments for the identification of pupils 1
who exhibit characteristics of dyslexia and pupils who display 2
difficulties in learning to decode accurately and efficiently, 3
including those described in subsection (1), to minimize the impact 4
on instructional time. 5
(5) By not later than January 1, 2026, the department shall 6
publish a list of evidence-based tier 1, class-wide elementary 7
reading curricula and materials that are aligned with science of 8
reading methods that research has shown to improve literacy 9
outcomes and help pupils achieve reading proficiency. The 10
department shall develop dyslexia expertise to provide technical 11
assistance to school districts, intermediate school districts, and 12
public school academies regarding evidence-based instructional 13
methods and the features of evidence-based interventions for pupils 14
exhibiting the characteristics of dyslexia or pupils who have 15
difficulties in learning to decode accurately and efficiently that 16
include instructional methods and curriculum resources that use a 17
code emphasis approach to address the decoding and word-recognition 18
components of reading and that are supported by the science of 19
reading. Except as otherwise provided in this section, the 20
instructional methods and curriculum resources described in this 21
subsection must not include instructional methods or curriculum 22
resources that minimize the importance of primarily using letter-23
sound information to decode or recognize unknown words, including, 24
but not limited to, any of the uses of letter-sound information 25
described in subsection (23)(c)(iii)(A) to (E), unless such 26
instructional methods and curriculum resources are being used to 27
confirm the meaning of unknown words after decoding has been 28
attempted. 29
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(6) By not later than August 1, 2027, each school district, 1
intermediate school district, and public school academy shall 2
update its selection of a valid and reliable screening and 3
progress-monitoring reading assessment under subsection (9) to 4
ensure that the selected system includes a reliable and valid 5
universal screening assessment in accordance with subsection (4) 6
and the guidance provided by the department under subsection (4), 7
if it does not do so already. In complying with this subsection, a 8
school district, intermediate school district, or public school 9
academy shall minimize the impact on instructional time by 10
selecting approved assessments that include elements fulfilling 11
multiple assessment requirements as described in subsection (18), 12
or, when appropriate, by adding approved assessment measures or 13
combining compatible approved assessments that, when utilized 14
together, include all of the elements of a reliable and valid 15
universal screening assessment. 16
(7) By not later than the beginning of the 2027-2028 school 17
year, each school district, intermediate school district, and 18
public school academy shall provide assurance to the department 19
that all literacy consultants, literacy coaches, and other 20
personnel providing reading intervention or reading instruction to 21
grades K to 12 pupils in the school district, intermediate school 22
district, or public school academy received professional learning, 23
as determined by the department, regarding all of the following: 24
(a) The characteristics of dyslexia and underlying factors 25
that place pupils at risk for difficulties in learning to decode 26
accurately and efficiently. 27
(b) Secondary consequences of dyslexia, such as problems in 28
reading comprehension and a reduced reading experience that can 29
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impede the growth of vocabulary and background knowledge and lead 1
to social, emotional, and behavioral difficulties. 2
(c) Instructional adjustments for pupils with dyslexia and 3
instructional adjustments to address the underlying factors that 4
place pupils at risk for difficulties in learning to decode 5
accurately and efficiently. 6
(d) Methods to develop schoolwide and classroom infrastructure 7
to meet the collective and individual needs of pupils using a 8
multi-tiered system of support (MTSS). 9
(e) Evidence-based instructional methods and features of 10
evidence-based interventions that are grounded in the science of 11
reading and principles of structured literacy that are designed for 12
pupils with characteristics of dyslexia and pupils at risk for 13
difficulties in learning to decode accurately and efficiently. 14
(f) Evidence-based instructional methods and features of 15
evidence-based interventions that are grounded in the science of 16
reading and principles of structured literacy that are designed to 17
effectively meet the needs of most pupils. 18
(8) The completion of a program of study approved under 19
section 1531e fulfills the requirements of subsection (7). 20
(9) Subject to subsection (28), a school district or public 21
school academy shall do all of the following to ensure that more 22
pupils will achieve a score of at least proficient in English 23
language arts on the grade 3 state assessment: 24
(a) Select 1 valid and reliable screening and 1 progress-25
monitoring reading assessment from the assessments approved by the 26
department under subsection (1)(a). A school district or public 27
school academy shall use these assessments for pupils in grades K 28
to 3 to screen and identify difficulties, inform instruction and 29
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intervention needs, and assess progress toward a growth target, and 1
determine whether a pupil may be advanced to grade 4. A school 2
district or public school academy periodically shall assess a 3
pupil's progress in reading skills at least 3 times per school year 4
in grades K to 3. The first of these assessments for a school year 5
in kindergarten must be conducted within the first 90 school days 6
of the school year. The first of these assessments for a school 7
year in grades 1 to 3 must be conducted within the first 30 school 8
days of the school year. Beginning in the 2027-2028 school year, 9
screening of pupils in grades K to 3 under this subdivision must 10
meet the requirements in subsections (15), (16), (17), (19), and 11
(20). 12
(b) For any pupil in grades K to 3 who exhibits reading 13
deficiency at any time based on the reading assessment selected and 14
used under subdivision (a) and for pupils required to have a 15
reading intervention plan under this section, provide an individual 16
reading improvement plan for the pupil within 30 days after the 17
identification of the reading deficiency. The individual reading 18
improvement plan must be created by the pupil's teacher, school 19
principal, and parent or legal guardian and other pertinent school 20
personnel, and must describe the reading intervention services the 21
pupil will receive to remedy the reading deficiency. A school 22
district or public school academy shall provide reading 23
intervention for the pupil in accordance with the individual 24
reading improvement plan until the pupil no longer has a reading 25
deficiency. 26
(c) If a pupil in grades K to 3 is identified as having an 27
early literacy delay or reading deficiency, provide written notice 28
to the pupil's parent or legal guardian of the delay or reading 29
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deficiency in writing and provide tools to assist the parent or 1
legal guardian to engage in intervention and to address or correct 2
any reading deficiency at home. 3
(d) Require a school principal or chief administrator to do 4
all of the following: 5
(i) For a teacher in grades K to 3, target specific areas of 6
professional development based on the reading development needs 7
data for incoming pupils. 8
(ii) Differentiate and intensify professional development for 9
teachers based on data gathered by monitoring teacher progress in 10
improving pupil proficiency rates among their pupils. 11
(iii) Establish a collaborative system within the school to 12
improve reading proficiency rates in grades K to 3. 13
(iv) Ensure that time is provided for teachers to meet for 14
professional development. 15
(e) Utilize early literacy coaches provided through the 16
intermediate school district in which the school district or public 17
school academy is located, as provided for under section 35a(4) of 18
the state school aid act of 1979, MCL 388.1635a. However, a public 19
school academy may use a literacy coach provided by the public 20
school academy, at the expense of the public school academy, rather 21
than using a literacy coach provided through an intermediate school 22
district if the literacy coach and the usage of the literacy coach 23
otherwise meet the requirements of this section. 24
(10) Subject to subsection (28), a school district or public 25
school academy shall provide reading intervention for pupils in 26
grades K to 3, pupils in any grade required to have a reading 27
improvement plan under subsection (23), and pupils required to have 28
a reading intervention plan under subsection (24), including at 29
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least all of the following, as applicable: 1
(a) For pupils who exhibit a reading deficiency, a reading 2
intervention using intervention curriculum resources and evidence-3
based practices aligned to the research requirements consistent 4
with the science of reading intended to ensure that pupils are 5
proficient readers by the end of grade 3 and that includes some or 6
all of the following features: 7
(i) Is provided to each pupil who is identified with a reading 8
deficiency based on screening and other assessments that are used 9
to identify the source of the reading difficulty, and identifies 10
and addresses the pupil's reading deficiency. 11
(ii) Periodically screens each pupil's reading skills at least 12
3 times per year and monitors the progress of each pupil's reading 13
skills as recommended by the progress-monitoring assessment 14
guidelines provided under subsection (4). 15
(iii) Provides evidence-based tier 1, class-wide reading 16
instruction that is comprehensive and meets the majority of the 17
general education classroom needs. 18
(iv) Provides reading intervention that meets, at a minimum, 19
the following specifications: 20
(A) Assists pupils exhibiting a reading deficiency in 21
developing the ability to read at grade level. 22
(B) Provides intensive development in evidence-based reading 23
instructional practices, including, but not limited to, phonemic 24
awareness, phonics, fluency, vocabulary, comprehension, and other 25
skills or processes consistent with structured literacy. 26
(C) Provides extensive explicit instruction consistent with 27
structured literacy in decoding, word recognition, spelling, 28
writing, and language comprehension skills, including vocabulary, 29
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morphology, and syntax, and processes for skillful reading. 1
(D) Is systematic and explicit. 2
(E) Is implemented during regular school hours in addition to 3
regular classroom reading instruction. 4
(v) Provides parents, legal guardians, or other providers of 5
care for the pupil with a read-at-home plan, including parent, 6
guardian, or care provider training workshops and regular home 7
reading. 8
(vi) Documents efforts by the pupil's school to engage the 9
pupil's parent or legal guardian and whether those efforts were 10
successful. 11
(vii) Documents any dissenting opinions expressed by school 12
personnel or a parent or legal guardian concerning the individual 13
reading improvement plan provided for the pupil under subsection 14
(9)(b). 15
(b) For grade 3 pupils exhibiting a reading deficiency as 16
determined by the pupil's teacher through the screening assessment 17
and other assessments selected by the school district or public 18
school academy under subsection (9)(a) and for pupils in grades K 19
to 12 who are receiving increasingly intensive tier 2 and tier 3 20
support as described in subsection (23)(g), a reading intervention 21
program intended to correct the identified area or areas of reading 22
deficiency and that includes all of the following features as 23
needed by the individual pupil: 24
(i) Is evidence-based, is consistent with structured literacy, 25
and has proven results in accelerating pupil reading achievement 26
within the same school year. 27
(ii) Provides more dedicated time than the pupil's previous 28
school year in evidence-based reading instruction and intervention. 29
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(iii) Provides daily targeted small group or 1-to-1 reading 1
intervention based on pupil needs as determined by assessment data, 2
including explicit and systematic instruction with more detailed 3
and varied explanations, modeling and examples, and more extensive 4
opportunities for guided practice incorporating error correction 5
and feedback for pupils to develop mastery. 6
(iv) Provides administration of ongoing progress monitoring 7
assessments to frequently monitor pupil progress. 8
(v) Provides a written description of the pupil's individual 9
reading intervention program in the pupil's individual reading 10
improvement plan, including at least all of the following: 11
(A) Quarterly and annual learning goals that describe how and 12
when the pupil is expected to progress from the pupil's current 13
reading proficiency level to grade level proficiency. 14
(B) The name, if any, type, content, frequency, and duration 15
of evidence-based interventions, curriculum resources, and 16
assessments that will be utilized, and the extent to which these 17
conform to best practices identified by the department for 18
addressing the pupil's specific identified reading difficulties. 19
(C) A summary of why the intervention resources and evidence-20
based practices selected for the pupil's individual reading 21
intervention are best suited to address the pupil's particular 22
needs. 23
(D) A description of the assessment data and the pupil's 24
assessment scores that will be used to monitor the pupil's progress 25
under subparagraph (iv) and adaptations to the intervention 26
instruction that will be provided based on feedback from the 27
assessments. 28
(E) Information about adjustments that may be made to 29
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intensify the intervention instruction as needed. 1
(F) The pupil's unique identifier. 2
(G) A date by which the pupil's teacher, school principal, 3
parent or legal guardian, and other appropriate school staff shall 4
annually review and update the pupil's individual reading 5
improvement plan, including reviewing if the learning goals have 6
been met or when the learning goals will be met. 7
(vi) Is administered with fidelity. 8
(vii) Provides supplemental evidence-based reading intervention 9
delivered by a teacher, tutor, or volunteer with specialized 10
reading training that is provided before school, after school, 11
during school hours but outside of regular English language arts 12
classroom time, or any combination of these. 13
(viii) Provides parents, legal guardians, or other providers of 14
care for a pupil with a read-at-home plan, including parent, 15
guardian, or care provider training workshops and regular home 16
reading. 17
(ix) Documents efforts by the pupil's school to engage the 18
pupil's parent or legal guardian and whether those efforts were 19
successful. 20
(x) Documents any dissenting opinions expressed by school 21
personnel or a parent or legal guardian concerning the individual 22
reading improvement plan provided for the pupil under subsection 23
(9)(b). 24
(c) Subject to subsection (29), for pupils who are English 25
language learners and who have been identified as demonstrating 26
characteristics of dyslexia or difficulty decoding by an 27
appropriate screening assessment administered under subsection (20) 28
or (21) that is consistent with department guidance provided under 29
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subsection (4) to distinguish characteristics of dyslexia from 1
limited English proficiency, intervention services that include at 2
least all of the following: 3
(i) Language support in word recognition and decoding. 4
(ii) Language comprehension skills to support expanding 5
vocabulary and understanding text. 6
(iii) Intentional English language development that includes, 7
but is not limited to, using only the words and text to teach 8
decoding and word recognition. 9
(iv) Instruction meeting the criteria listed in subdivision 10
(a)(iv). 11
(11) For all pupils exhibiting a reading deficiency as 12
determined by the pupil's teacher through the reading assessment 13
selected by the school district or public school academy under 14
subsection (9)(a), school districts and public school academies are 15
encouraged to offer summer reading camps staffed with effective 16
teachers of reading, as determined by the teacher evaluation system 17
under section 1249, providing reading intervention services and 18
supports to correct pupils' identified areas of reading deficiency. 19
(12) By July 31 of each year, the department shall notify the 20
parent or legal guardian of a pupil completing grade 3 who scored 21
not proficient in reading based on the state English language arts 22
assessment of all of the following by certified mail and in a clear 23
format: 24
(a) That the pupil has scored not proficient in reading based 25
on the state English language arts assessment. 26
(b) That the school is required to provide the pupil with the 27
supports described in subsection (13). 28
(c) The supports and interventions required to be made 29
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available to the pupil under the laws of this state. 1
(d) That the parent or legal guardian has the right to request 2
a meeting with school officials to discuss supports and 3
interventions. 4
(e) That, subject to subsections (33) and (34), the pupil is 5
subject to being retained in grade 3. 6
(13) Except as otherwise provided in this section, for a pupil 7
who has a reading deficiency based on the screening assessment, the 8
school district or public school academy shall provide a reading 9
intervention that is intended to correct the pupil's specific 10
reading deficiency, as identified by a valid and reliable 11
assessment. The intervention must include evidence-based 12
instructional strategies that are aligned to the research 13
requirements consistent with the science of reading to assist the 14
pupil in becoming a successful reader. 15
(14) A school district or public school academy shall provide 16
a copy of each pupil's individual reading improvement plan to the 17
school district's intermediate school district or the intermediate 18
school district that has geographic boundaries that include the 19
area in which the public school academy is located. A copy of a 20
pupil's individual reading improvement plan provided under this 21
subsection must not contain any identifying information regarding 22
the pupil or a teacher that provides instruction to the pupil. The 23
intermediate school district shall collate the information received 24
under this subsection and provide it to the department each school 25
year in a timeline and manner as determined by the department. The 26
department shall not share a pupil's individual reading improvement 27
plan with an outside vendor. 28
(15) By not later than the beginning of the 2027-2028 school 29
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year, and each school year thereafter, subject to subsections (17) 1
and (20), a school district, an intermediate school district, or a 2
public school academy shall ensure that each pupil described in 3
this subsection is screened for characteristics of dyslexia and 4
difficulties in learning to decode accurately and efficiently using 5
a reliable and valid universal screening assessment. All of the 6
following pupils enrolled in the school district, intermediate 7
school district, or public school academy must be screened as 8
described under this subsection: 9
(a) Each pupil during kindergarten, grade 1, grade 2, and 10
grade 3. 11
(b) Each pupil who is in kindergarten, grade 1, grade 2, or 12
grade 3 who transferred to the school district, intermediate school 13
district, or public school academy from another school district, 14
intermediate school district, or public school academy in this 15
state and who has not been screened for characteristics of dyslexia 16
and difficulties in learning to decode accurately and efficiently 17
using a reliable and valid universal screening assessment. 18
(c) Each pupil who is in kindergarten, grade 1, grade 2, or 19
grade 3 who has transferred to the school district, intermediate 20
school district, or public school academy from a school that is not 21
located in this state, unless the pupil presents written 22
documentation to the school district, intermediate school district, 23
or public school academy showing that the pupil was subject to a 24
reliable and valid universal screening assessment. 25
(d) Each pupil who is in any of grades 4 to 12 who, as 26
determined by that pupil's teacher, educational-support staff, or 27
the pupil's parent or legal guardian, demonstrates any of the 28
following: 29
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(i) Escape or avoidance behaviors when asked to engage in 1
reading or writing activities. 2
(ii) Effortful or laborious reading. 3
(iii) Reading-comprehension difficulties caused by inaccurate or 4
inefficient word reading. 5
(iv) Significant spelling or encoding difficulties not caused 6
by fine-motor or visual-motor difficulties. 7
(v) Low performance on school-district-, intermediate-school-8
district-, or public-school-academy-approved English language arts 9
standards. 10
(vi) Low performance on school-district-, intermediate-school-11
district-, or public-school-academy-approved standardized 12
assessments. 13
(vii) Reading deficiency. 14
(16) A school district, intermediate school district, or 15
public school academy shall screen pupils under subsection (15) 16
with fidelity. 17
(17) Pupils required to be screened under subsection (15)(a) 18
must be screened, as described in subsection (15), no fewer than 3 19
times during a school year. Pupils required to be screened under 20
subsection (15)(b) or (c) must be screened within 90 days of 21
enrollment and thereafter on the same screening schedule as other 22
pupils in the same grade level. 23
(18) If the department determines that a benchmark assessment 24
or a valid and reliable screening and progress-monitoring reading 25
assessment suite selected by a school district or public school 26
academy under subsection (9) includes a reliable and valid 27
universal screening assessment, that assessment or assessment 28
system selected under subsection (9) may be utilized to meet the 29
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requirement under subsection (15). 1
(19) Beginning with the 2027-2028 school year, for a pupil 2
described in subsection (15)(d), the school district, intermediate 3
school district, or public school academy in which the pupil is 4
enrolled shall ensure that additional assessment data is gathered, 5
including the pupil's historical results on reliable and valid 6
universal screening assessments as available, and shall review this 7
data with the pupil's teacher and school staff to inform the 8
frequency of screening assessments that should be administered to 9
the pupil to avoid unnecessary assessment while effectively 10
assessing whether the pupil demonstrates characteristics of 11
dyslexia, difficulties in learning to decode, or difficulties with 12
word reading that may require an intervention placement for the 13
pupil based on the guidance provided by the department under 14
subsection (5). 15
(20) Beginning in the 2027-2028 school year, except as 16
otherwise provided in this subsection, a pupil who is an English 17
language learner and who has been assessed at an entering level or 18
beginning level of English language proficiency on a state-required 19
language proficiency assessment, or at a comparable level in 20
accordance with department guidance under subsection (2), is not 21
required to be screened for characteristics of dyslexia and 22
difficulties in learning to decode under subsection (15). However, 23
the pupil is required to be screened for characteristics of 24
dyslexia and difficulties in learning to decode under subsection 25
(15) if, in accordance with the department guidance under 26
subsection (4), school staff determine that the pupil appears to 27
demonstrate characteristics of dyslexia that are not due to 28
language transference or limited English proficiency. 29
21
CRM H00007'25_HB5520_APH_1 4vfnsd
(21) Beginning in the 2027-2028 school year, a pupil who is an 1
English language learner and who has been assessed at a developing 2
level or higher on a state-required language proficiency 3
assessment, or at a comparable level in accordance with department 4
guidance under subsection (4), must be screened for characteristics 5
of dyslexia and difficulty decoding as appropriate for the pupil's 6
grade level under subsection (15), and, as appropriate and 7
consistent with department guidance, the pupil's screening must 8
include spelling skills, phonemic awareness in the pupil's native 9
language, and oral reading fluency in the pupil's native language. 10
(22) Beginning with the 2027-2028 school year, school 11
districts, intermediate school districts, and public school 12
academies shall ensure that reading instruction and curriculum 13
materials are evidence-based, with a focus on pupils' mastery of 14
the foundational reading skills of phonemic awareness, phonics, 15
fluency, and the development of other reading skills, including, 16
but not limited to, development of oral language, vocabulary, and 17
reading comprehension. Pupils must be provided instruction aligned 18
with science of reading methods that research shows improve 19
literacy outcomes and help pupils achieve reading proficiency. 20
(23) Beginning with the 2027-2028 school year, if a reliable 21
and valid universal screening assessment indicates that a pupil is 22
exhibiting characteristics of dyslexia or indicates that the pupil 23
is experiencing difficulty in learning to decode accurately and 24
efficiently, the school district, intermediate school district, or 25
public school academy in which the pupil is enrolled shall ensure 26
that a multi-tiered system of support (MTSS) is provided to the 27
pupil, including, but not limited to, decoding and word recognition 28
instruction in the tiered delivery system. Beginning with the 2027-29
22
CRM H00007'25_HB5520_APH_1 4vfnsd
2028 school year, if a reliable and valid universal screening 1
assessment indicates that a pupil is exhibiting characteristics of 2
dyslexia or indicates that the pupil is experiencing difficulty in 3
learning to decode accurately and efficiently, a reading 4
intervention program provided under this section must be part of a 5
multi-tiered system of support (MTSS). The multi-tiered system of 6
support (MTSS) described in this subsection must meet all of the 7
following: 8
(a) Be a comprehensive framework composed of a collection of 9
evidence-based strategies designed to meet the individual needs and 10
assets of the whole pupil at all achievement levels. 11
(b) Include 3 distinct tiers of instructional support. 12
(c) Tier 1 support of the 3 distinct tiers of instructional 13
support described in subdivision (b) must, at a minimum, meet all 14
of the following: 15
(i) Encompass a combination of evidence-based strategies that 16
are available to all learners. 17
(ii) Effectively meet the needs of most pupils. 18
(iii) For the instructional methods and curriculum resources 19
under this tier used to address the decoding and word-recognition 20
components of reading, use a code emphasis instructional approach 21
and be supported by the science of reading. Except as otherwise 22
provided in this section, the instructional methods and curriculum 23
resources described in this subparagraph must not include 24
instructional methods or curriculum resources that minimize the 25
importance of primarily using letter-sound information to decode or 26
recognize unknown words, including, but not limited to, any of the 27
following, unless such instructional methods and curriculum 28
resources are being used to confirm the meaning of unknown words 29
23
CRM H00007'25_HB5520_APH_1 4vfnsd
after decoding has been attempted: 1
(A) Prompting pupils to guess unknown words using pictures and 2
illustrations. 3
(B) Skipping over an unknown word or words to use the meaning 4
of the passage to recognize the unknown word or words. 5
(C) Identifying only the first sound of an unknown word and 6
then being prompted to guess the word using the word's initial 7
sound and the meaning of the text surrounding the word. 8
(D) Memorizing a word in its written form. 9
(E) Using predictable text and leveled text to provide initial 10
word recognition instruction and practice in reading new learned 11
letter-sound correspondences. 12
(d) Tier 2 support of the 3 distinct tiers of instructional 13
support described in subdivision (b) must be provided to small 14
groups of pupils to whom at least 1 of the following applies: 15
(i) Screening-assessment data indicate a need for intervention 16
to address difficulties in learning to decode and recognizing words 17
accurately and efficiently. 18
(ii) Tier 1 instructional data indicate a need for intervention 19
to address difficulties in learning to decode and recognizing 20
words. 21
(e) Provide that tier 2 support, as described in subdivision 22
(d), must include instructional methods and curriculum resources 23
that use a code emphasis approach to address the decoding and word-24
recognition components of reading and that are supported by the 25
science of reading. The instructional methods and curriculum 26
resources described in this subdivision must include, but are not 27
limited to, specialized instructional procedures, duration, and 28
frequency. However, these instructional methods and curriculum 29
24
CRM H00007'25_HB5520_APH_1 4vfnsd
resources must not include instructional methods or curriculum 1
resources that minimize the importance of primarily using letter-2
sound information to decode or recognize unknown words, including, 3
but not limited to, any of the uses of letter-sound information 4
described in subdivision (c)(iii)(A) to (E), unless such 5
instructional methods and curriculum resources are being used to 6
confirm the meaning of unknown words after decoding has been 7
attempted. 8
(f) Provide that pupils receiving intervention consisting of 9
tier 2 support, as described in subdivision (d), must have their 10
progress monitored by the individuals providing the intervention 11
instruction using appropriate assessments to determine the pupils' 12
response to intervention instruction. 13
(g) Provide that, if pupils who are receiving intervention at 14
the tier 2 level of support as described in this subsection are not 15
making measurable progress in response to reading intervention at a 16
rate that will result in meaningful improvements in performance, 17
intensive tier 3 support must be provided to the pupil using 18
evidence-based instructional adaptations that must be documented in 19
the pupil's individual reading improvement plan. If the pupil is 20
determined to have a specific learning disability in reading, these 21
interventions may be provided through the student's individualized 22
education plan. 23
(h) Provide that a pupil described in subdivision (g) has a 24
current individual reading intervention plan meeting the 25
requirements of subsection (10)(b). 26
(i) Provide that, for the purposes of subdivision (g), an 27
intervention response team at the school district, intermediate 28
school district, or public school academy in which a pupil 29
25
CRM H00007'25_HB5520_APH_1 4vfnsd
described in subdivision (g) is enrolled shall refine the pupil's 1
individual reading improvement plan with the teacher providing the 2
intervention instruction to the pupil under subdivision (g) to 3
meaningfully accelerate reading outcomes. 4
(j) Provide that, if a pupil's response to the intervention 5
instruction described in subdivisions (a) to (g) or subsection (10) 6
is insufficient and there is reason to suspect the pupil has a 7
disability, subject to state and federal laws concerning special 8
education, the school district, intermediate school district, or 9
public school academy must consider the need for a full and 10
comprehensive evaluation to determine eligibility for special 11
education services. 12
(24) Beginning with the 2027-2028 school year, if a reliable 13
and valid universal screening assessment indicates the need for 14
intervention, to the extent that the school district, intermediate 15
school district, or public school academy is not already providing 16
the pupil with the evidence-based intervention services described 17
in subsections (10) and (23), the school district, intermediate 18
school district, or public school academy in which the pupil is 19
enrolled shall provide the pupil with evidence-based intervention 20
services that are grounded in the science of reading and the 21
principles of structured literacy approaches or programs. 22
(25) A school district, an intermediate school district, or a 23
public school academy shall ensure that the necessary 24
accommodations or equipment are provided to pupils as required 25
under section 504 of title V of the rehabilitation act of 1973, 29 26
USC 794, and title II of the Americans with disabilities act of 27
1990, 42 USC 12131 to 12165. 28
(26) If the parent or legal guardian of a pupil has an 29
26
CRM H00007'25_HB5520_APH_1 4vfnsd
independent, comprehensive evaluation conducted for dyslexia or 1
other learning disabilities, the school district, intermediate 2
school district, or public school academy in which the pupil is 3
enrolled shall ensure that any applicable requirements under the 4
individuals with disabilities education act, Public Law 108-446, 5
are fulfilled. 6
(27) If a school district or public school academy cannot 7
furnish the number of teachers needed to satisfy 1 or more of the 8
criteria set forth in this section for a school year, then by the 9
August 15 before the beginning of that school year the school 10
district or public school academy shall develop a staffing plan for 11
providing services under this section. The school district or 12
public school academy shall post the staffing plan on its website 13
for the applicable school year. The staffing plan must include at 14
least all of the following: 15
(a) A description of the criteria that will be used to assign 16
a pupil who has been identified as not proficient in English 17
language arts to a teacher. 18
(b) The credentials or training held by teachers currently 19
teaching at the school. 20
(c) How the school district or public school academy will meet 21
the requirements under this section. 22
(28) This section does not require or state an intention to 23
require a school district or public school academy to supplant 24
state funds with federal funds for implementing or supporting the 25
activities under this section and does not prohibit a school 26
district or public school academy from continuing to use federal 27
funds for any of the purposes or activities described in this 28
section. 29
27
CRM H00007'25_HB5520_APH_1 4vfnsd
(29) For pupils identified as English language learners by the 1
pupil's teacher or other school staff or by a state-required 2
language proficiency assessment, if available staff resources 3
allow, a school district or public school academy is encouraged to 4
provide the following intervention services in addition to those 5
required under subsection (10)(c): 6
(a) Instruction in the pupil's native language, with 7
withdrawal of that instruction as appropriate as the pupil improves 8
the pupil's English language skills. A school district or public 9
school academy is encouraged to provide this support for at least 10
pupils whose native language is Spanish, Chinese, Hindi, Korean, or 11
Arabic. 12
(b) Opportunities for speech production. 13
(c) Common English language development strategies such as 14
modeling, guided practice, and comprehensive input. 15
(d) Feedback for the pupil, including explanations in the 16
pupil's native language. 17
(30) An individual who is not a district-identified literacy 18
coach may be utilized to meet the requirements under subsection 19
(1)(b)(i) and (ii) if that individual meets the requirements that a 20
district-identified literacy coach must meet under subsection 21
(1)(b)(iv). 22
(31) The instructional methods and curriculum resources 23
described in subsection (23)(c)(iii)(A) to (E) may be used, as 24
appropriate, for purposes other than addressing decoding and word-25
recognition components of reading and for any purpose to comply 26
with section 504 of title V of the rehabilitation act of 1973, 29 27
USC 794, or title II of the Americans with disabilities act of 28
1990, 42 USC 12131 to 12165. 29
28
CRM H00007'25_HB5520_APH_1 4vfnsd
(32) Beginning with pupils enrolled in grade 3 during the 1
2027-2028 school year, all of the following apply: 2
(a) Subject to subsections (33) and (34), the superintendent 3
of the school district or chief administrator of the public school 4
academy in which a pupil is enrolled shall ensure that a pupil 5
whose parent or legal guardian has been provided with the 6
notification described in subsection (12) is not enrolled in grade 7
4 until 1 of the following occurs: 8
(i) The pupil is determined to be proficient based on the 9
English language arts assessment provided to the pupil. 10
(ii) The pupil demonstrates a proficient reading level through 11
performance on an alternative standardized reading assessment 12
approved by the superintendent of public instruction. 13
(iii) The pupil demonstrates a proficient reading level through 14
a pupil portfolio consisting of multiple work samples. 15
(b) If the superintendent of a school district or chief 16
administrator of a public school academy determines that a pupil 17
shall not advance to grade 4 due to the operation of this 18
subsection, the superintendent or chief administrator, in addition 19
to the notice provided under subsection (12), shall provide the 20
parent or legal guardian of that pupil with a notice clearly 21
stating all of the following: 22
(i) That, based on the English language arts assessment 23
provided to the pupil, this state has determined that the pupil may 24
be required to be retained in grade 3, with a reference to this 25
section. 26
(ii) That the pupil may still be allowed to enroll in grade 4 27
if the pupil demonstrates a proficient reading level through 28
performance on an alternative standardized reading assessment or 29
29
CRM H00007'25_HB5520_APH_1 4vfnsd
through a pupil portfolio. 1
(iii) That the parent or legal guardian has the right to request 2
a good cause exemption under subsection (34) that, if granted, will 3
allow the pupil to enroll in grade 4 in the next school year. 4
(iv) That the parent or legal guardian shall request a good 5
cause exemption not later than 30 days after receiving the notice 6
described in this subdivision, and shall direct the request to the 7
school district or public school academy in which the parent or 8
legal guardian intends to enroll the pupil for grade 4. 9
(v) That the parent or legal guardian may request a meeting 10
with school officials to discuss the retention requirement under 11
this subsection, and the standards and processes for a good cause 12
exemption from that requirement. If a parent or legal guardian 13
requests a meeting described in this subparagraph, the school 14
official to whom the request is made shall ensure that an 15
appropriate school official is made available to the parent or 16
legal guardian for such a meeting. 17
(33) Subsection (32) does not apply and the pupil may be 18
enrolled in grade 4 if the pupil demonstrates both of the 19
following: 20
(a) That the pupil is proficient in all subject areas other 21
than English language arts, as evidenced by the pupil's scores on 22
applicable assessments. 23
(b) That the pupil is proficient in science and social 24
studies, as shown through a pupil portfolio and as determined by 25
the teacher who provided grade 3 instruction to the pupil in 26
science or social studies, as applicable. 27
(34) If the superintendent of the pupil's school district or 28
chief administrator of the pupil's public school academy grants a 29
30
CRM H00007'25_HB5520_APH_1 4vfnsd
good cause exemption from the requirements of subsection (32), then 1
a pupil may be advanced to grade 4 without meeting the requirements 2
of subsection (32). A good cause exemption may be granted only 3
according to the procedures under subsection (35), and only for 1 4
of the following reasons: 5
(a) The pupil is a student with an individualized education 6
program or with a section 504 plan and the pupil's individualized 7
education program team or section 504 coordinator, as applicable, 8
makes the decision to exempt the pupil from the requirements of 9
subsection (32) based upon the team's or coordinator's knowledge of 10
the pupil. 11
(b) The pupil is a limited English proficient student who has 12
had less than 3 years of instruction in an English language learner 13
program. 14
(c) The pupil has been continuously enrolled in the pupil's 15
current school district or public school academy for less than 2 16
years, and there is evidence that the pupil was not provided with 17
an appropriate individual reading improvement plan under this 18
section by the school district or public school academy in which 19
the pupil was previously enrolled. 20
(d) The pupil has received intensive reading intervention for 21
2 or more years but still demonstrates a reading deficiency and was 22
previously retained in kindergarten, grade 1, grade 2, or grade 3. 23
(e) The pupil's parent or legal guardian has requested a good 24
cause exemption within the time period described in subsection 25
(32)(b) and the superintendent or chief administrator determines 26
that the good cause exemption is in the best interests of the 27
pupil. 28
(35) All of the following apply to a good cause exemption 29
31
CRM H00007'25_HB5520_APH_1 4vfnsd
issued to a pupil by the superintendent of a school district or 1
chief administrator of a public school academy under subsection 2
(34): 3
(a) Before issuing the good cause exemption, the pupil's grade 4
3 teacher shall submit to the superintendent or chief administrator 5
a recommendation for a good cause exemption along with 6
documentation that indicates that a good cause exemption under 7
subsection (34)(a) to (d) applies to the pupil. 8
(b) For a pupil enrolled in a school operated by a school 9
district, the superintendent of that school district or the 10
superintendent's designee shall review and discuss the 11
recommendation described in subdivision (a) with the pupil's grade 12
3 teacher. After this discussion, the superintendent shall make a 13
determination in writing of whether to grant the good cause 14
exemption for the pupil. The superintendent's determination under 15
this subdivision is final. 16
(c) For a pupil enrolled in a public school academy, the chief 17
administrator of that public school academy or the chief 18
administrator's designee shall review and discuss the 19
recommendation described in subdivision (a) with the pupil's grade 20
3 teacher. After this discussion, the chief administrator shall 21
make a determination in writing of whether to grant the good cause 22
exemption for the pupil. The chief administrator's determination 23
under this subdivision is final. 24
(d) The superintendent of the pupil's school district or chief 25
administrator of the pupil's public school academy shall notify the 26
pupil's parent or legal guardian of the determination made under 27
this subsection. The notification described in this subdivision 28
must be made and communicated to the pupil's parent or legal 29
32
CRM H00007'25_HB5520_APH_1 4vfnsd
guardian not less than 30 days before the first day of school for 1
that school year. 2
(36) Beginning in 2027, not later than September 1 of each 3
year, a school district or public school academy shall submit a 4
report to CEPI, in a form and manner determined by CEPI, containing 5
at least all of the following information for the most recent 6
school year: 7
(a) The number of pupils retained in grade 3 due to the 8
operation of this section. 9
(b) The number of pupils promoted to grade 4 due to a good 10
cause exemption under subsection (34), disaggregated by each of the 11
specific exemptions listed in that subsection. 12
(37) (32) As used in this section: 13
(a) "Benchmark assessment" means an assessment administered 14
periodically throughout a school year and used for 1 or more of the 15
following purposes: 16
(i) To predict and identify learner readiness for success on a 17
later summative assessment. 18
(ii) To evaluate ongoing education programs and interventions. 19
(iii) To provide teachers with individual learners' performance 20
data to inform instruction. 21
(b) "CEPI" means the center for educational performance and 22
information created under section 94a of the state school aid act 23
of 1979, MCL 388.1694a. 24
(c) "Cloze reading procedure" means an objective reading 25
assessment that deletes words in a designed reading passage. 26
(d) "Code emphasis" means direct, explicit instruction on the 27
code system of written English at the sound, syllable, morpheme, 28
and word level so pupils develop automaticity in accurate sound-29
33
CRM H00007'25_HB5520_APH_1 4vfnsd
symbol associations used for word recognition and for developing a 1
robust sight-word vocabulary. 2
(e) "Cumulative" means the practice of basing new concepts on 3
those previously learned and maximizing retention of concepts 4
through regular, systematic review to gain automaticity and 5
fluency. 6
(f) "Diagnostic instruction" means continuous assessment and 7
individualization of instruction to meet each pupil's instructional 8
needs. 9
(g) "Dyslexia" means both of the following: 10
(i) A specific learning disorder that is neurobiological in 11
origin and characterized by difficulties with accurate or fluent 12
word recognition and by poor spelling and decoding abilities that 13
typically result from a deficit in the phonological component of 14
language that is often unexpected in relation to other cognitive 15
abilities and the provision of effective classroom instruction. 16
(ii) A specific learning disorder that may include secondary 17
consequences, such as problems in reading comprehension and a 18
reduced reading experience that can impede the growth of vocabulary 19
and lead to social, emotional, and behavioral difficulties. 20
(h) "Evidence-based" means an activity, program, process, 21
service, strategy, or intervention that demonstrates statistically 22
significant effects on improving pupil outcomes or other relevant 23
outcomes and that meets at least both of the following: 24
(i) At least 1 of the following: 25
(A) Is based on strong evidence from at least 1 well-designed 26
and well-implemented experimental study. 27
(B) Is based on moderate evidence from at least 1 well-28
designed and well-implemented quasi-experimental study. 29
34
CRM H00007'25_HB5520_APH_1 4vfnsd
(C) Is based on promising evidence from at least 1 well-1
designed and well-implemented correlational study with statistical 2
controls for selection bias. 3
(D) Demonstrates a rationale based on high-quality research 4
findings or positive evaluation that the activity, program, 5
process, service, strategy, or intervention is likely to improve 6
pupil outcomes or other relevant outcomes. 7
(ii) Includes ongoing efforts to examine the effects of the 8
activity, program, process, service, strategy, or intervention. 9
(i) "Explicit" means direct and deliberate instruction through 10
continuous pupil-teacher interaction that includes explanation, 11
teacher modeling or example, and multiple opportunities to practice 12
with feedback for students to develop mastery. 13
(j) "Fidelity" means the extent to which an assessment or 14
intervention is implemented as it was designed. 15
(k) "Individualized education program" means that term as 16
described in R 340.1721e of the Michigan Administrative Code. 17
(l) (k) "Intervention response team" means a group of 18
individuals with expertise in assessments, literacy, working with 19
English language learners, working with pupils with disabilities, 20
and behavioral efforts who develop individualized plans to support 21
pupils with significant and persistent needs. An intervention 22
response team must include at least 1 certificated teacher who has 23
English as a second language or bilingual education as an 24
endorsement on the teacher's certificate. 25
(m) (l) "Leveled text" means text that has characteristics of 26
predictable text and text focused on teaching high-frequency words 27
without regard to sound-symbol associations. Leveled texts are 28
assigned a level based on a difficulty scale according to print 29
35
CRM H00007'25_HB5520_APH_1 4vfnsd
features, content, themes, ideas, text structure, language, and 1
literary elements. Leveled text does not provide pupils 2
opportunities to apply newly learned phonological and orthographic 3
knowledge. 4
(n) (m) "Multi-tiered system of support (MTSS)" means a 5
comprehensive framework that includes 3 distinct tiers of 6
instructional support and is composed of a collection of evidence-7
based strategies designed to meet the individual needs and assets 8
of a whole pupil at all achievement levels. 9
(o) (n) "Phonemic awareness" means the conscious awareness of 10
all of the following: 11
(i) Individual speech sounds, including, but not limited to, 12
consonants and vowels, in spoken syllables. 13
(ii) The ability to consciously manipulate through, including, 14
but not limited to, matching, blending, segmenting, deleting, or 15
substituting, individual speech sounds described in subparagraph 16
(i). 17
(iii) All levels of the speech sound system, including, but not 18
limited to, word boundaries, rhyme recognition, stress patterns, 19
syllables, onset-rime units, and phonemes. 20
(p) (o) "Predictable text" means text that replicates language 21
patterns using rhythm and rhyme to teach pupils phrasing and 22
cadence. 23
(q) (p) "Progress-monitoring assessment" means an assessment 24
used after a pupil is identified and matched with intervention 25
support to determine if the pupil continues to need intervention, 26
if supports need to be modified or changed, or if supports can be 27
faded. 28
(r) (q) "Reading deficiency" means scoring below grade level 29
36
CRM H00007'25_HB5520_APH_1 4vfnsd
or being determined to be at risk of not meeting grade-level 1
reading expectations based on a screening assessment, standardized 2
summative assessment, or progress monitoring. 3
(s) (r) "Reading leadership team" means a collaborative system 4
led by a school building's principal or program director and 5
consisting of a cross-section of faculty who are interested in 6
working to improve literacy instruction across the curriculum. 7
(t) (s) "Reliable" means something that is based on the 8
consistency of a set of scores that are designed to measure the 9
same thing. 10
(u) (t) "Science of reading" means a cumulative and evolving 11
body of evidence whose research studies follow a scientific process 12
of inquiry and utilize scientific methods to help answer questions 13
related to reading development and issues related to reading and 14
writing derived from research from multiple fields of cognitive 15
psychology, communication sciences, developmental psychology, 16
education, special education, implementation science, linguistics, 17
and neuroscience. 18
(v) (u) "Screening assessment" means an assessment designed to 19
proactively identify pupils who may be at risk of developing 20
academic, social, emotional, or behavioral challenges so that 21
support can be provided and to provide data to inform systems-level 22
decisions. All of the following apply to a screening assessment: 23
(i) A screening assessment must include, as appropriate for 24
grade level or age as determined by the department, in alignment 25
with the guidelines described in subsections (2) and (4), elements 26
designed to identify difficulties in learning to decode and 27
recognize words, including at least all of the following: 28
(A) Phonemic awareness. 29
37
CRM H00007'25_HB5520_APH_1 4vfnsd
(B) Rapid automatized naming. 1
(C) Letter-sound correspondence. 2
(D) Single-word reading. 3
(E) Nonsense-word reading. 4
(F) Oral passage reading fluency. 5
(ii) A screening assessment may include, as appropriate for 6
grade level or age as determined by the department, in alignment 7
with the guidelines described in subsections (2) and (4), elements 8
designed to identify comprehension difficulties, including at least 9
all of the following: 10
(A) Retelling. 11
(B) Cloze reading procedure. 12
(C) Answering questions about a reading passage. 13
(w) (v) "Section 504 plan" means a plan under section 504 of 14
title V of the rehabilitation act of 1973, 29 USC 794. 15
(x) "Standardized assessment" means an assessment that is 16
administered and scored in a consistent or standard manner. 17
(y) (w) "Structured literacy" means systematic, direct, 18
explicit, cumulative, and diagnostic instruction that integrates 19
listening, speaking, reading, and writing and emphasizes the 20
structure of language across the speech sound system (phonology); 21
the writing system (orthography); the structure of sentences 22
(syntax); the meaningful parts of words (morphology); the meaning 23
of words, phrases, sentences, and text (semantics); and the 24
processing of oral and written discourse. 25
(z) (x) "Systematic" means following the logical order of 26
language and moving from the most basic concepts to the more 27
advanced. 28
(aa) (y) "Valid" means the degree to which a method assesses 29
38
Final Page
CRM H00007'25_HB5520_APH_1 4vfnsd
what it claims or intends to assess. 1