Information on Michigan academic standards and instructional resources.
Learn more about the MDE office responsible for providing leadership in curriculum and instruction that provides students with greater choices to prepare for success.
Resources for educator certification, recognition programs, evaluation, and workforce research.
The Equitable Services Ombudsman helps ensure equitable services for private school children, teachers, and other educational personnel.
Resources related to financial and pupil accounting and auditing.
Options available for Michigan students that provide unique learning opportunities.
Food & Nutrition Programs
This MDE office provides resources and technical assistance in physical education, sex education, health education, behavioral, emotional, mental, and social education as well as safety, discipline, and transportation.
Resources for programs and initiatives that support school improvement efforts.
Resources for supporting special education in Michigan.
Michigan has an innovative and comprehensive system of assessments to measure student achievement in learning our state content standards.
Every Student Succeeds Act (ESSA)
Search is currently unavailable. Please try again later.
The web Browser you are currently using is unsupported, and some features of this site may not work as intended. Please update to a modern browser such as Chrome, Firefox or Edge to experience all features Michigan.gov has to offer.
The LEAD-K Michigan Advisory Committee has recommended eleven assessments for assessing language development and the stages toward English literacy for DHH children ages 0-5. The collection of recommended assessments provides multiple perspectives when looking at language and allows for teams to select which measures are most appropriate for individual children.
It is important when assessing language that teams pair tools with observations and robust language and narrative samples. For children who are DHH, additional language supports may be needed despite an overall average language score on a norm-referenced measure. Individual subtests that measure language the child learns incidentally may score below average revealing possible missing foundational information that is required for further literacy development. Children who are DHH may continue to need language support even if their scores fall in the low average range.
It is national best practice to closely monitor the language progress and access of a child who is DHH: Optimizing Outcomes for Students who are Deaf or Hard of Hearing [PDF]. Therefore, conducting language testing at six-month intervals is recommended.
The recommended assessments are listed below.
For the first time ever, Michigan is collecting data on language outcomes of children who are DHH, ages 5 and younger. The University of Colorado - Boulder’s Early Language Outcomes Lab (ELO) is supporting our data collection and analysis efforts. We eagerly seek your collaboration and thank you for your willingness to partner with us. The process for submitting language assessment data is outlined in the video to the right and supported by the PDFs that follow.
Please note: Fillable versions of the DAYC-2 and MB-CDIs referenced in the video are available by emailing elo@colorado.edu.
