Background
Wisconsin Statute § 115.39 established a new Early Literacy Coaching Program — a key step toward strengthening reading instruction and supporting educators across the state.
Funding for this initiative was approved through the 2023–2025 state biennial budget (Wis. Stat. Chapter 20: Appropriations 20.255(1)(fc)) and further supported by 2023 Act 100. In June 2025, the Joint Committee on Finance authorized an additional $9 million to help bring the program to life.
With a total of $9,009,900 dedicated to the Early Literacy Coaching Program, the Department of Public Instruction (DPI) is ready to take action — placing trained literacy coaches in schools across Wisconsin to help teachers and students build a strong foundation in reading.
What's New and What's Coming Next
This page will be updated often and will act as an excellent source for the latest updates and resources about Wisconsin’s Early Literacy Coaching Program. As the program moves forward, new information and materials will be added here.
Here’s what to expect in the coming months:
- Early November 2025: Additional details about the Early Literacy Coaching Program will be shared.
- December 2025: The application, scoring rubric, and related guidance materials will be published.
- January 2026: The application window closes.
- February 2026: DPI will announce which schools have been selected to receive an early literacy coach.
- March 2026: Selected schools or districts will hire a qualified literacy coach of their choice to fulfill program deliverables.
Stay tuned — exciting steps are ahead as Wisconsin works to strengthen literacy instruction and support educators statewide.
This site will be updated as more information becomes available. Questions can be directed to early.reading@dpi.wi.gov.
Early Literacy Coaches
How Many Coaches?
The Department of Public Instruction (DPI) anticipates entering contracts with schools for the equivalent of 36 full-time early literacy coaches.
While state statute allows for up to 64 full-time equivalent (FTE) coaches, current funding supports 64 FTEs for only one year. By awarding contracts for 36 FTE positions, DPI ensures coaches can serve schools for a two-year term, providing consistent and meaningful support.
Coaches may serve half-time or full-time, depending on each school’s size and specific literacy needs.
The first contracts will begin in Spring 2026 and continue through June 30, 2028.
Where Coaches Will Be Assigned
In alignment with state statute, coaches will be assigned at the school level, with placement guided by both equity and need.
Key placement details include:
- Three coaches per CESA (Cooperative Educational Service Agency) region.
- An equal distribution of coaches between schools with the greatest literacy needs and schools that request a coach.
- At least two coaches in private schools and one coach in a charter school.
When reviewing applications, DPI will prioritize schools that do not currently have an early literacy coach.
However, schools that already employ a literacy coach are also eligible. In those cases, contract funds must be used to pay the coach’s salary and benefits, and the district’s existing funds that previously supported that position must be redirected to one of the following:
- Hiring staff for reading intervention in grades 5K–3.
- Hiring staff for reading intervention in grades 4–6.
- Supporting an additional coach serving grades beyond 5K–3.
- Implementing another early literacy staffing plan approved by DPI.
Early Literacy Coach Application and Selection Process
Schools that wish to participate in the Early Literacy Coaching Program and enter into a contract with the Department of Public Instruction (DPI) will be selected through a competitive application process.
The application, draft contract, scoring criteria, and related guidance will be available in December, 2025.
To be selected for a contract, schools must:
- Agree to enter a two-year contract with DPI.
- Commit to meeting all contract deliverables.
- Complete an application that clearly explains how the coach will support the school’s early literacy improvement goals through explicit, systematic, science-based literacy instruction — without the use of three-cueing.
Schools or districts may submit invoices for payment three times per year. Payments will be issued based on demonstrated progress toward contract deliverables, and invoices must reflect actual costs.
Hiring Coaches
Each school or district is responsible for hiring its own early literacy coach, who must meet the qualifications outlined in the contract and hold (or be in the process of obtaining) a valid Reading Specialist License (#17).
Schools and districts may choose to:
- Hire a coach directly as a school or district employee.
- Contract with a CESA or other organization to manage the hiring process for a coach.
- Contract with a CESA or other organization for a coach.
The salary and benefits of each coach must not exceed the amount specified in the contract.
Coach Responsibilities
Per statute, early literacy coaches may not have duties outside of coaching. This means coaches:
- Cannot serve as substitutes or be assigned non-instructional duties such as lunch or recess supervision.
- Cannot provide direct instruction to students through universal instruction or intervention.
- Cannot administer screening or diagnostic assessments or write personal reading plans.
The focus of the coach’s role is to build educator capacity and strengthen explicit and systematic instruction in science-based early literacy - without using three-cueing.
The Coaching Process
Coaches will work through a series of continuous improvement cycles designed to improve literacy outcomes. Each cycle includes the following steps:
- Study what is currently happening in classrooms.
- Collaborate with school and district leaders to identify evidence-based early literacy practices that accelerate student learning, especially those that address achievement disparities in reading.
- Facilitate training for all staff on how to effectively implement the selected practice.
- Coach educators one-on-one or in small groups to support and refine implementation.
- Visit classrooms to collect data and determine next steps.
This cycle continues until the selected practice is consistently and effectively used across classrooms — after which the process begins again with a new practice.
Building Systems of Support
Beyond individual teacher development, coaches will collaborate with school and district leaders to implement a multi-level system of support (MLSS) for early literacy. This framework ensures that schools can meet the unique strengths and needs of every student.
Schools assigned a coach are encouraged to align the coach’s work with other improvement efforts, including:
- School improvement planning under the Every Student Succeeds Act (ESSA)
- Requirements under the Individuals with Disabilities Education Act (IDEA)
The department will also leverage DPI-funded services available through CESAs — including the WiMLSS Project and the Technical Assistance (TA) Network — to support these intentional connections and maximize statewide literacy improvement efforts.
Reporting and Accountability
To ensure accountability and track progress, coaches will submit monthly data and evidence demonstrating advancement toward contract deliverables.
Training and Professional Learning for Coaches
Each early literacy coach will receive ongoing guidance and professional learning from a statewide coordinator.
The statewide coordinator, in collaboration with the director of the office of literacy, will lead continuous learning and training opportunities focused on:
- Strengthening coaching practice.
- Planning and delivering high-quality professional learning for educators.
- Deepening expertise in science-based early literacy instruction.
This coordinated support ensures every coach — and, in turn, every school — benefits from consistent, research-aligned professional growth that enhances literacy outcomes for Wisconsin students.