1 of 37

2 of 37

ADD QR CODE

3 of 37

Christine Lancaster, Ph.D

Educator Preparation Consultants

Office of Educator Excellence, MDE

Ahlam Alma Bazzi, Ed.D

Educator Preparation Consultants

Office of Educator Excellence, MDE

Alissa Thelen, Ed.S

Director of National Accreditation & State Programs

Department of Education, Hope College

Office of Educator Excellence

4 of 37

Colleagues will preview, discuss, and gain access to various assessment exemplars for different stages of the Literacy & Dyslexia Statute (PA147) course of study timeline.

Colleagues will reflect on approaches for arriving at balanced assessment system for PK-12 Literacy Preparation Continuum

Office of Educator Excellence

4

5 of 37

December 4, 2024: Presentation on DLPS /Literacy Preparation Continuum Application at DARTEP meeting held at UofM-Dearborn
January - June 2025: Facilitation of 90 minute working sessions for EPP guidance and alignment implementation resource sharing
March - September 2025: Facilitation of open office hours for Alternative Route Providers guidance and alignment implementation resource sharing
June 30, 2025: EPPs DLPS Application Due - Must include responses to both Part A and Part B
August & September, 2025: EPPs receive feedback for implementation for DLPS Course of Study fall 2025
August 2025 - July 2026: Established Literacy Preparation Collaborative comprised IHE researchers, faculty and EPP faculty/instructors convene monthly to share progress, resources, and gain additional guidance from OEE Educator Preparation Consultants.
October 31, 2025: Alternative Route Providers applications on PK-12 Literacy Continuum/Dyslexia due
October - December, 2025:EPPs receive feedback on dyslexia course of study in alignment to legislation requirements
June 30, 2026: EPPs and Alt Route Providers submit finalized dyslexia course of study with requirements for implementation fall 2026
August 30, 2026: EPPs receive feedback and determination letter on dyslexia course of study
Fall 2026: EPPs and Alt Routes implement PK-12 Literacy Preparation with PA147 aligned approved course of study

Office of Educator Excellence

6 of 37

For June 30, 2026: what must be submitted for PA 147 Implementation Course of Study?

Updated Excel Matrix-Attachment

Completed list of programs overview tab with list of courses, list of course syllabi submitted, and links to key assessments submitted

Additional details needed on the developed course of study in the PA147 tab

Updated Narrative Responses - Attachment

Additional details per feedback

EPP specific recommendations

Syllabi & Assessments - Attachments

EMAILED TO: EDUCATORPROGRAMS@MICHIGAN.GOV

Office of Educator Excellence

7 of 37

Danielle DeFauw, PhD.,

U of M - Dearborn

Karen Young, PhD.,

U of M - Ann Arbor

Deb Van Duinen, PhD., Hope College

Karen Carman, PhD, Alma College

Rebecca Mann, PhD., Hope College

Becca Couch, PhD,

Alma College

Office of Educator Excellence

8 of 37

Office of Educator Excellence

9 of 37

10 of 37

11 of 37

12 of 37

13 of 37

14 of 37

15 of 37

16 of 37

DLPS & Dyslexia embedded across:

Foundations coursework - 225/6: Exceptional Child and Adolescent

Introduction to Dyslexia, accommodations, assistive technologies & secondary consequences

Content-specific methods courses
Clinical experiences 226
Student teaching

Standards mapped to assessments and clinical evaluations

Program Adjustments

17 of 37

Elementary Matrix

Hope College Courses			Dyslexia instruction for ALL programs (Proposed MCL 380.1531e)
Hope College Courses			a	b	c	d	e (i)	e (ii)
Level 1	EDUC 225/226	The Exceptional Child & Adolescent	I	I		I	I
Level 2A	EDUC 277	Introduction to Teaching Literacy: Concepts and Processes for Elementary Classrooms	I/D	I		I	I	I
Level 2A	EDUC 280/281	Literacy I: Reading and Language Arts, Pre-K Through 3rd Grade		D	I/D	I	D
Level 2B	EDUC 282/283	Literacy Education for Upper Elementary Students in Grades 3-6				D		D
	EDUC 310/311	Elementary Capstone				D
	EDUC 252	Advanced Reading and Literacy Practices for Special Education (P-12)	D/P	D/P	D/P		D/P	D/P
Level 3	EDUC 470, 475	Student Teaching in Elementary Schools	P	P	P	P	P	P

18 of 37

Secondary Matrix

Hope College Courses			Dyslexia instruction for ALL programs (Proposed MCL 380.1531e)
Hope College Courses			a	b	c	d	e (i)	e(ii)
Level 1	EDUC 225/226	The Exceptional Child & Adolescent	I	I		I	I
Level 2A	EDUC 275/276	Introduction to Teaching and Instructional Design in Secondary Schools	I/D
	EDUC 285/286	Teaching Literacy in the Content Area in Secondary Schools	D/P	I/D	I/D	I/D	I/D	I/D
	EDUC 287	Classroom Management in Secondary Schools				I
Level 2B	EDUC 3XX	Content Methods Classes	D/P	P	D	P		D
Level 3	EDUC 480/485	Student Teaching in Secondary Schools	P	P	P	P	P	P

19 of 37

Proficiency Definition/Trajectory

Level	Focus	Independence	Setting
Introduce	Knowledge + Guided Practice	Emerging	Coursework/ Early Clinical
Demonstrate	Guided Practice + Independent Practice	Consistent	Mid Clinical
Proficiency	Independent Practice + Professional Readiness	Consistent + Fully Independent	Mid Clinical + Student Teaching

20 of 37

SB 568 Dyslexia Implementation (EDUC 252)

Our “new” course:

EDUC 252: Advanced Reading and Literacy Practices for Special Education

Developed for SPED majors for new Special Education program
With imminent passage of SB 568 it was decided that all Elementary Education majors would be required to take the course
When the Dyslexia Standards were published, the course was aligned with those standards and revisions were made to assignments

Elementary

21 of 37

Example Assignment

Structured Literacy Principles Alignment	The lesson explicitly demonstrates all five structured literacy principles: systematic, explicit, cumulative, multisensory, and diagnostic. Each principle is observable, annotated or labeled in the lesson plan.
Evidence-Based Curriculum Integration	Lesson incorporates specific strategies, routines, or activity structures from at least one MDE-approved Tier 1 curriculum. The curriculum source is explicitly cited within the lesson plan.

SB 568 c & eii: Evidence-Based Reading Lesson Plan Series Assignment

Develop a series of explicit-instruction lesson plans that use structured-literacy principles and evidence-based strategies from Michigan-approved curricula to address Arlo's specific needs.

Review Data: 30 pages of assessment results for Arlo to interpret (this is a separate assignment).
Target Skill and Goals: Determine PLAAPF, Annual Goal, write three Short Term Objectives
Skill Sequence: write five sequential Daily Performance Objectives (DPOs) that lead to an STO
Lesson Plan Development: Use three DPOs. Write lesson plan incorporating instructional strategies, routines, or activity structures from at least one Michigan-approved Tier 1 curriculum using the provided Explicit Instruction Lesson Plan Template. The lessons must be scripted, and they must demonstrate how to respond when students make errors.
Rubric: Portion of extensive rubric that is provided:

22 of 37

EDUC 285/6 (required for all secondary Educ majors)

Course content and assignment changes

Lesson Plan Alignment

EDUC 3XX (Content Area Methods)

Course content

Evidence‑Based Strategies that Support ESL Students and Students with Dyslexia, & ESL Modules

Lesson Plan Alignment

Secondary

23 of 37

Secondary

24 of 37

Student Teaching Unit Study & Rubric

Focus: Impact of Instructional Decisions on Student Learning
Includes “Content & Disciplinary Literacy Collective”

Student Teaching Seminar: DLPS Engagement Labs

Student Teaching

Students must integrated 5 literacy strategies into their lesson plans. For each strategy, they Identify the literacy skill the strategy was being used to support (Was it

a writing-to-learn? Helping with comprehension or vocabulary? Supporting student talk?), Describe how the strategy was used during the unit & Explain how the strategy supported the learning objectives and helped the student engage with disciplinary approaches, key concepts, texts, or tasks within the unit.

In addition to their literacy instruction during the EPP, we held literacy engagement labs during student teaching seminar. Local instructional coaches and literacy teachers led roundtable sessions to share literacy strategies for specific content/disciplines with the student teachers (event strategies and documents linked on slide)

25 of 37

Trajectory of International Dyslexia Standards
Assesssing candidate progress
UM-D Collaboration

April 27, 28, & 29 10:00 a.m. - 2:00 p.m.

26 of 37

Resources

We strategically selected the following textbook, which we use in EDA 371 (Reading Models and Methods), EDA 219 (Early Literacy Birth to Grade 3), EDA 236 (Literacy Methods Grades 3-9), and EDC 476 (Reading Diagnostic & Literacy Assessment Techniques for PreK-12 Instruction):

Honig, B., Diamond, L., & Gutlohn, L. (2018). Teaching reading sourcebook (3rd Ed.). Consortium on Reaching Excellence in Education, Inc. (CORE).

Companion title used in EDC 476: Diamond, L., & Thorsnes, B. J. (Eds.). (2018). Assessing reading: Multiple measures [Revised 2nd ed.]. Consortium on Reaching Excellence in Education, Inc. (CORE).

27 of 37

Trajectory of

Dyslexia Standards

Collaborated to ensure the scope and sequence of our courses address the International Dyslexia standards.

Introduced within EDA 371 Reading Models & Methods Birth - 12 and EDD 469 Discipline Literacy for Grades 5–12.
Developed within EDA 219 Early Literacy PK-3 & EDA 236 Literacy Methods for Grades 3–9
Demonstrated within our final literacy course & clinical experiences

EDC 476: Rdg. Diagnostic & Literacy Assessment Techniques for PreK-12 Instruction
Apprenticeships I & II
Student Teaching semester

28 of 37

Standard 1

Office of Educator Excellence

29 of 37

Standard 3

Office of Educator Excellence

30 of 37

Rubric Example

Office of Educator Excellence

31 of 37

Rubric Example

Office of Educator Excellence

32 of 37

Rubric Example

33 of 37

Unit Plan
EPP Performance Instrument

34 of 37

Unit Plan
EPP Performance Instrument

35 of 37

What practices, tools, and program wide expectations for monitoring teacher candidate progress in literacy preparation were brought up today?

35

36 of 37

These practices, tools, and program wide expectations all consider candidates’ learning cycle:

Pre-Assessments (Diagnostic)
Knowledge acquisition tests & Reflections (Formative)
Apprenticeship (Benchmark)
Student teaching (Summative)

With continued collaboration, we can together arrive at a balanced assessment system across the PK-12 Literacy Preparation Continuum

36

Reflection

Experience

Generalization

Application

37 of 37

IHE Literacy Preparation Collaborative

May 20, 2026 (3:00 - 4:30 pm)

Microsoft Teams

Join the meeting now

Meeting ID: 256 271 805 794 5

Passcode: 29hM9mQ6