Michigan § 388.1635a.amended - Professional development; allocations; literacy coaches; professional development programs; professional learning opportunities; definitions.

(1) From the appropriations in section 11, there is allocated for 2026-2027 an amount not to exceed $77,500,000.00 from the state school aid fund and an amount not to exceed $50,000,000.00 from the educator fellowship public provider fund for the purposes of this section. It is the intent of the legislature that, for 2027-2028, the allocation from the state school aid fund money appropriated in section 11 for the purposes described in this section will be $52,500,000.00. The superintendent shall designate staff or contracted employees funded under this section as critical shortage. For each fiscal year in which funding is allocated under this section, the superintendent of public instruction shall do both of the following:

(a) Report in person to the house and senate appropriations subcommittees on school aid regarding progress on literacy and be available for questioning as prescribed through a process developed by the chairs of the house and senate appropriations subcommittees on school aid.

(b) Submit a written report to the house and senate appropriations subcommittees on school aid regarding progress on literacy. The report described in this subdivision must include the number of literacy coaches supported by funding provided under subsection (2), including the number of coaches supported in each intermediate district, and the percentage of supported coaches that have received, or are in the process of receiving, professional learning by the approved provider described in subsection (5).

(2) From the state school aid fund money allocated under subsection (1), there is allocated an amount not to exceed $52,500,000.00 for 2026-2027 for the purpose of providing literacy coaches at intermediate districts to assist teachers in developing and implementing instructional strategies for pupils in grades pre-K to 5 so that pupils are reading at grade level by the end of grade 3. All of the following apply to funding under this subsection:

(a) The department shall develop an application process consistent with the provisions of this subsection. An application must provide assurances that literacy coaches funded under this subsection are knowledgeable about at least the following:

(i) Current state literacy standards for pupils in grades pre-K to 3.

(ii) Implementing an instructional delivery model based on frequent use of formative, screening, and diagnostic tools, known as a multi-tiered system of supports, to determine individual progress for pupils in grades pre-K to 5 so that pupils are reading at grade level by the end of grade 3.

(iii) The use of data from diagnostic tools to determine the necessary additional supports and interventions needed by individual pupils in grades pre-K to 5 to read at grade level.

(b) From the allocation under this subsection, the department shall award grants to intermediate districts for the support of literacy coaches. The department shall provide this funding in the following manner:

(i) The department shall award each intermediate district grant funding to support the cost of 4 literacy coaches in an equal amount per literacy coach, not to exceed $125,000.00.

(ii) After distribution of the grant funding under subparagraph (i), the department shall distribute grant funding for additional literacy coaches in an amount not to exceed $125,000.00 per literacy coach. The department shall ensure that each intermediate district receives funding for at least 1 additional literacy coach compared to the number of coaches funded under this section in 2025-2026.

(iii) If funding under this subsection remains available after the distributions in subparagraphs (i) and (ii), the department shall distribute the remaining funds based on the percentage of the total statewide number of pupils in grades K to 3 who meet the income eligibility standards for the federal free and reduced-price lunch programs who are enrolled in districts in the intermediate district. Funds may be distributed under this section only after the department ensures that no intermediate district receives funding for fewer literacy coaches in 2026-2027 compared to the number of coaches for which the intermediate district received funding in 2025-2026.

(c) If an intermediate district that receives funding under this subsection uses an assessment tool that screens for characteristics of dyslexia, the intermediate district shall use the assessment results from that assessment tool to identify pupils who demonstrate characteristics of dyslexia.

(d) All literacy coaches funded under this subsection must have already received, or be making progress toward receiving, professional learning by the approved provider described in subsection (5).

(e) To be eligible to receive funding under this subsection, an intermediate district must provide the department with a list by September 1 of the immediately preceding fiscal year containing contact information for all literacy coaches funded under this subsection, in a form and manner determined by the department. An intermediate district shall communicate any personnel changes and changes to contact information for literacy coaches funded under this subsection to the department within 30 days of the personnel change or change in contact information.

(f) The department shall develop a coaching evaluation framework to be implemented in alignment to the literacy coaching model described in section 1280f of the revised school code, MCL 388.1280f.

(g) All literacy coaches funded under this subsection must comply with the requirements described in section 35o.

(3) If a district or intermediate district expends any funding received under subsection (2) for professional development in research-based effective reading instruction, the district or intermediate district shall select a professional development program from the list described in subdivision (a). All of the following apply to the requirement under this subsection:

(a) The department shall issue a request for proposals for professional development programs in research-based effective reading instruction to develop an initial approved list of professional development programs in research-based effective reading instruction. The department shall make the initial approved list public and shall determine if it will, on a rolling basis, approve any new proposals submitted for addition to its initial approved list.

(b) To be included as an approved professional development program in research-based effective reading instruction under subdivision (a), an applicant must demonstrate to the department in writing the program's competency in all of the following topics:

(i) Understanding of phonemic awareness, phonics, fluency, vocabulary, and comprehension.

(ii) Appropriate use of assessments and differentiated instruction.

(iii) Selection of appropriate instructional materials.

(iv) Application of research-based instructional practices.

(c) As used in this subsection, "effective reading instruction" means reading instruction scientifically proven to result in improvement in pupil reading skills.

(4) From the state school aid fund money allocated under subsection (1), there is allocated an amount not to exceed $25,000,000.00, and from the educator fellowship public provider fund money allocated under subsection (1), there is allocated an amount not to exceed $50,000,000.00 for 2026-2027 only to an intermediate district identified by the department for the provision of professional learning by the approved provider described in subsection (5). All of the following apply to funding under this subsection:

(a) Funds must first be used to provide the professional learning described in subsection (5) to all of the following:

(i) Pre-K to grade 5 educators that provide, support, or oversee pre-K to grade 5 reading instruction.

(ii) Special education educators.

(iii) Administrators overseeing individuals described in subparagraphs (i) and (ii).

(iv) Literacy coaches.

(v) Faculty and staff at educator preparation programs that teach reading fundamental courses.

(vi) Partners that lead regional and statewide literacy professional development, as determined by the department.

(b) If funds remain after the allocation of funds under subdivision (a), districts that establish a public goal to train all qualifying staff may receive the following:

(i) Access to personalized training and support for district-wide implementation at no additional cost to the district.

(ii) If funding is available, grants to support district-wide completion of the professional learning described in subsection (5). Eligible costs under this subparagraph include hiring substitute teachers and compensating participants for additional time.

(c) For purposes of this subsection, the approved provider described in subsection (5) must establish and manage professional learning opportunities that are open to all school personnel described in this subsection.

(5) For the provision of professional learning to the school personnel described in subsection (4), LETRS is the approved provider of professional learning as long as LETRS continues to meet all of the following:

(a) Be offered through a system of training that provides educators with the knowledge base to effectively implement any class-wide, supplemental, or intervention reading approach and to determine why some students struggle with reading, writing, spelling, and language.

(b) Provide training activities that direct educators to implement effective reading and spelling instruction supported by scientifically based research and foster a direct explicit instructional sequence that uses techniques to support teachers' independence in using their newly-learned skills with students in the classroom.

(c) Include integrated components for educators and administrators in pre-K to grade 3 with embedded evaluation or assessment of knowledge. Evaluation or assessment of knowledge under this subdivision must incorporate evaluations of learning throughout each unit and include a summative assessment that must be completed to demonstrate successful course completion.

(d) Build teacher content knowledge and pedagogical knowledge of the critical components of literacy including how the brain learns to read, phonological and phonemic awareness; letter knowledge; phonics; advanced phonics; vocabulary and oral language; fluency; comprehension; spelling and writing; and the organization of language.

(e) Support educators in understanding how to effectively use screening, progress monitoring, and diagnostic assessment data to improve literacy outcomes through prevention and intervention for reading difficulties in a multi-tiered system of supports. The multi-tiered system of supports must include at least all of the following essential components:

(i) Team-based leadership.

(ii) A tiered delivery system.

(iii) Selection and implementation of instruction, interventions, and supports.

(iv) A comprehensive screening and assessment system.

(v) Continuous data-based decision making.

(f) On a quarterly basis, report all of the following information to the department, in a form and manner prescribed by the department:

(i) The total number of individuals who have completed the required professional learning, organized by role group.

(ii) The total number of individuals who are enrolled in the professional learning, organized by role group.

(iii) The total number of individuals who enrolled but withdrew from the professional learning prior to completion, organized by role group.

(iv) The total number of individuals who enrolled but transferred to a different cohort prior to completion, organized by role group.

(v) The cost per individual to enroll in the professional learning.

(vi) The total grant funds expended for all individuals who completed or enrolled in the professional learning during the quarter reported.

(vii) The total unused grant funds for the quarter reported.

(viii) The strategies and technical assistance provided to support participant completion.

(6) As used in this section:

(a) "Dyslexia" means both of the following:

(i) A specific learning disorder that is neurobiological in origin and characterized by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities that typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

(ii) A specific learning disorder that may include secondary consequences, such as problems in reading comprehension and a reduced reading experience that can impede the growth of vocabulary and background knowledge and lead to social, emotional, and behavioral difficulties.

(b) "Evidence-based" means an activity, program, process, service, strategy, or intervention that demonstrates statistically significant effects on improving pupil outcomes or other relevant outcomes and that meets at least both of the following:

(i) At least 1 of the following:

(A) Is based on strong evidence from at least 1 well-designed and well-implemented experimental study.

(B) Is based on moderate evidence from at least 1 well-designed and well-implemented quasi-experimental study.

(C) Is based on promising evidence from at least 1 well-designed and well-implemented correlational study with statistical controls for selection bias.

(D) Demonstrates a rationale based on high-quality research findings or positive evaluation that the activity, program, process, service, strategy, or intervention is likely to improve pupil outcomes or other relevant outcomes.

(ii) Includes ongoing efforts to examine the effects of the activity, program, process, service, strategy, or intervention.

(c) "Explicit" means direct and deliberate instruction through continuous pupil-teacher interaction that includes teacher modeling, guided practice, and independent practice.

(d) "Fluency" means the ability to read with speed, accuracy, and proper expression.

(e) "Multi-tiered system of supports" means a comprehensive framework that includes 3 distinct tiers of instructional support and is composed of a collection of evidence-based strategies designed to meet the individual needs and assets of a whole pupil at all achievement levels.

(f) "Phonemic awareness" means the conscious awareness of all of the following:

(i) Individual speech sounds, including, but not limited to, consonants and vowels, in spoken syllables.

(ii) The ability to consciously manipulate through, including, but not limited to, matching, blending, segmenting, deleting, or substituting, individual speech sounds described in subparagraph (i).

(iii) All levels of the speech sound system, including, but not limited to, word boundaries, rhyme recognition, stress patterns, syllables, onset-rime units, and phonemes.

(g) "Phonological" means relating to the system of contrastive relationships among the speech sounds that constitute the fundamental components of a language.

(h) "Progress monitoring" means the assessing of students' academic performance, quantifying students' rates of improvement or progress toward goals, and determining how students are responding to instruction.

(i) "Rapid automatized naming (RAN)" means a task that measures how quickly individuals can name objects; pictures; colors; or symbols, including letters and digits, aloud, which can predict later reading abilities for preliterate children.