Bill
HB 5821
Michigan HB 5821 strengthens early reading by standardizing universal screening, literacy coaches, and department-approved, science-of-reading curricula to boost 3rd-grade ELA prof
HB 5821 (Michigan, 2025-2026) – Education: curriculum; adoption of elementary reading curriculum materials from department-approved list; require
Overview
HB 5821 proposes a comprehensive framework to strengthen early reading instruction in Michigan schools (K-12 with a focus on grades K-3) by expanding department role in validating assessments, coaching, dyslexia expertise, universal screening, and curriculum adoption aligned to the science of reading. The bill seeks to improve 3rd-grade English language arts proficiency by 1) approving multiple screening/monitoring assessments, 2) establishing district literacy coach roles, 3) requiring universal screening and individualized reading plans, 4) guiding evidence-based interventions and MTSS, and 5) curating a department-approved list of elementary reading curricula.
Main purpose and intent
- Increase the number of students scoring proficient on the grade 3 English language arts (ELA) state assessment.
- Standardize and strengthen the identification of reading difficulties and dyslexia.
- Promote the use of evidence-based, science-of-reading aligned curricula and practices.
- Build district capacity through literacy coaches and structured professional development.
Key provisions and changes
1) Department-approved reading assessments (Sec. 1280f(1)(a))
- The Department must approve 3+ valid, reliable screening/monitoring reading assessments for districts to choose from.
- Assessments must provide screening plus progress monitoring toward growth targets.
- Considerations for approval include instructional time impact, integration with instruction, timely reporting, and compatibility with other statewide measures.
2) Literacy coach model (Sec. 1280f(1)(b))
- Establish a district-identified literacy coach model with two main components:
- (i) Support for teachers in instruction, assessment fidelity, differentiated interventions, data use, and MTSS alignment.
- (ii) Activities such as modeling, facilitating study groups, leading MTSS infrastructure, data analysis training, coaching colleagues, and ensuring fidelity with reading curricula/resources.
- Coaches must meet specified qualifications (experience as teacher; knowledge of scientifically based reading research; degree/background; beginning 2027-2028, meet professional learning requirements).
- Coaches must not have regular classroom teaching assignments.
3) Technical assistance on reporting and data (Sec. 1280f(1)(c))
- By 2027-2028, districts must assist with reporting pupil reading improvement plans.
4) Dyslexia expertise and universal screening (Sec. 1280f(2)-(4))
- By Sept. 1, 2025: Department will provide dyslexia expertise and guidance on structured literacy.
- By Jan. 1, 2026: Publish lists of approved universal screening assessments and identify which elements are included or omitted.
- Ongoing department guidance to minimize instructional time impact when using universal screening.
5) Department-approved curricula (Sec. 1280f(5) & subsequent)
- By Jan. 1, 2026: Publish a list of up to 15 evidence-based, tier 1 elementary reading curricula/materials aligned with science of reading.
- Curricula must emphasize code-based decoding and avoid practices that undermine phonics unless used to confirm meaning after decoding.
6) Screening, interventions, and MTSS (Sec. 1280f(9)-(24))
- Requirements for annual screening of K-3 and eligible transfer students; accommodations for EL students; notification to parents of grade 3 non-proficient results; development of individualized reading improvement plans (IRIPs) within 30 days of deficiency detection.
- Reading intervention for deficient students, including explicit, systematic, and explicit instruction; family engagement at home; progress monitoring; documentation of dissenting opinions.
- Multi-tiered system of support (MTSS) with three tiers, focusing on decoding/word recognition in Tier 1 to Tier 2/3 interventions as needed; escalation protocols and data-driven adjustments.
- Summer reading camps encouraged for students with deficiencies.
7) Staffing plans and reporting (Sec. 27)
- If staffing shortfalls occur, districts must publish a staffing plan detailing pupil-to-teacher assignments, credentials, and meeting the section’s requirements.
Definitions and clarifications
- The bill provides an extensive glossary for terms like “code emphasis,” “structured literacy,” “dyslexia,” “MTSS,” “progress-monitoring,” and “reading deficiency.”
- Explicit emphasis on fidelity, data-driven instruction, and the science of reading.
Timeline highlights
- By September 1, 2025: Dyslexia expertise development.
- By January 1, 2026: Publish approved assessment list and universal screening element details.
- By January 1, 2026: Publish list of up to 15 evidence-based curricula.
- By August 1, 2027: Districts must meet professional learning requirements for literacy coaches.
- By 2027-2028 school year: Full MTSS rollout and universal screening enhancements; ongoing updates to requirements as needed.
Sponsors
- Primary sponsor: Rep. Rylee Linting; co-sponsors include Luke Meerman, Matt Bierlein, Mike Harris, and Joe Aragona.
Impact
- Aims to standardize early reading identification, increase instructional time efficiency, and ensure scalable use of evidence-based practices and curricula.
- May require substantial district investment in literacy coaches, professional development, screening systems, and curated curricula lists.
Compiled from official sources — confirm details with the bill’s official record.
Sign in to ask a question.
