Bill
HB 5819
Michigan HB 5819 would require districts to implement a science-of-reading based literacy framework with universal dyslexia screening, MTSS, district literacy coaches, and ongoing
HB 5819 (Education: curriculum; science of reading requirements; modify)
Session: 2025-2026 | Jurisdiction: Michigan | Amends: 1976 PA 451, Sec. 1280f (MCL 380.1280f)
Overview
HB 5819 would overhaul Michigan’s literacy framework by expanding and clarifying requirements around reading screening, progress monitoring, interventions, teacher professional development, and the use of a science-of-reading approach. The bill places a strong emphasis on structured literacy, universal screening for dyslexia, MTSS (multi-tiered systems of support), and the use of district-identified literacy coaches. It introduces new timelines (target dates through 2027-2028) and requires ongoing technical assistance, evaluation, and reporting to the state.
Purpose and intent
- Improve early reading proficiency, particularly by third grade, through validated screening, timely interventions, and explicit literacy instruction grounded in the science of reading.
- Establish and support district-level literacy coaching and professional learning aligned with dyslexia knowledge and evidence-based practices.
- Standardize data collection and reporting to better tailor instruction and interventions for pupils with reading difficulties, including those with characteristics of dyslexia and English learners.
Key provisions and changes
1) Approved reading assessments (subsection 1)
- The Department of Education would approve 3 or more valid and reliable screening and progress-monitoring reading assessments for use by districts and public school academies.
- Criteria include screening plus progress monitoring, time efficiency, data integration with instruction, timely reporting, and compatibility with statewide assessments.
2) Literacy coaching model (subsection 1)
- Develop and/or recommend a district-identified literacy coach model with:
- Roles in instructional support, assessment fidelity, differentiated intervention, diagnostic data use, progress monitoring, MTSS, and fidelity to evidence-based practices.
- Coaches would model strategies, facilitate study groups, support schoolwide and classroom MTSS infrastructure, train staff in data use, and ensure fidelity to reading curricula.
- Coaches must avoid administrative duties that would blur teacher roles.
- Qualifications include classroom teaching experience, knowledge of scientifically-based reading research, data management, and a degree with related coursework or professional development.
- By 2027-2028, coaches must meet professional learning requirements.
3) Technical assistance on pupil reading plans (subsection 1)
- By early 2027-2028, districts and schools must receive technical assistance to report information contained in a pupil’s Individual Reading Improvement Plan (IRIP).
4) Dyslexia expertise and support (subsections 2, 4, 5)
- Beginning not later than Sept 1, 2025, the Department would develop dyslexia expertise to guide districts on structured literacy and dyslexia professional development.
- Regular updates to the Michigan Dyslexia Handbook or equivalent, at least every 5 years.
5) Approved screening and universal screening elements (subsection 4)
- By Jan 1, 2026, the Department shall publish a list of approved assessments and identify elements that comprise universal screening for dyslexia or decoding difficulties.
- From Sept 1, 2026, guidance would help determine appropriate universal screening use at each grade level.
6) Evidence-based curricula and universal screening (subsections 5, 22-23)
- By Jan 1, 2026, publish a list of evidence-based, Tier 1, elementary reading curricula aligned with science of reading.
- By 2027-2028, districts must ensure reading instruction and materials are evidence-based and aligned with foundational skills (phonemic awareness, phonics, fluency, vocabulary, etc.).
- If universal screening indicates dyslexia indicators, districts must provide MTSS-based decoding/word recognition instruction and appropriate interventions (tiered supports).
7) Screening and intervention timelines (subsections 9, 15-17)
- Requirements for screening pupils in grades K-3 (and applicable older grades) and for new enrollees or transfers.
- Mandatory: identification of reading deficiencies and creation of IRIPs within set timeframes (e.g., within 30 days; 3 progress checks per school year).
- By 2027-2028, expanded screening data and frequency guidance to reduce unnecessary testing while ensuring adequate monitoring.
8) Reading intervention and MTSS (subsections 10, 23-24)
- Reading interventions in grades K-3 and for students with IRIPs must meet explicit criteria aligned with science of reading, including:
- Evidence-based, explicit, intensive, and appropriately timed interventions.
- Family engagement through at-home reading plans and parent training.
- Tiered supports (Tier 1 core instruction; Tier 2 targeted small-group interventions; Tier 3 intensive supports).
- Regular progress monitoring and potential escalation to intensive supports if progress is insufficient.
- From 2027-2028, universal screening indicating a need for intervention would trigger MTSS and ensure appropriate services.
9) 504/IDEA considerations and accommodations (sections 25-27)
- Ensures compliance with §504 and IDEA where applicable, including accommodations, evaluations, staffing plans if staffing shortages occur, and posting of staffing plans.
10) Additional definitions and terms (section 32)
- The bill provides detailed definitions, including “code emphasis,” “structured literacy,” “reading deficiency,” “MTSS,” “intervention,” and other terms critical to implementation.
Affected parties
- Michigan Department of Education (policy development, guidance, and technical assistance)
- School districts, intermediate school districts, and public school academies
- District-identified literacy coaches (and non-district equivalents under certain conditions)
- Teachers, school administrators, reading specialists, literacy consultants, intervention staff
- English learners (with targeted screening and supports)
- Parents/guardians (notified when a third-grade pupil scores not proficient; involvement in IRIPs and at-home literacy plans)
Timeline highlights
- Sept 1, 2025: Department would develop dyslexia expertise for guidance
- Jan 1, 2026: Publish approved screening assessments; identify universal screening elements; publish list of Tier 1 curricula
- Sept 1, 2026: Guidance on universal screening use at grade levels
- July 31 each year (starting 2026): Notify parents of grade-3 proficiency results and required supports
- Beginning of 2027-2028 school year: MTSS and enhanced intervention requirements to be fully implemented
- By Aug 15 before a school year (staffing plan) if shortages occur
Impact and considerations
- Emphasizes early detection and intervention for reading difficulties, with substantial investment in professional development and coaching.
- Shifts toward a science-of-reading framework, with clear constraints on instructional methods (code emphasis, explicit instruction) and MTSS implementation.
- Requires districts to adapt data systems, reporting, and governance around IRIPs and universal screening.
- Potential budget and staffing implications due to coaching model, professional development, and expanded screening/intervention requirements.
Note: This summary reflects the bill text as introduced and proposed timelines; actual implementation may evolve with amendments or enacted language.
Compiled from official sources — confirm details with the bill’s official record.
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