#TEACH

Training Educators and Creating Hope

Literacy & Dyslexia Legislation Implementation

PK–12 Literacy Continuum — Alternative Route Application & Course of Study

Submitted in alignment with Michigan’s dyslexia legislation (proposed MCL 380.1531e; Public Acts 146 & 147), addressing all required components for a dyslexia course of study effective Fall 2026.

Submitted by

#TEACH — CAEP-Accredited Alternative Route to Certification

Submitted to

Michigan Department of Education
Office of Educator Excellence

Application

Alternate Route PK–12 Literacy Continuum

Effective

Fall 2026

Prepared

June 2026

Application Package

1Narrative Response 2Assessment Rubric — #TEACH Assessment of Resident Learning 3Dyslexia Legislation Alignment Matrix ›MCL 380.1531e — Required Components ›Program Alignment — All Initial Certification Programs ›Literacy Standards & Resources ›Application Timeline 4Appendix — Course Syllabi ›SE401 — Identifying Students for Service ›E431 — Teaching Exceptional Students ›E435A — Literacy in the Elementary Classroom I ›E435B — Literacy in the Elementary Classroom II ›S436 — Literacy in the Secondary Classroom

Section One

Narrative Response

The following narrative describes how the #TEACH dyslexia course of study is sequenced, how candidates demonstrate proficiency in each required component, and how candidates and faculty are supported throughout implementation.

When do candidates begin the course of study?

Dyslexia instruction is embedded within the required course sequence during the coursework phase of the program. Candidates complete the identified coursework during the first 13 months of the program. For our general education candidates, this includes E/S E431, Teaching Exceptional Students; E435A, Literacy in the Elementary Classroom I; and E435B, Literacy in the Elementary Classroom II. Our Special Education candidates also complete SE 401, Identifying Students for Service. Candidates then continue to apply and demonstrate these competencies during the clinical and teaching components of the program, including classroom observations, lesson planning, student data analysis, and coaching feedback.

How do candidates demonstrate proficiency in components a, b, c, d, e(i), and e(ii)?

Candidates demonstrate proficiency through both course assignments and clinical practice evaluations across the Fall and Spring Assessment cycles. Course assignments require candidates to explain dyslexia characteristics, analyze student data, identify students who may have dyslexia, design instructional adjustments, and apply structured literacy practices. Clinical practice evaluations require candidates to apply these skills in lesson planning, instruction, assessment, and reflection.

For component a, candidates demonstrate knowledge of the characteristics of dyslexia and risk factors for decoding difficulty through E/S E431, E435A, and E435B. They complete case study analyses and use the Simple View of Reading to examine decoding and language comprehension. They identify what data should be gathered, assess decoding skills, assess language comprehension, and determine the next instructional focus for students.

For component b, candidates demonstrate understanding of the secondary consequences of dyslexia through E/S E431 and E435B. Candidates examine how dyslexia can affect reading comprehension, vocabulary growth, background knowledge, and social, emotional, and behavioral development. They demonstrate proficiency by differentiating foundational skills instruction and designing explicit, multisensory Structured Literacy lessons that include assistive supports to promote access and independence.

For component c, candidates demonstrate proficiency in instructional adjustments through E/S E431, EDU E435A, and E435B. Candidates learn about teaching accommodations, reading and writing supports, small group instruction, integrated reading and writing, comprehension building, high quality instruction, and dyslexia-specific supports. They demonstrate proficiency by selecting students with disabilities and writing appropriate instructional accommodations.

For component d, general education candidates demonstrate proficiency in MTSS through E/S E431, and Special Education candidates also demonstrate it in SE 401. They learn how schoolwide and classroom systems can support both collective and individual student needs. Candidates demonstrate proficiency through case study analysis and by analyzing three-tier graphs to identify student tier levels according to MTSS specifications.

For component e, candidates demonstrate proficiency in evidence-based instructional methods for students with characteristics of dyslexia and students at risk for decoding difficulties through E435A and E435B. Candidates study the science of reading, structured literacy, small group instruction, integrated reading and writing, comprehension instruction, high quality instructional materials, and dyslexia-specific supports. They demonstrate proficiency by reviewing student cases, applying the Simple View of Reading, identifying needed data, assessing decoding and language comprehension, and planning instruction based on student need. They also review high quality instructional materials and evaluate whether materials reflect the characteristics of structured literacy.

Does the course of study include both course assessments and clinical practice evaluations?

Yes. The course of study includes both course assessments and clinical practice evaluations. Course assessments in the form of assignments include case study analyses, student data review, instructional planning tasks, structured literacy lesson design, and MTSS graph analysis. Clinical practice evaluations occur through Fall and Spring Classroom Observation Assessments, which include lesson planning, submission of a teaching video, instructional coach scoring, and debriefing. Candidates also complete a Methods Unit Plan, a Teacher Proficiency Assessment, and a Self-Assessment.

What process is in place for supporting candidates to reach proficiency in the components?

Candidates are supported through a structured program process that includes coursework, Fall and Spring Assessments, monthly coaching, and assignment feedback. Each course includes assessments or assignments that allow candidates to demonstrate competency in the required dyslexia components. Candidates receive narrative feedback and numerical scores on coursework. Instructional coaches score coursework, review classroom assessments, provide purposeful feedback, and conduct debriefs with candidates.

Candidates also participate in monthly coaching sessions throughout the program. If candidates do not initially demonstrate proficiency, the program structure allows them to receive feedback, revise their practice, apply supports, and continue demonstrating growth through coursework and clinical performance assessments.

What training or continued professional learning is planned for faculty and instructors responsible for course of study implementation?

Instructional Coaches and Instructional Leadership are responsible for implementing the dyslexia course of study. Leadership Team members, as well as select Instructional Coaches, hold membership in the Council for Exceptional Children to access resources on a variety of dyslexia-related content. These teams have undergone training that includes calibration around course assessments and clinical practice evaluations, so that coaches use consistent expectations when scoring candidate work. In response to legislation and as a matter of best practice in continuous growth, the Leadership Team and select Instructional Coaches are supporting a review, revision, and creation of existing and new coursework that intentionally and purposefully includes dyslexia-related content and the Science of Reading.

Section Two

Assessment Rubric

#T.E.A.C.H. Assessment of Resident Learning: Fall Assessment — the clinical practice evaluation used during Fall and Spring Classroom Observation Assessments. Each indicator is scored across four performance levels. Indicator T3.11 directly evaluates structured, evidence-based literacy instruction aligned to the dyslexia course of study and is highlighted below.

Not YetDevelopingProficientAdvanced

Goal 2

High Cognitive Demand

Teach lessons with high cognitive demand, maintaining a consistent focus on student reasoning and enabling students to understand big ideas in academic content areas.

Indicator	Not Yet	Developing	Proficient	Advanced
T2.1Communicates the lesson's objectives, criteria for success, and purpose.InTASC Standard 1	Does not communicate one or more of the following: lesson’s content objective, criteria for success, or purpose.	Communicates the lesson’s content and language objectives, criteria for success, and purpose.	Clearly communicates the lesson’s content, criteria for success, and purpose in student-friendly language both verbally and in writing (where developmentally appropriate).	Clearly communicates the lesson's content objectives, criteria for success, and purpose and cues students back to them at multiple points in the lesson in student-friendly language, both verbally and in writing (where developmentally appropriate), and asks students to self-assess the quality of their work.
T2.2Makes learning relevant and provides hooks.InTASC Standard 2	Makes no attempt to make the lesson relevant or interesting. OR Attempts to make the lesson relevant and interesting, but does not make a connection with students	Provides a hook or frame such as a story, question, problem, or real-world connection but does not engage students.	Activates and hooks interest through story, question, problem, or realia, images, or video; and/or connects the lesson to students’ culture, interests, experiences, or life beyond school. Connects ideas of the current lesson to previous learning as appropriate.	Activates and hooks interest through story, question, problem, or realia, images, or video; and/or connects the lesson to students’ culture, interests, experiences, or life beyond school. Connects ideas of the current lesson to previous learning as appropriate. Returns to the hook at multiple points in the lesson to connect new information and engage students.
T2.3Enacts accommodations and supports responsive to focus student IEP goals and ELD levels.InTASC Standard 7	Does not Implement accommodation strategies in order to provide access to content for students on IEPs. Does not teach language forms or assesses students’ performance in relation to language objectives.	Implements some accommodation strategies in order to provide access to content for students on IEPs. Teaches language forms or assesses students’ performance in relation to language objectives.	Implements accommodation strategies in order to provide access to content for students on IEPs. Teaches language forms and assesses students’ performance in relation to language objectives.	Effectively Implements accommodation strategies in order to provide access to content for students on IEPs. Effectively teaches language forms and reliably assesses students’ performance.
T2.4Poses questions and implements tasks to ensure high cognitive demand.InTASC Standard 5	Poses questions and implements tasks that keep cognitive demand low (such as closed-ended questions, recall, and algorithm practice). Does not create opportunities for students to explain their thinking through speaking and/or writing in service of understanding the content.	Poses questions and tasks that are cognitively demanding (such as asking students to explain, apply, evaluate, generalize, create), but lowers demand by: allowing some students to do the cognitive work for the whole class and others to opt out; or supplying answers, scaffolds, or leading questions quickly if students don't get there immediately. Invites students to think and reason in the content.	Poses questions and implements tasks that are cognitively demanding; maintains high demand by: effectively using routines to provide time for all students to grapple with the content; and pressing for evidence and reasoning. Engages most students in explaining their thinking through speaking and writing (such as diagrams, numbers, prose) in service of deepening understanding of the content.	Poses questions and implements tasks that are cognitively demanding (such as asking students to explain, apply, evaluate, generalize, create). Scaffolds questions and pace to allow students time to grapple with the question or task. Ensures all students explain their thinking through speaking and writing in service of deepening understanding of the content.
T2.5Confers with students.InTASC Standard 3	Does not confer with students during the lesson.	Confers with students in an attempt to elicit and make sense of their thinking. Conferring may focus more on task engagement than on exploring and probing students’ thinking.	Confers with students to elicit and make sense of student thinking about the content, and to further engage students towards learning goals.	Confers with students to elicit and make sense of student thinking and reasoning about the content, and to further engage students in the content. Uses information from conferral to adjust instruction.
T2.6Elicits student thinking and helps students make sense of each other’s ideas.InTASC Standard 3	Does not elicit student thinking during the lesson. Does not acknowledge errors, misconceptions or confusions.	Uses talk moves to elicit student thinking in small-group or whole-class discussion. Acknowledges errors, confusions or misconceptions but does not yet use them as opportunities for learning.	Uses talk moves to elicit student thinking and orient students to one another’s ideas. Uses errors, misconceptions or confusion as opportunities for learning.	Facilitates a content-focused discussion, including talk moves, that allows students to express their own ideas with each other and make sense of the content. Uses errors, misconceptions or confusion as opportunities for the class to move their learning forward.
T2.7Checks for understanding during the lesson.InTASC Standard 6	Does not use formative assessments to check for understanding. Primary focus is on the summative assessment.	Uses formative assessments to check for understanding of the content during the lesson; evidence is not used to inform instruction.	Uses formative assessments to check for understanding of the content during the lesson; evidence is used to inform instruction.	Uses formative assessments to check for understanding of the content during the lesson; evidence is used to inform instruction., actively engage students and advance student learning.
T2.8Summarizes and consolidates big ideas of the lesson.InTASC Standard 4	Does not summarize or consolidate big ideas at the end of class.	Attempts to summarize and consolidate the big ideas of the lesson. May do so in a way that is rushed or superficial.	Summarizes and consolidates the big ideas of the lesson at the end of class in a way that connects to the learning objectives and/or purpose.	Engages students in summarizing and consolidating the big ideas of the lesson; connects back to the learning objectives and/or purpose.

Goal 3

Productive Learning Community

Build a productive learning community where every student matters and participates. #T.E.A.C.H. educators create a classroom climate and culture in which all students are important and are engaged in the work of learning. Students realize that no matter where they are in their understanding and skills, their learning matters to their teacher, themselves and the students in the classroom community.

Indicator	Not Yet	Developing	Proficient	Advanced
T3.1Uses a strong voice and conveys authority.InTASC Standard 8	Voice is often difficult to hear and understand. Instructions are ineffectively delivered. Presence does not convey warmth, firmness, or emotional constancy.	Voice is sometimes difficult to hear or understand. Instructions are sometimes ineffectively delivered. Presence sometimes conveys warmth, firmness and emotional constancy.	Voice is strong and clear. Clearly communicates instructions. Appropriately varies volume and tone based on context. Presence conveys warmth, firmness, and emotional constancy.	Voice is strong, clear, and confident. All students are able to follow instructions. Presence strikes an effective balance of warmth, firmness, and conveys emotional constancy.
T3.2Uses routines for quieting the class and gets 100% attention.InTASC Standard 8	Continues to teach without prompting the students' attention; talks over students or lets students talk over each other	Uses a cue to quiet class and prompt the students' attention before continuing to teach; talks over students or lets students talk over each other.	Uses predictable and effective cues to quiet class and shows expectation of students'attention before advancing instruction; does not talk over students or let students talk over each other.	Assesses and ensures class readiness to transition. Routines are established so that students' attention is on instruction without being prompted.
T3.3Scans, monitors, and is aware of what the whole class is doing.InTASC Standard 8	Is frequently unaware of what is happening in the room due to lack of scanning and ineffective positioning. Does not notice or respond when students are not engaged or not following school rules or classroom expectations, or responds with some students and not others.	Sometimes scans and monitors engagement and readiness; may favor scanning some parts of the room over others. Sometimes notices and responds when students are not engaged or not following school rules or classroom expectations.	Consistently scans and monitors engagement and readiness. Consistently notices and responds when students are not engaged or not following school rules or classroom expectations.	Scans and monitors engagement and task initiation throughout the lesson in order to improve instructional decisions. Consistently notices and responds appropriately when students are not engaged or following school rules or classroom expectations.
T3.4Communicates care for and interest in students and their ideas, and confidence that they will meet high expectations.InTASC Standard 3	Does not communicate ways that students can master challenging material through effective effort.	Sometimes communicates ways that students can master challenging material through effective effort. Guidance may be superficial, general or brief with little explanation.	Effectively models and reinforces ways that students can master challenging material through effective effort. Encourages persistence and, when appropriate, acknowledges task difficulty. Facilitates learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take academic risks; and challenge themselves to learn.	Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Refers to and lifts up the specific ideas of students, rather than make only vague statements such as “I heard a lot of great conversations.” Consistently supports students to identify strengths, interests, and needs; ask for support; take risks; challenge themselves; set learning goals; and monitor their own progress. Develops a classroom culture in which students listen closely and take interest in each other’s’ ideas and demonstrate care and respect for each other.
T3.5Uses information about students and content to engage them.InTASC Standard 3	Does not use information about students to engage them during the lesson. Student similarities and differences related to background, identity, language, strengths, and challenges are not recognized by the resident.	Does not yet use information about students to affirm students or engage them in content learning. Student similarities and differences related to background, identity, language, strengths, and challenges are considered when planning instruction.	Uses information about students as an asset to: affirm students’ identities and differences; help students respect the identities of others; communicate a high-expectations/high-support approach; engage students in content. Establishes an environment in which students understand similarities and differences related to background, identity, language, strengths, and challenges.	Uses information about students as an asset to: affirm students’ identities and differences; help students respect the identities of others; communicate a high-expectations/high-support approach; and integrate content using what they know about their students. Establishes an environment in which students explore, respect and affirm similarities and differences related to background, identity, language, strengths, and challenges.
T3.6Uses least invasive and most appropriate responses to students who are not meeting expectations.InTASC Standard 3	Resident does not address or re-engage students not meeting expectations. The ways in which resident responds to students misbehavior lacks clarity, discretion, respect or consequence.	Resident addresses and attempts to re-engage students not meeting expectations. Consequences are communicated.	Consistently and independently responds in ways that are respectful, calm, discrete, and clear when students are not meeting expectations. Gives logical and appropriate consequences (when necessary).	Effectively responds to students are not meeting expectations. Gives appropriate consequences (when necessary) and, provided there are no safety-related issues, does not exclude students from the classroom. Develops practices to support and re-engage students who demonstrate resistance and chronic disengagement.
T3.7Maintains a neat, clean, and organized learning environment.InTASC Standard 3	Classroom space does not appear neat, clean or organized.	Portions of class appear to be neat, clean, and organized.	Classroom space is neat, clean, and organized.	Classroom routines include students’ assistance in maintaining a neat, clean, and organized learning environment.
T3.8States and holds students accountable to classroom norms.InTASC Standard 3	Communication regarding specific norms for effort, behavior and discourse is lacking or unclear.	Clearly communicates specific norms for effort, behavior and discourse but does not consistently hold students accountable to those norms.	Clearly communicates and consistently holds students accountable to specific norms for effort, behavior, and discourse. The majority of students are engaged throughout the lesson.	Students independently uphold norms that maintain a physically and intellectually safe and intellectual environment where students take academic risks, appreciate differences, and where conditions support student success. All students are engaged throughout the lesson.
T3.9States and holds students accountable to expectations for use of classroom space and routines, procedures, and tasks.InTASC Standard 3	Resident does not clearly communicate nor hold students accountable to using classroom space, routines and/ or procedures. Significant learning time is lost.	Resident clearly communicates but does not hold students accountable to using classroom space, routines, and/or procedures . Considerable instruction time is lost.	Resident clearly teaches and holds students accountable to using classroom space, routines, and procedures to promote active learning. Student understanding of expectations ensures that minimal instructional time is lost.	Resident clearly teaches and holds students accountable to using classroom space, routines, procedures, and students are able to follow with minimal teacher intervention. Time is focused on active learning. Student understanding of expectations maximizes learning time and cultivates an effective learning environment.
T3.10Helps students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate.InTASC Standard 7	Assesses effective types of technology to use for instruction.	Demonstrates knowledge of how to utilize technology in instruction.	Integrates technology with instruction to maximize student learning.	Provides evidence of student engagement in higher level thinking skills through the integration of technology. Time is focused on active learning.
T3.11Applies literacy frameworks and delivers structured, evidence-based foundational reading instruction.InTASC Standard 4, 7 LITERACY & DYSLEXIA	Does not demonstrate familiarity with core literacy frameworks. Foundational-skills instruction is absent or unsystematic. Does not analyze student errors to inform instruction or use assessment data to set goals or form groups.	References literacy frameworks but applies them inconsistently to diagnose student needs. Delivers some explicit phonemic awareness, phonics, or fluency instruction, but it is not fully systematic or cumulative. Attempts error analysis, but next steps are general. Uses some data to monitor progress; differentiation for Multilingual Learners or students with dyslexia is limited.	Applies core literacy frameworks to diagnose needs and plan instruction. Delivers explicit, systematic, foundational-skills instruction aligned to literacy principles and HQIM. Analyzes reading and spelling errors to determine targeted next steps. Uses assessment data to set goals, form groups, and monitor progress. Differentiates with research-based supports for Multilingual Learners, students with dyslexia, and others requiring structured or multisensory approaches.	Applies and explains all core literacy frameworks to diagnose needs and communicate rationale to colleagues and families. Designs motivating, evidence-based routines integrating decoding, fluency, vocabulary, and comprehension. Conducts precise error analysis and adjusts instruction responsively using multiple data sources. Evaluates HQIM alignment to scope and sequence; adapts lessons for diverse learners with linguistically responsive, multisensory instruction.

Section Three

Dyslexia Legislation Alignment Matrix

MCL 380.1531e — Required Components

Each required component of the proposed dyslexia legislation is mapped to the #TEACH course(s) and clinical experience(s) where candidates develop the standard and to the assignments and assessments through which they demonstrate proficiency.

Dyslexia instruction for ALL programs (Proposed MCL 380.1531e)	Identify course(s) or clinical experience(s) where candidates develop and demonstrate this standard	How do candidates demonstrate proficiency in this standard?
(a) The characteristics of dyslexia and underlying factors that place pupils at risk for difficulties in learning to decode accurately and efficiently.	E/S EDU E431, Teaching Exceptional Students - Lesson 3, Intro to Dyslexia. EDU E435A, Literacy in the Elementary Classroom I - Lesson 2, How Reading Works. EDU E435A, Literacy in the Elementary Classroom I - Lesson 3, Four Core Frameworks. EDU E435B, Literacy in the Elementary Classroom II - Lesson 10, Supporting Diverse Learners, Building Expert Literacy Instruction, Supporting Students with Dyslexia. EDU S436, Literacy in the Secondary Classroom - Lesson 1, Understanding How Reading Works.	E/S EDU E431, Teaching Exceptional Students - Case Study Analysis. EDU E435A, Literacy in the Elementary Classroom I - Using two cases of students, use the Simple View of Reading equation, Decoding × Language Comprehension, to describe data you would gather to confirm your hypothesis. Assess each student’s decoding skills. Assess language comprehension. Summarize next instructional focus for each student. E435B, Literacy in the Elementary Classroom II - Identify student with dyslexia and provide evidence and instructional steps. EDU S436, Literacy in the Secondary Classroom - Lesson 1, Assignment: Diagnosing Secondary Reading Profiles.
(b) The secondary consequences of dyslexia, such as problems in reading comprehension and a reduced reading experience that can impede the growth of vocabulary and background knowledge and that can lead to social, emotional, and behavioral difficulties.	E/S EDU E431, Teaching Exceptional Students - Lesson 3, Intro to Dyslexia. EDU E435B, Literacy in the Elementary Classroom II - Lesson 10, Understanding Dyslexia. EDU S436, Literacy in the Secondary Classroom - Lesson 6, Academic Vocabulary Development.	EDU E435A, Literacy in the Elementary Classroom I - Differentiate foundational-skills instruction with research-based supports for multilingual learners, students with dyslexia, and others who benefit from structured, multisensory, or linguistically responsive instruction. E435B, Literacy in the Elementary Classroom II - Design an explicit, multisensory Structured Literacy lesson for a student with characteristics of dyslexia. Analyze student needs, plan a lesson using Science of Reading principles, and identify assistive supports that promote access and independence. EDU S436, Literacy in the Secondary Classroom - Lesson 6, Assignment: Academic Vocabulary Development.
(c) Instructional adjustments for pupils with dyslexia and instructional adjustments for addressing underlying factors that place pupils at risk for difficulties in learning to decode accurately and efficiently.	E/S EDU E431, Teaching Exceptional Students - Lesson 5, Teaching Adjustments. E/S EDU E431, Teaching Exceptional Students - Lesson 6, Reading and Writing. EDU E435A, Literacy in the Elementary Classroom I - Lesson 1, Understanding How Reading Works. EDU E435A, Literacy in the Elementary Classroom I - Lesson 4, Four Core Frameworks. EDU E435B, Literacy in the Elementary Classroom II - Lesson 6, Small Group Instruction. EDU E435B, Literacy in the Elementary Classroom II - Lesson 7, Integrated Reading and Writing. EDU E435B, Literacy in the Elementary Classroom II - Lesson 8, Building Comprehension. EDU E435B, Literacy in the Elementary Classroom II - Lesson 9, Working with High Quality Instruction. EDU E435B, Literacy in the Elementary Classroom II - Lesson 10, Supporting Students with Dyslexia. EDU S436, Literacy in the Secondary Classroom - Lesson 1, Assignment: Diagnosing Secondary Reading Profiles.	E/S EDU E431, Teaching Exceptional Students - Choose three students with disabilities and write appropriate adjustments for each. EDU E435A, Literacy in the Elementary Classroom I - Each lesson provides practice exercises to assure lesson competency. E435B, Literacy in the Elementary Classroom II - Each lesson provides practice exercises to assure lesson competency. EDU S436, Literacy in the Secondary Classroom - Lesson 1, Assignment: Diagnosing Secondary Reading Profiles.
(d) Methods for developing schoolwide and classroom infrastructure that meet the collective and individual needs of pupils using a multi-tiered system of support (MTSS) framework.	E/S EDU E431, Teaching Exceptional Students - Lesson 3, Intro to Dyslexia. SE 401, Identifying Students for Service. EDU S436, Literacy in the Secondary Classroom - Lesson 5, Tiered Literacy Supports (RTI + MTSS).	E/S EDU E431, Teaching Exceptional Students - Case Study Analysis. SE 401, Identifying Students for Service - Analyze three tier graphs to identify tier levels per MTSS specifications. EDU S436, Literacy in the Secondary Classroom - Lesson 5, Assignment: Tiered Literacy Supports (RTI + MTSS).
Dyslexia instruction for reading, language arts, special education, and school psychologist programs*
(i) Evidence-based instructional methods and features of evidence-based interventions that are grounded in the science of reading and principles of structured literacy that are designed for pupils with characteristics of dyslexia and pupils at risk for difficulties in learning to decode accurately and efficiently.	EDU E435A, Literacy in the Elementary Classroom I - Lesson 1, Understanding How Reading Works. EDU E435A, Literacy in the Elementary Classroom I - Lesson 4, Four Core Frameworks. EDU E435B, Literacy in the Elementary Classroom II - Lesson 6, Small Group Instruction. EDU E435B, Literacy in the Elementary Classroom II - Lesson 7, Integrated Reading and Writing. EDU E435B, Literacy in the Elementary Classroom II - Lesson 8, Building Comprehension. EDU E435B, Literacy in the Elementary Classroom II - Lesson 9, Working with High Quality Instruction. EDU E435B, Literacy in the Elementary Classroom II - Lesson 10, Supporting Students with Dyslexia. EDU S436, Literacy in the Secondary Classroom - Lesson 1, Understanding How Reading Works.	EDU E435A, Literacy in the Elementary Classroom I - Lesson 4, Review two cases and use the Simple View of Reading to describe what data you would gather to confirm your hypothesis. Assess decoding skills and verify language comprehension. EDU S436, Literacy in the Secondary Classroom - Lesson 1, Assignment: Diagnosing Secondary Reading Profiles.
(ii) Evidence-based instructional methods and features of evidence-based interventions that are grounded in the science of reading and principles of structured literacy that are designed to effectively meet the needs of most pupils.	EDU E435A, Literacy in the Elementary Classroom I - Lesson 4, Four Core Frameworks. EDU E435B, Literacy in the Elementary Classroom II - Lesson 5, Structured Literacy. EDU E435B, Literacy in the Elementary Classroom II - Each lesson includes HQIM, high quality instructional materials, examples that meet the specifications of structured literacy. EDU S436, Literacy in the Secondary Classroom - Lesson 2, Content-Area Literacy for Secondary Educators.	EDU E435A, Literacy in the Elementary Classroom I - Apply and explain core reading frameworks, Scarborough’s Reading Rope, the Simple and Active Views of Reading, Ehri’s Phases, and the Four-Part Processing Model, to diagnose and address students’ word-recognition and language-comprehension needs. E435B, Literacy in the Elementary Classroom II - Readers are asked to review materials in light of characteristics of dyslexic readers. EDU S436, Literacy in the Secondary Classroom - Lesson 2, Assignment: Content-Area Literacy for Secondary Educators.

* This includes the following endorsements: ZN, ZO, ZP, BQ, BR, BT, SA, SB, SC, SE, SK, SL, SM, SP, SV, and School Psychologist

Program Alignment — All Initial Certification Programs

Each endorsement offered through #TEACH is listed separately with the literacy/dyslexia course of study and submitted syllabi to be implemented effective Fall 2026 in compliance with PA 147, and the key assessments for the full course of study.

#	Program / Endorsement	Code	Grade Band	Literacy / Dyslexia Course of Study (Fall 2026)	Syllabi Submitted	Key Assessments
1	Lower Elementary	ZO	PK-3	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
2	Upper Elementary	ZP	3-6	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
3	English Language Arts	BQ	5-9, 7-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
4	Language Arts	BX	K-8	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
5	English	BA	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
6	Speech	BD	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
7	Reading	BT	K-8, 6-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II or E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
8	English as a Second Language	NS	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
9	Library Media	ND	K-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
10	Mathematics	EQ	5-9, 7-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
11	Mathematics	EX	K-8, 6-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II or E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
12	Biology	DA	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
13	Chemistry	DC	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
14	Physics	DE	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
15	Earth/Space Science	DH	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
16	Integrated Science	DI	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
17	Physical Science	DP	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
18	Science	DQ	7-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
19	Economics	CA	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
20	Geography	CB	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
21	History	CC	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
22	Political Science	CD	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
23	Psychology	CE	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
24	Social Studies	RX	K-8, 6-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II or E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
25	Music Education	JQ	K-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
26	Visual Arts Education	LQ	K-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
27	Health & Physical Education	MC	K-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
28	Agriscience & Natural Resources	HX	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
29	Family and Consumer Sciences	KH	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
30	Non-Endorsed Content Area	NE	K-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
31	Middle Level Specialization	ZL	6-8	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
32	Industrial and Technology Education	TE	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
33	French	FA	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
34	German	FB	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
35	Greek	FC	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
36	Latin	FD	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
37	Spanish	FF	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
38	Italian	FH	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
39	Hebrew	FJ	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
40	Arabic (Modern Standard)	FK	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
41	Japanese	FL	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
42	Chinese (Mandarin)	FR	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
43	World Language-Other	FG	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
44	American Sign Language	FS	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
45	Bilingual Arabic	YK	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
46	Bilingual Chaldean	YP	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
47	Bilingual Chinese	YR	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
48	Bilingual Filipino	YS	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
49	Bilingual French	YA	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
50	Bilingual German	YB	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
51	Bilingual Greek	YC	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
52	Bilingual Hebrew	YJ	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
53	Bilingual Italian	YH	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
54	Bilingual Japanese	YT	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
55	Bilingual Korean	YN	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
56	Bilingual Polish	YI	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
57	Bilingual Russian	YE	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
58	Bilingual Servo-Croatian/Bosnian	YO	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
59	Bilingual Spanish	YF	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
60	Bilingual Vietnamese	YM	PK-12	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	E/S E431 – Teaching Exceptional Students E435A – Literacy in the Elementary Classroom I E435B- Literacy in the Elementary Classroom II	Fall/Spring Assessment
61	Business Management Marketing Technology	GQ	6-12	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	E/S E431 – Teaching Exceptional Students S436 – Literacy in the Secondary Classroom	Fall/Spring Assessment
62	Emotional Impairment	SE	K-12	SE 401 – Identifying Students for Service	SE 401 – Identifying Students for Service	Fall/Spring Assessment
63	Learning Disabilities	SM	K-12	SE 401 – Identifying Students for Service	SE 401 – Identifying Students for Service	Fall/Spring Assessment
64	Physical or Other Health Impaired	SC	K-12	SE 401 – Identifying Students for Service	SE 401 – Identifying Students for Service	Fall/Spring Assessment
65	Cognitive Impairment	SA	K-12	SE 401 – Identifying Students for Service	SE 401 – Identifying Students for Service	Fall/Spring Assessment

Literacy Standards & Resources

Standards

Disciplinary Literacy Preparation Standards 2024
Lower Elementary PK-3 Education Preparation Standards (Literacy p. 5-16)
Upper Elementary 3-6 Education Preparation Standards (p. 5-14)
Standards for the Preparation of Teachers of Early Childhood General and Special Education (Birth-Kindergarten) (Language & Emergent Literacy p. 17-29)
PK-12 Grade Band: Professional Knowledge and Skills

Resources

Preparation Standards Implementation Resources
Essential Practices - Literacy Essentials
State of MIchigan: Senate Bill 568
National Center on Improving Literacy: The Science of Reading
The Reading League: Curriculum Evaluation Guidelines: K-5 English Language Arts
MDE Multi-Tiered System of Support (MTSS) Practice Profile
Rubric for Evaluating Reading/Language Arts Instructional Materials for Kindergarten to Grade 5 [Institute of Educational Sciences]
Reading-Tiered Fidelity Inventory (R-TFI) [MiMTSS Technical Assistance Center]
Public Act 146 Law
Public Act 147 Law
Public Acts 146 and 147 Overview Webinar Slides Updated 4/24/26
K-3 Valid and Reliable Screening and Progress Monitoring Assessments List

Application Timeline

February 28, 2025

Email with Application documents for PK-12 Literacy Continuum in alignment to dyslexia legislation requirements

March 1, 2025

Registration opens for series of collaborative working sessions April-September 2025.

October 30, 2025

Alt Route PK-12 Literacy Continuum Application Due - Must include narrative responses and completed alignment matrix for a dyslexia course of study implementation to take effect Fall 2026

December 30, 2025

Alt Routes receive feedback and requirements for approval of PK-12 Literacy Continuum addressing all components of dyslexia legislation.

June 30, 2026

Alt Routes submit finalized PK-12 Literacy Continuum with dyslexia course of study per feedback and requirements for Implementation in Fall 2026.

July 30, 2026

Alt Routes receive determination letter on dyslexia course of study within PK-12 Literacy Continuum.

Section Four

Appendix — Course Syllabi

The following course syllabi document the full literacy and dyslexia course of study referenced throughout this application: SE 401, E431, E435A, E435B, and S436.

Appendix — Course Syllabus

EDU SE401

Identifying Students for Service

Course Syllabus · Special Education Series

Course	EDU SE401 — Identifying Students for Service
Series	Course 2 of the Special Education Series
Format	21 hours of study time
Assessment	Seven (7) written assignments, including the end-of-course reflection questions.

Course Description

This course builds on the legal foundation established in SE400 to develop a working command of the referral and evaluation process used to identify students with exceptionalities. Federal guidelines under the Individuals with Disabilities Education Act (IDEA) outline the referral, evaluation, and eligibility processes; each state applies these within its own context, and each school determines how state regulations are implemented. Candidates learn the procedures in place and practice them in their own buildings, preparing them to navigate identification with a clear understanding of evaluation tools, proper documentation, and analysis of results to determine eligibility.

Learning Objectives

Upon successful completion of this course, candidates will be able to:

Examine individual development and differences in response to needs.
Explore life-span issues particular to human beings.
Assess academic testing and diagnostic evaluations commonly used in special education.
Investigate major theories and concepts related to the learning process.
Identify why knowledge of major theories and concepts is important in a variety of contexts.
Examine the importance of teaching problem-solving, creative, and critical thinking.
Evaluate the MTSS/RTI process.

Course Outline

Module / Topic	Focus
Multi-Tiered Support (MTSS)	The three-tier MTSS framework (core, supplemental, intensive instruction), universal screening, diagnostic and progress-monitoring assessment, and how MTSS supports identification without delaying referral.
The Referral Process	When initial referrals are made, the IEP team's review of existing data, the three decision options, and the procedural requirements under IDEA for initial evaluations.
Timeline and Consent	The 60-day (or state-established) evaluation timeline, written parental consent, procedural safeguards, and documentation of attempts to obtain consent.
Evaluations	Selecting screenings and assessments aligned to the suspected disability, IDEA 300.304 evaluation procedures, non-discriminatory practice, and interpreting standardized results.
Eligibility and Consent	Reviewing evaluation results against IDEA's five eligibility questions, state-specific qualifying criteria, and consent prior to services.
Individualized Education Programs (IEP)	Developing the IEP within 30 days of eligibility: needs, measurable annual goals, services and placement, and progress monitoring and communication.
Adjusting Interventions and Instruction	Annual and triennial review, objective progress-monitoring systems, and the guiding questions that keep data collection specific, measurable, and consistent.
Designing Behavior Interventions	Operationally defining target and replacement behaviors, the role of functional behavioral assessment, and positive behavioral interventions and supports (PBIS).

Assignments & Assessment

Seven (7) written assignments, including the end-of-course reflection questions.

RTI Assessment (Part 2) — complete the linked module and upload the final assessment.
One-Page Intervention Plan — using the Tommy case, build an assessment plan, intervention strategies, and a data-collection plan.
Interpreting Evaluations — complete the worksheet and develop a communication plan.
State Policy & Parent Participation — research your state's eligibility criteria and address the importance of parent participation under IDEA's fifth guiding principle.
Adjusting Interventions and Instruction — respond to the worksheet prompts.
Designing Behavior Interventions — respond to the worksheet prompts.
Course Reflections — answer the four culminating reflection questions.

Completion Requirements

Submit all assignments in MS Word or PDF format using the upload tools provided. On completion, candidates may view and print the course completion certificate from the course Home page.

Program Policies

Academic Integrity — All submitted work must be the candidate's own. AI coaching tools provided within the #TEACH learning environment may support understanding but may not complete assignments on the candidate's behalf.

Accessibility & Accommodations — Candidates who require accommodations should contact their Instructional Coach so appropriate supports can be arranged.

Coaching & Support — Candidates work with an assigned Instructional Coach throughout the program and are encouraged to reach out with questions about course content or assignments.

Citation — Where research is required, cite all sources properly, including any provided within the course.

Appendix — Course Syllabus

EDU E431

Teaching Exceptional Students

Course Syllabus · Diverse Learners Series

Course	EDU E431 — Teaching Exceptional Students
Series	Course 2 of the Diverse Learners Series
Format	10 hours of study time
Assessment	Four (4) written assignments, including the end-of-course reflection questions.

Course Description

In keeping with current trends and policies of inclusion for exceptional children, the regular classroom teacher may be responsible not only for participating in the development of an Individualized Education Program (IEP) but also for supporting its successful delivery. Specially designed instruction means adapting the content, methodology, or delivery of instruction, as appropriate to the needs of an eligible student, to ensure the student's access to the general curriculum. This course develops the classroom teacher's role in providing a least restrictive environment and equips candidates with strategies to adapt and modify the classroom environment for exceptional students, with particular attention to dyslexia and other high-incidence learning disabilities.

Learning Objectives

Upon successful completion of this course, candidates will be able to:

Define and explain the characteristics of dyslexia and the factors contributing to decoding challenges.
Analyze the secondary consequences of dyslexia, including impacts on comprehension, vocabulary development, and socio-emotional well-being.
Develop strategies for instructional adjustments to support students with dyslexia.
Implement multi-tiered systems of support (MTSS) to address collective and individual needs.
Participate in the development and implementation of an IEP.
Contribute to the development of learning goals and essences for exceptional students in your classroom.
Understand the complexities of specialized instruction in English and mathematics and employ basic strategies to support an exceptional student's learning.
Help exceptional students build self-advocacy skills.
Employ classroom management strategies that account for the participation of an exceptional student.

Course Outline

Module / Topic	Focus
High-Incidence Disabilities	Characteristics of students with specific learning disabilities, the goals underlying behavior, and the importance of building trusting, welcoming classrooms.
Introduction to Dyslexia	Definition, prevalence, and societal impact; misconceptions versus facts; and the role of the classroom teacher in supporting students with dyslexia.
Characteristics and Underlying Factors	Phonological deficits, rapid automatized naming, the neurobiological basis of dyslexia, white-matter connectivity, and the genetic connection.
Secondary Consequences	Impacts on reading comprehension and vocabulary (the Matthew Effect), plus behavioral and emotional challenges.
Instructional Strategies	Evidence-based methods, Structured Literacy, and multisensory, systematic approaches across visual, auditory, and kinesthetic/tactile pathways.
Schoolwide & Classroom Infrastructure	MTSS and data-driven interventions for early identification, plus teacher–parent collaboration as a bridge between home and school.
Working with IEP Teams	The legally binding IEP, team roles and best practices, measurable goals and objectives, accommodations, and assistive technology.
Teaching Adjustments & Subject Support	Specially designed instruction; essences in English/Language Arts and Mathematics; and targeted strategies for reading, written expression, and math.
Self-Advocacy & Processing Skills	Building student self-advocacy, understanding processing strengths and needs, and the effective use of classroom space.
Managing Behavior	Classroom-management principles, recognizing controlling, compliance, and indifferent behaviors, and supportive strategies such as the buddy system.

Assignments & Assessment

Four (4) written assignments, including the end-of-course reflection questions.

Dyslexia Case Study Analysis — a 3–4 page analysis of the Sarah scenario covering key characteristics, neurological/cognitive factors, and gene–environment interaction, supported by at least three peer-reviewed sources from the past five years.
Successful Adjustments — respond to the worksheet prompts on teaching adjustments and supports.
Managing Behavior — respond to the worksheet prompts on behavior and classroom management.
Course Reflections — answer the culminating reflection questions on success experiences, signals, multisensory adaptation, and balancing academic with emotional support.

Case Study Analysis — Assessment Criteria

Depth of analysis	40%
Integration of current research	30%
Critical thinking and reasoning	20%
Writing clarity and organization	10%

Completion Requirements

Submit all assignments in MS Word (.doc/.docx) or PDF format using the upload tools provided. After uploading the final reflection, candidates may view and print the course completion certificate. To receive credit, the certificate must be presented to the candidate's Instructional Coach for signature.

Program Policies

Accessibility & Accommodations — Candidates who require accommodations should contact their Instructional Coach so appropriate supports can be arranged.

Coaching & Support — Candidates work with an assigned Instructional Coach throughout the program and are encouraged to reach out with questions about course content or assignments.

Citation — Where research is required, cite all sources properly, including any provided within the course.

Appendix — Course Syllabus

EDU E435A

Literacy in the Elementary Classroom I

Course Syllabus · Elementary Literacy Series

Course	EDU E435A — Literacy in the Elementary Classroom I
Series	Course I of the Elementary Literacy Series
Format	Self-paced; assignments and reflection questions are embedded throughout the modules.
Assessment	Applied assignments, classroom exercises, and reflection questions are embedded throughout each module, including student-snapshot analyses and error-analysis routines.

Course Description

This course establishes the essential frameworks and instructional practices that form the foundation for skilled reading. Grounded in the Science of Reading, candidates develop the diagnostic skills and instructional strategies needed to prevent and address common reading difficulties. The course frames all instruction through Structured Literacy — explicit, systematic, cumulative, diagnostic, and multisensory teaching — and emphasizes the use of High-Quality Instructional Materials (HQIM) to ensure every child has access to instruction that works.

Learning Objectives

Upon successful completion of this course, candidates will be able to:

Apply and explain core reading frameworks — Scarborough's Reading Rope, the Simple and Active Views of Reading, Ehri's Phases, and the Four-Part Processing Model — to diagnose and address students' word-recognition and language-comprehension needs.
Plan and deliver explicit, systematic, and cumulative instruction in print concepts, phonemic awareness, phonics/orthography, and entry-level fluency using Structured Literacy principles and HQIM.
Analyze and interpret student reading and spelling errors to identify patterns and determine targeted next-step routines that strengthen decoding, encoding, or fluency.
Use and interpret assessment data across the reading strands to set goals, form groups, monitor progress, and adjust instruction responsively.
Differentiate foundational-skills instruction with research-based supports for multilingual learners, students with dyslexia, and others who benefit from structured, multisensory, or linguistically responsive instruction.
Evaluate and align HQIM with scope-and-sequence decisions to ensure fidelity to Structured Literacy principles while adapting lessons for diverse learners.
Design and facilitate motivating, evidence-based routines that integrate decoding, fluency, vocabulary, and comprehension.

Course Outline

Module / Topic	Focus
Understanding How Reading Works	How the brain learns to read, the Science of Reading as a diagnostic tool, and the case for explicit, systematic instruction.
Four Core Frameworks	Scarborough's Reading Rope, the Simple and Active Views of Reading, Ehri's Phases, and the Four-Part Processing Model as diagnostic lenses.
What Effective Literacy Instruction Looks Like	The hallmarks of Structured Literacy and what explicit, systematic, cumulative teaching looks like in practice.
The Foundation: Oral Language & Print Concepts	Building oral-language capacity and print awareness as the groundwork for decoding.
Phonemic Awareness	Hearing, identifying, and manipulating individual speech sounds as a precursor to phonics.
Phonics: From Sounds to Symbols	Systematic sound–symbol instruction, orthographic patterns, and decoding routines.
Fluency: The Bridge to Comprehension	Building accuracy, rate, and prosody to free cognitive capacity for meaning.
Vocabulary: The Knowledge Gateway	Explicit and incidental vocabulary instruction and its role in comprehension.
Comprehension: The Ultimate Goal	Background knowledge, language structures, and strategy instruction that produce meaning-making.
Equity & Access in Literacy Instruction	Research-based supports for multilingual learners, students with dyslexia, and other diverse profiles.
Assessment as Your Diagnostic Compass	Using screening and progress-monitoring data across strands to set goals, group students, and adjust instruction.

Assignments & Assessment

Applied assignments, classroom exercises, and reflection questions are embedded throughout each module, including student-snapshot analyses and error-analysis routines.

Student-snapshot reflections — analyze profiled learners and answer the reflection questions that follow.
Framework application exercises — apply the four core frameworks to diagnose word-recognition and language-comprehension needs.
Error-analysis routines — interpret reading and spelling errors to identify patterns and determine next-step instruction.
Module reflection questions — embedded culminating reflections that connect each module's content to your own classroom practice.

Completion Requirements

Complete the embedded exercises and reflection questions and upload required work in MS Word or PDF format using the tools provided. This course pairs with E435B, where the same frameworks are applied to more complex learner profiles and curriculum design.

Program Policies

Accessibility & Accommodations — Candidates who require accommodations should contact their Instructional Coach so appropriate supports can be arranged.

Coaching & Support — Candidates work with an assigned Instructional Coach throughout the program and are encouraged to reach out with questions about course content or assignments.

Citation — Where research is required, cite all sources properly, including any provided within the course.

Appendix — Course Syllabus

EDU E435B

Literacy in the Elementary Classroom II

Course Syllabus · Elementary Literacy Series

Course	EDU E435B — Literacy in the Elementary Classroom II
Series	Course II of the Elementary Literacy Series
Format	Self-paced; assignments and reflection questions are embedded throughout the modules. Prerequisite: E435A.
Assessment	Applied assignments, HQIM lesson evaluations, and reflection questions are embedded throughout each module, with an emphasis on data-driven instructional decisions.

Course Description

Building on the foundational knowledge and screening practices introduced in E435A, this course emphasizes applying assessment data to design, differentiate, and evaluate instruction using High-Quality Instructional Materials (HQIM). It extends the core reading frameworks to advanced literacy instruction by integrating writing, morphology, and family engagement to support comprehensive literacy development. Candidates move from identifying the parts of the reading process to using those frameworks diagnostically — interpreting data, analyzing reading behavior, and driving instructional and curricular decisions.

Learning Objectives

Upon successful completion of this course, candidates will be able to:

Identify the features of High-Quality Instructional Materials (HQIM) that align with the Science of Reading.
Apply diagnostic and formative assessment data to plan and adjust instruction across decoding, fluency, vocabulary, comprehension, and writing.
Evaluate HQIM lessons for explicit, systematic, and equitable literacy instruction.
Design small-group and whole-class literacy instruction informed by assessment evidence and student need.
Adapt instruction to support multilingual learners, students with dyslexia, and other diverse learning profiles while maintaining instructional rigor.
Integrate writing, morphology, and family engagement practices to strengthen literacy outcomes and home-school connections.

Course Outline

Module / Topic	Focus
How Reading Really Works	Using the Simple View, Scarborough's Rope, and the Active View of Reading diagnostically with more complex reader profiles.
Developmental Progressions in Word Reading	How word reading develops over time and how to target instruction along the progression.
Small-Group Instruction & Independent Literacy Work	Designing data-informed small-group instruction and meaningful independent literacy tasks.
Integrated Reading & Writing Instruction	Connecting reading and writing, including morphology and syntax, to deepen literacy.
Read-Alouds & Meaning-Making Strategies	Using interactive read-alouds and comprehension strategies to build language and knowledge.
Working with High-Quality Instructional Materials	Evaluating and adapting HQIM such as Amplify CKLA K–5 (2025) and UFLI Foundations (2022) for fidelity and equity.
Supporting Students with Dyslexia	Applying structured, multisensory approaches within the advanced literacy block.
Supporting Multilingual Learners	Linguistically responsive instruction that maintains rigor for multilingual learners.
Assessment for Instructional Decision-Making	Turning diagnostic and formative data into targeted instructional moves.
Family & Community Partnerships	Building literacy partnerships with families and communities to extend learning.

Assignments & Assessment

Applied assignments, HQIM lesson evaluations, and reflection questions are embedded throughout each module, with an emphasis on data-driven instructional decisions.

HQIM lesson evaluation — analyze HQIM lessons (e.g., Amplify CKLA, UFLI Foundations) for explicit, systematic, and equitable instruction.
Data-to-instruction tasks — apply diagnostic and formative data to plan and adjust instruction across the literacy strands and writing.
Small-group design — design data-informed small-group and whole-class literacy instruction for diverse profiles.
Module reflection questions — embedded culminating reflections connecting advanced literacy practice to your classroom and family partnerships.

Completion Requirements

Complete the embedded exercises and reflection questions and upload required work in MS Word or PDF format using the tools provided. E435B completes the two-course Elementary Literacy sequence begun in E435A.

Program Policies

Accessibility & Accommodations — Candidates who require accommodations should contact their Instructional Coach so appropriate supports can be arranged.

Coaching & Support — Candidates work with an assigned Instructional Coach throughout the program and are encouraged to reach out with questions about course content or assignments.

Citation — Where research is required, cite all sources properly, including any provided within the course.

Appendix — Course Syllabus

EDU S436

Literacy in the Secondary Classroom

Course Syllabus · Secondary Literacy

Course	EDU S436 — Literacy in the Secondary Classroom
Format	45 hours of study time
Assessment	Ten (10) written assignments, including the personal teaching philosophy statement and the professional teaching portfolio.

Course Description

This course advances candidates’ practice as teachers and leaders of literacy across the secondary content areas. Grounded in the Science of Reading, candidates examine how the brain’s visual, phonological, and semantic systems work together to build skilled readers, and study core frameworks—Scarborough’s Reading Rope, the Simple and Active Views of Reading, and Ehri’s Phases—to diagnose where reading breaks down. Candidates interpret student data to distinguish word-recognition from language-comprehension needs, explore the demands of adolescent and disciplinary literacy. The course addresses academic vocabulary, reading comprehension, writing, classroom discourse, literacy assessment and screening, and tiered RTI/MTSS support, concluding with a personal teaching philosophy and a professional teaching portfolio.

Learning Objectives

Upon successful completion of this course, candidates will be able to:

Analyze how the brain’s visual, phonological, and semantic systems interact during reading to form the neural connections for skilled reading.
Apply core reading frameworks—Scarborough’s Reading Rope, the Simple and Active Views of Reading, and Ehri’s Phases—to diagnose where reading breakdowns occur for specific students.
Interpret case studies to determine whether difficulties stem from word-recognition or language-comprehension needs.
Explain the core theories and processes behind content-area and disciplinary literacy for adolescents, referencing key findings from scientifically based reading research (SBRR).
Discuss the role of motivation in adolescents’ literacy development and apply strategies that encourage reading and writing engagement.
Identify the specific reading and writing skills students need in your subject area and design activities to help build them.
Plan for instruction that builds student engagement, reading comprehension, and academic vocabulary.
Select assessment screeners to identify student literacy needs and align instruction and support.
Apply tiered literacy frameworks (RTI/MTSS) to determine appropriate intervention levels.
Design opportunities for collaboration, effective discourse, and literacy-based writing.
Develop a personal teaching philosophy and create and maintain a professional teaching portfolio.

Course Outline

Module / Topic	Focus
Understanding How Reading Works	The Science of Reading across grade levels and how explicit, systematic, structured instruction builds skilled adolescent readers.
Four Core Diagnostic Frameworks	Scarborough’s Reading Rope, the Simple and Active Views of Reading, and Ehri’s Phases, used together to locate where reading breaks down.
Content-Area & Disciplinary Literacy	The processes of reading and writing in adolescents and the discipline-specific literacy skills students need within each subject area.
Assessments in a Literacy Classroom	Selecting and interpreting literacy assessments and using results to drive instruction.
Identifying Student Needs	Literacy screening, careful data interpretation, and tiered RTI/MTSS supports matched to student need.
Academic Vocabulary Development	How words are learned through core language systems and stages, and practices that build secondary academic vocabulary.
Classroom Discourse & Student Engagement	Complex tasks, culturally and linguistically responsive instruction, flexible grouping, and discourse routines that build engagement.
Reading Comprehension	High-leverage comprehension strategies and targeted supports for diverse learners in the secondary classroom.
Writing Skills in the Literacy Classroom	High-leverage writing moves, reading-to-discussion writing, and writing for reasoning across the content areas.
Personal Teaching Philosophy & Professional Portfolio	Articulating core literacy beliefs and instructional practices, and assembling a professional portfolio that reflects literacy learning and growth.

Assignments & Assessment

Ten (10) written assignments, including the personal teaching philosophy statement and the professional teaching portfolio.

Diagnosing Secondary Reading Profiles — analyze two adolescent profiles, distinguishing word-recognition from comprehension challenges, and plan instruction accordingly.
Synthesis: Integrating Reading & Writing — in a two- to three-page summary, reflect on how your approach to integrating reading and writing has evolved and apply at least two literacy theories to your discipline.
Assessment in the Literacy Classroom — complete the assessment assignment.
Identifying Student Needs in the Literacy Classroom — complete the screening and needs-identification assignment.
Tiered Literacy Supports (RTI + MTSS) — complete the tiered-supports assignment.
Academic Vocabulary Development — complete the academic-vocabulary assignment.
Classroom Discourse and Student Engagement — complete the discourse-and-engagement assignment.
Reading Comprehension in the Literacy Classroom — complete the reading-comprehension assignment.
Writing Skills in the Literacy Classroom — complete the writing-skills assignment.
Course Reflections — respond to the culminating reflection questions, capturing your teaching philosophy and professional growth.

Completion Requirements

Submit all assignments in MS Word or PDF format using the upload tools provided. Portfolio components and supplemental assessments may be uploaded one file at a time, using the upload tool as many times as needed. On completion, candidates may view and print the course completion certificate from the course Home page.

Program Policies

Academic Integrity — All submitted work must be the candidate’s own. AI coaching tools provided within the #TEACH learning environment may support understanding but may not complete assignments on the candidate’s behalf.

Accessibility & Accommodations — Candidates who require accommodations should contact their Instructional Coach so appropriate supports can be arranged.

Coaching & Support — Candidates work with an assigned Instructional Coach throughout the program and are encouraged to reach out with questions about course content or assignments.

Citation — Where research is required, cite all sources properly, including any provided within the course.

Literacy & Dyslexia Legislation Implementation

Table of Contents

Narrative Response

When do candidates begin the course of study?

How do candidates demonstrate proficiency in components a, b, c, d, e(i), and e(ii)?

Does the course of study include both course assessments and clinical practice evaluations?

What process is in place for supporting candidates to reach proficiency in the components?

What training or continued professional learning is planned for faculty and instructors responsible for course of study implementation?

Assessment Rubric

High Cognitive Demand

Productive Learning Community

Dyslexia Legislation Alignment Matrix

MCL 380.1531e — Required Components

Program Alignment — All Initial Certification Programs

Literacy Standards & Resources

Standards

Resources

Application Timeline

Appendix — Course Syllabi

Identifying Students for Service

Course Description

Learning Objectives

Course Outline

Assignments & Assessment

Completion Requirements

Program Policies

Teaching Exceptional Students

Course Description

Learning Objectives

Course Outline

Assignments & Assessment

Case Study Analysis — Assessment Criteria

Completion Requirements

Program Policies

Literacy in the Elementary Classroom I

Course Description

Learning Objectives

Course Outline

Assignments & Assessment

Completion Requirements

Program Policies

Literacy in the Elementary Classroom II

Course Description

Learning Objectives

Course Outline

Assignments & Assessment

Completion Requirements

Program Policies

Literacy in the Secondary Classroom

Course Description

Learning Objectives

Course Outline

Assignments & Assessment

Completion Requirements

Program Policies