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K-12 Literacy &

Dyslexia Law

MI Dyslexia Handbook & MTSS Framework

aligned with MCL 380.1280f

K-12 Literacy & Dyslexia Law/PA 146

Michigan.gov/Literacy

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June 2026

Today’s Slide Deck:

MDE’s Dyslexia Handbook:

PACING recommendations:

60 mins-no videos, no 80% activity; large key idea content only; 25 minutes through Ch 4; 5 mins Pause & Ponder/Q & A. 25 mins to end; 5 mins PP/QA.

Brief overview of part 1; dig deeper in newer content MTSS framework and K-12 charts.

90 mins-1 video, 80% activity; key ideas: 35 mins to Ch 4; 10 min Pause and Ponder 1/Break; 35 mins to end; 10 min Pause & Ponders & Q & A

120 mins-same as 90 but build in more Pause and Ponder team time, dig a bit deeper based on audience

S1: Project as participants get settled in and ready if not using the pre-survey.

Hello, and thank you for joining us for the K-12 Literacy & Dyslexia Law presentation. The link shown on your screen will take you to a copy of the slide deck we’re using today. You can also find this slide deck published and available for download on the Literacy Professional Learning web page directly below the link you used to access this presentation.

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Office of Curriculum & Instruction (OCI)

Office of Curriculum and Instruction (OCI) was formed in January 2026, within the Division of Assessment, School Improvement, and Systems Support (DASISS). Dr. Jennifer Saylor is the director of OCI.

Literacy Unit:

Education Experiences Unit:

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Meet the OCI Literacy Unit Team!

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October 2026

www.michigan.gov/literacy

Dr. Jennifer Saylor DeNesha Rawls-Smith Tykeisha Allen Johnny B Allen

OCI Director Literacy Unit Manager Secretary Marketing Analyst

Kellie Flaminio Katy Dennis Shalessa Ebron Jessica Raber

Grants Coordinator Literacy Consultant Literacy Consultant Literacy Consultant

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MDE Strategic Goals

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Expand early childhood learning opportunities
Improve early literacy achievement
Improve the health, safety, and wellness of all learners
Expand secondary learning opportunities for all students
Increase the percentage of all students who graduate from high school
Increase the percentage of adults with a post-secondary credential
Increase the numbers of certified teachers in areas of shortage
Provide adequate and equitable school funding

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Objectives

Outline MDE and District requirements of PA 146
Provide an overview of the MDE MI Dyslexia Handbook
Show MTSS Framework, handbook & PA 146 alignment
Share technical assistance offerings
Model “Train the Trainer” Professional Learning approach

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K-12 Literacy & Dyslexia Law (PA 146)

Governor Whitmer signed Public Acts 146 & 147 into law on October 10, 2024, with the goal of improving reading outcomes for K-12 learners, impacting in-service (PA 146) and pre-service (PA 147) teachers
Referred to as MCL 380.1280f, K-12 Literacy and Dyslexia Law; Public Act 146 (PA 146)

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*The law is not focused on diagnosing learners with dyslexia*

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MDE Requirements

Provide a list screening and progress monitoring assessments
Publish a list of Tier 1 reading curricula and materials
Provide Technical Assistance (TA)

Understanding dyslexia
Structured literacy
Evidence-based instructional methods
Selection/use of approved assessments
Individual Reading Improvement Plans (IRIPs)

Update and/or create a K-12 coaching model in progress

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District Requirements

Select assessments from MDE approved list K-3 required; 4-12 optional
Implement evidence-based assessment and instructional practices
Implement English learner requirements
Provide assurance to MDE that all educators providing reading instruction have received required professional development outlined in Section 7(a-f)

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S1:

� As the implementation of PA 146 is a collective, shared responsibility to support Michigan students’ literacy success, alongside the Michigan Department of Education, each Michigan DISTRICT has REQUIREMENTS to fulfill as part of the law.

� Beginning in the 2027-2028 school year, districts will be required to do the following: (READ SLIDE)

NEW: Selecting assessments from the list IS required; selecting curriculum resources from the list is NOT required, but highly recommended to align with reading science. Districts can also vet their current resources using tools such as The Reading League; Curriculum Evaluation Guide and the EdReports 2.1 review tools. This is not the district’s job to do alone, MDE has already begun, and will continue building technical assistance opportunities and offerings to support this work.

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https://bit.ly/MI-DHB

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MI Dyslexia Handbook

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Chapter 4: Reading Science-pg7

Action Steps

Chapter 5: MTSS: A Framework to Meet the Individual Needs and Assets of the Whole Child-pg18

Action Steps

Chapter 6: Professional Learning and Implementation Supports-What Districts Can Do-pg32

Action Steps

Chapter 7: Eligibility for Special Education Services-pg35

Action Steps

Chapter 1: Purpose-pg1

Action Steps

Chapter 2: Introduction-pg2

Action Steps

Chapter 3: Understanding Dyslexia-pg3

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Chapter 1

Purpose & Dyslexia Definition

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International Dyslexia Association: Dyslexia Definition - Updated 2025

Dyslexia is a specific learning disability characterized by difficulties in word reading, and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges.

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International Dyslexia Association: Dyslexia Definition - Updated 2025

Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges.

Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.

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Chapter 2

Introduction

*Action Steps

*More Information pg. 2

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Chapter 3

Understanding Dyslexia

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Understanding Dyslexia;

Myths vs. Facts pg 5

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�Brain Patterns pg.3�

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S1: “If you join me in turning to page 3 of your Dyslexia Handbook, this slide shows the brain activation patterns of two readers: the image on the left represents that of a person with dyslexia, and the image on the right represents that of a typically developing reader.

The left hemisphere of the brain is impacted most and is responsible for:

Manipulating the sounds in a language;
Mapping spoken sounds to print;
Instantly recognizing printed words

You can see that the areas of the brain being activated are basically opposite between these two readers.

Our non-dyslexic reader on the right is using those areas of the brain that correspond to phoneme/grapheme association and phonological and orthographic processing to make meaning of the words they read and write.

The other image shows that, for a reader with characteristics of dyslexia, they aren't engaging those areas of the brain much and instead they're relying on other areas of the brain to compensate.

So, these children are actually using strategies other than tending to letters and sounds, to get by.

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Research has shown that

effective instruction and instructional practices

can change the brains of dyslexic learners

to resemble those without.

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Chapter 4

Reading Science-Informing What to Teach

Pgs 7-17

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Science of Reading

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Mississippi Department of Education, 21, slide 17

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Reading Strategy Focus

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Mississippi Department of Education, 2021, slide 18

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The Pathway to Reading

Sound City, Meaning Mountain, & Vision Village

�Dr. Carolyn Strom

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The Reading Brain pg.8

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Simple View of Reading pg. 10

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Reading Science-pg. 11

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S1: Watch 40:00-51.41 (use 1.15 speed if time is limited) from the The Reading Brain webinar with Dr. Kim St. Martin as an alternative to the Dr. Strom video

If video is not shown:

Next we have the Reading Learning Progress graphic which is an adaptation of Scarborough’s Reading Rope. Skilled reading for all learners, but especially those with characteristics of dyslexia, reading instruction should focus on the STRUCTURE of our language system, or structured literacy.

Structured language and literacy are reading approaches that focus on teaching the structure of our language system including word recognition strands and language comprehension strands of the reading rope.

It consists of 3 overall domains:

At the top you see the word-recognition strands

(phonological awareness, decoding, and print concepts) work together as the reader becomes accurate, fluent, and increasingly automatic with repetition and practice.

Concurrently, the language-comprehension strands in the middle

(background knowledge, oral language, and cognitive skills like inference and monitoring comprehension) reinforce one another and then weave together with the word-recognition strands to produce a skilled reader.

At the bottom you see the Reading Comprehension strand.

This shows how a reader moves from listening to reading comprehension and the various skills , like text structure, syntax, and comprehension monitoring, that are developing.

It’s important to note that this does not happen overnight; it requires instruction and practice over time.”

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Characteristics of Dyslexia

pg. 15

Language, Reading and Behavioral Characteristics that could be indicative of dyslexia.

��

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Table 1. Potential Reading Difficulties by Grade-Level Bands.

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Pause and Process�1

Consider all we have covered to this point,
Ponder what may already be in place, or needs to be put into place to support this shift.

Next: MTSS

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BREAK

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EXPLORE-PA 146/147 FAQ

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To dig deeper into your questions around PA 146 and 147:

Go to MDE Literacy website Michigan.gov/Literacy
K-12 Literacy and Dyslexia Law subpage

Public Acts 146 and 147 FAQs Updated 5/7/26

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Chapter 5

MTSS

pgs 18-31

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MTSS: A Framework pg.18

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MTSS Framework

Component 1:

Team-Based Leadership

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TEAMS START HERE:

District and School leadership teams

“An active, organized, knowledgeable and representative group exists to provide whole child supports, remove barriers, coordinate, and evaluate activities for the district in alignment with the broader education system.”
MDE MTSS Practice Profile-take stock
R-TFI for elementary and secondary

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S2:

Team-based leadership ensures that your team consists of a variety of stakeholders
Definition cited from MDE Practice Profile

Desired outcomes: Teams (district, building, and educator) that collaborate and communicate contribute to the alignment and cohesion across the education system. The alignment and cohesion of leadership teams creates sustainable, scalable, and engaging school climates to support successful implementation of MTSS and learner achievement

The MiMTSS Technical Assistance Center has a couple resources you may find helpful as you go back and look at your own MTSS systems. The first is the MDE MTSS Practice Profile, which is a tool to be used with a team to self-reflect on your overall MTSS system.
The second is the Reading-Tiered Fidelity Inventory, designed to show any gaps that may exist in your tiered instruction and is specific to literacy.

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MTSS Framework

Component 2:

Tiered Delivery

System

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MTSS: Effective Class-Wide

Reading Instruction

Tier 1: Class-wide instruction. Maximize instructional time through empirically proven curricular resources and instructional routines/strategies to teach foundational word reading skills and comprehension.

Elementary pg. 21-22
Secondary pg. 22-23

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S2:

Knowledge of Reading Science affords teachers the ability to effectively plan instruction at ALL tiers, because we have research that shows the most effective instructional and assessment strategies.
Tier 1 whole group instruction should be designed to meet the needs of ALL learners. In the early grades, this means both the foundational skills (as appropriate to the grade level) AND comprehension skills are being taught. Instruction should include concise language and I Do, We Do, You Do gradual release of responsibility, with LOTS of opportunity for practice and feedback. Cumulative review is incorporated so children can practice the skills that were taught previously. While instruction in the foundational skills lessen as children become proficient readers, comprehension skills are taught on up through grade 12. This is done through exposing children to quality texts, and scaffolding instruction to make the more difficult texts accessible to all learners. At the secondary level, developing students’ reading and writing skills in all core classes develops the critical thinking skills necessary to comprehend a wide range of texts, while it increases students’ understanding of content being taught in those classes. In your Dyslexia Handbook you’ll find a section in chapter 5 devoted to effective Tier 1 instruction at the elementary and secondary levels.
High-quality, evidence-based tiered instruction in Tiers 1 & 2 reduce the number of students needing Tier 3 supports and may even reduce the number of special education referrals.

Audience: Read pages pertaining to them.

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MTSS to Support All Learners

PA 146 outlines the features of Tier 1, class-wide reading instruction:

“...curriculum resources, and instructional methods for teaching decoding and word recognition using a code-emphasis instructional approach."

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S2:

A Multi-Tiered System of Support (MTSS) framework is embedded in PA 146 and directly mentions those three distinct tiers of instructional support in addition to the data, systems, or procedures and processes, and evidence-based practices to meet the individual needs and assets of the whole child (pupil) at all achievement levels.

MTSS was already written into Read by Grade Three. The K-12 Literacy/Dyslexia law outlines language specific to preventing dyslexia characteristics; in particular, instructional methods to teach decoding and word recognition. The rationale for this goes back to the dyslexia definition and characteristics we previously discussed earlier in this section. The primary consequences of dyslexia are difficulty in accurately reading words and text, decoding, and spelling. PA 146 defines a "code-emphasis instructional approach" is to be used.

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Code-Emphasis

Instructional Approach pg.21

"Code emphasis means direct, explicit instruction on the code system of written English at the sound, syllable, morpheme, and word level so pupils develop automaticity in accurate sound-symbol associations used for word recognition and for developing a robust sight-word vocabulary"

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S2:

"The code system of written English" is one phrase in the definition people have asked to explain. To speak English, there are 44 sounds (phonemes) that are represented by the 26 letters of the alphabet either as individual letters or letter combinations. Phonics instruction involves teaching the relationship between sounds and the letters used to represent the sounds.

Another question we receive is around teaching the code system of written English at the morpheme level. This refers to the smallest meaningful unit of language. For example, if you saw the PA 146 webinar, the example "cats" was used. This word contains 4 letters, 4 phonemes, 1 syllable, and 2 morphemes: the words “cat” which is an unbound morpheme, meaning it can stand alone and have meaning. The -s at the end of the word would be the second morpheme, because it also has meaning: it means “more than one.” That would be classified as a bound morpheme because it has to be attached, in this case to the word cat, to have meaning.

Chapter 5 in the MI Dyslexia Handbook outlines instructional elements of code-emphasis phonics and word recognition lessons. The components addressed here also align with the LETRS Unit 3 "General Phonics Lesson Plan."

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Structured Literacy pg. 12 & 32(w)

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32(w): “Structured literacy” means systematic, direct, explicit, cumulative, and diagnostic instruction that integrates listening, speaking, reading, and writing and emphasizes the structure of language across

the speech sound system (phonology);
the writing system (orthography);
the structure of sentences (syntax);
the meaningful parts of words (morphology);
the meaning of words, phrases, sentences, & text (semantics);
& the processing of oral and written discourse.

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IDA

Structured Literacy

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International Dyslexia Association (IDA) Structured Literacy Infographic (2025)

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Instructional Methods and Curriculum Resources Must Not Include continued 23ciii

23c(iii)

Prompting pupils to guess unknown words using pictures and illustrations.
Skipping over an unknown word or words to use the meaning of the passage to recognize the unknown word or words.
Identifying only the first sound of an unknown word and then being prompted to guess the word using the word's initial sound and the meaning of the text surrounding the word.
Memorizing a word in its written form.
Using predictable text and leveled text to provide initial word recognition instruction and practice in reading new learned letter-sound correspondences.

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S3:

Since there are so many ways to combine letters to represent the speech sounds of our language and ultimately represent words in text that our learners read in core subjects using ways that divert attention from the letter/sound combinations to unlock the code of written English are problematic. A through E on this slide outline the things that are in essence work arounds to successfully reading words on the page.

I want to also mention that the law is NOT all about phonics. It is the case that the primary consequences of dyslexia (thinking back to the definition) are difficulties being able to accurately or fluently recognize words and by poor spelling and decoding abilities. But there are secondary consequences as well (part 2 of the dyslexia definition). Some of those secondary consequences are comprehension difficulties, reduced vocabulary, and reduced reading experiences. We want to ensure all of our learners have the necessary skills and processes to access a variety of text, across different genres and achieve a life-long love of reading.

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Tier 1 Class-wide Instruction

K-3

Tier 1 K-12 plus:

Consider K-5 approved list of Evidence-based, Tier 1 Class-wide Curricula

K-12

Evidence-based reading instruction & curriculum materials
Instruction aligned with Structured Literacy & Science of Reading (SOR)
Focus on pupil’s mastery of reading skills in all disciplines
Code-emphasis approach
23c (iii) requirements for decoding instruction & materials
Tier 1 instructional data helps inform students that need additional support in Tiers 2 or 3

4-12

Tier 1 K-12 plus:

Any educator, in any discipline, who uses literacy materials during instruction.

“Thus, every teacher is a teacher of literacy.”

-MDE Disciplinary Literacy Teacher Prep Standards (2024)

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S2:

PA 146 is a law that pertains to grades K - 12. This Venn diagram is designed to show the responsibilities within 2 grades bands: K - 5 (elementary), and 6 - 12 (secondary). The differences in Tier 1 instruction are that, for grades K - 5, we have published a list of vetted evidence-based, Tier 1 curricula to be used for class-wide instruction and all teachers within these grades are classified as educators who provide reading instruction. At grades 6 - 12, school or district leadership will determine which educators are classified as those “providing reading instruction” pertaining to the law.

In all grade-levels, the law outlines specific components of evidence-based instruction that must be followed when delivering reading instruction:

the use of evidence-based reading instruction and curriculum materials
a focus on pupil’s mastery of reading skills
instructional materials and methods must be aligned with Science of Reading
compliance with the non-negotiables of Section 23c(iii) - we’ll talk about the specifics of that in a later slide
the use of Tier 1 instructional data to help determine students who may need support in tiers 2 or 3.

MDE DL Teacher Prep Standards for 5-9 and 7-12 (2024)

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MTSS: Intensifying Instruction

Tier 2: Supplemental instruction in small, homogenous groups.

Tier 3: Intended to accelerate reading outcomes for learners in general education before referral to special education and for learners identified with disabilities.

Instructional Principles to Support Students with Characteristics of Dyslexia pg. 18-20

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S2:

UPDATES: Call our Intensifying Literacy Instruction - add QR code??

P.A. 146 contains language about curriculum and instructional methods. There is also language in the legislation specifically about Tiers 2 and 3.
Section 10 outline ways to adapt instruction so it is more robust to accelerate literacy outcomes, such as daily, targeted small group or 1:1 interventions, ongoing progress monitoring, and intensive, adaptive, and robust support.
Tier 2 instruction is delivered in small groups. Those groups are comprised of children with similar learning needs. A key component here is frequent progress monitoring to ensure that instruction is effective. Interventions should be chosen from the school or district intervention platform. Hallmarks of quality interventions include things like empirically validated curricula materials, teacher modeling, opportunities for students to practice skills and receive feedback, and high levels of engagement.
Tier 3 instruction is for those learners not responding as anticipated to Tiers 1 and 2. These are very small groups or possibly even 1:1 instruction. This is the most intensive and individualized level of instruction and is intended to accelerate reading outcomes. Thinking back to all the components of the MTSS framework, this is a great example of where you would expect to see every facet of the framework come in to play. In addition to the tiered instruction, you should also be relying on your assessment system to incorporate data-based decision making, incorporating a team-based approach as you make decisions, and, of course, using high-quality materials & instruction to provide interventions and supports. The entire team (including parents) should be involved in making decisions for these students and considering factors such as the type of intervention, frequency of delivery, necessary instructional adjustments, and goal setting.

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Intervention Programming

K-3:

Same expectations K-12

K-12

Evidence-based
Consistent w/Structured Literacy
Program must have proven results within same school year
More dedicated time than previous school year
Daily, targeted
small group or 1:1
Explicit & Systematic instruction
Ongoing Progress monitoring
Must have an IRIP

4-12

Same expectations K-12

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S2:

PA 146 is a law that pertains to grades K - 12. This Venn diagram is designed to show the responsibilities within 2 grades bands: K - 5 (elementary), and 6 - 12 (secondary). The differences in Tier 1 instruction are that, for grades K - 5, we have published a list of vetted evidence-based, Tier 1 curricula to be used for class-wide instruction and all teachers within these grades are classified as educators who provide reading instruction. At grades 6 - 12, school or district leadership will determine which educators are classified as those “providing reading instruction” pertaining to the law.

In all grade-levels, the law outlines specific components of evidence-based instruction that must be followed when delivering reading instruction:

the use of evidence-based reading instruction and curriculum materials
a focus on pupil’s mastery of reading skills
instructional materials and methods must be aligned with Science of Reading
compliance with the non-negotiables of Section 23c(iii) - we’ll talk about the specifics of that in a later slide
the use of Tier 1 instructional data to help determine students who may need support in tiers 2 or 3.

MDE DL Teacher Prep Standards for 5-9 and 7-12 (2024)

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Intervention programming 10b

10b: For grade 3 pupils exhibiting a reading deficiency as determined by the pupil’s teacher through the screening assessment and other assessments selected by the school district or public school academy under subsection (9)(a) and for pupils in grades K to 12 who are receiving increasingly intensive tier 2 and tier 3 support as described in subsection (23)(g), a reading intervention program intended to correct the identified area or areas of reading deficiency and that includes all of the following features as needed by the individual pupil:

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Intervention programming continued

(i) Is evidence-based, is consistent with structured literacy, and has proven results in accelerating pupil reading achievement within the same school year.

(ii) Provides more dedicated time than the pupil’s previous school year in evidence-based reading instruction and intervention.

(iii) Provides daily targeted small group or 1-to-1 reading intervention based on pupil needs as determined by assessment data, including explicit and systematic instruction with more detailed and varied explanations, modeling and examples, and more extensive opportunities for guided practice incorporating error correction and feedback for pupils to develop mastery.

(iv) Provides administration of ongoing progress monitoring assessments to frequently monitor pupil progress.

(v) Provides a written description of the pupil’s individual reading intervention program in the pupil’s individual reading improvement plan [IRIP]…

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What is in an IRIP? 10b(v)

10b(v) Provides a written description of the pupil’s individual reading intervention program in the pupil’s individual reading improvement plan, including at least all of the following:

(A) Quarterly and annual learning goals that describe how and when the pupil is expected to progress from the pupil’s current reading proficiency level to grade level proficiency.
(B) The name, if any, type, content, frequency, and duration of evidence-based interventions, curriculum resources, and assessments that will be utilized, and the extent to which these conform to best practices identified by the department for addressing the pupil’s specific identified reading difficulties.
(C) A summary of why the intervention resources and evidence-based practices selected for the pupil’s individual reading intervention are best suited to address the pupil’s particular needs. continued…

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What is in an IRIP? continued 10b(v)

(D) A description of the assessment data and the pupil’s assessment scores that will be used to monitor the pupil’s progress under subparagraph (iv) and adaptations to the intervention instruction that will be provided based on feedback from the assessments.
(E) Information about adjustments that may be made to intensify the intervention instruction as needed.
(F) The pupil’s unique identifier.
(G) A date by which the pupil’s teacher, school principal, parent or legal guardian, and other appropriate school staff shall annually review and update the pupil’s individual reading improvement plan, including reviewing if the learning goals have been met or when the learning goals will be met.

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IRIP Team 9b

9b: The individual reading improvement plan must be created by:

Pupil’s Teacher,
School Principal, and
Parent/Legal Guardian and
Pertinent School Personnel (e.g. interventionist, special education teacher, reading specialist)

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Who needs an IRIP?

K-3:

Same expectations K-12

K-12

Any student in K-12 based on need, with a reading deficiency, according to screening measures, characteristics of dyslexia or secondary consequences.
Any student receiving increasingly intensive tier 2 and tier 3 support as described in subsection (23)(g)

4-12

Same expectations K-12

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S2:

PA 146 is a law that pertains to grades K - 12. This Venn diagram is designed to show the responsibilities within 2 grades bands: K - 5 (elementary), and 6 - 12 (secondary). The differences in Tier 1 instruction are that, for grades K - 5, we have published a list of vetted evidence-based, Tier 1 curricula to be used for class-wide instruction and all teachers within these grades are classified as educators who provide reading instruction. At grades 6 - 12, school or district leadership will determine which educators are classified as those “providing reading instruction” pertaining to the law.

In all grade-levels, the law outlines specific components of evidence-based instruction that must be followed when delivering reading instruction:

the use of evidence-based reading instruction and curriculum materials
a focus on pupil’s mastery of reading skills
instructional materials and methods must be aligned with Science of Reading
compliance with the non-negotiables of Section 23c(iii) - we’ll talk about the specifics of that in a later slide
the use of Tier 1 instructional data to help determine students who may need support in tiers 2 or 3.

MDE DL Teacher Prep Standards for 5-9 and 7-12 (2024)

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Reading Deficiency 32(q)

Any student who exhibits a reading deficiency:

32(q) “Reading deficiency” means:

scoring below grade level or
being determined to be at risk of not meeting grade-level reading expectations based on

a screening assessment,
standardized summative assessment, or
progress monitoring.

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Assessment scores for IRIPs

While districts may have set their own IRIP cutoffs in the past, the currently approved K-3 and recommended 4-12 assessment list will work differently…

A student must be “proficient/at grade level” on the screener

districts will have to shift to that screener’s percentile range as their cutoff

Each vendor can share their percentile range for “proficient/at grade level”

for both the composite and elements scores

Interview vendors - it is important to ask them for that range

also ask how that range correlates with proficiency on the state assessment (M-STEP)

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Pause and Process�2

OPTIONAL: If time permits, split into K-3 and 4-12 groups, use chart paper or sticky notes.
Discuss Intervention programming & IRIPs

Current status
Shifts needed
Who do you need to share this with?

Group share out

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MTSS Framework

Component 3:

Selection & Implementation

of Instruction, Intervention and Supports

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Committee for Literacy Achievement (CLA)

Invitation to apply to CLA

Blind application review
Workgroups assigned based on application responses (experience and expertise)
Tier 1 Curriculum Materials, Assessment, and Professional Learning Review Teams were trained in nationally vetted review processes and tools
CLA reviews for: 35m, PA 146 & PA 26

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Tier 1 Curricula &

Assessment Reviews

Each submission was reviewed independently by 3 reviewers
Consensus scoring meetings were conducted
Results released privately to vendors, then field
Office Hours held to provide vendor feedback
Ongoing review cycles continue through Dec. 2026

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MTSS Framework

Component 4:

Comprehensive Screening & Assessment System

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Universal Screening pg.24-29

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1. Gersten et al., 2008; Petscher et al., 2019

Assessment Types

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K-3 Assessment Requirements 32u

Utilize reliable and valid screening and progress monitoring assessment measures for:

MUST:

Phonemic awareness
Letter-sound correspondences
Single-word reading
Nonsense word reading
Rapid automatized naming

MAY:

Oral passage reading fluency
Comprehension assessment (retelling, cloze reading procedure)

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4-12 Assessment Requirements 15d

Only adolescents who demonstrate any of the following need a screening assessment to confirm dyslexia characteristics:

Escape or avoidance behaviors when asked to engage in reading or writing activities
Effortful or laborious reading
Reading-comprehension difficulties caused by inaccurate or inefficient word reading
Significant spelling or encoding (writing) difficulties not caused by fine or visual motor difficulties
Low performance on approved English language arts standards.
Low performance on approved standardized literacy assessments
A demonstrated reading deficiency

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4-12 Assessment Requirements continued

4-12th grade students who demonstrate any of the indicators listed on the previous slide must be screened

If there is a reading deficit then, students will need reading intervention programming within the MTSS framework, an IRIP, Read-at-Home plan and will need to be screened at least three times per year. 10a(ii) Periodically screens each pupil’s reading skills at least 3 times per year and monitors the progress of each pupil’s reading skills as recommended by the progress-monitoring assessment guidelines provided under subsection (4).

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Assessments

K-3:

MUST ASSESS:

All K-3 students 3x a year using an approved screener in

Phonemic awareness
Letter-sound correspondences
Single-word reading
Nonsense word reading
Rapid automatized naming

MAY ALSO ASSESS:

Oral passage reading fluency
Comprehension (retelling, cloze)

K-12

Any student receiving intervention services must be screened 3x a year.

Grades 1-12: within first 30 days
Kindergarten:within 1st 90 days

4-12

MUST ASSESS:

3x a year for any 4-12 student who exhibits dyslexia characteristics per PA 146: 10a, 15d (see previous slides)

MAY:

Select from 4-12 screening list

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S2:

PA 146 is a law that pertains to grades K - 12. This Venn diagram is designed to show the responsibilities within 2 grades bands: K - 5 (elementary), and 6 - 12 (secondary). The differences in Tier 1 instruction are that, for grades K - 5, we have published a list of vetted evidence-based, Tier 1 curricula to be used for class-wide instruction and all teachers within these grades are classified as educators who provide reading instruction. At grades 6 - 12, school or district leadership will determine which educators are classified as those “providing reading instruction” pertaining to the law.

In all grade-levels, the law outlines specific components of evidence-based instruction that must be followed when delivering reading instruction:

the use of evidence-based reading instruction and curriculum materials
a focus on pupil’s mastery of reading skills
instructional materials and methods must be aligned with Science of Reading
compliance with the non-negotiables of Section 23c(iii) - we’ll talk about the specifics of that in a later slide
the use of Tier 1 instructional data to help determine students who may need support in tiers 2 or 3.

MDE DL Teacher Prep Standards for 5-9 and 7-12 (2024)

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English Learner (EL) requirements Section 20-21

PA 146 EL Requirements:

(20) English Language learners scoring “entering” or “beginning” [1.0-2.9] level on state-required language proficiency assessment (WIDA) are not required to be screened for characteristics of dyslexia and difficulties in learning to decode UNLESS school staff determine that the pupil appears to demonstrate characteristics of dyslexia that are not due to language transference or limited English proficiency.
(21) English language learners scoring “developing or higher” [3.0-higher] must be screened for characteristics of dyslexia and difficulty decoding as appropriate for the pupil’s grade level and must include spelling skills, phonemic awareness in the pupil’s native language, and oral reading fluency in the pupil’s native language.

EL Resources:

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MTSS Framework

Component 5:

Data-Based

Decision Making

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Data-Based Decision Making pg. 29-30

Data Analysis for Continuous Improvement (pg. 29)

School Leadership Team
Grade-Level Team
Multidisciplinary Team

* Each team uses specific types of data with the goal of continuous growth and improvement

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Types of Data Sources

K-3:

MUST ASSESS:

All K-3 students 3x a year using an approved screener in

Phonemic awareness
Letter-sound correspondences
Single-word reading
Nonsense word reading
Rapid automatized naming

MAY ALSO ASSESS:

Oral passage reading fluency
Comprehension (retelling, cloze)

K-12

Any student receiving intervention services must be screened 3x a year.

Grades 1-12: within first 30 days
Kindergarten:within 1st 90 days

4-12

SOURCES TO CONSIDER:

State Assessments

M-STEP
PSAT/SAT
District Assessments
Universal Screener/Benchmark
Classroom/Tier 1 data
Intervention data
Parent/Guardian input
Observations

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S2:

PA 146 is a law that pertains to grades K - 12. This Venn diagram is designed to show the responsibilities within 2 grades bands: K - 5 (elementary), and 6 - 12 (secondary). The differences in Tier 1 instruction are that, for grades K - 5, we have published a list of vetted evidence-based, Tier 1 curricula to be used for class-wide instruction and all teachers within these grades are classified as educators who provide reading instruction. At grades 6 - 12, school or district leadership will determine which educators are classified as those “providing reading instruction” pertaining to the law.

In all grade-levels, the law outlines specific components of evidence-based instruction that must be followed when delivering reading instruction:

the use of evidence-based reading instruction and curriculum materials
a focus on pupil’s mastery of reading skills
instructional materials and methods must be aligned with Science of Reading
compliance with the non-negotiables of Section 23c(iii) - we’ll talk about the specifics of that in a later slide
the use of Tier 1 instructional data to help determine students who may need support in tiers 2 or 3.

MDE DL Teacher Prep Standards for 5-9 and 7-12 (2024)

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Chapter 6

Professional Learning

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Who Needs

Professional Development?

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“Literacy-an issue that touches all” -Jan Frohlich

Professional development needs to expand beyond K-3 educators to include any K-12 staff delivering reading or intervention instruction such as:

K-12 teachers using reading materials during instruction
K-12 special education teachers
K-12 coaches, interventionists and administrators
Pre-Kindergarten teachers (Ex. Young 5’s)
K-12 ancillary staff

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District PD Requirements Section 7a-f

7: Any K-12 staff delivering reading instruction [in all disciplines] and intervention must be trained in:

Characteristics of dyslexia
Secondary consequences of dyslexia
Instructional adjustments to meet students needs
Infrastructure to meet needs using an MTSS framework
Evidence-based instructional methods & interventions
Science of Reading & Structured Literacy principles

7a-f: PA 146 Professional Learning Resources

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W

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MDE Coaching Model Requirement 1b(i-iii)

Sec. 1280f. (1) 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…

1(b)(i) focuses on the content of a literacy coaching model.
1(b)(ii) focuses on what literacy coaches shall support teachers in using and doing.
1(b)(iii) outlines what a literacy coach must not do.

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MDE Coaching Model continued 1b(i-iii)

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PHASE 2

Establish the K-12 Literacy Coaching Model Committee (LCMC)
Training for the LCMC

legislation, biases, inter-rater reliability, etc.

Review existing K-12 Literacy Coaching Models
Potential recommendation of an existing K-12 Literacy. Coaching Model to the MDE

PHASE 3

MDE & LCMC review trainings from Phase 2

legislation, biases, inter-rater reliability, etc.

Create a K-12 Literacy Coaching Model aligned with PA 146

PHASE 4

Final release of K-12 Literacy Coaching Model(s) to the field
Offer supporting resources

webinars, MiMTSS TA Center, etc.

PHASE 1

Internal to MDE
Read and understand PA 146
Determine requirements
Prioritize timelines
Increase foundational and extensive knowledge and capacity
Develop external collaboration

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MDE Technical Assistance

MDE Literacy website:

K-12 Literacy and Dyslexia Law webpage
Professional Learning webpage
Literacy Grants webpage

LETRS: Language Essentials for Teachers or Reading and Spelling-meets structured literacy training requirements

MDE OEAA Assessment Spotlight June 2026

Balanced Assessment Systems, Assessment Literacy PL

MDE-Literacy-Dyslexia@Michigan.gov

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MiMTSS PL & Technical Assistance

MiMTSS TA Center Online Professional Learning

Topics include, but are not limited to

MTSS Implementation TA NEW!
Family Partnerships literacy sessions
Intensifying Literacy Instruction ISD Capacity Building Series
Secondary Literacy Intervention Series
Explicit Instruction Power Hour
Supporting LETRS Implementation: Power Hour
MiMTSS Dyslexia Summit
Email: info@mimtss.org

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Pause and Process�3

Identify the individuals on your staff who will need professional learning.

How might you provide professional development on the topics required by the K-12 LDL?

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Chapter 7

Special Education

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Special Education pgs 35-36*

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MARSE

Michigan Administrative Rules for Special Education consults for criteria and required members of a multidisciplinary evaluation team

Child Find

obligation under the Individuals with Disabilities Education Act (IDEA) to identify, locate, and evaluate learners with disabilities who have or may need special education and related services

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Special Education Resources

Office of Special Education Information Line:

888-320-8384 or mde-ose@michigan.gov

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Stay Updated!

MDE Literacy Website

Michigan.gov/Literacy

Literacy ListServ

Sign up through Govdelivery

https://public.govdelivery.com/accounts/MIMDE/subscriber/new?topic_id=MIMDE_234

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Pause and Process�4

Consider next steps or where to begin.

How will you share this information with key stakeholders?

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THANK YOU!

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MDE-Literacy-Dyslexia@michigan.gov