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Taylor schools outline partnership agreement, dyslexia training timeline and grant funding uses
Summary
District staff told the board that Meyers Elementary remains in a state partnership agreement following a 2025 identification; the district set 2027–28 benchmark goals (1% increases in math/ELA proficiency and IR growth, 1% decrease in chronic absenteeism) and described grant-funded supports (Title I, Section 31A, Title II/III/IV) and dyslexia implementation steps under Public Act 146.
District staff briefed the board on April 8 about a state partnership agreement tied to Michigan Department of Education (MDE) identifications and on the district’s implementation of literacy and dyslexia requirements under Public Act 146.
Miss Scott described the partnership agreement process and said Meyers Elementary is the primary focus of the district’s current plan; TVLA was treated as an alternative school and is not held to the same accountability in the agreement. Staff said identification was based on spring 2025 scores and that the district’s action plan aligns school targets with the district strategic plan.
The district reported benchmark goals: a 1% increase in math and ELA proficiency on the M-STEP by spring 2027, a 1% increase in interim growth metrics, and a 1% decrease in chronically absent students. Staff also described required accountability steps should goals not be met, listing potential measures from the state that include administrative restructuring, class-size review, or curriculum examination.
On dyslexia and literacy, staff explained Public Act 146 (2024) requires districts to screen students and provide dyslexia-specific staff training. By 2027–28, universal K–3 screening is required; the district is monitoring whether its current screener (i-Ready) will be included on MDE’s approved list and has a contingency to pilot an alternate screener for fall 2027 if needed. Wayne RESA will host dyslexia workshops the district plans to use to meet teacher-training requirements.
The presentation also reviewed federal and state grant programs and how the district uses them: Title I funds for elementary interventionists and homeless transportation costs, Title II for professional learning and instructional coaches, Title III/Section 41 for English learner supports (including a forthcoming requirement tying EL minutes to WIDA scores), Title IV for well-rounded activities and CTE equipment, and Section 31A to support at-risk students and MTSS work. Staff emphasized that grants are supplemental and must align with the district’s strategic plan and MTSS process.
The board discussed concerns about census-based funding (Title I), noting that universal free meals can depress reported counts; staff said they were pursuing electronic tools and reenrollment strategies to improve form completion. Board members asked for further detail on grant amounts and personnel funded through grants; staff said some grant-funded positions (for example, attendance agents, social workers) are regionally-supported or competitive awards.
What’s next: staff will continue to monitor i-Ready’s status on the state-approved screener list, implement dyslexia workshops with Wayne RESA, and return to the board with specific grant allocation figures as budgeting for 2026–27 progresses.
Sources and attributions are drawn from the April 8, 2026 meeting transcript.
