Michigan 2025-2026 Regular Session Status: Passed House 1 R cosponsors

HB 5819 — Education: curriculum; science of reading requirements; modify. Amends sec. 1280f of 1976 PA 451 (MCL 380.1280f).

Last action — REFERRED TO COMMITTEE ON EDUCATION

  1. ✓
    Introduced
  2. ✓
    In Committee
  3. 3
    Passed House
  4. 4
    Passed Senate
  5. 5
    To Executive
  6. 6
    Enacted

This bill has passed the House. Introduced June 16, 2026. It now moves to the second chamber.

Next likely step: consideration and a floor vote in the Senate.

Odds of enactment

Moderate chance

Based on the sponsor, cosponsors, and committee posture, this bill has a moderate chance of becoming law.

Upgrade to see the exact probability and what's driving it.

A statistical estimate from our own model of past outcomes — an insight, not a guarantee. Policymaking is volatile.

Prognosis

Advancing 48% · moderate confidence

  • Passed House

    Current position in the legislative process.

  • 1 sponsor

    1 primary, 0 co-sponsors signed on.

  • Single-party support

    Sponsorship is currently within one party (1 R).

  • Cleared a recorded vote

    Passed 2 recorded votes so far.

Based on stage, sponsorship breadth, committee status, recorded votes, and cross-state momentum — a description of the observable signals, not a prediction.

In plain language

The bill modifies science of reading requirements in education curriculum.

This bill aims to change existing requirements related to the science of reading in educational curriculums. It specifically amends the relevant section of the education code.

What this means for you
  • Families: For families, this could mean changes in how reading is taught to their children in schools.

Summary

Education: curriculum; science of reading requirements; modify. Amends sec. 1280f of 1976 PA 451 (MCL 380.1280f).

Bill Text

What changed in the latest version

34 added · 33 removed

Plain-language change summary

The latest version of Bill HB 5819 has made some significant updates by adding a number of lines while removing others. Specifically, it appears that new provisions were introduced, which may enhance certain aspects or clarify the bill's intent, while redundant or outdated language has been taken out. This adjustment is important because it can affect how the law is applied and understood, ensuring that it addresses current needs or issues more effectively. Overall, these changes could lead to better governance and clear communication regarding the bill's purpose.

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HOUSE BILL NO.
HB-5819, As Passed House, June 10, 2026 HOUSE BILL NO.
(a) Subject to subsection (4) and subject to the availability of valid and reliable assessments, approve 3 or more valid and AIS H05608'25_HB5819_INTR_1 96j30s 1 reliable screening and progress-monitoring reading assessments for selection and use by school districts and public school academies in accordance with the following:
(a) Subject to subsection (4) and subject to the availability of valid and reliable assessments, approve 3 or more valid and AIS H05608'25_HB5819_APH_1 2hkefj 1 reliable screening and progress-monitoring reading assessments for selection and use by school districts and public school academies in accordance with the following:
(C) Providing differentiated instruction and intensive AIS H05608'25_HB5819_INTR_1 96j30s 1 intervention, including, but not limited to, methods to intensify instructional interventions for decoding and word recognition.
(C) Providing differentiated instruction and intensive AIS H05608'25_HB5819_APH_1 2hkefj 1 intervention, including, but not limited to, methods to intensify instructional interventions for decoding and word recognition.
(F) Work with teachers to ensure that evidence-based reading curriculum resources such as comprehensive core reading curriculum resources and reading intervention programs are implemented with AIS H05608'25_HB5819_INTR_1 96j30s 1 fidelity.
(F) Work with teachers to ensure that evidence-based reading curriculum resources such as comprehensive core reading curriculum resources and reading intervention programs are implemented with AIS H05608'25_HB5819_APH_1 2hkefj 1 fidelity.
(B) Have sufficient knowledge of scientifically based reading AIS H05608'25_HB5819_INTR_1 96j30s 1 research, special expertise in quality reading instruction and infusing reading strategies into content area instruction, and data management skills.
(B) Have sufficient knowledge of scientifically based reading AIS H05608'25_HB5819_APH_1 2hkefj 1 research, special expertise in quality reading instruction and infusing reading strategies into content area instruction, and data management skills.
The department shall offer expertise under this AIS H05608'25_HB5819_INTR_1 96j30s 1 subsection by providing guidance on at least both of the following:
The department shall offer expertise under this AIS H05608'25_HB5819_APH_1 2hkefj 1 subsection by providing guidance on at least both of the following:
Beginning not later than September 1, 2026, the department shall develop dyslexia expertise to provide technical assistance to school districts, intermediate school districts, and public school academies regarding the appropriate selection and use at each grade level of AIS H05608'25_HB5819_INTR_1 96j30s 1 reliable and valid universal screening assessments for the identification of pupils who exhibit characteristics of dyslexia and pupils who display difficulties in learning to decode accurately and efficiently, including those described in subsection (1), to minimize the impact on instructional time.
Beginning not later than September 1, 2026, the department shall develop dyslexia expertise to provide technical assistance to school districts, intermediate school districts, and public school academies regarding the appropriate selection and use at each grade level of AIS H05608'25_HB5819_APH_1 2hkefj 1 reliable and valid universal screening assessments for the identification of pupils who exhibit characteristics of dyslexia and pupils who display difficulties in learning to decode accurately and efficiently, including those described in subsection (1), to minimize the impact on instructional time.
AIS H05608'25_HB5819_INTR_1 96j30s 1 (6) By not later than August 1, 2027, each school district, intermediate school district, and public school academy shall update its selection of a valid and reliable screening and progress-monitoring reading assessment under subsection (9) to ensure that the selected system includes a reliable and valid universal screening assessment in accordance with subsection (4) and the guidance provided by the department under subsection (4), if it does not do so already.
AIS H05608'25_HB5819_APH_1 2hkefj 1 (6) By not later than August 1, 2027, each school district, intermediate school district, and public school academy shall update its selection of a valid and reliable screening and progress-monitoring reading assessment under subsection (9) to ensure that the selected system includes a reliable and valid universal screening assessment in accordance with subsection (4) and the guidance provided by the department under subsection (4), if it does not do so already.
(b) Secondary consequences of dyslexia, such as problems in reading comprehension and a reduced reading experience that can AIS H05608'25_HB5819_INTR_1 96j30s 1 impede the growth of vocabulary and background knowledge and lead to social, emotional, and behavioral difficulties.
(b) Secondary consequences of dyslexia, such as problems in reading comprehension and a reduced reading experience that can AIS H05608'25_HB5819_APH_1 2hkefj 1 impede the growth of vocabulary and background knowledge and lead to social, emotional, and behavioral difficulties.
A school district or public school academy shall use these assessments for pupils in grades K to 3 to screen and identify difficulties, inform instruction and AIS H05608'25_HB5819_INTR_1 96j30s 1 intervention needs, and assess progress toward a growth target.
A school district or public school academy shall use these assessments for pupils in grades K to 3 to screen and identify difficulties, inform instruction and AIS H05608'25_HB5819_APH_1 2hkefj 1 intervention needs, and assess progress toward a growth target.
(c) If a pupil in grades K to 3 is identified as having an early literacy delay or reading deficiency, provide written notice to the pupil's parent or legal guardian of the delay or reading deficiency in writing and provide tools to assist the parent or AIS H05608'25_HB5819_INTR_1 96j30s 1 legal guardian to engage in intervention and to address or correct any reading deficiency at home.
(c) If a pupil in grades K to 3 is identified as having an early literacy delay or reading deficiency, provide written notice to the pupil's parent or legal guardian of the delay or reading deficiency in writing and provide tools to assist the parent or AIS H05608'25_HB5819_APH_1 2hkefj 1 legal guardian to engage in intervention and to address or correct any reading deficiency at home.
AIS H05608'25_HB5819_INTR_1 96j30s 1 (a) For pupils who exhibit a reading deficiency, a reading intervention using intervention curriculum resources and evidence- based practices aligned to the research requirements consistent with the science of reading intended to ensure that pupils are proficient readers by the end of grade 3 and that includes some or all of the following features:
AIS H05608'25_HB5819_APH_1 2hkefj 1 (a) For pupils who exhibit a reading deficiency, a reading intervention using intervention curriculum resources and evidence- based practices aligned to the research requirements consistent with the science of reading intended to ensure that pupils are proficient readers by the end of grade 3 and that includes some or all of the following features:
AIS H05608'25_HB5819_INTR_1 96j30s 1 (D) Is systematic and explicit.
AIS H05608'25_HB5819_APH_1 2hkefj 1 (D) Is systematic and explicit.
(iii) Provides daily targeted small group or 1-to-1 reading AIS H05608'25_HB5819_INTR_1 96j30s 1 intervention based on pupil needs as determined by assessment data, including explicit and systematic instruction with more detailed and varied explanations, modeling and examples, and more extensive opportunities for guided practice incorporating error correction and feedback for pupils to develop mastery.
(iii) Provides daily targeted small group or 1-to-1 reading AIS H05608'25_HB5819_APH_1 2hkefj 1 intervention based on pupil needs as determined by assessment data, including explicit and systematic instruction with more detailed and varied explanations, modeling and examples, and more extensive opportunities for guided practice incorporating error correction and feedback for pupils to develop mastery.
(E) Information about adjustments that may be made to AIS H05608'25_HB5819_INTR_1 96j30s 1 intensify the intervention instruction as needed.
(E) Information about adjustments that may be made to AIS H05608'25_HB5819_APH_1 2hkefj 1 intensify the intervention instruction as needed.
(c) Subject to subsection (29), for pupils who are English language learners and who have been identified as demonstrating characteristics of dyslexia or difficulty decoding by an appropriate screening assessment administered under subsection (20) or (21) that is consistent with department guidance provided under AIS H05608'25_HB5819_INTR_1 96j30s 1 subsection (4) to distinguish characteristics of dyslexia from limited English proficiency, intervention services that include at least all of the following:
(c) Subject to subsection (29), for pupils who are English language learners and who have been identified as demonstrating characteristics of dyslexia or difficulty decoding by an appropriate screening assessment administered under subsection (20) or (21) that is consistent with department guidance provided under AIS H05608'25_HB5819_APH_1 2hkefj 1 subsection (4) to distinguish characteristics of dyslexia from limited English proficiency, intervention services that include at least all of the following:
(c) The supports and interventions required to be made AIS H05608'25_HB5819_INTR_1 96j30s 1 available to the pupil under the laws of this state.
(c) The supports and interventions required to be made AIS H05608'25_HB5819_APH_1 2hkefj 1 available to the pupil under the laws of this state.
(15) By not later than the beginning of the 2027-2028 school year, and each school year thereafter, subject to subsections (17) and (20), a school district, an intermediate school district, or a AIS H05608'25_HB5819_INTR_1 96j30s 1 public school academy shall ensure that each pupil described in this subsection is screened for characteristics of dyslexia and difficulties in learning to decode accurately and efficiently using a reliable and valid universal screening assessment.
(15) By not later than the beginning of the 2027-2028 school year, and each school year thereafter, subject to subsections (17) and (20), a school district, an intermediate school district, or a AIS H05608'25_HB5819_APH_1 2hkefj 1 public school academy shall ensure that each pupil described in this subsection is screened for characteristics of dyslexia and difficulties in learning to decode accurately and efficiently using a reliable and valid universal screening assessment.
AIS H05608'25_HB5819_INTR_1 96j30s 1 (ii) Effortful or laborious reading.
AIS H05608'25_HB5819_APH_1 2hkefj 1 (ii) Effortful or laborious reading.
(19) Beginning with the 2027-2028 school year, for a pupil AIS H05608'25_HB5819_INTR_1 96j30s 1 described in subsection (15)(d), the school district, intermediate school district, or public school academy in which the pupil is enrolled shall ensure that additional assessment data is gathered, including the pupil's historical results on reliable and valid universal screening assessments as available, and shall review this data with the pupil's teacher and school staff to inform the frequency of screening assessments that should be administered to the pupil to avoid unnecessary assessment while effectively assessing whether the pupil demonstrates characteristics of dyslexia, difficulties in learning to decode, or difficulties with word reading that may require an intervention placement for the pupil based on the guidance provided by the department under subsection (5).
(19) Beginning with the 2027-2028 school year, for a pupil AIS H05608'25_HB5819_APH_1 2hkefj 1 described in subsection (15)(d), the school district, intermediate school district, or public school academy in which the pupil is enrolled shall ensure that additional assessment data is gathered, including the pupil's historical results on reliable and valid universal screening assessments as available, and shall review this data with the pupil's teacher and school staff to inform the frequency of screening assessments that should be administered to the pupil to avoid unnecessary assessment while effectively assessing whether the pupil demonstrates characteristics of dyslexia, difficulties in learning to decode, or difficulties with word reading that may require an intervention placement for the pupil based on the guidance provided by the department under subsection (5).
(21) Beginning in the 2027-2028 school year, a pupil who is an English language learner and who has been assessed at a developing AIS H05608'25_HB5819_INTR_1 96j30s 1 level or higher on a state-required language proficiency assessment, or at a comparable level in accordance with department guidance under subsection (4), must be screened for characteristics of dyslexia and difficulty decoding as appropriate for the pupil's grade level under subsection (15), and, as appropriate and consistent with department guidance, the pupil's screening must include spelling skills, phonemic awareness in the pupil's native language, and oral reading fluency in the pupil's native language.
(21) Beginning in the 2027-2028 school year, a pupil who is an English language learner and who has been assessed at a developing AIS H05608'25_HB5819_APH_1 2hkefj 1 level or higher on a state-required language proficiency assessment, or at a comparable level in accordance with department guidance under subsection (4), must be screened for characteristics of dyslexia and difficulty decoding as appropriate for the pupil's grade level under subsection (15), and, as appropriate and consistent with department guidance, the pupil's screening must include spelling skills, phonemic awareness in the pupil's native language, and oral reading fluency in the pupil's native language.
Beginning with the 2027- 2028 school year, if a reliable and valid universal screening assessment indicates that a pupil is exhibiting characteristics of AIS H05608'25_HB5819_INTR_1 96j30s 1 dyslexia or indicates that the pupil is experiencing difficulty in learning to decode accurately and efficiently, a reading intervention program provided under this section must be part of a multi-tiered system of support (MTSS).
Beginning with the 2027- 2028 school year, if a reliable and valid universal screening assessment indicates that a pupil is exhibiting characteristics of AIS H05608'25_HB5819_APH_1 2hkefj 1 dyslexia or indicates that the pupil is experiencing difficulty in learning to decode accurately and efficiently, a reading intervention program provided under this section must be part of a multi-tiered system of support (MTSS).
(A) Prompting pupils to guess unknown words using pictures and AIS H05608'25_HB5819_INTR_1 96j30s 1 illustrations.
(A) Prompting pupils to guess unknown words using pictures and AIS H05608'25_HB5819_APH_1 2hkefj 1 illustrations.
However, these instructional methods and curriculum resources must not include instructional methods or curriculum resources that minimize the importance of primarily using letter- AIS H05608'25_HB5819_INTR_1 96j30s 1 sound information to decode or recognize unknown words, including, but not limited to, any of the uses of letter-sound information described in subdivision (c)(iii)(A) to (E), unless such instructional methods and curriculum resources are being used to confirm the meaning of unknown words after decoding has been attempted.
However, these instructional methods and curriculum resources must not include instructional methods or curriculum resources that minimize the importance of primarily using letter- AIS H05608'25_HB5819_APH_1 2hkefj 1 sound information to decode or recognize unknown words, including, but not limited to, any of the uses of letter-sound information described in subdivision (c)(iii)(A) to (E), unless such instructional methods and curriculum resources are being used to confirm the meaning of unknown words after decoding has been attempted.
(i) Provide that, for the purposes of subdivision (g), an intervention response team at the school district, intermediate school district, or public school academy in which a pupil described in subdivision (g) is enrolled shall refine the pupil's individual reading improvement plan with the teacher providing the AIS H05608'25_HB5819_INTR_1 96j30s 1 intervention instruction to the pupil under subdivision (g) to meaningfully accelerate reading outcomes.
(i) Provide that, for the purposes of subdivision (g), an intervention response team at the school district, intermediate school district, or public school academy in which a pupil described in subdivision (g) is enrolled shall refine the pupil's individual reading improvement plan with the teacher providing the AIS H05608'25_HB5819_APH_1 2hkefj 1 intervention instruction to the pupil under subdivision (g) to meaningfully accelerate reading outcomes.
(26) If the parent or legal guardian of a pupil has an independent, comprehensive evaluation conducted for dyslexia or other learning disabilities, the school district, intermediate AIS H05608'25_HB5819_INTR_1 96j30s 1 school district, or public school academy in which the pupil is enrolled shall ensure that any applicable requirements under the individuals with disabilities education act, Public Law 108-446, are fulfilled.
(26) If the parent or legal guardian of a pupil has an independent, comprehensive evaluation conducted for dyslexia or other learning disabilities, the school district, intermediate AIS H05608'25_HB5819_APH_1 2hkefj 1 school district, or public school academy in which the pupil is enrolled shall ensure that any applicable requirements under the individuals with disabilities education act, Public Law 108-446, are fulfilled.
(29) For pupils identified as English language learners by the pupil's teacher or other school staff or by a state-required AIS H05608'25_HB5819_INTR_1 96j30s 1 language proficiency assessment, if available staff resources allow, a school district or public school academy is encouraged to provide the following intervention services in addition to those required under subsection (10)(c):
(29) For pupils identified as English language learners by the pupil's teacher or other school staff or by a state-required AIS H05608'25_HB5819_APH_1 2hkefj 1 language proficiency assessment, if available staff resources allow, a school district or public school academy is encouraged to provide the following intervention services in addition to those required under subsection (10)(c):
(a) "Benchmark assessment" means an assessment administered AIS H05608'25_HB5819_INTR_1 96j30s 1 periodically throughout a school year and used for 1 or more of the following purposes:
(a) "Benchmark assessment" means an assessment administered AIS H05608'25_HB5819_APH_1 2hkefj 1 periodically throughout a school year and used for 1 or more of the following purposes:
(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 AIS H05608'25_HB5819_INTR_1 96j30s 1 language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
(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 AIS H05608'25_HB5819_APH_1 2hkefj 1 language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
(j) "Fidelity" means the extent to which an assessment or AIS H05608'25_HB5819_INTR_1 96j30s 1 intervention is implemented as it was designed.
(j) "Fidelity" means the extent to which an assessment or AIS H05608'25_HB5819_APH_1 2hkefj 1 intervention is implemented as it was designed.
(ii) The ability to consciously manipulate through, including, but not limited to, matching, blending, segmenting, deleting, or substituting, individual speech sounds described in subparagraph AIS H05608'25_HB5819_INTR_1 96j30s 1 (i).
(ii) The ability to consciously manipulate through, including, but not limited to, matching, blending, segmenting, deleting, or substituting, individual speech sounds described in subparagraph AIS H05608'25_HB5819_APH_1 2hkefj 1 (i).
(t) "Science of reading" means a cumulative and evolving body of evidence whose research studies follow a scientific process of inquiry and utilize scientific methods to help answer questions related to reading development and issues related to reading and writing derived from research from multiple fields of cognitive psychology, communication sciences, developmental psychology, AIS H05608'25_HB5819_INTR_1 96j30s 1 education, special education, implementation science, linguistics, and neuroscience.
(t) "Science of reading" means a cumulative and evolving body of evidence whose research studies follow a scientific process of inquiry and utilize scientific methods to help answer questions related to reading development and issues related to reading and writing derived from research from multiple fields of cognitive psychology, communication sciences, developmental psychology, AIS H05608'25_HB5819_APH_1 2hkefj 1 education, special education, implementation science, linguistics, and neuroscience.
(w) "Structured literacy" means systematic, direct, explicit, AIS H05608'25_HB5819_INTR_1 96j30s 1 cumulative, and diagnostic instruction that integrates listening, speaking, reading, and writing and emphasizes the structure of language across the speech sound system (phonology);
(w) "Structured literacy" means systematic, direct, explicit, AIS H05608'25_HB5819_APH_1 2hkefj 1 cumulative, and diagnostic instruction that integrates listening, speaking, reading, and writing and emphasizes the structure of language across the speech sound system (phonology);
Final Page AIS H05608'25_HB5819_INTR_1 96j30s
Final Page AIS H05608'25_HB5819_APH_1 2hkefj
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Action History

  1. REFERRED TO COMMITTEE ON EDUCATION

Sponsors

Sponsorship breakdown

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1 sponsors · 0 co-sponsors · 146 not signed on · 48 voted No

Sponsors (1)

Co-sponsors (0)

None.

Not signed on (146)

146 members have not signed on to this bill.

Show all 146 →

"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.

Whip count is in markup. Polling the chamber and every recorded vote this session. Only the first open is slow. It’s instant for you after this. Calling the roll · Tallying · Engrossing

Votes

passed; given immediate effect Roll Call #203 Yeas 56 Nays 50 Excused 0 Not Voting 4

Passed 56 Yea · 50 Nay
Party YeaNayPresentNot Voting
Republican 55200
Unaffiliated 1200
Democrat 04600
Total 565000
% of votes cast 53%47%0%0%
How each member voted (106)
Member Party Vote
Myers-Phillips — Nay
O’Neal — Nay
St. Germaine — Yea
Alabas Farhat Democrat Nay
Angela Witwer Democrat Nay
Betsy Coffia Democrat Nay
Carol Glanville Democrat Nay
Carrie Rheingans Democrat Nay
Cynthia Neeley Democrat Nay
Denise Mentzer Democrat Nay
Donavan McKinney Democrat Nay
Dylan Wegela Democrat Nay
Emily Dievendorf Democrat Nay
Erin Byrnes Democrat Nay
Helena Scott Democrat Nay
Jason M Hoskins Democrat Nay
Jason Morgan Democrat Nay
Jasper Martus Democrat Nay
Jennifer Conlin Democrat Nay
Jimmie Wilson Jr Democrat Nay
Joey Andrews Democrat Nay
John Fitzgerald Democrat Nay
Joseph Tate Democrat Nay
Julie Brixie Democrat Nay
Julie M. Rogers Democrat Nay
Kara Hope Democrat Nay
Kelly A Breen Democrat Nay
Kimberly Edwards Democrat Nay
Kristian Grant Democrat Nay
Laurie Pohutsky Democrat Nay
Mai Xiong Democrat Nay
Matt Koleszar Democrat Nay
Matt Longjohn Democrat Nay
Mike McFall Democrat Nay
Morgan Foreman Democrat Nay
Natalie Price Democrat Nay
Penelope Tsernoglou Democrat Nay
Peter Herzberg Democrat Nay
Phil Skaggs Democrat Nay
Ranjeev Puri Democrat Nay
Reggie Miller Democrat Nay
Samantha Steckloff Democrat Nay
Sharon MacDonell Democrat Nay
Stephanie A Young Democrat Nay
Stephen Wooden Democrat Nay
Tullio Liberati Jr. Democrat Nay
Tyrone Carter Democrat Nay
Veronica Paiz Democrat Nay
Will Snyder Democrat Nay
Angela Rigas Republican Yea
Ann M. Bollin Republican Yea
Bill Schuette Republican Yea
Brad Paquette Republican Yea
Bradley Slagh Republican Yea
Brian BeGole Republican Yea
Bryan Posthumus Republican Yea
Cameron Cavitt Republican Yea
Curtis S VanderWall Republican Yea
David Prestin Republican Yea
David W. Martin Republican Yea
Donni Steele Republican Yea
Douglas C Wozniak Republican Yea
Gina Johnsen Republican Yea
Greg VanWoerkom Republican Yea
Gregory Alexander Republican Yea
Gregory Markkanen Republican Yea
Jaime Greene Republican Yea
James DeSana Republican Nay
Jamie Thompson Republican Yea
Jason Woolford Republican Yea
Jay DeBoyer Republican Yea
Jennifer Wortz Republican Yea
Jerry Neyer Republican Yea
John R. Roth Republican Yea
Joseph A. Aragona Republican Yea
Joseph Fox Republican Yea
Joseph Pavlov Republican Yea
Josh Schriver Republican Yea
Karl Bohnak Republican Yea
Kathy Schmaltz Republican Yea
Ken Borton Republican Yea
Luke Meerman Republican Yea
Mark A Tisdel Republican Yea
Matt Hall Republican Yea
Matt Maddock Republican Yea
Matthew Bierlein Republican Yea
Mike Harris Republican Yea
Mike Hoadley Republican Yea
Mike Mueller Republican Yea
Nancy DeBoer Republican Yea
Nancy Jenkins-Arno Republican Yea
Parker Fairbairn Republican Yea
Pat Outman Republican Yea
Pauline Wendzel Republican Yea
Phil Green Republican Yea
Rachelle Smit Republican Yea
Ron Robinson Republican Yea
Rylee Linting Republican Yea
Sarah Lightner Republican Yea
Steve Carra Republican Nay
Steve Frisbie Republican Yea
Thomas Kuhn Republican Yea
Tim Kelly Republican Yea
Timothy Beson Republican Yea
Tom Kunse Republican Yea
William Bruck Republican Yea

Official roll call →

passed; given immediate effect

Passed 56 Yea · 50 Nay · 4 Other
Party YeaNayPresentNot Voting
Republican 54200
Unaffiliated 2200
Democrat 04600
Total 565000
% of votes cast 53%47%0%0%
How each member voted (106)
Member Party Vote
Outman — Yea
Myers-Phillips — Nay
O’Neal — Nay
St. Germaine — Yea
Alabas Farhat Democrat Nay
Angela Witwer Democrat Nay
Betsy Coffia Democrat Nay
Carol Glanville Democrat Nay
Carrie Rheingans Democrat Nay
Cynthia Neeley Democrat Nay
Denise Mentzer Democrat Nay
Donavan McKinney Democrat Nay
Dylan Wegela Democrat Nay
Emily Dievendorf Democrat Nay
Erin Byrnes Democrat Nay
Helena Scott Democrat Nay
Jason M Hoskins Democrat Nay
Jason Morgan Democrat Nay
Jasper Martus Democrat Nay
Jennifer Conlin Democrat Nay
Jimmie Wilson Jr Democrat Nay
Joey Andrews Democrat Nay
John Fitzgerald Democrat Nay
Joseph Tate Democrat Nay
Julie Brixie Democrat Nay
Julie M. Rogers Democrat Nay
Kara Hope Democrat Nay
Kelly A Breen Democrat Nay
Kimberly Edwards Democrat Nay
Kristian Grant Democrat Nay
Laurie Pohutsky Democrat Nay
Mai Xiong Democrat Nay
Matt Koleszar Democrat Nay
Matt Longjohn Democrat Nay
Mike McFall Democrat Nay
Morgan Foreman Democrat Nay
Natalie Price Democrat Nay
Penelope Tsernoglou Democrat Nay
Peter Herzberg Democrat Nay
Phil Skaggs Democrat Nay
Ranjeev Puri Democrat Nay
Reggie Miller Democrat Nay
Samantha Steckloff Democrat Nay
Sharon MacDonell Democrat Nay
Stephanie A Young Democrat Nay
Stephen Wooden Democrat Nay
Tullio Liberati Jr. Democrat Nay
Tyrone Carter Democrat Nay
Veronica Paiz Democrat Nay
Will Snyder Democrat Nay
Angela Rigas Republican Yea
Ann M. Bollin Republican Yea
Bill Schuette Republican Yea
Brad Paquette Republican Yea
Bradley Slagh Republican Yea
Brian BeGole Republican Yea
Bryan Posthumus Republican Yea
Cameron Cavitt Republican Yea
Curtis S VanderWall Republican Yea
David Prestin Republican Yea
David W. Martin Republican Yea
Donni Steele Republican Yea
Douglas C Wozniak Republican Yea
Gina Johnsen Republican Yea
Greg VanWoerkom Republican Yea
Gregory Alexander Republican Yea
Gregory Markkanen Republican Yea
Jaime Greene Republican Yea
James DeSana Republican Nay
Jamie Thompson Republican Yea
Jason Woolford Republican Yea
Jay DeBoyer Republican Yea
Jennifer Wortz Republican Yea
Jerry Neyer Republican Yea
John R. Roth Republican Yea
Joseph A. Aragona Republican Yea
Joseph Fox Republican Yea
Joseph Pavlov Republican Yea
Josh Schriver Republican Yea
Karl Bohnak Republican Yea
Kathy Schmaltz Republican Yea
Ken Borton Republican Yea
Luke Meerman Republican Yea
Mark A Tisdel Republican Yea
Matt Hall Republican Yea
Matt Maddock Republican Yea
Matthew Bierlein Republican Yea
Mike Harris Republican Yea
Mike Hoadley Republican Yea
Mike Mueller Republican Yea
Nancy DeBoer Republican Yea
Nancy Jenkins-Arno Republican Yea
Parker Fairbairn Republican Yea
Pauline Wendzel Republican Yea
Phil Green Republican Yea
Rachelle Smit Republican Yea
Ron Robinson Republican Yea
Rylee Linting Republican Yea
Sarah Lightner Republican Yea
Steve Carra Republican Nay
Steve Frisbie Republican Yea
Thomas Kuhn Republican Yea
Tim Kelly Republican Yea
Timothy Beson Republican Yea
Tom Kunse Republican Yea
William Bruck Republican Yea

Official roll call →

Subjects

education
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Frequently asked questions

What does HB 5819 do?
Education: curriculum; science of reading requirements; modify. Amends sec. 1280f of 1976 PA 451 (MCL 380.1280f).
Who sponsors HB 5819?
HB 5819 is sponsored by Kathy Schmaltz (Republican).
What is the current status of HB 5819?
This bill has passed the House. Introduced June 16, 2026. It now moves to the second chamber.
Where can I track HB 5819?
Track HB 5819 free on One Click Politics — get push/email alerts when it moves.

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Last checked for changes 3 months ago · updated continuously

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