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HB 5520

Education: elementary; grade 3 reading requirements; provide for. Amends sec. 1280f of 1976 PA 451 (MCL 380.1280f).

2025-2026 Regular Session Introduced by Greg Alexander and 14 co-sponsors

The bill standardizes K-3 literacy with universal screening, evidence-based curricula, MTSS, dyslexia focus, and IRIPs, aiming to raise grade-3 reading proficiency.

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Bill Summary · HB 5520

Summary of HB 5520 (2025-2026) – Michigan Education: Elementary Grade 3 Reading Requirements

  • Purpose and intent

    • The bill amends the Michigan Revised School Code to strengthen and standardize early literacy supports for students in kindergarten through grade 3, with a focus on ensuring more pupils achieve proficiency in English Language Arts (ELA) on the grade 3 state assessment. It emphasizes structured literacy, dyslexia identification, universal screening, data-driven intervention, and a multi-tiered system of support (MTSS).

  • Key provisions and changes

    • Screening and progress monitoring
    • The Department of Education must approve at least 3 valid and reliable reading assessments (screening and progress-monitoring) for districts and public school academies, prioritizing assessments that monitor growth toward targets and minimize instructional time impact.
    • Beginning by 2026, districts must publish the elements of a reliable universal screening assessment within each approved system that identify dyslexia-related characteristics.
    • Literacy coaching and professional development
    • Recommends or develops a district-identified literacy coach model with extensive duties, including modeling, data analysis, differentiated intervention, MTSS guidance, and ensuring fidelity of evidence-based reading instruction.
    • Coaches must meet specific qualifications (e.g., classroom teaching experience, knowledge of scientifically-based reading research, degree requirements) and by 2027-2028 must meet professional learning requirements.
    • By 2027-2028, literacy consultants and coaches must receive required professional learning on dyslexia and related topics.
    • Dyslexia expertise and resources
    • The Department must develop dyslexia expertise and provide guidance on structured literacy and dyslexia-focused professional learning starting by September 2025.
    • Regular updates to the Michigan Dyslexia Handbook (at least every 5 years).
    • Screening and universal screening requirements
    • By Jan 1, 2026: identify a list of approved universal screening assessments and detail which elements are included or missing for dyslexia identification.
    • Starting 2027-2028: expand universal screening to include K-3 and certain transfer students; extend screening to identify dyslexia and decoding difficulties, including EL students under specified conditions.
    • Instructional curricula and MTSS
    • By 2027-2028: require that reading curricula and materials be evidence-based and aligned with science of reading, emphasizing code-emphasis approaches for decoding and word recognition.
    • MTSS must include three tiers, with Tier 1 being strong universal reading instruction, Tier 2 for targeted interventions, and Tier 3 for intensive interventions; progress monitoring is required, and adjustments must be documented in individual reading improvement plans (IRIPs).
    • Individual reading improvement plans (IRIPs)
    • For any pupil with a reading deficiency in K-3, districts must develop an IRIP within 30 days and provide ongoing intervention aligned with the plan, with quarterly/annual goals and detailed intervention components.
    • Plans must be shared with relevant districts ISDs without identifying information.
    • Grade retention and good-cause exemptions
    • Beginning with 2027-2028, grade 3 students who score not proficient must be considered for retention in grade 3 unless one of several good-cause exemptions applies (e.g., IEP/504, limited English proficiency with less than 3 years in program, recent enrollment, intensive prior intervention, or parental request with best interests consideration).
    • Exemptions require processful district/school administrator determinations and prior notice to parents at least 30 days before the school year start; good-cause exemptions are final at the administrator level.
    • Reporting and compliance
    • Title 504/ADA accommodations remain applicable; district staffing plans must be posted if hiring limitations affect service delivery.
    • Beginning in 2027, districts must report to CEPI on grade 3 retention and good-cause exemptions.

  • Who is affected

    • All K-3 students in Michigan public schools and public school academies.
    • District-level and ISD-level literacy coaches and consultants.
    • School administrators, teachers, and intervention staff responsible for screening, IRIPs, and MTSS implementation.
    • Parents/guardians of students identified with reading difficulties or dyslexia, who may receive notices and home-reading resources.

  • Timeline and deadlines

    • 2025-2026: department develops dyslexia expertise; select approved screening tools; publish universal screening elements.
    • 2026: list of approved assessments; begin universal screening planning.
    • 2027-2028: full MTSS implementation, updated curricula requirements, and IRIP enhancements; student screening expands to additional grades and transfer scenarios.
    • 2027-2028: grade 3 retention safeguards in effect, with good-cause exemptions available.
    • Ongoing: annual reporting to CEPI beginning 2027 for retention and exemptions; updates to the Dyslexia Handbook at least every 5 years.

Note: The bill emphasizes minimizing instructional time impact while integrating data-driven, evidence-based literacy practices grounded in the science of reading.

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

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