WeVote
Log In

Bill

Bill

SB 990

Education: curriculum; adoption of elementary reading curriculum materials from department-approved list; require. Amends sec. 1280f of 1976 PA 451 (MCL 380.1280f).

2025-2026 Regular Session Introduced by Rosemary Bayer and 4 co-sponsors

Michigan SB 990 aims to transform K-3 reading instruction by implementing universal screening, structured literacy-based curricula, MTSS, and expanded dyslexia supports.

REFERRED TO COMMITTEE ON EDUCATION
#education:curriculum #education:elementary
0
WeVote Research Nonpartisan
Bill Summary · SB 990

Summary of SB 990 (2025-2026) – Michigan

SB 990, introduced May 20, 2026, would amend the Revised School Code (Public Act 451 of 1976), specifically section 1280f, as amended in 2024. The bill focuses on improving elementary reading outcomes through department-approved reading assessments, structured literacy-based curricula, and expanded supports for dyslexia and reading interventions.

1) Purpose and Intent

  • Promote higher proficiency in English Language Arts (ELA) for grade 3 state assessments.
  • Establish a comprehensive framework to identify reading difficulties early, provide evidence-based interventions, and align instruction with the science of reading.
  • Emphasize dyslexia expertise, universal screening, MTSS (multi-tiered systems of support), and high-quality, code-emphasized reading curricula.

2) Key Provisions and Changes

  • Screening and progress monitoring assessments (mandate and guidance)

    • The Department must approve 3+ valid, reliable screening and progress-monitoring reading assessments (subsection 1a).
    • Approved assessments must include screening and progress-monitoring capabilities, and the Department will consider factors such as instructional time impact, integration with instruction, timeliness of reporting, and compatibility with other statewide measures.
    • By Jan 1, 2026, the Department must publish a list of approved assessments and identify elements of reliable universal screening for dyslexia, with guidance to minimize instructional time impact (subsections 4 and 5).

  • Literacy coaches and implementation fidelity

    • Proposes a literacy coach model (subsections 1b) with duties including implementing evidence-based instruction, administering and interpreting assessments, providing differentiated instruction, MTSS facilitation, data use, and ensuring fidelity of curriculum resources and interventions.
    • District-identified literacy coaches must meet specified qualifications (experience as a classroom teacher; knowledge of scientifically based reading research; minimum bachelor’s degree with reading-focused coursework or equivalent professional development) and must not be assigned regular classroom duties (subsection 1b).
    • By 2027-2028, coaches must meet ongoing professional learning requirements and have duties aligned to improve reading outcomes (subsections 1b and 1c).

  • Dyslexia expertise and professional guidance

    • The Department must develop dyslexia expertise to advise districts on dyslexia-related risks and structured literacy instruction, starting no later than Sept 1, 2025 (subsection 2).
    • Regular updates to the Michigan Dyslexia Handbook or equivalent resource, not less than every 5 years (subsection 3).

  • Universal screening and dyslexia-focused policy (dyslexia-centric timeline)

    • By Jan 1, 2026, publish a list of evidence-based Tier 1, class-wide curricula aligned with the science of reading (subsection 5).
    • Beginning 2027-2028, implement universal screening across K-3 (and certain transfer scenarios), with ongoing MTSS and decoding/word-recognition interventions for students displaying dyslexia characteristics or decoding difficulties (subsections 15-24).
    • During 2027-2028, districts must ensure MTSS is comprehensive and code-emphasis based (subsection 23).

  • Reading intervention and progress monitoring (multi-tiered supports)

    • Requires reading intervention for pupils with deficiencies, using evidence-based practices aligned with the science of reading (subsections 9, 10, 23).
    • Tiered supports (Tier 1 core instruction, Tier 2 targeted small-group interventions, Tier 3 intensive supports) with explicit, systematic, code-emphasis instruction and fidelity monitoring (subsection 23).

  • Information sharing and privacy

    • Individual Reading Improvement Plans (IRIPs) must be shared with relevant districts/ISDs for coordination, but must exclude pupil/teacher identifiers when shared with an ISD, and the Department cannot share IRIPs with outside vendors (subsection 14).

  • Data collection, reporting, and staffing

    • If staffing gaps occur, districts must publish a staffing plan detailing assignment criteria, teacher credentials, and how requirements will be met (subsection 27).
    • By 2027-2028, districts must screen specific groups (K-3 students and certain transfers) for dyslexia characteristics, with defined timelines for enrollment and screening (subsections 15-21).

  • Additional supports for English language learners (ELLs)

    • Subsection 10(c) requires targeted intervention for ELL students with dyslexia characteristics, including language support in word recognition and decoding, vocabulary, and English development, while aligning with the broader requirements.

  • Special education and compliance

    • Provisions reference compliance with IDEA and 504, and allow for consideration of special education evaluations if needed (subsections 26, 25).

3) Who Would Be Affected

  • School districts, intermediate school districts (ISDs), and public school academies (charter schools) across Michigan.
  • Districts must adopt department-approved screening tools, deploy district-identified literacy coaches (with specified qualifications), and implement MTSS with structured literacy-based interventions.
  • Students in K-12, particularly those in grades K-3, English learners, and students identified with reading deficiencies or dyslexia characteristics.
  • Parents/guardians, who receive notices and IRIP information, and may participate in planning and intervention processes.
  • Teachers and school staff, who receive further professional development and coaching around structured literacy and dyslexia interventions.

4) Timelines and Procedures

  • 2025-2026: Department begins establishing dyslexia expertise and begins process for approval of screening assessments; initial recommendations and frameworks to be developed.
  • Jan 1, 2026: Department to publish list of approved screening/monitoring assessments and dyslexia-identification elements.
  • Sept 1, 2025–Aug 1, 2027: Phased development and deployment of literacy coaches and professional learning requirements; begin updates to Michigan Dyslexia Handbook at intervals not exceeding 5 years.
  • Beginning of the 2027-2028 school year: Full MTSS and dyslexia-focused requirements take effect; universal screening of K-3 students and eligible transfers; district assurance obligations for literacy consultants/coaches.
  • By 2027-2028 and annually thereafter: Ongoing screening, intervention, progress monitoring, and MTSS refinement; assurance requirements for staff professional development.

5) Bottom Line

SB 990 seeks to modernize Michigan’s elementary reading framework by:
- Establishing department-approved, efficient universal screening and progress-monitoring tools.
- Integrating a robust MTSS with explicit, evidence-based, code-emphasis reading curricula.
- Expanding dyslexia expertise, structured literacy training, and proactive interventions, including for English learners.
- Ensuring data sharing that supports coordination while protecting student privacy.
- Requiring districts to plan for staffing and to provide timely reports to parents and departments.

If enacted, districts would implement these measures gradually, with significant changes beginning in the 2025-2026 period and full universal screening and MTSS alignment targeted for the 2027-2028 school year and beyond.

Compiled from official sources — confirm details with the bill’s official record.

Sign in to ask a question.