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HB-5819, As Passed House, June 10, 2026
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HOUSE BILL NO. 5819
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
April 16, 2026, Introduced by Reps. Schmaltz, Kelly, Bierlein, Harris, Meerman and Aragona 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 progress-monitoring reading assessments for 16
selection and use by school districts and public school academies 17
under subsection (1) and, in addition to meeting applicable 18
requirements under subsection (1), identify, within each approved 19
assessment for selection and use by school districts and public 20
school academies under subsection (1), a list of the elements of a 21
reliable and valid universal screening assessment for the purpose 22
of identifying pupils with characteristics of dyslexia or 23
difficulties in learning to decode accurately and efficiently that 24
are or are not included in the approved assessment. Beginning not 25
later than September 1, 2026, the department shall develop dyslexia 26
expertise to provide technical assistance to school districts, 27
intermediate school districts, and public school academies 28
regarding the appropriate selection and use at each grade level of 29
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reliable and valid universal screening assessments for the 1
identification of pupils who exhibit characteristics of dyslexia 2
and pupils who display difficulties in learning to decode 3
accurately and efficiently, including those described in subsection 4
(1), to minimize the impact 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. A 1
school district or public school academy periodically shall assess 2
a pupil's progress in reading skills at least 3 times per school 3
year in grades K to 3. The first of these assessments for a school 4
year in kindergarten must be conducted within the first 90 school 5
days of the school year. The first of these assessments for a 6
school year in grades 1 to 3 must be conducted within the first 30 7
school days of the school year. Beginning in the 2027-2028 school 8
year, screening of pupils in grades K to 3 under this subdivision 9
must meet the requirements in subsections (15), (16), (17), (19), 10
and (20). 11
(b) For any pupil in grades K to 3 who exhibits reading 12
deficiency at any time based on the reading assessment selected and 13
used under subdivision (a) and for pupils required to have a 14
reading intervention plan under this section, provide an individual 15
reading improvement plan for the pupil within not later than 30 16
days after the identification of the reading deficiency. The 17
individual reading improvement plan must be created by the pupil's 18
teacher, school principal, and parent or legal guardian and other 19
pertinent school personnel, and must describe the reading 20
intervention services the pupil will receive to remedy the reading 21
deficiency. A school district or public school academy shall 22
provide reading intervention for the pupil in accordance with the 23
individual reading improvement plan until the pupil no longer has a 24
reading deficiency. 25
(c) If a pupil in grades K to 3 is identified as having an 26
early literacy delay or reading deficiency, provide written notice 27
to the pupil's parent or legal guardian of the delay or reading 28
deficiency in writing and provide tools to assist the parent or 29
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legal guardian to engage in intervention and to address or correct 1
any reading deficiency at home. 2
(d) Require a school principal or chief administrator to do 3
all of the following: 4
(i) For a teacher in grades K to 3, target specific areas of 5
professional development based on the reading development needs 6
data for incoming pupils. 7
(ii) Differentiate and intensify professional development for 8
teachers based on data gathered by monitoring teacher progress in 9
improving pupil proficiency rates among their pupils. 10
(iii) Establish a collaborative system within the school to 11
improve reading proficiency rates in grades K to 3. 12
(iv) Ensure that time is provided for teachers to meet for 13
professional development. 14
(e) Utilize early literacy coaches provided through the 15
intermediate school district in which the school district or public 16
school academy is located, as provided for under section 35a(4) of 17
the state school aid act of 1979, MCL 388.1635a. However, a public 18
school academy may use a literacy coach provided by the public 19
school academy, at the expense of the public school academy, rather 20
than using a literacy coach provided through an intermediate school 21
district if the literacy coach and the usage of the literacy coach 22
otherwise meet the requirements of this section. 23
(10) Subject to subsection (28), a school district or public 24
school academy shall provide reading intervention for pupils in 25
grades K to 3, pupils in any grade required to have a reading 26
improvement plan under subsection (23), and pupils required to have 27
a reading intervention plan under subsection (24), including at 28
least all of the following, as applicable: 29
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(a) For pupils who exhibit a reading deficiency, a reading 1
intervention using intervention curriculum resources and evidence-2
based practices aligned to the research requirements consistent 3
with the science of reading intended to ensure that pupils are 4
proficient readers by the end of grade 3 and that includes some or 5
all of the following features: 6
(i) Is provided to each pupil who is identified with a reading 7
deficiency based on screening and other assessments that are used 8
to identify the source of the reading difficulty, and identifies 9
and addresses the pupil's reading deficiency. 10
(ii) Periodically screens each pupil's reading skills at least 11
3 times per year and monitors the progress of each pupil's reading 12
skills as recommended by the progress-monitoring assessment 13
guidelines provided under subsection (4). 14
(iii) Provides evidence-based tier 1, class-wide reading 15
instruction that is comprehensive and meets the majority of the 16
general education classroom needs. 17
(iv) Provides reading intervention that meets, at a minimum, 18
the following specifications: 19
(A) Assists pupils exhibiting a reading deficiency in 20
developing the ability to read at grade level. 21
(B) Provides intensive development in evidence-based reading 22
instructional practices, including, but not limited to, phonemic 23
awareness, phonics, fluency, vocabulary, comprehension, and other 24
skills or processes consistent with structured literacy. 25
(C) Provides extensive explicit instruction consistent with 26
structured literacy in decoding, word recognition, spelling, 27
writing, and language comprehension skills, including vocabulary, 28
morphology, and syntax, and processes for skillful reading. 29
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(D) Is systematic and explicit. 1
(E) Is implemented during regular school hours in addition to 2
regular classroom reading instruction. 3
(v) Provides parents, legal guardians, or other providers of 4
care for the pupil with a read-at-home plan, including parent, 5
guardian, or care provider training workshops and regular home 6
reading. 7
(vi) Documents efforts by the pupil's school to engage the 8
pupil's parent or legal guardian and whether those efforts were 9
successful. 10
(vii) Documents any dissenting opinions expressed by school 11
personnel or a parent or legal guardian concerning the individual 12
reading improvement plan provided for the pupil under subsection 13
(9)(b). 14
(b) For grade 3 pupils exhibiting a reading deficiency as 15
determined by the pupil's teacher through the screening assessment 16
and other assessments selected by the school district or public 17
school academy under subsection (9)(a) and for pupils in grades K 18
to 12 who are receiving increasingly intensive tier 2 and tier 3 19
support as described in subsection (23)(g), a reading intervention 20
program intended to correct the identified area or areas of reading 21
deficiency and that includes all of the following features as 22
needed by the individual pupil: 23
(i) Is evidence-based, is consistent with structured literacy, 24
and has proven results in accelerating pupil reading achievement 25
within the same school year. 26
(ii) Provides more dedicated time than the pupil's previous 27
school year in evidence-based reading instruction and intervention. 28
(iii) Provides daily targeted small group or 1-to-1 reading 29
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intervention based on pupil needs as determined by assessment data, 1
including explicit and systematic instruction with more detailed 2
and varied explanations, modeling and examples, and more extensive 3
opportunities for guided practice incorporating error correction 4
and feedback for pupils to develop mastery. 5
(iv) Provides administration of ongoing progress monitoring 6
progress-monitoring assessments to frequently monitor pupil 7
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
(13) Except as otherwise provided in this section, for a pupil 5
who has a reading deficiency based on the screening assessment, the 6
school district or public school academy shall provide a reading 7
intervention that is intended to correct the pupil's specific 8
reading deficiency, as identified by a valid and reliable 9
assessment. The intervention must include evidence-based 10
instructional strategies that are aligned to the research 11
requirements consistent with the science of reading to assist the 12
pupil in becoming a successful reader. 13
(14) A school district or public school academy shall provide 14
a copy of each pupil's individual reading improvement plan to the 15
school district's intermediate school district or the intermediate 16
school district that has geographic boundaries that include the 17
area in which the public school academy is located. A copy of a 18
pupil's individual reading improvement plan provided under this 19
subsection must not contain any identifying information regarding 20
the pupil or a teacher that provides instruction to the pupil. The 21
intermediate school district shall collate the information received 22
under this subsection and provide it to the department each school 23
year in a timeline and manner as determined by the department. The 24
department shall not share a pupil's individual reading improvement 25
plan with an outside vendor. 26
(15) By not later than the beginning of the 2027-2028 school 27
year, and each school year thereafter, subject to subsections (17) 28
and (20), a school district, an intermediate school district, or a 29
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public school academy shall ensure that each pupil described in 1
this subsection is screened for characteristics of dyslexia and 2
difficulties in learning to decode accurately and efficiently using 3
a reliable and valid universal screening assessment. All of the 4
following pupils enrolled in the school district, intermediate 5
school district, or public school academy must be screened as 6
described under this subsection: 7
(a) Each pupil during kindergarten, grade 1, grade 2, and 8
grade 3. 9
(b) Each pupil who is in kindergarten, grade 1, grade 2, or 10
grade 3 who transferred to the school district, intermediate school 11
district, or public school academy from another school district, 12
intermediate school district, or public school academy in this 13
state and who has not been screened for characteristics of dyslexia 14
and difficulties in learning to decode accurately and efficiently 15
using a reliable and valid universal screening assessment. 16
(c) Each pupil who is in kindergarten, grade 1, grade 2, or 17
grade 3 who has transferred to the school district, intermediate 18
school district, or public school academy from a school that is not 19
located in this state, unless the pupil presents written 20
documentation to the school district, intermediate school district, 21
or public school academy showing that the pupil was subject to a 22
reliable and valid universal screening assessment. 23
(d) Each pupil who is in any of grades 4 to 12 who, as 24
determined by that pupil's teacher, educational-support staff, or 25
the pupil's parent or legal guardian, demonstrates any of the 26
following: 27
(i) Escape or avoidance behaviors when asked to engage in 28
reading or writing activities. 29
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(ii) Effortful or laborious reading. 1
(iii) Reading-comprehension difficulties caused by inaccurate or 2
inefficient word reading. 3
(iv) Significant spelling or encoding difficulties not caused 4
by fine-motor or visual-motor difficulties. 5
(v) Low performance on school-district-, intermediate-school-6
district-, or public-school-academy-approved English language arts 7
standards. 8
(vi) Low performance on school-district-, intermediate-school-9
district-, or public-school-academy-approved standardized 10
assessments. 11
(vii) Reading deficiency. 12
(16) A school district, intermediate school district, or 13
public school academy shall screen pupils under subsection (15) 14
with fidelity. 15
(17) Pupils required to be screened under subsection (15)(a) 16
must be screened, as described in subsection (15), no fewer than 3 17
times during a school year. Pupils required to be screened under 18
subsection (15)(b) or (c) must be screened within not later than 90 19
days of after enrollment and thereafter on the same screening 20
schedule as other pupils in the same grade level. 21
(18) If the department determines that a benchmark assessment 22
or a valid and reliable screening and progress-monitoring reading 23
assessment suite selected by a school district or public school 24
academy under subsection (9) includes a reliable and valid 25
universal screening assessment, that assessment or assessment 26
system selected under subsection (9) may be utilized to meet the 27
requirement under subsection (15). 28
(19) Beginning with the 2027-2028 school year, for a pupil 29
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described in subsection (15)(d), the school district, intermediate 1
school district, or public school academy in which the pupil is 2
enrolled shall ensure that additional assessment data is gathered, 3
including the pupil's historical results on reliable and valid 4
universal screening assessments as available, and shall review this 5
data with the pupil's teacher and school staff to inform the 6
frequency of screening assessments that should be administered to 7
the pupil to avoid unnecessary assessment while effectively 8
assessing whether the pupil demonstrates characteristics of 9
dyslexia, difficulties in learning to decode, or difficulties with 10
word reading that may require an intervention placement for the 11
pupil based on the guidance provided by the department under 12
subsection (5). 13
(20) Beginning in the 2027-2028 school year, except as 14
otherwise provided in this subsection, a pupil who is an English 15
language learner and who has been assessed at an entering level or 16
beginning level of English language proficiency on a state-required 17
language proficiency assessment, or at a comparable level in 18
accordance with department guidance under subsection (2), is not 19
required to be screened for characteristics of dyslexia and 20
difficulties in learning to decode under subsection (15). However, 21
the pupil is required to be screened for characteristics of 22
dyslexia and difficulties in learning to decode under subsection 23
(15) if, in accordance with the department guidance under 24
subsection (4), school staff determine that the pupil appears to 25
demonstrate characteristics of dyslexia that are not due to 26
language transference or limited English proficiency. 27
(21) Beginning in the 2027-2028 school year, a pupil who is an 28
English language learner and who has been assessed at a developing 29
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level or higher on a state-required language proficiency 1
assessment, or at a comparable level in accordance with department 2
guidance under subsection (4), must be screened for characteristics 3
of dyslexia and difficulty decoding as appropriate for the pupil's 4
grade level under subsection (15), and, as appropriate and 5
consistent with department guidance, the pupil's screening must 6
include spelling skills, phonemic awareness in the pupil's native 7
language, and oral reading fluency in the pupil's native language. 8
(22) Beginning with the 2027-2028 school year, July 1, 2026, 9
school districts, intermediate school districts, and public school 10
academies shall ensure that reading instruction and curriculum 11
materials are evidence-based, with a focus on pupils' mastery of 12
the foundational reading skills of phonemic awareness, phonics, 13
fluency, and the development of other reading skills, including, 14
but not limited to, development of oral language, vocabulary, and 15
reading comprehension. Pupils must be provided instruction aligned 16
with science of reading methods that research shows improve 17
literacy outcomes and help pupils achieve reading proficiency. 18
(23) Beginning with the 2027-2028 school year, if a reliable 19
and valid universal screening assessment indicates that a pupil is 20
exhibiting characteristics of dyslexia or indicates that the pupil 21
is experiencing difficulty in learning to decode accurately and 22
efficiently, the school district, intermediate school district, or 23
public school academy in which the pupil is enrolled shall ensure 24
that a multi-tiered system of support (MTSS) is provided to the 25
pupil, including, but not limited to, decoding and word recognition 26
instruction in the tiered delivery system. Beginning with the 2027-27
2028 school year, if a reliable and valid universal screening 28
assessment indicates that a pupil is exhibiting characteristics of 29
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AIS H05608'25_HB5819_APH_1 2hkefj
dyslexia or indicates that the pupil is experiencing difficulty in 1
learning to decode accurately and efficiently, a reading 2
intervention program provided under this section must be part of a 3
multi-tiered system of support (MTSS). The multi-tiered system of 4
support (MTSS) described in this subsection must meet all of the 5
following: 6
(a) Be a comprehensive framework composed of a collection of 7
evidence-based strategies designed to meet the individual needs and 8
assets of the whole pupil at all achievement levels. 9
(b) Include 3 distinct tiers of instructional support. 10
(c) Tier 1 support of the 3 distinct tiers of instructional 11
support described in subdivision (b) must, at a minimum, meet all 12
of the following: 13
(i) Encompass a combination of evidence-based strategies that 14
are available to all learners. 15
(ii) Effectively meet the needs of most pupils. 16
(iii) For the instructional methods and curriculum resources 17
under this tier used to address the decoding and word-recognition 18
components of reading, use a code emphasis instructional approach 19
and be supported by the science of reading. Except as otherwise 20
provided in this section, the instructional methods and curriculum 21
resources described in this subparagraph must not include 22
instructional methods or curriculum resources that minimize the 23
importance of primarily using letter-sound information to decode or 24
recognize unknown words, including, but not limited to, any of the 25
following, unless such instructional methods and curriculum 26
resources are being used to confirm the meaning of unknown words 27
after decoding has been attempted: 28
(A) Prompting pupils to guess unknown words using pictures and 29
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AIS H05608'25_HB5819_APH_1 2hkefj
illustrations. 1
(B) Skipping over an unknown word or words to use the meaning 2
of the passage to recognize the unknown word or words. 3
(C) Identifying only the first sound of an unknown word and 4
then being prompted to guess the word using the word's initial 5
sound and the meaning of the text surrounding the word. 6
(D) Memorizing a word in its written form. 7
(E) Using predictable text and leveled text to provide initial 8
word recognition instruction and practice in reading new learned 9
letter-sound correspondences. 10
(d) Tier 2 support of the 3 distinct tiers of instructional 11
support described in subdivision (b) must be provided to small 12
groups of pupils to whom at least 1 of the following applies: 13
(i) Screening-assessment data indicate a need for intervention 14
to address difficulties in learning to decode and recognizing words 15
accurately and efficiently. 16
(ii) Tier 1 instructional data indicate a need for intervention 17
to address difficulties in learning to decode and recognizing 18
words. 19
(e) Provide that tier 2 support, as described in subdivision 20
(d), must include instructional methods and curriculum resources 21
that use a code emphasis approach to address the decoding and word-22
recognition components of reading and that are supported by the 23
science of reading. The instructional methods and curriculum 24
resources described in this subdivision must include, but are not 25
limited to, specialized instructional procedures, duration, and 26
frequency. However, these instructional methods and curriculum 27
resources must not include instructional methods or curriculum 28
resources that minimize the importance of primarily using letter-29
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sound information to decode or recognize unknown words, including, 1
but not limited to, any of the uses of letter-sound information 2
described in subdivision (c)(iii)(A) to (E), unless such 3
instructional methods and curriculum resources are being used to 4
confirm the meaning of unknown words after decoding has been 5
attempted. 6
(f) Provide that pupils receiving intervention consisting of 7
tier 2 support, as described in subdivision (d), must have their 8
progress monitored by the individuals providing the intervention 9
instruction using appropriate assessments to determine the pupils' 10
response to intervention instruction. 11
(g) Provide that, if pupils who are receiving intervention at 12
the tier 2 level of support as described in this subsection are not 13
making measurable progress in response to reading intervention at a 14
rate that will result in meaningful improvements in performance, 15
intensive tier 3 support must be provided to the pupil using 16
evidence-based instructional adaptations that must be documented in 17
the pupil's individual reading improvement plan. If the pupil is 18
determined to have a specific learning disability in reading, these 19
interventions may be provided through the student's individualized 20
education plan. 21
(h) Provide that a pupil described in subdivision (g) has a 22
current individual reading intervention plan meeting the 23
requirements of subsection (10)(b). 24
(i) Provide that, for the purposes of subdivision (g), an 25
intervention response team at the school district, intermediate 26
school district, or public school academy in which a pupil 27
described in subdivision (g) is enrolled shall refine the pupil's 28
individual reading improvement plan with the teacher providing the 29
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AIS H05608'25_HB5819_APH_1 2hkefj
intervention instruction to the pupil under subdivision (g) to 1
meaningfully accelerate reading outcomes. 2
(j) Provide that, if a pupil's response to the intervention 3
instruction described in subdivisions (a) to (g) or subsection (10) 4
is insufficient and there is reason to suspect the pupil has a 5
disability, subject to state and federal laws concerning special 6
education, the school district, intermediate school district, or 7
public school academy must consider the need for a full and 8
comprehensive evaluation to determine eligibility for special 9
education services. 10
(24) Beginning with the 2027-2028 school year, if a reliable 11
and valid universal screening assessment indicates the need for 12
intervention, to the extent that the school district, intermediate 13
school district, or public school academy is not already providing 14
the pupil with the evidence-based intervention services described 15
in subsections (10) and (23), the school district, intermediate 16
school district, or public school academy in which the pupil is 17
enrolled shall provide the pupil with evidence-based intervention 18
services that are grounded in the science of reading and the 19
principles of structured literacy approaches or programs. 20
(25) A school district, an intermediate school district, or a 21
public school academy shall ensure that the necessary 22
accommodations or equipment are provided to pupils as required 23
under section 504 of title V of the rehabilitation act of 1973, 29 24
USC 794, and title II of the Americans with disabilities act of 25
1990, 42 USC 12131 to 12165. 26
(26) If the parent or legal guardian of a pupil has an 27
independent, comprehensive evaluation conducted for dyslexia or 28
other learning disabilities, the school district, intermediate 29
26
AIS H05608'25_HB5819_APH_1 2hkefj
school district, or public school academy in which the pupil is 1
enrolled shall ensure that any applicable requirements under the 2
individuals with disabilities education act, Public Law 108-446, 3
are fulfilled. 4
(27) If a school district or public school academy cannot 5
furnish the number of teachers needed to satisfy 1 or more of the 6
criteria set forth in this section for a school year, then by the 7
August 15 before the beginning of that school year the school 8
district or public school academy shall develop a staffing plan for 9
providing services under this section. The school district or 10
public school academy shall post the staffing plan on its website 11
for the applicable school year. The staffing plan must include at 12
least all of the following: 13
(a) A description of the criteria that will be used to assign 14
a pupil who has been identified as not proficient in English 15
language arts to a teacher. 16
(b) The credentials or training held by teachers currently 17
teaching at the school. 18
(c) How the school district or public school academy will meet 19
the requirements under this section. 20
(28) This section does not require or state an intention to 21
require a school district or public school academy to supplant 22
state funds with federal funds for implementing or supporting the 23
activities under this section and does not prohibit a school 24
district or public school academy from continuing to use federal 25
funds for any of the purposes or activities described in this 26
section. 27
(29) For pupils identified as English language learners by the 28
pupil's teacher or other school staff or by a state-required 29
27
AIS H05608'25_HB5819_APH_1 2hkefj
language proficiency assessment, if available staff resources 1
allow, a school district or public school academy is encouraged to 2
provide the following intervention services in addition to those 3
required under subsection (10)(c): 4
(a) Instruction in the pupil's native language, with 5
withdrawal of that instruction as appropriate as the pupil improves 6
the pupil's English language skills. A school district or public 7
school academy is encouraged to provide this support for at least 8
pupils whose native language is Spanish, Chinese, Hindi, Korean, or 9
Arabic. 10
(b) Opportunities for speech production. 11
(c) Common English language development strategies such as 12
modeling, guided practice, and comprehensive input. 13
(d) Feedback for the pupil, including explanations in the 14
pupil's native language. 15
(30) An individual who is not a district-identified literacy 16
coach may be utilized to meet the requirements under subsection 17
(1)(b)(i) and (ii) if that individual meets the requirements that a 18
district-identified literacy coach must meet under subsection 19
(1)(b)(iv). 20
(31) The instructional methods and curriculum resources 21
described in subsection (23)(c)(iii)(A) to (E) may be used, as 22
appropriate, for purposes other than addressing decoding and word-23
recognition components of reading and for any purpose to comply 24
with section 504 of title V of the rehabilitation act of 1973, 29 25
USC 794, or title II of the Americans with disabilities act of 26
1990, 42 USC 12131 to 12165. 27
(32) As used in this section: 28
(a) "Benchmark assessment" means an assessment administered 29
28
AIS H05608'25_HB5819_APH_1 2hkefj
periodically throughout a school year and used for 1 or more of the 1
following purposes: 2
(i) To predict and identify learner readiness for success on a 3
later summative assessment. 4
(ii) To evaluate ongoing education programs and interventions. 5
(iii) To provide teachers with individual learners' performance 6
data to inform instruction. 7
(b) "CEPI" means the center for educational performance and 8
information created under section 94a of the state school aid act 9
of 1979, MCL 388.1694a. 10
(c) "Cloze reading procedure" means an objective reading 11
assessment that deletes words in a designed reading passage. 12
(d) "Code emphasis" means direct, explicit instruction on the 13
code system of written English at the sound, syllable, morpheme, 14
and word level so pupils develop automaticity in accurate sound-15
symbol associations used for word recognition and for developing a 16
robust sight-word vocabulary. 17
(e) "Cumulative" means the practice of basing new concepts on 18
those previously learned and maximizing retention of concepts 19
through regular, systematic review to gain automaticity and 20
fluency. 21
(f) "Diagnostic instruction" means continuous assessment and 22
individualization of instruction to meet each pupil's instructional 23
needs. 24
(g) "Dyslexia" means both of the following: 25
(i) A specific learning disorder that is neurobiological in 26
origin and characterized by difficulties with accurate or fluent 27
word recognition and by poor spelling and decoding abilities that 28
typically result from a deficit in the phonological component of 29
29
AIS H05608'25_HB5819_APH_1 2hkefj
language that is often unexpected in relation to other cognitive 1
abilities and the provision of effective classroom instruction. 2
(ii) A specific learning disorder that may include secondary 3
consequences, such as problems in reading comprehension and a 4
reduced reading experience that can impede the growth of vocabulary 5
and lead to social, emotional, and behavioral difficulties. 6
(h) "Evidence-based" means an activity, program, process, 7
service, strategy, or intervention that demonstrates statistically 8
significant effects on improving pupil outcomes or other relevant 9
outcomes and that meets at least both of the following: 10
(i) At least 1 of the following: 11
(A) Is based on strong evidence from at least 1 well-designed 12
and well-implemented experimental study. 13
(B) Is based on moderate evidence from at least 1 well-14
designed and well-implemented quasi-experimental study. 15
(C) Is based on promising evidence from at least 1 well-16
designed and well-implemented correlational study with statistical 17
controls for selection bias. 18
(D) Demonstrates a rationale based on high-quality research 19
findings or positive evaluation that the activity, program, 20
process, service, strategy, or intervention is likely to improve 21
pupil outcomes or other relevant outcomes. 22
(ii) Includes ongoing efforts to examine the effects of the 23
activity, program, process, service, strategy, or intervention. 24
(i) "Explicit" means direct and deliberate instruction through 25
continuous pupil-teacher interaction that includes explanation, 26
teacher modeling or example, and multiple opportunities to practice 27
with feedback for students to develop mastery. 28
(j) "Fidelity" means the extent to which an assessment or 29
30
AIS H05608'25_HB5819_APH_1 2hkefj
intervention is implemented as it was designed. 1
(k) "Intervention response team" means a group of individuals 2
with expertise in assessments, literacy, working with English 3
language learners, working with pupils with disabilities, and 4
behavioral efforts who develop individualized plans to support 5
pupils with significant and persistent needs. An intervention 6
response team must include at least 1 certificated teacher who has 7
English as a second language or bilingual education as an 8
endorsement on the teacher's certificate. 9
(l) "Leveled text" means text that has characteristics of 10
predictable text and text focused on teaching high-frequency words 11
without regard to sound-symbol associations. Leveled texts are 12
assigned a level based on a difficulty scale according to print 13
features, content, themes, ideas, text structure, language, and 14
literary elements. Leveled text does not provide pupils 15
opportunities to apply newly learned phonological and orthographic 16
knowledge. 17
(m) "Multi-tiered system of support (MTSS)" means a 18
comprehensive framework that includes 3 distinct tiers of 19
instructional support and is composed of a collection of evidence-20
based strategies designed to meet the individual needs and assets 21
of a whole pupil at all achievement levels. 22
(n) "Phonemic awareness" means the conscious awareness of all 23
of the following: 24
(i) Individual speech sounds, including, but not limited to, 25
consonants and vowels, in spoken syllables. 26
(ii) The ability to consciously manipulate through, including, 27
but not limited to, matching, blending, segmenting, deleting, or 28
substituting, individual speech sounds described in subparagraph 29
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AIS H05608'25_HB5819_APH_1 2hkefj
(i). 1
(iii) All levels of the speech sound system, including, but not 2
limited to, word boundaries, rhyme recognition, stress patterns, 3
syllables, onset-rime units, and phonemes. 4
(o) "Predictable text" means text that replicates language 5
patterns using rhythm and rhyme to teach pupils phrasing and 6
cadence. 7
(p) "Progress-monitoring assessment" means an assessment used 8
after a pupil is identified and matched with intervention support 9
to determine if the pupil continues to need intervention, if 10
supports need to be modified or changed, or if supports can be 11
faded. 12
(q) "Reading deficiency" means scoring below grade level or 13
being determined to be at risk of not meeting grade-level reading 14
expectations based on a screening assessment, standardized 15
summative assessment, or progress monitoring. 16
(r) "Reading leadership team" means a collaborative system led 17
by a school building's principal or program director and consisting 18
of a cross-section of faculty who are interested in working to 19
improve literacy instruction across the curriculum. 20
(s) "Reliable" means something that is based on the 21
consistency of a set of scores that are designed to measure the 22
same thing. 23
(t) "Science of reading" means a cumulative and evolving body 24
of evidence whose research studies follow a scientific process of 25
inquiry and utilize scientific methods to help answer questions 26
related to reading development and issues related to reading and 27
writing derived from research from multiple fields of cognitive 28
psychology, communication sciences, developmental psychology, 29
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education, special education, implementation science, linguistics, 1
and neuroscience. 2
(u) "Screening assessment" means an assessment designed to 3
proactively identify pupils who may be at risk of developing 4
academic, social, emotional, or behavioral challenges so that 5
support can be provided and to provide data to inform systems-level 6
decisions. All of the following apply to a screening assessment: 7
(i) A screening assessment must include, as appropriate for 8
grade level or age as determined by the department, in alignment 9
with the guidelines described in subsections (2) and (4), elements 10
designed to identify difficulties in learning to decode and 11
recognize words, including at least all of the following: 12
(A) Phonemic awareness. 13
(B) Rapid automatized naming. 14
(C) Letter-sound correspondence. 15
(D) Single-word reading. 16
(E) Nonsense-word reading. 17
(F) Oral passage reading fluency. 18
(ii) A screening assessment may include, as appropriate for 19
grade level or age as determined by the department, in alignment 20
with the guidelines described in subsections (2) and (4), elements 21
designed to identify comprehension difficulties, including at least 22
all of the following: 23
(A) Retelling. 24
(B) Cloze reading procedure. 25
(C) Answering questions about a reading passage. 26
(v) "Standardized assessment" means an assessment that is 27
administered and scored in a consistent or standard manner. 28
(w) "Structured literacy" means systematic, direct, explicit, 29
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cumulative, and diagnostic instruction that integrates listening, 1
speaking, reading, and writing and emphasizes the structure of 2
language across the speech sound system (phonology); the writing 3
system (orthography); the structure of sentences (syntax); the 4
meaningful parts of words (morphology); the meaning of words, 5
phrases, sentences, and text (semantics); and the processing of 6
oral and written discourse. 7
(x) "Systematic" means following the logical order of language 8
and moving from the most basic concepts to the more advanced. 9
(y) "Valid" means the degree to which a method assesses what 10
it claims or intends to assess. 11