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Read by Grade Three Law


In October of 2016, the Michigan Legislature passed Public Act 306, also  known as the Read by Grade Three Law.  This law is to ensure that children  are reading at grade level by the time they leave third grade. Recently, both the House and Senate voted to remove the retention component  of this law, and we are waiting for the Governor’s signature to finalize  that change. Currently, all third graders take the M-STEP state  assessment. This school year, Michigan third graders will demonstrate  their reading ability on the spring state assessment in April, which will  inform decisions about each child’s future placement and levels of  support. Your partnership is important to your child’s reading success! 


We align with the research about retention: it is not an effective method to help students master reading and be successful in the classroom. Our philosophy is to provide our students with a quality experience starting  in Young-5s and Kindergarten. When we identify a student who is  struggling in any subject area, we analyze the scenario in order to  provide early intervention and support. Students who are identified by  MDE for retention will be given the opportunity for additional summer  support, and we will continue to support their learning the following  school year with a highly effective teacher and the continuation of  intensive, aligned intervention. 

We are committed to… 

  • Literacy as a priority, important for students as they  eventually prepare for careers and/or college.   
  • Teachers aligning instruction to the Early Literacy Essentials  & the Science of Reading.  
  • Students participating in initial & extensive assessments to  help teachers plan for each child’s reading needs.    
  • Providing intervention to students needing additional  support— in the classroom by their teacher, through  collaborative grade level intervention, and/or through  reading support provided by the literacy interventionists.  
  • Detailing supports for students reading well below  benchmark in an Individualized Reading Plan (IRP). 
  • Keeping open dialogue about student progress between  teachers, interventionists, administrators, and parents.   


  • Parents play an important role in the process of growing children  as readers.   
  • Continue reading daily with your child or listening to your child  read aloud! Research shows that 20 minutes of reading outside of  the school day makes a significant, life-long impact on student  reading achievement.   

Thank you for partnering with us as we cultivate learners who thrive within their communities!