State Education Agency (SEA) Dyslexia LegislationYes
HB4822 and Section 388.1635
HB4822 provides for universal screening and intervention, as well as related preservice and PD. To our knowledge, the state does not explicitly require screening and intervention for dyslexia per se. Section 388.1635 addresses requirements related to the receipt of funds for dyslexia screening.
HB4822 reads, “Subject to subsection (14), beginning in the 2017-2018 school year, the board of a school district or board of directors of a public school academy shall do all of the following to ensure that more pupils will achieve a score of at least proficient in English language arts on the grade 3 state assessment:(a) Select 1 valid and reliable screening, formative, and diagnostic reading assessment system from the assessment systems approved by the department under subsection (1)(a). A school district or public school academy shall use this assessment system for pupils in grades K to 3 to screen and diagnose difficulties, inform instruction and intervention needs, and assess progress toward a growth target. A school district or public school academy periodically shall assess a pupil’s progress in reading skills at least 3 times per school year in grades K to 3. The first of these assessments for a school year shall be conducted within the first 30 school days of the school year.”
HB4822 states, “The department shall do all of the following to help ensure that more pupils will achieve a score of at least proficient in English language arts on the grade 3 state assessment:(a) Approve 3 or more valid and reliable screening, formative, and diagnostic reading assessment systems for selection and use by school districts and public school academies in accordance with the following:(i) Each approved assessment system shall provide a screening assessment, monitoring capabilities for monitoring progress toward a growth target, and a diagnostic assessment.(ii) In determining which assessment systems to approve for use by school districts and public school academies, the department shall also consider at least the following factors:(A) The time required to conduct the assessments, with the intention of minimizing the impact on instructional time.(B) The level of integration of assessment results with instructional support for teachers and pupils.(C) The timeliness in reporting assessment results to teachers, administrators, and parents.(b) Recommend or develop an early literacy coach model with the following features:(i) An early literacy coach shall support and provide initial and ongoing professional development to teachers in all of the following:"
HB4822 states, “If a pupil in grades K to 3 is identified as having an early literacy delay or reading deficiency, provide written notice to the pupil’s parent or legal guardian of the delay or reading deficiency in writing and provide tools to assist the parent or legal guardian to engage in intervention and to address or correct any reading deficiency at home.”"
Michigan does not have pre-service legislation related to dyslexia.
Michigan does not have in-service legislation related to dyslexia, but HB4822 states that, “a school principal or chief administrator [shall] do all of the following:(i) For a teacher in grades K to 3, target specific areas of professional development based on the reading development needs data for incoming pupils.3EHB 4822(ii) Differentiate and intensify professional development for teachers based on data gathered by monitoring teacher progress in improving pupil proficiency rates among their pupils.(iii) Establish a collaborative system within the school to improve reading proficiency rates in grades K to 3.(iv) Ensure that time is provided for teachers to meet for professional development.”
Evidence-based is defined as “based in research and with proven efficacy.”
HB4822 states, “For any pupil in grades K to 3 who exhibits a reading deficiency at any time, based upon the reading assessment system selected and used under subdivision (a), provide an individual reading improvement plan for the pupil within 30 days after the identification of the reading deficiency. The individual reading improvement plan shall be created by the pupil’s teacher, school principal, and parent or legal guardian and other pertinent school personnel, and shall describe the reading intervention services the pupil will receive to remedy the reading deficiency. A school district or public school academy shall provide intensive reading intervention for the pupil in accordance with the individual reading improvement plan until the pupil no longer has a reading deficiency.”
House Bill 4822 (H-5) describes in detail the manner in which school districts and charter schools would be required to provide reading intervention programs for all students in grades K to 3. The programs, intended to ensure that students are proficient readers by the end of grade 3, would include all of the following features: (1) Student-specific for each K-3 student; (2) Screen and monitor progress at least three times each year; (3) Provide highly effective core reading instruction that was comprehensive and met the majority of the general education classroom needs; (4) Provide reading intervention that, at a minimum, allowed the student to read at grade level, including intensive development in the five major reading components—phonemic awareness, phonics, fluency, vocabulary, and comprehension; and was implemented during regular school hours (in addition to regular classroom reading instruction); (5) Systematic, explicit, multisensory, and sequential; and(6) Provide parents, legal guardians, or other providers of care for the student with a "Read at Home" plan, including participation in parent, guardian, or care provider training workshops and regular home reading. Further, the bill describes the reading intervention program that is intended to correct reading deficiencies for a grade 3 student who did not achieve a grade 3 reading level on the state assessment. Depending on the needs of an individual student, the intervention program would include the following features: (1) Be evidence-based with proven results in accelerating achievement within a single school year; (2) Provide more dedicated time to reading; (3) Provide daily targeted small-group and one-to-one reading intervention, including explicit and systematic instruction with more detailed and varied explanation, more extensive opportunities for guided practice, and more opportunities for error correction and feedback; (4) Provide frequent and ongoing progress monitoring assessments; (5) Provide supplemental evidence-based interventions delivered by a teacher, tutor or volunteer with specialized training provided before school, after school, or during school hours but outside of regular English language arts classroom time, or any combination of these; and (6) Provide parental involvement through a "Read at Home" plan including training workshops.
Michigan’s reading difficulties legislation does not address RTI or MTSS. However, the state promotes the use of MTSS.
Literacy State-identified Measurable Result (SIMR) - Part B
Has Literacy SIMR?Yes
Zirkel, P. A., & Thomas, L. B. (2010). State laws for RTI: An updated snapshot. Teaching Exceptional Children, 42(3), 56-63.
Gearin, B., Turtura, J., Kame’enui, E. J., Nelson, N. J., & Fien, H. (2018). A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law. Educational Policy, 0895904818807328.
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Has Dyslexia Legislation?Yes
Has Literacy SIMR?Yes
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2021 National Center on Improving Literacy. https://improvingliterarcy.org