In Michigan, educators know that early reading is the foundation for lifelong learning. But for years, the systems supporting struggling readers were fragmented and slow. Teachers often had to pull information from multiple places, track plans by hand, and wait weeks before a child could get the right support.
That’s why Michigan created MiRead. Built on the Ed-Fi Data Standard, MiRead brings assessments, reading plans, and instructional strategies together in one system. From kindergarten through third grade, MiRead helps teachers act quickly so students get timely, targeted support when it matters most.
From Data to Action
MiRead supports every step of early reading:
- Assessment results flow directly into the system, providing near real-time insight into each child’s progress.
- Personalized reading plans are created automatically and update continuously as students grow.
- Instructional strategies are recommended that teachers can put into practice right away.
Together, these features let teachers spend less time managing plans and more time supporting students.
Early Impact, Growing Momentum
MiRead is being adopted across Michigan as part of a broader statewide strategy to strengthen literacy and meet new requirements such as dyslexia screening and third-grade reading laws. While full rollout is still underway, momentum is building. Pilot implementations in districts like Detroit and Lansing have already shown positive trends in reading scores, and state and district leaders now have real-time visibility into student progress, helping them direct resources where they’re needed most.
The program continues to evolve as Michigan works toward full statewide adoption. Future plans include integration with other early support and school improvement systems, expansion to more districts, and additional coaching and professional development tied directly to MiRead data.
Real Impact in Classrooms
With implementation of the Ed-Fi Data Standard, MiRead keeps the focus where it belongs – on children’s learning. It ensures students get the right help when they need it, and teachers have more time to provide it. The result: more confident readers and stronger outcomes across Michigan classrooms.
