2023 Wisconsin Act 20 (Act 20) applies to all students in 4K through grade 3, including students who are English learners and/or multilingual learners. This page includes information about Act 20 specific to students who are English learners and/or multilingual learners. Use the links below to navigate to specific topics:
Guidance for Administering the Wisconsin Early Literacy Screener (aimswebPlus) in Spanish
Access Guidance for Administering the Wisconsin Early Literacy Screener in Spanish as a PDF. NOTE: Accessing the PDF each time through the website (rather than saving or printing) ensures you will have the most recent version of the guidance.
This page uses the following terms:
- English learner (EL). When we use the term “English Learner” or “EL,” we are referring to students who meet the federal definition of an EL and who are in the process of becoming proficient in English.
- Multilingual learner (ML). We use the term “multilingual learners” to refer to a larger group of language learners, which includes ELs, simultaneous bilinguals, and English-speaking students in dual language programs who are learning a language other than English.
For complete information about serving students who are English learners and/or multilingual learners, visit Bilingual and English Learner Education.
For information specific to aimswebPlus and multilingual learners, visit the Wisconsin/Pearson site and select "Multilingual Learners" from the right side menu.
English Learners (ELs)
Can English Learners be exempted from any Act 20 requirements?
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?
The decision of whether to provide EL students with a good cause exception should be made on an individual basis. Choosing to exempt all EL students from the intensive interventions required for qualifying fourth graders under Act 20 may lead to EL students who need reading assistance not receiving necessary supports. When deciding which students will receive good cause exceptions, the district may want to consider factors like the length of time the student has been enrolled in U.S. schools and their English Proficiency Level.
Regardless of the decision made, the district should consider how EL students not reading on grade level in fourth grade will receive the support they need to become proficient readers. Like all other students, EL students should have access to high quality literacy instruction that is evidence-based, as well as targeted interventions, if needed. Districts are also encouraged to provide classroom teachers and reading teachers and specialists with training that is specific to meeting the literacy-learning needs of ELs.
By January 1, 2025, DPI will have model language available that districts can use to create their promotion policies. Districts will need to adopt a promotion policy by July 1, 2025.
Do districts have to administer the required reading readiness screener to ELs who are recent arrivals to the country?
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?
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?
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?
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?
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?
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.
Administring Early Literacy Screener in Spanish
Access Guidance for Administering the Early Literacy Screener in Spanish as a PDF. NOTE: Accessing the PDF each time through the website (rather than saving or printing) ensures you will have the most recent version of the guidance.
Literacy skills are critical to academic and life success. Developing these skills is a complex process that builds on oral language and involves mastering a continuum of early literacy skills. The purpose of assessing learners’ reading skill development and requiring a reading plan and interventions, as legislated in Wisconsin Act 20, is to intervene as quickly as possible when a learner experiences challenges in acquiring early literacy skills essential to learning to read. Act 20 requires local education agencies to assess all students in grades 4K-3, including students classified as English Learners (ELs), using a DPI-selected early literacy screener that meets the requirements laid out in the law. Districts must use the results of the screener to determine which students are in need of further assessment and a personal reading plan.
Act 20 does not specify that the early literacy screener must be given in English. Students who are receiving, or have received, early literacy instruction 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 an approved literacy screener in a language other than English meets the Act 20 screening requirement. If no approved early literacy screener is available in the language of instruction, districts are required to administer the screener in English.
Currently, the Wisconsin early literacy screeners for 4K and K-3 are available only in English and Spanish. As such, multilingual learners, including those identified as ELs, who speak languages other than Spanish must be screened in English at this time. Even in cases when the early literacy screener must be administered in English, districts may also assess the literacy skills of multilingual learners in the other languages they speak. Assessing students in their home language(s) can provide educators with important information about students’ literacy backgrounds and can help identify areas of strength on which to build. ELs and other multilingual learners bring a wealth of language and literacy experiences with them to school that should be treated as assets that can be tapped into to support literacy development, no matter the language of instruction.
Note: EL students who speak languages other than Spanish but are enrolled in a Spanish/English Dual Language program may be assessed in Spanish if that is the language in which literacy is introduced.
Deciding when to Administer the Early Literacy Screener in Spanish
Districts serving Spanish-speaking multilingual learners will need to decide when students will be screened in Spanish and when they will be screened in English for the purposes of meeting the requirements of Act 20. Districts may choose to screen students in both English and Spanish. However, only one score can be used to determine if a student is below the 25 percentile and is in need of further assessment and a personal reading plan. The following guidance is meant to assist districts in deciding when the Spanish or English screener will be used to guide instruction and comply with Act 20 requirements related to screening, diagnostic assessment, and personal reading plans.
DPI recognizes that assessing the literacy skills of Spanish-speaking multilingual learners in one language - either English or Spanish - does not provide a full picture of what those students know and can do across languages and may not capture the totality of their literacy knowledge. This is particularly true for students in bilingual or immersion programs who are being instructed in both languages. While districts must choose to use either the Spanish or English screener to determine whether students qualify for a personal reading plan (PRP), districts are encouraged to assess students in both languages, when possible, and use that information to inform universal literacy instruction and determine the types of interventions students may need. Administering the early literacy screener in both English and Spanish can also provide districts with a more complete understanding of students’ literacy development that can be shared with families.
District Process for Selecting the Language of Assessment
Districts should develop a process or set of criteria for determining when the screener will be given in Spanish or English for the purposes of meeting the Act 20 screening requirement. The process should be established prior to administering the screener and should be applied consistently according to the set of criteria identified by the district. It is recommended that the process be included in the district’s Early Literacy Remediation plan so that it is clearly documented and publicly shared.
Some of the factors districts may want to consider when developing a process for selecting the language in which the early literacy screener are outlined, below.
Primary Considerations for Determining the Language of Screening
There are two primary considerations that districts should take into account when determining the language in which students will be screened: the group for whom the screener was normed and access to literacy instruction in Spanish.
- Group for whom the assessment was normed: The state of Wisconsin has selected aimswebPlus as the approved early literacy screener in both English and Spanish. Per Pearson, the assessment vendor, the Spanish version of aimswebPlus was normed for students who are classified as English Learners (ELs) and whose primary language is Spanish. This means that the screener has been shown to be a reliable and valid measure for that group of children. Although districts may choose to use the Spanish language assessment with other students (i.e., simultaneous bilinguals or non-ELs enrolled in dual language or immersion programs), it may not be as valid or reliable an indicator of reading readiness as it is for the group for which it was normed.
- Access to literacy instruction in Spanish: It is recommended that the Spanish screener be given to meet the Act 20 screening requirement only if a student is receiving or has received literacy instruction in that language. Ideally, the screener should be a reflection of how well students are responding to instruction and whether additional support may be needed.
These two factors may not be the only ones districts use when determining if the students will be screened in English or Spanish. However, they can provide an important starting point for deciding whether it is more appropriate to screen in English or Spanish.
Further Considerations when Determining the Language of Screening:
In addition to the two primary considerations discussed above, there are a number of other factors that districts may want to consider when determining when students will be screened in English or Spanish to meet the requirements of Act 20. The following is a list of considerations districts may want to take into account:
- ELP level: If EL students are at the early stages of English proficiency, administering the screener in Spanish may better capture students’ literacy development. As students become more proficient in English, it may make sense to give the screener in English to ensure sufficient attention is being paid to the transfer between Spanish and English literacy skills.
- Grade level: The extent to which students are expected to use Spanish and English in their classes may change as they progress through grades and may impact whether or not it makes sense to screen in English or Spanish. For example, in the upper elementary grades, students may be expected to use English more extensively and take mandated assessments in English.
- Bilingual education program model: Different bilingual program models take different approaches to literacy instruction in English and the partner language (i.e., Spanish) and may have different goals in terms of biliteracy development. When and if to give the assessment in Spanish may depend on whether or not students will be transitioning to mostly or all English instruction in future years or if they will have the opportunity to continue developing literacy in both languages.
- Primary language of instruction: If students are receiving 50% or more of their literacy instruction in one language (i.e., either Spanish or English), screening students in that language may provide important information about their literacy progress that can be used to inform instructional decisions.
- Language in which literacy instruction was first introduced: Screening students in the language in which literacy instruction was first introduced may provide important information about their existing literacy skills and identify strengths on which to build.
- Length of time receiving literacy instruction in English: If English literacy instruction has been only recently introduced to students, continuing to screen students in Spanish may provide a better picture of their overall literacy development. Alternatively, if students have received literacy instruction in English for several years, it may make sense to screen in English to determine the need for instructional changes or additional support in that language.
- Length of time in U.S. schools: A student who arrives in the U.S. in third grade may have different language and literacy skills in Spanish and English than another third grade student who has attended U.S. schools since kindergarten. If students are new to the U.S., administering the screener in Spanish may give the school important information about their prior literacy experiences and a better picture of their literacy development.
- Classroom-based evidence indicating that screening the student in Spanish would give a more accurate picture of the student’s literacy skills: Districts may want to use other forms of assessment - such as classroom-based formative literacy assessments - to determine whether screening in Spanish would more accurately reflect their literacy development and need for literacy interventions.
- Goals of instruction: The language in which the screener is given should reflect the goals of the literacy instruction the student is receiving. If one of the languages is the focus of instruction, it may make more sense to give the screener in that language in order to provide information that can be used to guide instruction.
Screening in English
When developing a process for determining the language in which the early literacy screener will be given, it is important for districts to consider when and how often students will be screened in English. Even in programs where literacy instruction is introduced in Spanish, such as dual language programs, the ultimate goal is for students to become proficient readers in both Spanish and English. Research has shown that there is a correlation between strong literacy skills in Spanish and English (Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-Gonzalez, Olivia Ruiz-Figueroa, and Manuel Escamilla, Biliteracy from the Start: Literacy Squared in Action, Philadelphia: Caslon Publishing, 2014, 13-14) and that students who develop literacy in two languages may become more proficient readers and writers than students learning to read only in one language (Virginia P. Collier and Wayne P. Thomas, “Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research,” Annual Review of Applied Linguistics, 37 (2017): 203–217). Once literacy instruction is introduced in English, districts should assess students’ literacy skills in that language. Gathering assessment data in English helps educators understand how literacy skills developed in Spanish are transferring to English reading and writing and identify where additional instruction is needed. English language assessments may include the early literacy screener or other standardized assessments or classroom-based literacy assessments.
Many of the considerations listed above can be used to decide when to begin screening students in English, either in addition to the Spanish screener or as the main way of complying with Act 20. For example, ELP level, grade level, primary language of instruction, and length of time receiving literacy instruction in English are all important factors that may impact when districts decide to introduce or transition to screening in English. The fact that students will be assessed for reading proficiency in English on the third grade Forward exam is another important consideration, especially as students move up in the grade levels.
Screening Results: When a Personal Reading Plan Is Needed
Act 20 requires that a personal reading plan be developed for students scoring below the 25 percentile on the DPI-approved screener. If a student 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 a personal reading plan. If the student is given the early reading assessment only in Spanish, that score should be used when deciding whether a personal reading plan is required. If the early literacy screener is administered in both English and Spanish, the district should have a process in place to 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 assessment and should be applied consistently according to the criteria the district has set.
Although only one screener score (i.e., either English or Spanish) can be used to determine if a student 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. Considering data in both languages can also assist with planning for the transfer between Spanish and English literacy skills. Additional data to consider in developing a personal reading plan includes the diagnostic reading assessment, classroom data, and data from families or caregivers. Data from English Language Proficiency assessments, such as the ACCESS for ELLs, should also be considered. The information provided by these assessments can be used to develop appropriate literacy goals for the reading plan. This data can also inform the selection of literacy interventions that are aligned to students’ needs, as well as the ongoing types of assessments that will be used to monitor student progress toward goals.
In all cases, districts should provide effective programming for multilingual learners, universal literacy instruction with linguistic supports, and targeted interventions, as needed. Students should also have access to grade-level appropriate, standards-aligned instruction that addresses both the state’s English Language Arts (ELA) standards and English Language Development (ELD) standards.
Act 20 requires that a personal reading plan be developed for students scoring below the 25 percentile on the DPI-approved screener. If a student 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 a personal reading plan. If the student is given the early reading assessment only in Spanish, that score should be used when deciding whether a personal reading plan is required. If the early literacy screener is administered in both English and Spanish, the district should have a process in place to 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 assessment and should be applied consistently according to the criteria the district has set.
Although only one screener score (i.e., either English or Spanish) can be used to determine if a student 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. Considering data in both languages can also assist with planning for the transfer between Spanish and English literacy skills. Additional data to consider in developing a personal reading plan includes the diagnostic reading assessment, classroom data, and data from families or caregivers. Data from English Language Proficiency assessments, such as the ACCESS for ELLs, should also be considered. The information provided by these assessments can be used to develop appropriate literacy goals for the reading plan. This data can also inform the selection of literacy interventions that are aligned to students’ needs, as well as the ongoing types of assessments that will be used to monitor student progress toward goals.
In all cases, districts should provide effective programming for multilingual learners, universal literacy instruction with linguistic supports, and targeted interventions, as needed. Students should also have access to grade-level appropriate, standards-aligned instruction that addresses both the state’s English Language Arts (ELA) standards and English Language Development (ELD) standards.
Bilingual Programs
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 early literacy remediation plans?
Yes, all schools are required to publicly share their early literacy 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?
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?
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?
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.