WI Act 20 FAQ

The information below is designed to address ongoing questions related to 2023 Act 20 and its implementation. Please send questions or concerns about this page or Act 20 to DPI staff by emailing early.reading@dpi.wi.gov.

Last updated: 11/22/2024

Curriculum and Instruction (updated May 17, 2024)

What type of early literacy instruction and intervention do schools need to provide?

Act 20 states that all Wisconsin schools are required to provide science-based early literacy instruction in both universal and intervention settings. Science-based early literacy instruction is defined as the following.

Instruction that is systematic and explicit and consists of all the following:

Phonological awareness
Phonemic awareness
Phonics
Building background knowledge
Oral language development
Vocabulary building
Instruction in writing
Instruction in comprehension
Reading fluency

Phonics is defined as the study of the relationships between sounds and words; this includes alphabetic principle, decoding, orthographic knowledge, encoding, and fluency.

Note that the Wisconsin Standards for ELA 2020 defines fluency as being comprised of accuracy, automaticity, and prosody.

What type of early literacy instruction and intervention is prohibited?

Act 20 states that three-cueing instruction and curricula are prohibited in grades K through 3. Three-cueing instruction is defined as, “...any model, including the model referred to as meaning, structure, and visual cues, or MSV, of teaching a pupil to read based on meaning, structure and syntax, and visual cues or memory.” This prohibition applies when the instructional goal is for the learner to solve unknown words.

Does this mean that schools are prohibited from providing any instruction in sight words or context clues?

The purpose of delivering instruction in reading foundational skills is to build automaticity in making meaning of written text. When prompting a learner for word-solving, educators should first and foremost be prompting for phonics. The term sight word refers to any word that is read with automaticity (Ehri 2005, 167-188). Therefore, it is reasonable to say that a goal of reading instruction is for the majority of words to become sight words.

The WI DPI recognizes that using context clues is an evidence-based instructional approach when the goal is to support comprehension and building vocabulary (Capin et al., 2020; Foorman et al., 2016; Kuhn & Stahl, 1998; Nash & Snowling, 2010). Therefore, instruction in using context clues is allowable and appropriate when the learning goal is related to vocabulary and comprehension skill building.

Foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.

How does an LEA determine if a reading curriculum, intervention, or supplementary instructional resources does not violate the three-cueing prohibition?

If an LEA can answer yes to both of the following critical questions, then the curriculum, intervention, or supplementary instructional resource likely does not violate the three-cueing prohibition and an LEA would be allowed to purchase and implement the curriculum, intervention, or supplementary instructional resource as appropriate.

Does the curriculum, intervention, or supplementary instructional resource follow a specific scope and sequence?
Does the curriculum, intervention, or supplementary instructional resource require the learner to apply their knowledge of phonics to solve an unknown word?

If an LEA answers no to either of the above questions, then the purchase and implementation of the curriculum, intervention, or supplementary instructional resource is not allowed and may not be supported with state or federal funds (2 CFR 200.404(b).)

Are there any exceptions to the science-based early literacy instruction requirements?

There are certain students for whom phonological and phonemic awareness focused literacy instruction is either not possible or appropriate. Appropriate instruction in reading should be clearly articulated in the individual education programs (IEPs) or 504 plans of such students and those instructional plans must be followed. Teachers of record should work closely with special education teachers to plan and deliver appropriate instruction.

For other students, including English learners with a different phonetic system in their first language, accommodations may need to be made. Appropriate instruction in reading should be clearly articulated in the individualized language plans of such students and those instructional plans must be followed. Teachers of record should work closely with Title III or English as a second language teachers to plan and deliver appropriate instruction.

Will schools be required to adopt and implement early literacy curricula from the list generated by the early literacy curriculum council?

No. School boards retain the independent authority to select the early literacy instructional materials they will adopt and implement. Those instructional materials are required to meet the definition of “science-based early literacy instruction” found in Act 20.

Does Act 20 require schools to change their curriculum?

Act 20 does not require schools to change their curriculum. Instead, 2023 Wisconsin Act 20 (Act 20) requires specific criteria related to literacy curriculum. Curriculum, encompassing instructional materials, activities, and assessments, aims to support students in reaching proficiency in the Wisconsin Standards for English Language Arts (2020).

To assist districts in navigating the curriculum requirements, the WI Act 20 Curriculum Crosswalk Toolkit (WI DPI, 2024) has been collaboratively developed by educators, educational partners, and DPI. The toolkit provides schools/districts three resources that were designed to support the analysis of compliance with Act 20. The three resources include a processing template, communication tool, and resource library.

How will schools be reimbursed if they adopt a curriculum from the recommended list of early literacy curricula? (updated 5/17/24)

DPI will establish a non-competitive grant program in which school districts may apply to receive funds to be partially reimbursed for purchasing an early literacy curriculum from the recommended list. Note that Act 20 states that a school district may be reimbursed up to 50% of the cost and that these grants will be prorated based on the number of districts that apply.

DPI is currently waiting for the Wisconsin Joint Committee on Finance to release the funds that may be used for these grants.

If a school is already using an early literacy curriculum that appears on the recommended list, could they be reimbursed for any of the supplementary or on-going costs of that curriculum after January 1, 2024?

Schools that purchased and implemented an early literacy curriculum that appears on the recommended list may apply for the partial reimbursement grants for the purchase of any consumables or on-going costs made on or after January 1, 2024.

Montessori Programs (updated 5/17/24)

Are Montessori programs required to implement early literacy instruction that meets the Act 20 requirements?

All schools, including independent charters and those participating in the Choice program, are required to provide early literacy instruction that meets the definition of science-based early literacy instruction as defined in Act 20. But there is nothing in Act 20 that would prohibit a Montessori program from providing early literacy instruction that includes all 9 components of science-based early literacy instruction to students when they are ready and/or in a play-based manner. Such instruction can certainly be systematic and explicit AND play-based AND based on a child’s development.

Bilingual Programs (updated 7/15/24)

What type of early literacy instruction do bilingual programs need to provide?

Bilingual programs, including one and two-way dual language programs, typically provide reading instruction in both English and a partner language. The grade level at which reading instruction in English begins varies, depending on the program model. Act 20 does not prohibit the teaching of early literacy skills in languages other than English in bilingual programs. However, reading instruction in English that is provided to students in bilingual programs must align with the definition of “science-based early literacy instruction” per Act 20. Bilingual programs providing reading instruction in a language other than English may choose to align instruction in the partner language to Act 20’s definition of “science-based early literacy instruction” if the components of that definition also apply to the way literacy skills are developed in that language.

Even in cases where EL students are not enrolled in bilingual programs, it may be useful for teachers to learn about the literacy backgrounds of students in their home languages. Additionally, it is recommended that bilingual programs, and all other programs serving English Learners (ELs), consider evidence-based practices for supporting the literacy development of ELs when designing literacy instruction in English for that group of students. This may involve greater emphasis on oral language development, vocabulary development, and building background knowledge. It might also include honoring students’ home literacy practices, drawing on their language and literacy skills in their home language, and making connections between reading materials and students’ interests and experiences. Wisconsin’s English Language Development (ELD) Standards, should also be integrated into literacy instruction for ELs.

Do schools with one or two-way dual language programs need to publicly post their reading remediation plans? (updated 5/14/24)

Yes, all schools are required to publicly share their reading remediation plans. Since the purpose of one and two-way dual language programs is to develop reading proficiency in both English and a partner language, the reading remediation plans for schools that offer those types of programs should outline how learners will be supported in developing reading skills in both languages, when the school will intervene and provide greater supports, and what those increased supports are. The remediation plan may include instruction, interventions, and other support delivered in the partner language.

Can bilingual programs administer the required early literacy screener in languages other than English? (updated 7/15/24)

Act 20 requires local education agencies to assess all students in grades 4K-3 using a DPI-selected early literacy screener that meets the requirements laid out in the law. The law does not specify that the assessment must be given in English. As such, students enrolled in bilingual programs, including dual language programs, in which early literacy instruction is conducted in a language other than English may be assessed in the language of instruction, provided there is an assessment available that meets the specifications in the statute and is approved by DPI. In such cases, administering the approved literacy screener in a language other than English meets this Act 20 requirement. If no such assessment exists, districts are required to administer the early literacy screener in English.

aimswebPlus includes assessments in Spanish. More details about these assessments and how they could be used to meet Act 20 requirements are forthcoming.

When deciding whether to administer an approved literacy assessment in a language other than English to students in bilingual programs, districts may want to consider a number of factors. This could include the applicability of an Act 20-aligned literacy assessment to the way literacy is acquired in the language other than English in which instruction is provided and if an approved assessment is available. It could also include the model of bilingual education being implemented, the students’ English language proficiency levels, the students’ grade levels, and the language in which literacy skills are first introduced.

Ultimately a bilingual program may want to administer reading screeners in both English and the partner language to have a more complete understanding of a student’s literacy development that can be used to make decisions about appropriate interventions and can be shared with families.

Can districts administer the required reading diagnostic assessment(s) in languages other than English (updated 5/14/24)

Act 20 requires districts to administer a diagnostic reading assessment to any student scoring below 25th percentile on the early literacy screener. This diagnostic reading assessment must meet specific criteria (see details about specifications in the "assessments" portion of this FAQ. Act 20 does not specify that the diagnostic test must be given in English. If students are receiving regular literacy instruction in a language other than English, the diagnostic reading assessment may be administered in the language of instruction if such an assessment exists that meets all criteria outlined in Act 20. Additionally, if a district believes giving an EL student a diagnostic test in their home language will yield a more accurate picture of their literacy skills, it may choose to do so even if that student is not enrolled in a bilingual program. Districts have the authority to select and implement the diagnostic reading assessment they have identified as best for their learners. If a diagnostic assessment is given in a language other than English for the purpose of meeting the requirements of Act 20, the assessment must meet the criteria outlined in the law. This does not preclude districts from administering other, additional, assessments that they believe will provide educators with important information about a students’ literacy development.

For EL students who have literacy skills in their home language, districts may want to administer diagnostic reading assessments in both English and the student’s home language to get a more complete picture of their literacy development. Similarly, for both EL and non-EL students enrolled in two-way bilingual, or dual language, programs, districts may choose to use diagnostic reading assessments in English and the partner language. Looking at what students know and can do across languages will provide districts with important information they can share with families and use to make decisions about appropriate interventions.

What early literacy assessment data should be used to determine if a learner in a bilingual program is in need of additional supports and a personal reading plan? (updated 5/14/24)

Literacy skills are critical to academic and life success. The purpose of assessing learners’ reading skill development and requiring a reading plan and interventions is to intervene as quickly as possible when a learner experiences challenges in learning to read. To ensure that all learners receive the supports they need to develop their reading skills, bilingual programs should use all of the literacy assessment data that they have to determine whether the learner needs a personal reading plan and interventions. If a student enrolled in a bilingual program is given the required early reading screener only in English, that is the score that should be used to determine if they are in need of additional supports and a personal reading plan. If the student is given the early reading assessment only in a language other than English, that score should be used when deciding whether additional supports and a personal reading plan are required. If a bilingual program chooses to administer early literacy assessments in both English and the partner language, the district should identify which screener will be used to determine whether or not a personal reading plan is required. This decision should be made prior to administering the screener and should be applied consistently according to the criteria the district has set. For example, the district may decide based on the type of bilingual program in which the student is enrolled, the grade level of the student or the English language proficiency level of the student.

Although one score must be used to determine if a student in a bilingual program requires a personal reading plan, it is recommended that assessment data in both languages be used when developing the plan and determining the types of support the child will receive and the language(s) in which the support will be delivered. Additional data to consider in developing a personal reading plan includes the diagnostic reading assessment, classroom data, and data from families or caregivers.

English Learners (updated 7/15/24)

Can English Learners be exempted from any Act 20 requirements? (updated 7/15/24)

A good cause exception exists for English Learners who have been promoted from third grade without completing their personal reading plans. EL students in fourth grade who have not yet demonstrated sufficient proficiency on required reading assessments may be exempted from interventions that are required by law for non-EL students. This includes, but is not limited to, intensive instructional services related to reading and participation in intensive summer programming.

There are three other areas where flexibility exists in terms of how districts may choose to meet the requirements of the law with regards to EL students.

The first flexibility is that EL students who are recent arrivals to the U.S., also called newcomer students, may be exempted from one administration of a mandated English language arts assessments. As such, districts may decide to exempt EL students who have been in the U.S. for less than twelve months from one administration of the required reading screener. For example, if a student who is new to the country enrolls at the beginning of the school year, they may be exempted from the fall administration of the screener. The early literacy screener may provide important data and information about a newcomer's early literacy skills, however, so it may be valuable for a district to administer the screener to learners who are recent arrivals to the U.S.

The second flexibility is that ELs receiving instruction in a language other than English may be assessed in that language if they are receiving instruction in that language and providing there is an approved early literacy assessment available in that language. See the section of this FAQ about bilingual and dual language programs for more information about assessing students in languages other than English.

The third flexibility is that districts may combine an EL learner’s reading plan with their individualized language plan (ILP). This is allowable if a learner's ILP contains all of the information required in an Act 20 personal reading plan. Note that in that case, the ILP would need to include information both about language development, which should be aligned to Wisconsin's English Language Development Standards, and information about how the learner's English reading skills and abilities will be supported. See the question in this section of the FAQ about personal reading plans and ILPs for more information about this flexibility.

Can districts automatically give a good cause exception to all fourth-grade English learners who have not made enough progress to exit a personal reading plan? (updated 12/30/24)

Visit Promotion Policy for guidance and FAQs about the promotion policy, including the good cause exceptions.

Do districts have to administer the required reading readiness screener to ELs who are recent arrivals to the country? (updated 7/15/24)

EL students who are recent arrivals to the U.S., also called newcomer students, may be exempted from one administration of a mandated English language arts assessments. As such, districts may decide to exempt EL students who have been in the U.S. for less than twelve months from one administration of the required reading screener. For example, if a student who is new to the country enrolls at the beginning of the school year, they may be exempted from the fall administration of the screener. The early literacy screener may provide important data and information about a newcomer's early literacy skills, however, so it may be valuable for a district to administer the screener to learners who are recent arrivals to the U.S.

Educators could attempt to administer the assessment to students, but can discontinue the test administration if the child is unable to complete it or reaches their frustration level. The attempt to administer the assessment should be documented.

Administering the early literacy screener to newcomer students can provide schools and teachers with important baseline data about their literacy skills. Schools can use this information, in conjunction with other sources of data like ACCESS scores and home language literacy skills, to make decisions about the types of support that should be incorporated into a student’s reading plan. The initial reading assessment scores can also be used as a benchmark for measuring student progress over time, which can help identify EL students who have reading-related needs that may require specialized interventions.

If possible, districts should ensure that newcomer students are assessed to determine EL status prior to being given the early reading assessment. Knowing whether or not a student is an EL is a key piece of information that educators need when making sense of reading screener results. Districts are also encouraged to coordinate language proficiency and literacy testing to ensure that students do not have to take both on the same day.

Does Wisconsin's English language proficiency assessment (ACCESS for ELs) meet the requirements of a diagnostic reading assessment under Act 20? (updated 5/14/24)

Act 20 states that a diagnostic reading assessment must be administered to all learners scoring below the 25th percentile on the reading readiness screener. Act 20 states that the diagnostic reading assessment must include an evaluation of rapid naming, phonological awareness, word recognition, spelling, vocabulary, listening comprehension, and, when developmentally appropriate, oral reading fluency and reading comprehension. In addition to the content requirements, Act 20 requires that a diagnostic reading assessment must have a sensitivity rate of at least 70 percent, a specificity rate of at least 80 percent, and it must include a growth measure.

The ACCESS for ELLs, the state’s approved English Language Proficiency (ELP) assessment, does not meet the requirements of a diagnostic reading assessment outlined in Act 20. As such, it cannot be used to meet the requirement to administer a diagnostic reading assessment to students scoring in the lowest 25th percentile of the reading screener. However, an EL student’s ELP level may be one factor that districts consider when determining what types of interventions might be appropriate to provide that student.

Can the required reading readiness screener be used to identify a learner as an English Learner? (updated 5/14/24)

No, under no circumstance can a reading screener be used to determine whether a student is an English learner. If the Home Language Survey indicates that a student may be an EL, the student must be assessed in all four language domains (listening, speaking, reading and writing) using the assessments identified in the state standardized procedure for entry and exit of English Learner status.

Do learners identified as English Learners need a personal reading plan? (updated 5/14/24)

Act 20 specifies that all learners who score below the 25th percentile of the early literacy screener must have a reading plan. There is no exception for English Learners. However, an EL student’s reading plan may be combined with their individual language plan (ILP). Please see the section of this FAQ that addresses when a language plan can also function as a reading plan for more detailed information about what those plans must entail.

When can an English Learner's language plan also be considered their Act 20 personal reading plan? (updated 5/14/24)

Districts are required to develop a plan of service for English Learner students. This plan is sometimes known as an individual language plan (ILP), but the name varies across districts. ILPs must address how a district will support the language development of EL students and document the support structures in place that will provide students with equitable access to content learning via language instruction educational programs (LIEPs).

For EL students who require a personal reading plan under the criteria laid out in Act 20, districts may choose to incorporate the required components of the reading plan into the students’ ILP. When incorporating a personal reading plan into an individual language plan, information about how the objectives of the reading plan will be met must be included. The required components of a reading plan are as follows:

The specific areas of need related to early literacy skills, as identified by the applicable assessment.
Goals and benchmarks for the pupil's progress toward grade-level literacy skills.
How the pupil's progress will be monitored.
A description of the interventions and any additional instructional services that will be provided to the pupil to address the pupil's early literacy skill deficiencies.
The programming that the pupil's teacher will provide that aligns to the definition of science-based early literacy instruction as stated in Act 20 and addresses the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Strategies the pupil's parent is encouraged to use to help the pupil achieve grade-level literacy skills.
Any additional services available and appropriate to accelerate the pupil's early literacy skill development.

Additionally, districts must provide a copy of the personal reading plan to parents and provide progress updates after 10 weeks

Districts choosing this option should take care to ensure that ILPs address students’ language learning needs. Simply addressing the components of a reading plan, as specified by Act 20, does not meet the federal requirements for an ILP. As such, a combined personal reading plan and language plan cannot consist only of reading goals, but must also address the student’s language-learning needs and goals and the language instruction services the student will receive.

Combining personal reading plans and language plans does not mean that reading-related supports will be provided by EL staff. Districts must ensure that such plans address how EL students will have access to reading-related interventions and supports that are available to all students in the district.

Because of the dual focus of language plans that also function as reading plans, they should not be made in isolation. EL specialists, reading specialists, and classroom teachers should collaborate to develop a plan that includes complementary services that meet the language AND literacy learning needs of students.

Who should provide reading interventions and supports to learners identified as English Learners? (updated 5/14/24)

A learner identified as an English learner is the responsibility of each educator supporting that child. It should not fall to ESL and bilingual teachers to implement a student’s reading plan, even if it is combined with the language plan. EL students must have access to the same programs and services that are available to non-EL students. This includes any intensive reading support that is provided by highly trained reading teachers or specialists. In some cases, schools may determine that an EL student’s score on the reading screener is primarily impacted by their English proficiency level and may choose to focus on providing language support for a specified period of time. However, if an EL student is determined to need additional intervention or support specifically in the area of reading, the student should have access to any reading services available to non-EL students, including interventions provided by certified reading teachers and specialists. Additional reading supports occur on a spectrum based on a learner's needs, including differentiated small group instruction in the core classroom, co-teaching models, push-in supports, and pull-out supports.

Use of Federal Funds (updated 10/8/24)

How does Act 20 impact federal fund use by school districts?

State and federal funds (Title funds, IDEA funds, or other federal funds) may not be used to purchase curriculum, intervention, or training that meets the definition of three-cueing in Act 20. All curricula, interventions, and training must align with the definition of “science-based early literacy instruction” found in Act 20.

See the below questions with more detailed information about the use of federal funds and Act 20 requirements.

Districts should work with their DPI Title I or IDEA contact to work through additional questions.

How does an LEA determine if a reading curriculum, intervention, or supplementary instructional resources does not violate the the three-cueing prohibition?

If an LEA can answer yes to both of the following critical questions, then the curriculum, intervention, or supplementary instructional resource does not violate the three-cueing prohibition and an LEA would be allowed to purchase and implement the curriculum, intervention, or supplementary instructional resource as appropriate.

Does the curriculum, intervention, or supplementary instructional resource follow a specific scope and sequence?
Does the curriculum, intervention, or supplementary instructional resource require the learner to apply their knowledge of phonics to solve an unknown word?

Can an LEA use federal funds to support, in whole or in part, professional development in reading that meets the Act 20 professional development requirement?

It depends on the federal funding source. The cost must be allocable (meets the intents and purposes of the federal grant) and allowed by the grant program.

An LEA may not use Title II funds to support, in whole or in part, professional development that is either required by Act 20 or to support Act 20 implementation. For example, Title II funds may not be used to support the Act 20 professional development requirement, or professional development necessary to implement the reading screener required under Act 20.

An LEA may use ESSER III, EBIS funds, or the Motion 57 LETRS grant funds to support professional development in reading that meets the Act 20 professional development requirement.

Can an LEA use federal funds to support, in whole or in part, a reading curriculum, intervention, or supplementary instructional resource that meets the requirements of Act 20 and does not incorporate three-cueing?

It depends on the federal funding source. The cost must be allocable (meets the intents and purposes of the federal grant) and allowed by the grant program. The following are some examples.

An LEA may not use Title II funds for the purchase of a reading curriculum, intervention, or supplementary instructional resource because the purchase of a curriculum, intervention or supplementary instructional resource are not allocable to Title II (20 U.S.C. 6601).
An LEA may not use Title III funds to pay for a school's core curriculum, reading intervention, or supplementary instructional resource for all students. These costs are not allocable to Title III. Title III funds could be used to purchase supplementary instructional resources to help learners access the content of the core curriculum or intervention. For example, an LEA could use Title III funds to engage families of English learners in activities that would support the core curriculum or intervention (20 U.S.C. 6825).
An LEA may not use Title IV-A funds to pay for a school's core curriculum. That would be supplanting. An LEA may, however, use Title IV-A funds for an intervention or supplementary instructional resources if they are aligned to an identified need AND if the LEA did not use either state or local funds for the same cost in the prior year (20 U.S.C. 7120).
An LEA may use ESSER III or EBIS grant funds to pay for a core curriculum, reading intervention, supplementary instructional resources, and cost of professional development that aligns with Act 20 requirements, in addition to other expenditures that meet students’ academic needs. The ESSER/EBIS funds do not have a “supplement, not supplant” requirement. Additional information about ESSER III allowability can be found on the DPI ESSER III page linked here, or by emailing essergrants@dpi.wi.gov.
An LEA may use the Motion 57 LETRS grant funds to pay for the cost of an eligible reading training. More details about these funds and eligible trainings can be found at the page linked here.

Contact your assigned DPI Title I consultant for further questions or support.

May an LEA use Title I part A funds to purchase reading curriculum, reading interventions, or supplementary reading instructional resources?

An LEA must either be exempt from the Title I Supplement not Supplant requirement, or ensure that it has a methodology in place to demonstrate they are in compliance with the Title I Supplement not Supplant requirement. For more information about this requirement, please visit this link. If the LEA is exempt or is meeting the Title I Supplement not Supplant methodology requirements, then the LEA may use Title I part A funds in the following ways.

An LEA may use a Title I school-level allocation to purchase a reading curriculum, a reading intervention, or supplementary reading instructional resources for a Title I Schoolwide program if it addresses an identified need for all students in the school.
An LEA may prorate the cost of a reading curriculum for a Title I Targeted Assistance school based on the number of identified Title I students with identified literacy needs if the curriculum addresses the identified needs of the identified Title I students.
An LEA may use Title I funds to purchase a reading intervention or supplementary reading instructional materials to address the identified needs of identified Title I students in Targeted Assistance schools.
An LEA may use their Centralized Services reservation only if they are purchasing core reading curriculum, a reading intervention, or supplemental reading instructional resources for all the elementary schools; all of the elementary schools are Title I Schoolwide programs; AND the purchase(s) address the needs of students in all of the elementary Title I Schoolwide schools. (20 U.S.C. 6321(b).)

Contact your assigned DPI Title I consultant for further questions or support.

Can the personal reading plan required in Act 20 serve as a Title I school-parent compact?

No. The compact is supposed to be jointly developed, unique for each school, and should encompass the school’s efforts in curriculum and learning, how parents can support their students’ success, where there are opportunities for volunteering and decision making, and identify opportunities for ongoing communication (20 USC 6318(d)).

However, it is possible to align personal reading plan and the parent/school compact, but LEAs should keep in mind that the purpose of each document is very different so it might not be a straightforward alignment. The PRP is a targeted model for students who fall below the 25th percentile on the fall reading screener. The Parent/School Compact is for all Title I students and supposed to be developed with parents in an effort to cover all the areas mentioned above. The PRP is focused on literacy skills and is a personalized plan for an individual student. The School/Parent compact is an agreement between the school and parents on the work they both are engaging in for the students’ success, so it is a little more generalized on the structures of the school. It is possible to align the requirements of both documents, but LEAs need to be thorough, thoughtful, and explicit in how they are meeting requirements of both documents.

Early Literacy Curriculum Council

How will individuals be selected for the early literacy curriculum council?

Wisconsin Act 20 states that a Council on Early Literacy Curricula shall be comprised of nine individuals (three selected by the Wisconsin Department of Public Instruction, three selected by the Speaker of the Wisconsin Assembly, and three selected by the Senate Majority Leader).

Members of this council are required to have, “knowledge of or experience with science-based early literacy instruction” as defined in Act 20.

Members are appointed in accordance with Act 20.

What is the time commitment of the early literacy curriculum council?

Council members can expect to spend four to 10 hours each week in a combination of collaborative and individual work time to meet the December 1st deadline of providing a list of recommended early literacy curricula to DPI.

How will early literacy curriculum council meetings take place?

The curriculum council will meet virtually after typical school hours. These meetings will be publicly noticed and open to the public to observe.

What are the responsibilities of the early literacy curriculum council?

Act 20 states that the early literacy curriculum council will review early literacy instructional materials for alignment to the definition of science-based early literacy instruction found in Act 20 and will present a list of recommended early literacy curricula to DPI based on that review. The first recommended list must be presented to DPI by December 1 and annually thereafter. DPI will publish the list of recommended early literacy curricula by January 1.

Act 20 also states that the early literacy curriculum council will advise the State Superintendent on the hiring individual who will serve as the Director of the Wisconsin Reading Center.

Assessments (updated 7/16/24)

What are the new reading readiness screener requirements and when do those requirements take effect? (updated 7/15/24)

A single reading readiness screener will be administered to Wisconsin students enrolled in public school districts and independent charter schools in grades 4K through grade 3 beginning in the school year 2024-2025. Students participating in the Choice program and those attending private schools are not required to take the reading screener.

After following the state of Wisconsin’s procurement process, the Department of Administration selected Pearson to provide this screener. aimswebPlus is the Pearson product that will be used as the required fundamental reading skills and universal reading screener.

An amendment to Act 20 signed in March 2024, delays just the first administration of the screener in school year 2024-2025 to allow for adequate training time. The first required administration of the universal reading screener for 5K through grade 3 will be mid-year. The first required administration of the fundamental reading skills screener for 4K will be in the spring. School districts and 4K programs will have the ability to administer an optional fall screener in 2024 if they so choose.

Find details about which aimswebPlus reading subtests are required to meet Act 20 requirements and information to guide local decisions about assessment windows here.

What reading skills will be assessed on the new reading readiness screener? (7/15/24)

Act 20 states that learners in 4K must be evaluated on phonemic awareness and letter sound knowledge.

Act 20 states that learners in 5K through grade 3 must be evaluated on phonemic awareness, decoding skills, alphabet knowledge, letter sound knowledge, and oral vocabulary.

Find details about which aimswebPlus reading subtests are required to meet Act 20 requirements here.

Are districts required to purchase aimswebPlus? (updated 7/15/24)

No, Wisconsin public school districts and independent charter schools are not required to purchase aimswebPlus for learners in grades 4K through grade 3.

If any district or independent charter school chooses to administer aimswebPlus beyond grade 3 or chooses to administer other Pearson assessments, such as a math assessment, the district will need to purchase those products.

Is there an opt out of the new reading readiness screener requirement?

No, there is no ability for families to opt their child out of this requirement.

When will the fundamental reading skills and universal reading screener be administered? (updated 7/15/24)

Districts and independent charter schools will establish their own assessment windows based on their locally established school year calendars. Districts and independent charter schools are responsible for ensuring that all learners in grades 4K through grade 3 complete the reading screener according to the timelines stated in Act 20.

All 4K learners must take the fundamental reading skills screener on or before the 45^th day of programming in the fall and again on or before the 45^th day prior to the last day of programming in the spring.

All 5K through grade 3 learners must take the universal reading screener on or before the 45^th day of school in the fall, once mid-year, and on or before the 45^th day prior to the last day of school in the spring.

Under state law, “days” means calendar days, so if a school’s first day is September 3, they must administer the fall screener on or before October 17; if a school’s last day is June 5, they must administer the spring screener on or before April 21.

Find information to guide local decisions about assessment windows here.

Can the aimswebPlus reading screener be administered virtually? (updated 7/16/24)

Pearson offers information and guidance for administering aimswebPlus virtually here.

Can a district or school choose to administer additional aimswebPlus reading screener subtests and would there be a charge for doing so? (updated 7/15/24)

Public school districts and independent charter schools will have access to all aimswebPlus reading subtests for learners in grades 4K through grade 3 at no charge.

Will Wisconsin districts and schools be able to use other Pearson assessments, such as aimswebPlus beyond grade 3 or math assessments, at no cost? (updated 7/15/24)

Are school districts required to notify families of reading readiness screener results? (updated 7/15/24)

Yes. Districts are required to notify parents and families with results of the reading readiness screener no later than 15 days after the assessment is scored. aimswebPlus scores are available at the time of administration. A score for a subtest is available as it is administered. Family notification about reading screener performance requires information from each subtest. Therefore, the 15-day window begins once a student has completed all subtests. These notifications must be in a form understandable to the family. Templates are available at Resources for Act 20.

Notifications must include the following information.

The pupil's score on the reading readiness assessment.
The pupil's score in each early literacy skill category assessed by the reading readiness assessment.
The pupil's percentile rank score on the reading readiness assessment, if available.
The definition of “at-risk” and the score on the reading readiness assessment that would indicate that a pupil is at-risk.
A plain language description of the literacy skills the reading readiness assessment is designed to measure.

How will the definiton of "at-risk" be determined? (updated 7/15/24)

Per Wis. Stat. §§ 118.016, in 5K through grade 3, students identified as "at-risk" must be engaged in diagnostic assessment and have a personal reading plan. At-risk is defined as below the 25th percentile on the universal screener. That is defined as follows:

5K students will be identified as “at risk” and require follow-up diagnostic assessment if their aimswebPlus Early Literacy Composite score is below the 25th percentile during any of the testing windows. The Kindergarten Early Literacy composite score combines performance on Letter Naming Fluency (LNF) and Letter Word Sounds Fluency.
Grade 1 students will be identified as “at risk” and require follow-up diagnositic assessment if their aimswebPlus Oral Reading Fluency (ORF) score is below the 25th percentile during any of the testing windows. Oral Reading Fluency is the only measure used in the Grade 1 Early Literacy composite score.
Grade 2 and 3 Grade 2 students will be identified as “at risk” and require follow-up diagnositic assessment if their aimswebPlus Oral Reading Fluency score is below the 25th percentile during any of the testing windows.

Data gathered from all subtests of the screener - including those used to determine at-risk status - can be used to inform diagnostic assessment.

For more information about which subtests of aimswebPlus are required in Wisconsin and determining at-risk status, visit Wisconsin's aimswebPlus informational page. "Content" includes the "Reading Readiness Assessment Matrix".

How will districts report reading screener results to DPI? (updated 7/15/24)

Schools will enter student scores into a portal and then Pearson will share data directly with DPI so that districts do not have to report reading screener results separately to DPI.

Note that there are additional data points that public districts and independent charter schools will report to DPI annually as part of a spring snapshot.

Find additional information on data collection and reporting further below in this FAQ.

When do districts need to administer a diagnostic reading assessment? (updated 7/15/24)

Any child that scores below the 25th percentile of the reading readiness screener must be administered a diagnostic reading assessment within 10 days after the reading readiness screener and no later than the 2nd Friday of November. Note that an amendment to Act 20 signed in March 2024, delays just the first administration of the screener in school year 2024-2025 to allow for adequate training time for 4K programs and schools. The first required administration of the screener for 5K through grade 3 will be mid-year. The first required administration of the screener for 4K will be in the spring.

aimswebPlus scores are available at the time of administration. Therefore, diagnostic assessment must be administered as necessary within 10 days after a universal reading screener shows that a child meets the definition of "at-risk".

Find DPI's list of recommended diagnostic reading assessments here. Note that this list may be revised.

A diagnostic reading assessment must also be administered if a child has characteristics of dyslexia according to the Wisconsin Informational Guidebook for Dyslexia and Related Conditions and a caregiver or teacher requests a diagnostic reading assessment. In this case, the diagnostic reading assessment must be administered within 20 days of the request.

Will districts be required to select diagnostic assessments that are recommended by DPI? (updated 7/15/24)

No. DPI will publish and maintain the list of recommended diagnostic reading assessments that meet the specifications in the law. Local education agencies (LEAs; public schools and independent charter schools) are responsible for selecting, procuring, and administering diagnostic reading assessments. LEAs that purchase and implement a DPI recommended diagnostic reading assessment will be eligible for funds through a reimbursement process. DPI cannot guarantee the amount of funding that will be available for this purpose. Note that currently, the Joint Committee on Finance has not released the funds for this purpose. It is unclear when DPI might be able to reimburse LEAs for these assessments.

Find DPI's list of recommended diagnostic reading assessments here. Note that this list may be revised.

What is required to be included in the diagnostic reading assessment?

Act 20 states that a diagnostic reading assessment administered to students identified as at-risk on the screener, must include an evaluation of rapid naming, phonological awareness, word recognition, spelling, vocabulary, listening comprehension, and, when developmentally appropriate, oral reading fluency and reading comprehension.

In addition to the content requirements, Act 20 requires that a diagnostic reading assessment administered to students identified as at-risk on the screener, must have a sensitivity rate of at least 70 percent, a specificity rate of at least 80 percent, and it must include a growth measure.

Find DPI's list of recommended diagnostic reading assessments here. Note that this list may be revised.

Are school districts required to notify families of diagnostic reading assessment results? (updated 5/6/24)

Yes. If a child was administered a diagnostic reading assessment, those results must also be provided to parents. These notifications must be in a form understandable to the parents or families. DPI is currently working on a template for this notification that districts could choose to use.

Notifications should include the child’s score in each of the literacy skills assessed along with a plain language description of those skills and the score that would indicate whether a child is at risk of challenges with reading development.

If a diagnostic reading assessment indicates that a child is at-risk, the following additional information must be included.

Information about how to make a special education referral.
A description of the common indicators and characteristics of dyslexia (found in Wisconsin Informational Guidebook for Dyslexia and Related Conditions).
Information about interventions and accommodations for children with characteristics of dyslexia (found in Wisconsin Informational Guidebook for Dyslexia and Related Conditions).

Family Notifications

What reading information are school districts required to share with families?

Beginning in the 2024-2025 school year, provide parents and families with results of the reading readiness screener no later than 15 days after the assessment is scored in an understandable format that includes all of the following:

The pupil's score on the reading readiness assessment.
The pupil's score in each early literacy skill category assessed by the reading readiness assessment.
The pupil's percentile rank score on the reading readiness assessment, if available.
The definition of “at-risk” and the score on the reading readiness assessment that would indicate that a pupil is at-risk.
A plain language description of the literacy skills the reading readiness assessment is designed to measure.

If a child is promoted to 4th grade without completing their personal reading plan, parents must be notified in writing along with a description of the reading interventions that child will continue to receive.

DPI is currently working on template family notifications that districts could choose to use.

Are families required to acknowledge receipt of the reading information?

Parents must sign and return the personal reading plan to school. This communications is a notification, not required consent.

What additional information are school districts required to share with families?

If a student’s diagnostic assessment indicates that a pupil is at-risk, a school board or operator of an independent charter school shall provide all of the following:

Information about how to make a special education referral.
A description of the common indicators and characteristics of dyslexia (found in Wisconsin Informational Guidebook for Dyslexia and Related Conditions).
Information about interventions and accommodations for children with characteristics of dyslexia (found in Wisconsin Informational Guidebook for Dyslexia and Related Conditions).

School districts should consult the manuals of the diagnostic reading assessment they have selected to determine whether the score indicates that a pupil is at-risk.

Statewide Early Literacy Coaches (updated 5/17/24)

Which schools will receive statewide early literacy coaches?

Act 20 states that half of the statewide early literacy coaches be placed in a combination of schools with the lowest percentage of learners scoring proficient in literacy on the summative state assessment, and schools with learners experiencing the greatest gaps in literacy according to the summative state assessment.

The other half of the statewide early literacy coaches will be placed in schools that request early literacy coaching support and that have the greatest need for early literacy instructional supports. Act 20 states the DPI Director of the Office of Reading shall determine where these coaches are placed in consultation with Cooperative Education Service Agencies (CESAs) and evenly across CESA regions.

Further, Act 20 states that there shall be a minimum of 3 coaches in each CESA region and a minimum of 2 coaches in a private school. A first-class city (Milwaukee) may have no more than 10 coaches and any other school district may have no more than 4 coaches.

DPI is currently waiting for the Wisconsin Joint Committee on Finance to release the funding for this program.

Do schools have to accept one of these coaches?

No. Schools that may be identified as eligible to receive an Act 20 early literacy coach are not required to accept a coach.

For how long will schools be able to have these coaches?

Currently, there is funding through school year 2025-2026 for the statewide early literacy coaches.

How will statewide early literacy coaches be selected?

DPI shall conduct an open application process to identify individuals eligible to work in schools who have knowledge of and experience with science-based early literacy instruction as defined in Act 20, as well as instructional experiences with 5K-grade 12 students. In the event that DPI contracts with CESAs to secure early literacy coaches, eligibility requirements will be included in the contract.

Do statewide early literacy coaches need to have a specific Wisconsin educator license?

Act 20 states that individuals who demonstrate knowledge and expertise in science-based early literacy instruction and instructional practices and have instructional experience in grades kindergarten to 12 may serve as literacy coaches. In addition, Wisconsin law requires those working in public schools to be licensed. Given that and the scope of the duties contained in the bill, the applicable license would be that of a district reading specialist, which is an administrative license.

What will the statewide early reading coaches do?

Act 20 states that the role of the statewide early reading coaches is to provide support to administrators, existing school-based literacy coaches, principals, and teachers to build teacher and school capacity to implement science-based early reading instruction as defined in the statute in order to increase the percentage of pupils who are reading at grade-level by the end of grade 3. Act 20 early literacy coaches are prohibited from doing other duties, and specifically prohibited from serving as a substitute teacher. Act 20 early literacy coaches may work in more than one school and across school districts but may not work in more than three schools.

Required Reading Training (updated May 6, 2024)

What reading training is required for educators?

By July 1, 2025, all individuals employed as a 5K-grade 3 teacher or reading teacher will need to begin a reading training that meets the following criteria.

Lexia Learning Systems, LLC, Language Essentials for Teachers of Reading and Spelling training or another program endorsed by the Center for Effective Reading Instruction as an accredited independent teacher training program. These eligible trainings are found here.

Which educators are required to complete the reading training?

Educators who teach 5K-grade 3 reading, including reading teachers, special education teachers, and teachers of multilingual learners in public school districts and independent charter schools.

What reading training is required for administrators? (updated 5/6/24)

By July 1, 2025, all individuals employed as a district reading specialist or principal complete a reading training that meets the following criteria.

Offered by the Leadership in Literacy Institute or a provider that meets all of the following requirements:

The provider provides evidence of at least 5 years of experience conducting evidence-aligned, systematic, structured literacy training specifically for school principals, administrators, and literacy teams.
The provider demonstrates that the training content is aligned with the National Reading Panel Report and subsequent updates of the research by the Institute of Education Sciences.
The provider requires that training include a substantial focus and understanding on direct instruction.
The provider delivers the training over at least 6 days.
The provider provides participants with activities to implement evidence-aligned systems and structures that effectuate change in the school or school district.
The provider delivers training that allows for a minimum of 30 participants.

Districts have the authority to select the training for administrators that they determine meets the necessary criteria. DPI recommends that districts reach out to CESAs to explore possible local options.

Which administrators are required to complete the administrator specific reading training?

District reading specialists and principals for grades 5K-3 in public school districts and independent charter schools are required to complete the administrator specific reading training. School districts should consider the roles and responsibilities of others in the district who may hold administrator licenses. If those roles and responsibilities include supporting early literacy instruction or assessment, they should participate in the reading training for administrators.

Are there funds for schools for the required reading training?

Nothing is currently enumerated for training, specifically. Local education agencies (public schools and independent charters) are responsible for the associated costs.

An LEA may use ESSER III, EBIS funds, or the Motion 57 LETRS grant funds to support professional development in reading that meets the Act 20 professional development requirement. More details about these funds can be found at the page linked here.

How can other reading trainings or providers be added to the list of required reading trainings?

Act 20 is clear that the required reading training for 5K through grade 3 educators who provide reading instruction must be endorsed by the Center for Effective Reading Instruction as an accredited independent teacher training program. These trainings are found here and DPI does not have the ability to add other reading trainings to this list.

DPI will not continue to maintain a list of approved reading trainings for district administrators. School districts may review the criteria for the required reading training for administrators and review evidence from a provider to determine for themselves if a reading training meets the criteria. School districts may reach out to early.reading@dpi.wi.gov for questions or support.

If educators or administrators have previously participated in a reading training that meets the Act 20 criteria, do they have to participate in another reading training?

No. If an educator or administrator can provide evidence that they have previously participated in a reading training that meets the Act 20 criteria, they do not need to participate in another eligible reading training.

How will the reading training requirement be enforced?

Local education agencies (public schools and independent charters) are responsible for ensuring that relevant educators have completed the necessary training. Each local education agency should develop a local system for keeping track of which educators and administrators have participated in a required reading training.

Personal Reading Plans (updated 9/24/24)

A personal reading toolkit, including a sample personal reading plan template, can be found at Resources: Act 20.

Do 4K students have to have personal reading plans? (updated 9/24/24)

No. Wis. Stat. §§ 118.016 requires diagnostic assessment and personal reading plans for 5K through grade 3 only.

Wis. Stat. §§ 118.016 does require that local education agencies (LEAs) report the number of 4K students who are “at-risk”. Any student who is below the 25th percentile in both subtests administered in spring is considered “at-risk” for reporting purposes. No student will be reported “at-risk” as a result of their performance on the fall screening.

In 5K through grade 3, students who are at-risk must have a personal reading plan. How is at-risk determined? (updated 9/24/24)

Per Wis. Stat. §§ 118.016, “‘at-risk’ means a pupil scored below the 25th percentile on a universal screening assessment or diagnostic assessment, as indicated by the publisher of the assessment.

aimswebPlus does not offer a single score that is a compilation of the subtests required by Wisconsin statute. Therefore, the following are used to determine at-risk at each grade.

This information, along with a list of required subtests at each grade level, can be found at the “Content” portion of Wisconsin’s aimswebPlus site.

Per Wis. Stat. §§ 118.016, all Wisconsin-required subtests must be administered, even those not used to determine risk status. Data from all subtests can be used to inform universal instruction at the programmatic or student level and diagnostic assessment.

In 5K, a student is at-risk if their Early Literacy composite score (comprised on letter naming fluency and letter word sounds fluency) is below the 25th percentile
In grades 1 - 3, a student is at risk if their oral reading fluency subtest score is below the 25th percentile.

Who creates the personal reading plan? What must be included in a personal reading plan?

The child’s school is responsible for creating the personal reading plan. The plan must include at least all of the following:

The pupil's specific early literacy skill deficiencies, as identified by the applicable assessment.
Goals and benchmarks for the pupil's progress toward grade-level literacy skills.
How the pupil's progress will be monitored.
A description of the interventions and any additional instructional services that will be provided to the pupil to address the pupil's early literacy skill deficiencies.
The programming that the pupil's teacher will use to provide reading instruction to the pupil. This programming must align to the definition of science-based early literacy instruction as stated in Act 20 and address the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Strategies the pupil's parent is encouraged to use to help the pupil achieve grade-level literacy skills.
Any additional services available and appropriate to accelerate the pupil's early literacy skill development.

A student is an English learner and/or has an IEP. Do they still need a personal reading plan? (updated 9/24/24)

If the student has scored below the 25th percentile on the reading readiness screener, the student must receive a PRP.

An English learner’s (EL's) personal reading plan may be combined with their individualized language plan (ILP). This is allowable if a learner's ILP contains all of the information required in a personal reading plan. Note that in that case, the ILP would need to include information both about language development, which should be aligned to Wisconsin's English Language Development Standards, and information about how the learner's English reading skills and abilities will be supported.

If a student is currently receiving specially designed instruction in reading, the IEP team may want to consider incorporating the PRP into the IEP. If the PRP is not incorporated into the IEP, the district must ensure that the PRP is consistent with the student’s IEP and does not reference special education services that are not incorporated within the IEP, or state the services differently than what is required by the IEP. The student’s IEP would be the controlling document, as special education services must be determined through the IEP team process. More information is available at Act 20: Students with Disabilities.

When must a personal reading plan be created? (updated 9/24/24)

In 5K through grade 3, the first time a student scores at or below the 25th percentile on the universal screener, the student is engaged in diagnostic assessment and a personal reading plan is created. A personal reading plan begins the first time a student scores below the 25th percentile on the universal screener. Therefore, a personal reading plan could begin after fall, midyear, or spring administration of the screener.

In fall, personal reading plans must be written no later than the third Friday in November. For students newly below the 25th percentile in midyear or spring screener administration, a plan must be written no later than 10 days after the applicable screening assessment is administered. A personal reading plan must be implemented as soon as practical.

Once a student has a personal reading plan, every subsequent administration of the screener is an opportunity to engage in updated diagnostic assessment and related revision of the personal reading plan. Communication with families or caregivers is ongoing and must happen at least every 10 weeks. An updated parent or caregiver signature should be collected each time the personal reading plan is updated.

Do schools have to notify families about the personal reading plan?

Yes. Local education agencies (public schools and independent charter schools) will provide a copy of the personal reading plan to parents as well as provide progress updates after 10 weeks.

When does a student no longer require a personal reading plan? How does a student exit a personal reading plan? (updated 9/24/24)

In Grade 3

Wis. Stat. §§ 118.016 states that a 3rd grade student who has a personal reading plan is considered to have completed the personal reading plan if parents/caregivers and the school agree the student has met the goals in the personal reading plan and the student scores at or above grade-level on the reading portion of the Wisconsin Forward exam in grade 3 (118.016(5)(d)). This is the only place Wis. Stat. §§ 118.016 details completion of a personal reading plan.

In 5K through grade 2

In 5K through grade 2, local education agencies (LEAs) may set their own processes for exiting personal reading plans. These processes could include:

listing multiple sources of literacy data, including tools that are highly valid and reliable with strong classification accuracy, that can be used to understand a student’s literacy progress relative to grade-level standards;
establishing child-specific teams with parents/caregivers as equal partners to make decisions about a child’s literacy instruction, including decisions about exiting a personal reading plan;
using varied data sources to understand a student’s literacy progress relative to grade-level standards;
using a process for educators and parents/caregivers to discuss formal and informal literacy data to ensure that support in universal instruction, reading intervention, and progress monitoring match a student’s individual strengths and levels of need about a student’s literacy progress to reach agreement about what supports are needed;
including details about exiting a personal reading plan in the personal reading plan;
including details about what sorts of supports and monitoring may need to stay in place temporarily after exiting a personal reading plan; and/or
articulating all related school or district policy in the local early literacy remediation plan.

Adequate Progress

See the next question.

Grade-level proficiency

In grade 3, Wis. Stat. §§ 118.016 states that a student must score at grade-level on the reading portion of the Wisconsin Forward exam in grade 3 (118.016(5)(d)). Therefore, in grade 3, grade-level proficiency is determined by the student’s performance on the reading portion of the Wisconsin Forward exam in grade 3.

For 5K through grade 2, Wis. Stat. §§ 118.016 does not define grade-level proficiency. Therefore, local education agencies (LEAs) may determine the exact definition of grade-level proficiency. DPI recommends using multiple early literacy data sources, including tools that are highly technically adequate.

How is “adequate rate of progress” defined?

For 5K and grades 1 - 3, Wis. Stat. §§ 118.016 requires that the following be taken into consideration when determining whether a student is making adequate progress and likely to demonstrate grade-level skills by the end of the school year:

in 5K, nonword or nonsense word fluency and phoneme segmentation; in grades 1-2, oral reading fluency;
and in grade 3, proficiency in oral reading fluency and on the state summative reading assessment.

LEAs have the authority to select and implement the tool(s) they believe are best to measure nonword or nonsense word fluency, phoneme segmentation, and oral reading fluency and should consult the manuals of those tools to determine whether adequate rate of progress has been achieved.

What does “progress monitoring” mean here? Is it the same kind of progress monitoring required for special education evaluation when considering a specific learning disability?

Act 20 requires that schools monitor student reading development progress weekly. The term “progress monitoring” here does not have the same meaning as progress monitoring required for special education evaluation when considering specific learning disability. Some form of weekly progress monitoring is required and must be outlined in a child’s personalized reading plan. At some point, progress monitoring must demonstrate the student's progress toward the goals described above. Local education agencies (public schools and independent charter schools) will determine the most appropriate method of monitoring a child’s reading development progress and describe that process in their local early literacy remediation plan.

What if information gathered through diagnostic assessment does not indicate a need for a personal reading plan? (updated 9/24/24)

Wis. Stat. §§ 118.016 requires that any student who scores below the 25th percentile on the universal screener (administered in 5K through grade 3) be engaged in diagnostic assessment. Data from universal screening, diagnostic assessment, and other sources (including a family history survey) informs the student’s personal reading plan.

While Wisconsin’s universal screening tool (aimswebPlus) is valid, reliable, and likely to identify students who are not yet meeting grade-level reading expectations, there may be times when a student’s performance on the screener is not an accurate representation of their literacy skills. For example, a student’s screener score indicates they are “at-risk”, but data from diagnostic assessments show the student is meeting expectations.

When there is a discrepancy between a student’s screening and diagnostic assessment performance, DPI recommends the following:

having local decision rules and policies about how to proceed when a student’s diagnostic assessment does not confirm the level of risk indicated by the screener;
involving families and caregivers as meaningful partners in understanding a student’s reading ability and the need for a personal reading plan;
considering the personal reading plan as one part of a continuum of supports for reading; matching the intensity of supports in universal instruction, reading intervention, and/or progress monitoring with a student’s level of need;
and articulating all school or district policies in the local early literacy remediation plan (including processes and procedures used when a student’s screener performance does not match information from diagnostic assessment).

If diagnostic assessment and other data do not indicate a need for a personal reading plan, a district could proceed in any of the following ways; this list is not exhaustive:

write a personal reading plan focused on goals and benchmarks relevant to universal instruction and including weekly progress monitoring;
with the agreement of parents/caregivers and conclusive data, provide reading supports (including intervention and progress monitoring) at a less intensive level than what is required in the personal reading plan;
with the agreement of parents/caregivers and conclusive data, create a plan for progress monitoring and reviewing and sharing of data in order to ensure the student is meeting expectations; or
with the agreement of parents/caregivers and conclusive data, do not proceed with a personal reading plan.

What if a student continues to score at or below the 25th percentile on administrations of the universal screener? or What if, despite high-quality implementation of a personal reading plan, a student is not making adequate progress in reading? (Updated 9/24/24)

The screener must be administered fall, spring, and midyear. Diagnostic assessment and a personal reading plan occur the first time a student scores below the 25th percentile in a particular school year. If the student scores below the 25th percentile a second or third time in the same school year, additional diagnostic assessment and/or modifications to the personal reading are necessary.

A team that includes educators and parents or caregivers can adjust the intensity of a personal reading plan at any time. For example, if data collected over 10 weeks (as required by Wis. Stat. §§ 118.016) shows minimal progress, the team can and should adjust the goals, benchmarks, instruction, and progress monitoring detailed in the personal reading plan. This could include, but is not limited to:

engaging the student in additional diagnostic assessment with assessments that provide more in-depth information about a student’s area(s) of need;
ensuring there is an evidence-based match between the student’s unique strengths and needs and the instructional strategies or interventions being used;
intensifying the intervention by increasing time or frequency and decreasing group size;
investigating and minimizing factors that may influence the impact of the intervention (such as attendance, mental health, social emotional learning, vision, or hearing);
adjusting who is providing interventions, ensuring the most highly qualified educator is providing instruction.

Legally, if an educator suspects a child has a disability, the educator must make a special education referral. Further, schools may not allow a child to languish in intervention, making no or minimal adjustments to intervention and universal instruction despite a student’s lack of progress.

Data Collection and Reporting (Updated November 22, 2024)

What additional data do school districts need to collect and report to DPI? (Updated 4/29/24)

By July 15, 2025, public school districts and independent charter schools must report the following information to DPI:

The number of pupils in grades 4K through grade 3 identified as at-risk on the reading readiness screener during the previous school year
The names of the diagnostic reading assessments the district used in the previous school year
The number of pupils identified as at-risk based on the results of a diagnostic reading assessment during the previous school year
The number of 5K through grade 3 pupils who received reading interventions during the previous school year by grade-level
The number of 5K through grade 3 pupils who received a personal reading plan during the previous school year
The number of 5K through grade 3 pupils who exited reading interventions during the previous school year
The number of 5K through grade 3 pupils for whom a special education referral was made based on diagnostic reading assessments in the previous school year

Which schools are required to submit early literacy data and information to DPI under Act 20?

The Act 20 early literacy data and information collections outlined in the above question are required for public school districts and independent charter schools.

How will required rdata and information be shared with DPI? (Updated 11/22/24)

Data for the 2024 - 2025 school year (from December 1, 2024 - end of the school year) must be reported to DPI by July 15, 2025.

Pearson will report student screener performance to DPI. Other reporting requirements listed above will be submitted to DPI through a survey. Training about what to collect and how to report it will be provided early in 2025. The survey for 2024 - 2025 will be sent to district assessment coordinators (DACs) in April 2025.

Promotion Policy

Visit Promotion Policy for the department's model policy and related guidance.

What interventions must school districts provide to third-grade students promoted to fourth grade while still on a personal reading plan?

For those children promoted to fourth grade without exiting a personal reading plan, a district is required to do the following. Provide the child with intensive instructional services, progress monitoring, and supports to remediate identified areas of deficiency; provide the child with an intensive summer reading program each summer until the child scores at grade-level in reading on a summative assessment; and notify the child’s parent or caregiver in writing that the child has not exited the personal reading plan with a description of the services and supports that will be provided.

What does “intensive instructional services” mean?

Providing “intensive instructional services” means adjusting or intensifying instruction based on student response and the needs of the whole child. This could include providing more time for targeted instruction; reducing group size for explicit instruction and/or practice; grouping children with similar learning needs; increasing engagement strategies; and support for applying new and developing learning in independent reading and writing.

What does “progress monitoring” mean here? Is it the same kind of progress monitoring required for special education evaluation when considering a specific learning disability?

The term “progress monitoring” here does not have the same meaning as progress monitoring required for special education evaluation when considering specific learning disability. Some form of weekly progress monitoring is required and must be outlined in a child’s personalized reading plan. At some point, progress monitoring must demonstrate the student's progress toward the goals described above. Local education agencies (public schools and independent charter schools) will determine the most appropriate method of monitoring a child’s reading development progress and describe that process in their local early literacy remediation plan.

How will districts pay for those interventions?

Just as they do for current interventions, districts must use a combination of local and state funds to pay for additional reading supports to children, including those required by Act 20.

Early Literacy Remediation Plan

What information are public school districts and independent charter schools required to publicly post?

Act 20 requires each school district to articulate and post an early literacy remediation plan that includes all of the following. The name of the diagnostic reading assessment the school districts uses; a description of the reading interventions the school district uses to address characteristics of dyslexia; a description of how the school district monitors pupil progress during interventions, including the tools used and their frequency; a description of how the school district uses early literacy assessment results to evaluate early literacy instruction; and a description of the parent notification policy that complies with Act 20.

School districts are still required to publicly post the academic standards that they use and to provide a link to Wisconsin’s Informational Guidebook on Dyslexia and Related Conditions on their school district website.

District Reading Specialists

Does Act 20 change the requirement to have a district reading specialist?

No, each school district is still required to have a district reading specialist.

Does Act 20 change the responsibilities of the district reading specialist?

Act 20 revised the required responsibilities of the district reading specialist to the following. Implement a reading curriculum in grades 5K through 12; act as a resource to classroom teachers to implement the reading curriculum; work with administrators to support and implement the reading curriculum; conduct an annual evaluation of the reading curriculum; and to coordinate the reading curriculum with other reading programs and other support services with the school district.

Educator Preparation Programs

What is required in educator preparation programs?

Educator preparation programs will be required to meet the requirement to provide instruction in science-based early literacy instruction as defined in Act 20 in order to endorse candidates for licensure beginning July 1, 2025. Approved preparation programs will be required to update their programs in the affected license areas.

Is the Foundations of Reading Test (FoRT) still required?

Act 20 does not change the requirement that prospective teachers pass the FORT, or an approved alternative for special education programs, in order to be licensed at the Tier II level. See DPI’s website for Educator Preparation Program Testing Requirements for details.

Choice Program and Private School Requirements (updated May 17, 2024)

Visit Promotion Policy to view department's model policy and related guidance, including a model policy and guidance specific to private schools participating in PSCP.

What is required for schools that are part of the Choice program? (updated 11/4/24)

Schools participating in the Choice programs may not purchase curricula or instructional materials that include three-cueing or MSV. Beginning in the 2024-25 school year, schools participating in the Choice programs are prohibited from providing early literacy instruction in grades 4K through 3 that include the instructional model known as three-cueing. Find further clarification of this requirement above.

By July 1, 2025, schools participating in the Choice programs are required to implement a policy for promoting students from 3^rd to 4^th grade. Visit Promotion Policy to view department's model policy and related guidance.

As a reminder, the reading assessment (Forward Exam) must be administered to Choice students and to non-choice students when a Choice school opts in to an All Students Report Card.

Schools participating in the Choice programs are not required to create or share a local reading plan.

Staff of schools in the Choice programs are not required to participate in a required reading training.

Schools participating in the Choice programs are not required to administer the statewide reading readiness screener.

Schools participating in the Choice Programs are not required to administer diagnostic reading assessments.

Schools participating in the Wisconsin Choice Program are not required to create personal reading plans for at-risk learners.

In addition to the requirements, Act 20 provides for some supports to schools that Choice schools are eligible for. Choice schools will be eligible to apply for the partial curriculum reimbursement grants if they adopt an early literacy curriculum from the recommended list (found on DPI’s Wisconsin Reads site), and at least two Choice schools will receive a statewide early literacy coach.

What are the services that a school is required to provide to a pupil promoted to 4th grade who scored below grade level in reading on the statewide summative reading assessment (Forward Exam)? (updated 11/4/24)

Provide the pupil with intensive instructional services, progress monitoring, and supports to remediate the identified areas of deficiency.
Notify the pupil’s parent or guardian in writing and include a description of the intensive instructional services and supports that will be provided to the pupil to remediate the identified areas of reading deficiency.
Provide the pupil with an intensive summer reading program each summer until the pupil scores at grade-level in reading on a summative assessment.

Does Act 20 impact Choice school state testing requirements? (Updated 11/4/24)

The requirements related to Act 20 do not change which students a private school participating in the PSCP is required to test and do not change the ability for a parent/guardian to opt their student out of testing. If a student is not required to be tested or their parent/guardian opts them out of the test, the criteria in the promotion policy related to the test will not be applicable to the student. Wis. Stat. §§ 118.33(6)(cr)3. and 118.33(6)(c)3. indicate that a school’s policy may include additional criteria set by the school, including criteria specific to literacy proficiency. A school may choose to include additional criteria specific to literacy proficiency in their policy to address situations where students are not tested (either because they were not required to be or in situations where a parent/guardian has opted their child out of the test). The additional criteria specific to literacy proficiency could – but is not required to – be a summative assessment of reading already being used by the school.

What is required of private schools that do not participate in the Choice programs?

Private schools that do not participate in the Choice programs are not subject to any Act 20 requirements.

Private schools that do not participate in the Choice programs are not eligible to apply for the partial reimbursement curriculum grants.

Find additional information and details about the Choice programs at this link.

Additional Information

Where can I find additional information about Act 20?

Additional information about Act 20 can be found at https://dpi.wi.gov/wi-reads.

Please send questions or concerns to early.reading@dpi.wi.gov

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WI Act 20 FAQ

Curriculum and Instruction (updated May 17, 2024)

What type of early literacy instruction and intervention do schools need to provide?

What type of early literacy instruction and intervention is prohibited?

How does an LEA determine if a reading curriculum, intervention, or supplementary instructional resources does not violate the three-cueing prohibition?

Are there any exceptions to the science-based early literacy instruction requirements?

Will schools be required to adopt and implement early literacy curricula from the list generated by the early literacy curriculum council?

Does Act 20 require schools to change their curriculum?

How will schools be reimbursed if they adopt a curriculum from the recommended list of early literacy curricula? (updated 5/17/24)

If a school is already using an early literacy curriculum that appears on the recommended list, could they be reimbursed for any of the supplementary or on-going costs of that curriculum after January 1, 2024?

Are Montessori programs required to implement early literacy instruction that meets the Act 20 requirements?

What type of early literacy instruction do bilingual programs need to provide?

Do schools with one or two-way dual language programs need to publicly post their reading remediation plans? (updated 5/14/24)

Can bilingual programs administer the required early literacy screener in languages other than English? (updated 7/15/24)

Can districts administer the required reading diagnostic assessment(s) in languages other than English (updated 5/14/24)

What early literacy assessment data should be used to determine if a learner in a bilingual program is in need of additional supports and a personal reading plan? (updated 5/14/24)

Can English Learners be exempted from any Act 20 requirements? (updated 7/15/24)

Can districts automatically give a good cause exception to all fourth-grade English learners who have not made enough progress to exit a personal reading plan? (updated 12/30/24)

Do districts have to administer the required reading readiness screener to ELs who are recent arrivals to the country? (updated 7/15/24)

Does Wisconsin's English language proficiency assessment (ACCESS for ELs) meet the requirements of a diagnostic reading assessment under Act 20? (updated 5/14/24)

Can the required reading readiness screener be used to identify a learner as an English Learner? (updated 5/14/24)

Do learners identified as English Learners need a personal reading plan? (updated 5/14/24)

When can an English Learner's language plan also be considered their Act 20 personal reading plan? (updated 5/14/24)

Who should provide reading interventions and supports to learners identified as English Learners? (updated 5/14/24)

How does Act 20 impact federal fund use by school districts?

How does an LEA determine if a reading curriculum, intervention, or supplementary instructional resources does not violate the the three-cueing prohibition?

Can an LEA use federal funds to support, in whole or in part, professional development in reading that meets the Act 20 professional development requirement?

Can an LEA use federal funds to support, in whole or in part, a reading curriculum, intervention, or supplementary instructional resource that meets the requirements of Act 20 and does not incorporate three-cueing?

May an LEA use Title I part A funds to purchase reading curriculum, reading interventions, or supplementary reading instructional resources?

Can the personal reading plan required in Act 20 serve as a Title I school-parent compact?

How will individuals be selected for the early literacy curriculum council?

What is the time commitment of the early literacy curriculum council?

How will early literacy curriculum council meetings take place?

What are the responsibilities of the early literacy curriculum council?

What are the new reading readiness screener requirements and when do those requirements take effect? (updated 7/15/24)

What reading skills will be assessed on the new reading readiness screener? (7/15/24)

Are districts required to purchase aimswebPlus? (updated 7/15/24)

Is there an opt out of the new reading readiness screener requirement?

When will the fundamental reading skills and universal reading screener be administered? (updated 7/15/24)

Can the aimswebPlus reading screener be administered virtually? (updated 7/16/24)

Can a district or school choose to administer additional aimswebPlus reading screener subtests and would there be a charge for doing so? (updated 7/15/24)

Will Wisconsin districts and schools be able to use other Pearson assessments, such as aimswebPlus beyond grade 3 or math assessments, at no cost? (updated 7/15/24)

Are school districts required to notify families of reading readiness screener results? (updated 7/15/24)

How will the definiton of "at-risk" be determined? (updated 7/15/24)

How will districts report reading screener results to DPI? (updated 7/15/24)

When do districts need to administer a diagnostic reading assessment? (updated 7/15/24)

Will districts be required to select diagnostic assessments that are recommended by DPI? (updated 7/15/24)

What is required to be included in the diagnostic reading assessment?

Are school districts required to notify families of diagnostic reading assessment results? (updated 5/6/24)

What reading information are school districts required to share with families?

Are families required to acknowledge receipt of the reading information?

What additional information are school districts required to share with families?

Which schools will receive statewide early literacy coaches?

Do schools have to accept one of these coaches?

For how long will schools be able to have these coaches?

How will statewide early literacy coaches be selected?

Do statewide early literacy coaches need to have a specific Wisconsin educator license?

What will the statewide early reading coaches do?

What reading training is required for educators?

Which educators are required to complete the reading training?

What reading training is required for administrators? (updated 5/6/24)

Which administrators are required to complete the administrator specific reading training?

Are there funds for schools for the required reading training?

How can other reading trainings or providers be added to the list of required reading trainings?

If educators or administrators have previously participated in a reading training that meets the Act 20 criteria, do they have to participate in another reading training?

How will the reading training requirement be enforced?

Do 4K students have to have personal reading plans? (updated 9/24/24)

In 5K through grade 3, students who are at-risk must have a personal reading plan. How is at-risk determined? (updated 9/24/24)

Who creates the personal reading plan? What must be included in a personal reading plan?

A student is an English learner and/or has an IEP. Do they still need a personal reading plan? (updated 9/24/24)

When must a personal reading plan be created? (updated 9/24/24)

Do schools have to notify families about the personal reading plan?

When does a student no longer require a personal reading plan? How does a student exit a personal reading plan? (updated 9/24/24)

How is “adequate rate of progress” defined?

What does “progress monitoring” mean here? Is it the same kind of progress monitoring required for special education evaluation when considering a specific learning disability?

What if information gathered through diagnostic assessment does not indicate a need for a personal reading plan? (updated 9/24/24)

What if a student continues to score at or below the 25th percentile on administrations of the universal screener? or What if, despite high-quality implementation of a personal reading plan, a student is not making adequate progress in reading? (Updated 9/24/24)

What additional data do school districts need to collect and report to DPI? (Updated 4/29/24)