Promotion Policy

3rd to 4th grade Model Promotion Policy

The department wants every Wisconsin student to be a capable reader by the end of 3rd grade. 2023 Wisconsin Act 20 includes comprehensive changes to early literacy instructional materials and methods, screening, diagnostic assessment, and personal reading plans to transform systems and accelerate reading achievement for every student. These policy changes are all designed to ensure every student is reading by the end of 3rd grade. 

Districts, independent charter schools, and private schools participating in the Private School Choice Programs (PSCP) must consider a student’s reading ability when promoting students from 3rd to 4th grade (Wis. Stats. §§118.33(6)(a)3., (b)2m, (c)3., (cr)3.). If a student is not yet meeting reading expectations at the end of 3rd grade and the student is promoted to 4th grade, the district, independent charter school, or private school has the responsibility to continue supporting the student – beyond 3rd grade – to develop proficiency in reading.  

Proficiency in reading by the end of 3rd grade is predictive of later success in school (including in postsecondary settings), the ability to earn a living, and development of social skills. This is particularly true for students experiencing poverty*. Research is also conclusive about the risks of retention, including not completing high school, lower paying jobs, emotional distress, future criminal behavior, and a lower rate of academic progress as compared to other students**. 

Therefore, DPI encourages teams which include parents or caregivers to make student-by-student decisions about 3rd grade to 4th grade promotion that emphasize continued reading supports for the student rather than 3rd grade retention.  

To support districts, independent charter schools, and private schools participating in the PSCP, DPI worked with partners to create the model promotion policy below and the accompanying frequently asked questions (FAQs). Because the statutory requirements for districts and independent charter schools differ from those for private schools participating in the PSCP, a separate promotion policy and FAQs are offered for each. 

* “What Does the Research Say about Grade 3 Reading Proficiency as a Predictor of Future Success?” n.d. Ies.ed.gov. https://ies.ed.gov/ncee/rel/Products/Region/pacific/Ask-A-REL/70038 

** Buckmaster et. al. 2024; Carlton & Winsler 1999; Cockx, B., Picchio, M., & Baert, S. 2018; Demanet & Van Houtte 2016; Eren, O., Lovenheim, M., & Mocan, H. 2022; Goos et al. 2013b; Goos, M., Pipa, J., & Peixoto, F. 2021 ;Hughes, J.N., West, S.G., Kim, H., & Bauer, S.S. 2018; Jimerson & Ferguson 2007; Lavrijsen & Nicaise 2017; Martin 2009; Martin 2011 

FAQ List - Districts and Independent Charter Schools (Last changes made 5/22/25)

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FAQ List for Private Schools Participating in the Private School Choice Programs (PSCP). Last changes made 5/22/25

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FAQs for Districts and Independent Charter Schools. Last changes made 5/22/25

1. When must Wisconsin school boards and independent charter schools adopt the 3rd to 4th grade promotion policy? 

By July 1, 2025, all school boards and independent charter schools must adopt a 3rd to 4th grade promotion policy that includes, at a minimum, what is required in statute (Wis. Stat. §§ 118.33(6)(a)3., (6)(b)2m.). The policy must include the date it will be enforced, which cannot be later than September 1, 2027. 

For example, a school board or independent charter school adopts a 3rd to 4th grade promotion policy on May 1, 2025. The school board or independent charter school can set the policy’s effective date - the date at which the policy is applied to students being promoted from 3rd to 4th grade - any date thereafter, up to and including September 1, 2027.  

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2. When must Wisconsin school boards and independent charter schools implement the 3rd to 4th grade promotion policy? 

School boards and independent charter schools must enforce the local promotion policy no later than September 1, 2027; that is, beginning on September 1, 2027, a school board or independent charter school may not promote a 3rd grade student to the 4th grade unless the student satisfies the criteria for promotion specified in the adopted promotion policy (Wis. Stat. §§ 118.33(6)(a)3., (6)(b)2m.). 

The date the promotion policy is effective also determines when the school board or independent charter school must begin offering services to certain students as required by the policy, such as an intensive summer reading program between 3rd and 4th grade and intensive instructional services and supports in 4th grade. For example, if a school board or independent charter school policy is effective as of July 1, 2025, an intensive summer reading program would begin in Summer 2026, and intensive instructional services and supports in 4th grade would begin in the 2026 – 2027 school year.  

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3. Who makes the decision about promoting a student from 3rd to 4th grade? Who makes decisions about what supports will be offered in the summer and provided in 4th grade? 

Who should be involved in a student-level decision about promotion from 3rd to 4th grade should be identified in the promotion policy adopted by a school board or independent charter school. 

DPI recommends that decision-makers should include the student’s parents/caregivers as critical members of the team. DPI also recommends that educators, specialists, and student services staff that have taught or worked with the child are included. This could include but is not limited to the student’s teacher of record; a reading teacher; any staff members that have provided additional reading support and conducted progress monitoring; and staff with knowledge of the social and emotional implications of grade retention. If the student is an English Learner, an educator with a background in second language acquisition, such as a teacher with an ESL or bilingual license, should be included. 

Each member of the team brings meaningful and equally valued data and insight to the discussion. 

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4. In addition to the policy adopted by the school board or independent charter school, what other considerations are important to supplement the policy? 

Although not required by statute, the school board or independent charter school might consider: 

• Creating a timeline for essential communications and decision making 
• Creating on-going communication to share with parents/caregivers that begins no later than the beginning of 3rd grade (or sooner) to explain the promotion policy. Provide communications in the preferred language of parents/caregivers and consider using video or audio messages in addition to print. 
• Planning for professional learning opportunities for educators related to the policy 
• Identifying individuals to be part of the team making promotion decisions 
• Establishing a protocol that a team will use for each promotion decision. This could include step-by-step directions, a note taking tool, and/or templates for communications between team members, including between the school and parents/caregivers 
• Designing processes for including the student in data collection and analysis, conversations about services to be offered, progress, and decision making (See Culturally Responsive Problem-Solving Guide: An Evidence-Based Guide for Team Practice for examples) 
• Planning for meeting a student’s complete needs (including social emotional learning, mental health, and progress in subjects beyond reading) when a student is promoted and continues to receive reading supports and for the rare cases when a student is retained 
• Designing processes for ensuring decisions are documented and documentation is stored in case it is needed in the future 

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5. In a district or independent charter school, to whom does the promotion policy apply? 

The specific promotion policy cited in this FAQ (and required by Wis. Stat. §§ 118.33(6)(a)3., (6)(b)2m.) applies to all students being promoted from 3rd to 4th grade. Wisconsin statutes also require school boards and independent charter schools adopt promotion policies for other grades. 

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6. For a student enrolled in a multi-district/consortium charter school, which district is responsible for Act 20 related requirements, including the promotion policy and promotion decisions? 

The student’s resident district is responsible for setting the promotion policy and making decisions related to promotion. Additionally, the resident district is responsible for providing an intensive summer reading program and intensive instructional services, when required, and meeting other Act 20 related requirements for their enrolled resident students. 

However, the authorizing district may agree to fulfill some or all these requirements on behalf of the resident districts participating in the consortium. DPI's guidance is that this should be included in the s. 66.0301 agreement between the districts and communicated clearly to families. 

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7. Do parents/caregivers and other members of the team have to sign anything to show agreement with the promotion decision? 

It is best practice – although not required by statute – for parents/caregivers and other team members to sign to indicate their participation in a decision. The signature could include an opportunity to agree or disagree with the decision.  

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8. What if the district or independent charter school and the parents/caregivers do not agree on a promotion decision? 

If the school representatives recommend retention but the student’s parent/caregivers do not consent to retention, it is best practice (although not required by statute) for the student to be promoted to 4th grade regardless of any other facts, circumstances, or analysis. 

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9. Does a district or independent charter school have to post its promotion policy or submit the promotion policy to DPI for approval? 

The district or independent charter school should follow local policies and procedures related to posting/sharing board policies. 

Your district or independent charter school could consider including information about the 3rd to 4th grade promotion policy as part of the “Early Literacy Remediation Plan” [established pursuant to Wis. Stat. § 118.016(6)], which is required to be posted on district or independent charter school’s website (Wis. Stat. § 118.016(4)(d)).

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10. Are districts or independent charter schools required to retain a student who has not completed their personal reading plan during the 3rd grade?  

Per Wis. Stat. § 118.016(5)(d), a student in 3rd grade completes a personal reading plan when: 

• the student’s parents/caregivers and school agree that the student has met the personal reading plan goals and 
• the student scores at grade-level in reading on the reading portion of the 3rd grade Wisconsin Forward. 

Districts or independent charter schools are not required to retain a student who has not completed their personal reading plan during 3rd grade. The statutorily required elements of the promotion policy impose additional instruction and supports for certain promoted students and provide for certain “good faith exceptions” to be included in the promotion policy. 

Further, DPI recommends that districts and independent charter schools consider the potential long-term harms of retaining students. 

Such risks may include, but are not limited to, the following:  

• Students who are retained are more likely to have adverse outcomes, including dropping out of school and obtaining lower paying jobs in the future (Cockx, B., Picchio, M., & Baert, S. 2018; Hughes, J.N., West, S.G., Kim, H., & Bauer, S.S. 2018); 
• Students who are retained are more likely to experience emotional distress (Buckmaster et. al. 2024; Carlton & Winsler 1999; Demanet & Van Houtte 2016; Goos et al. 2013b; Carlton, M. P., & Winsler, A. 1999; Jimerson & Ferguson 2007; Lavrijsen & Nicaise 2017; Martin 2009; Martin 2011);  
• Students who are retained are more likely to have lower socioeconomic status and more likely to be eligible for government assistance (Goos, M., Pipa, J., & Peixoto, F. 2021);  
• Students who are retained are at higher risk for future criminal behavior (Eren, O., Lovenheim, M., & Mocan, H. 2022); and  
• Students who are retained do not achieve increased academic achievement and make less progress compared to other students (Silberglitt, B., Appleton, J., & Burns, M., & Jimerson, S. 2006) 

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11. What must a district or independent charter school do for a student promoted to 4th grade who had a personal reading plan during the 3 rd grade and who is not considered to have completed the personal reading plan?  

Per Wis. Stat. § 118.33(5m)(a), the district or independent charter school is required to: 

• In 4th grade, 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, that the pupil did not complete the personal reading plan and include a description of the intensive instructional services and supports that will be provided to the pupil during 4th grade 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. 

Guidance about intensive summer reading programs and intensive instructional services in 4th grade will be available soon. 

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12. What are the good cause exceptions to the promotion policy and resulting actions?  

Wis. Stat. § 118.33(5m)(b), identifies several "good cause exceptions” for students. A district or independent charter school must provide the following exceptions in its promotion policy (Wis. Stat. §§ 118.33(6)(a)3., (6)(b)2m.): 

• The student is identified as a Limited-English proficient pupil as that term is defined under Wis. Stat. § 115.955(7).*. 
• The student has an individual education plan (IEP) that indicates that neither taking the universal reading screener nor the annual standardized reading test in reading is appropriate for the pupil. 
• The student scores as proficient in reading on an alternative standardized assessment as approved by the department.
• The student has an individual education plan (IEP) or a plan to provide accommodations or services under section 504 of the federal Rehabilitation Act of 1973 that indicates that the student has received intensive intervention in reading for more than 2 years if the student continues to demonstrate a deficiency in reading and was previously retained in 5K, grades 1, 2, or 3. 
• The student has received intensive intervention in reading for 2 or more school years, continues to demonstrate a deficiency in reading, and was previously retained for a total of 2 years in 5K, grade 1, 2, or 3. 

* “Limited-English proficient pupil” is used here because the term has a specific statutory definition. Best practice is to use person-first and assets-based language. Alternatives include “English learner”,  “multi-lingual learner”, or “emerging bilingual". 

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13. Do the good cause exceptions automatically apply to a student who meets one or more of the exceptions? 

A good cause exception does not automatically apply to a student who meets one or more of the exceptions. Rather, these exceptions should be considered during the holistic evaluation of whether a student should be promoted. As identified above, this evaluation should be performed by a decision-making team that meaningfully includes the student’s parent/caregiver and staff that have worked with the student. 

Per Wis. Stat. §§ 118.33(6)(a)3., (6)(b)2m. students who meet the criteria for one of these good faith exceptions could be exempt from promotion policy criteria, the intensive summer reading program requirement, and/or the intensive instructional services and additional supports.  

For further information specific to students with IEPs and/or who are English learners, refer to the related sections of the guidance. 

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14. If a student does not have a reading plan in 3rd grade and is not proficient on the reading portion of the Wisconsin Forward Exam, do they need to be put on a reading plan in 4th grade? Do they need to have the intensive summer reading and intensive instruction in grade 4? 

A school is not required to create a personal reading plan, provide the intensive interventions described in Wis. Stat. § 118.33(5m)(a), or provide an intensive summer reading program to a student that did not have a personal reading plan at the end of 3rd grade.  

However, schools have a responsibility of providing adequate and necessary instructional supports so that each student achieves academic proficiency.  

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15. For the purposes of Act 20, what counts as a “summative assessment”?  

Wis. Stat. §§ 118.016(5)(d) states that “at grade-level in reading on a statewide summative assessment” is to be defined by DPI. Therefore, the reading portion of the summative assessments that comprise the Wisconsin Student Assessment System are to be used as the summative assessment referenced in the promotion policy. When the assessment does not include a reading sub score (such as with DLM), the English language arts score will substitute. 

The student must demonstrate proficiency in the reading portion of the statewide summative assessment applicable at their grade (Wisconsin Forward for 3rd through 8th grade, PreACT Secure for 9th and 10th grade, and ACT with Writing for 11th grade). For students with IEPs working toward the Essential Elements for English Language Arts, Dynamic Learning Maps is the summative assessment. 

To score at grade level on the Wisconsin Forward Exam is “Meeting Expectations”.  

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16. For the purposes of the promotion policy and the related good cause exception, what counts as an alternative standardized assessment?  

Wis. Stat. §118.33(5m)(b)3. states that a good cause exception to the promotion policy can be applied for a student who scores proficient in reading on an alternative standardized assessment approved by the department. 

DPI approves the use of an alternative standardized assessment in the following situations: 

1. For a student with an Individualized Education Program (IEP), the IEP team can determine that the student’s needs are best met through the Essential Elements, which are assessed with Dynamic Learning Maps (DLM). Therefore, as appropriate, DLM can be used as an alternative standardized assessment. 
2. For a student whose literacy instruction through 3rd grade focused on proficiency in Spanish literacy or another language (i.e. the student did not receive literacy instruction in English), a district or independent charter school’s promotion policy can list what alternative standardized assessment will be used in lieu of the Wisconsin Forward. The assessment must measure proficiency in all grade-level reading standards (not just reading foundational skills) in the Wisconsin Standards for English Language Arts (2020). The assessment must be norm-referenced (include percentiles), have a clear definition of proficiency, and be technically adequate. 
3. For a student whose parents/caregivers opt the child out of the Wisconsin Forward, a district or independent charter school’s promotion policy can list what alternative standardized assessment will be used in lieu of the Wisconsin Forward. The assessment must measure proficiency in all grade-level reading standards (not just reading foundational skills) in the Wisconsin Standards for English Language Arts (2020). The assessment must be norm-referenced (include percentiles), have a clear definition of proficiency, and be technically adequate. 

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17. Can a student who has already been retained in a previous grade be retained again? 

Districts and independent charter schools have the authority to retain a student including retaining a student more than once, however, they should consider the potential long-term harms of retention. Such risks may include, but are not limited to, the following:  

• Students who are retained are more likely to have adverse outcomes, including dropping out of school and obtaining lower paying jobs in the future (Cockx, B., Picchio, M., & Baert, S. 2018; Hughes, J.N., West, S.G., Kim, H., & Bauer, S.S. 2018); 
• Students who are retained are more likely to experience emotional distress (Buckmaster et. al. 2024; Carlton & Winsler 1999; Demanet & Van Houtte 2016; Goos et al. 2013b; Carlton, M. P., & Winsler, A. 1999; Jimerson & Ferguson 2007; Lavrijsen & Nicaise 2017; Martin 2009; Martin 2011);  
• Students who are retained are more likely to have lower socioeconomic status and more likely to be eligible for government assistance (Goos, M., Pipa, J., & Peixoto, F. 2021);  
• Students who are retained are at higher risk for future criminal behavior (Eren, O., Lovenheim, M., & Mocan, H. 2022); and  
• Students who are retained do not achieve increased academic achievement and make less progress compared to other students (Silberglitt, B., Appleton, J., & Burns, M., & Jimerson, S. 2006);  

Wis.Stat. §§ 118.33(5m)(b)4. to 5. include good cause exceptions to the promotion policy. 

• A student who has an individualized education plan (IEP) or a plan to provide accommodations or services under section 504 of the federal Rehabilitation Act of 1973 that indicates that the pupil has received intensive intervention in reading for more than 2 years if the pupil continues to demonstrate a deficiency in reading and was previously retained in 5K, 1st grade, 2nd grade, or 3rd grade. 
• A student who has received intensive intervention in reading for 2 or more school years, continues to demonstrate deficiency in reading, and was previously retained in 5K, 1st grade, 2nd grade, or 3rd grade for a total of 2 years. 

For example, a student with an IEP or a 504 plan who has received intensive intervention in reading for more than two years and who has already been retained at some point between 5K and 3rd grade could have a good cause exception. 

Also, any student who received intensive intervention in reading for two years and who has already been retained twice between 5K and 3rd grade could have a good cause exception. 

Any retentions prior to 5K are not applicable to the good cause exceptions. 

A good cause exception isn’t automatically applied. It is considered by the team – which includes the student’s parents/caregivers - determining how to support the student’s reading development. 

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18. What should a district or independent charter school do if a student transfers to their school for 4th grade and, based on the records provided, may have met requirements to be retained in 3rd grade based on the district or independent charter school’s policy? 

If a student transfers into a school enrolled as a 4th grade student, but provided records indicate they may have met requirements to be retained in 3rd grade, it is best practice for the school district or independent charter school to provide adequate and necessary supports, including but not necessarily limited to the intensive instructional services, supports, progress monitoring, and parent notification referenced under Wis. Stat. § 118.33(5m)(a). 

Note that DPI’s guidance is that every district and independent charter school is responsible for ensuring that each student meets/exceeds grade-level standards. Providing a continuum of supports that could include supports outside of the school day or year is part of being responsible for every student’s academic success.

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19. When will districts and independent charter schools have access to Wisconsin Forward Exam data to help make determinations? 

Student-level reports including the student’s score on the reading portion of the Wisconsin Forward Exam will be available within 30 days of the close of the statewide window. 

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 20.Can English learners (ELs) be retained? 

English learners can be retained; however, they cannot be retained based on English learner status or their English language proficiency level. Wis. Admin. Code § PI 13.09(1)(b) states that test results may not be the only criterion used by a district or independent charter school to determine whether to promote an English lLearner student. This includes scores on tests of language proficiency, such as the ACCESS. 

Furthermore, under Lau v. Nichols, grade retention of ELs based solely on language proficiency or English learner status is discriminatory because the student is being retained due to not having sufficient exposure to English.  

When deciding to retain an EL student, a district or independent charter school must have evidence that it has provided the student with a language instruction educational program (LIEP) that is educationally sound, and that the student’s retention is based on reasons other than their EL status or their level of English proficiency. 

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21. For 3rd to 4th grade promotion, is there a good cause exception for English learners? 

Per Wis. Stat. § 118.33(5m)(b), for a student who is identified as a “Limited-English proficient pupil” *, as that term is defined under Wis. Stat. § 115.955(7), there is a good cause exception to the promotion policy that could be applied.  

In addition to following statutory requirements related to reading proficiency at the end of 3rd grade, a district or independent charter school must follow all local policies related to promotion and retention. 

* “Limited-English proficient pupil” is used here because the term has a specific statutory definition. Best practice is to use person-first and assets-based language. Alternatives include “English learner”, “multi-lingual learner”, or “emerging bilingual”.  

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22. What other measures or criteria might be taken into account when deciding whether English learners students should receive a good cause exception to its promotion policy?  

Here are some questions that districts and independent charter schools might consider when deciding whether to give an English learner (EL) student a good cause exception to its promotion policy:   

• Is retention recommended based on EL status or language proficiency? If not, what evidence is there that retention may be justified? 
• Was the student provided with a language instruction education program (LIEP) that is educationally sound and effective? Was the LIEP sufficiently staffed and resourced? Was the child provided with sufficient instruction, scaffolding, accommodations, and support?  
• Has the student had meaningful access to the standard academic program through language accommodations and support strategies that have been proven effective for ELs? 
• Do all teachers and administrators know the rights and obligations they have toward ELs and are they accountable for fulfilling those rights and obligations?   
• Have all teachers working with the student, not just licensed ESL and bilingual educators, been given appropriate, ongoing professional learning with regards to teaching ELs?  
• Was the student given access to licensed, highly qualified reading teachers and specialists? 
• How might the student’s academic progress and, in particular, reading progress, be impacted by language proficiency?  
• How long has the student been enrolled in U.S. schools? If the student attended school in another country, what were the expectations regarding early literacy learning?  
• Is there current literacy assessment data available in the student’s first or home language? If so, what does it say about the student’s literacy knowledge? If not, can such data be obtained? 
• How does the student’s progress compare to like-peers (i.e., other students with similar levels of English proficiency and academic experiences)? 

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23. Are English learners who are promoted to 4th grade without exiting their personal reading plan exempt from the summer school and intensive interventions requirement that applies to non-EL students? 

The good cause exception for ELs that applies to the 3rd grade promotion policy also applies to the summer school and intensive interventions requirement for fourth grade and beyond. The decision of whether to provide EL students with a good cause exception from the intensive interventions required for qualifying fourth graders under Act 20 should be made on a case-by-case basis to ensure that EL students who need reading assistance receive it. When deciding which students will receive good cause exceptions, districts and independent charter schools 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 or independent charter school should consider how EL students not reading on grade level in 4th 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 and independent charter schools 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. 

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24. For 3rd to 4th grade promotion, is there a good cause exception for students with IEPs?  

If the student has an IEP in an area of reading or is an English learner with a language acquisition plan, the school representatives will review the child’s progress towards those goals and communicate that to the parent or caregiver; 

If promoted to 4th grade and if a “good cause” exception applies to the student under Wis.Stat. §118.33(5m)(b), then it is best practice for the district or independent charter school to provide adequate and necessary supports, including but not necessarily limited to the intensive instructional services, supports, progress monitoring, and parent notification referenced under Wis.Stat. §118.33(5m)(a). 

If the student has an IEP in an area of reading or is an English learner with a language acquisition plan, the school representatives will review the child’s progress towards those goals and communicate that to the parent or caregiver; 

If promoted to 4th grade and if a “good cause” exception applies to the student under Wis.Stat. §118.33(5m)(b), then it is best practice for the district or independent charter school to provide adequate and necessary supports, including but not necessarily limited to the intensive instructional services, supports, progress monitoring, and parent notification referenced under Wis.Stat. §118.33(5m)(a). 

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25. For a student with an IEP in an out-of-LEA placement, who is responsible for providing an intensive summer reading program? 

The district or independent charter school in which the student is enrolled is ultimately responsible for ensuring the student is provided an intensive summer reading program. However, the agreement between a student’s home district/LEA and the out-of-district/LEA placement may assign this responsibility to the out-of-district/LEA placement to fulfill this obligation. 

Consider the following: 

• Who provides literacy instruction during the school year? That location might be well-suited to design and deliver an intensive summer reading program that is directly connected to school-year instruction. 
• How can the intensive summer reading program be most accessible for the student? 
• Whose staff is the most highly qualified to offer an intensive summer reading program that meets the student’s unique strengths and needs? 

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26. When must an intensive summer reading program be offered?

Districts and independent charter schools must offer an intensive summer reading program to any student who will be promoted to 4th grade without completing a personal reading plan in 3rd grade beginning in the summer term at the conclusion of the student’s 3rd grade term, unless a good cause exception is applicable. 

In the summer between 3rd and 4th grade, districts and independent charter schools must offer an intensive summer reading program to any student promoted from 3rd grade to 4th grade not having completed their personal reading plan by the end of 3rd grade. A student is considered to have completed their personal reading plan when the school and family agree the student has met the goals of the plan AND the student meets or exceeds expectations on the reading portion of the 3rd grade Wisconsin Forward. 

Per Wis. Stat. § 118.33(5m)(a)3., an intensive summer reading program must be offered beginning in the summer between 3rd grade and 4th grade. The DPI recommends that districts and independent charter schools consider how to offer an intensive summer program earlier than 3rd to 4th grade, as offering intensive summer reading programs prior to 3rd grade can support students in completing their personal reading plan by the end of 3rd grade. 

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27. What is an “intensive summer reading program?” How is “intensive summer reading program” defined? 

Wis. Stat. § 118.33(5m)(a)3. requires that a district or independent charter school’s promotion policy include that a student who is promoted from 3rd to 4th grade without completing their personal reading plan be provided “with an intensive summer reading program until the pupil scores at grade-level in reading on a summative assessment.” 

Intensive summer reading program is not defined in statute. Districts and independent charter schools have flexibility in developing their local intensive summer reading program and intensive instructional services and supports, subject to the following statutory requirements. 

"Considerations for Intensive Summer Reading Programs and Intensive Instruction, Progress Monitoring and Supports" compiles information from Act 20 and other sources to support local decision making about intensive summer reading programs.

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28. What content should be included in an intensive summer reading program? 

Statute does not address this question directly.

Wis. Stat. § 118.015(1m) requires that early literacy instruction be explicit and systematic, include all areas of science-based early literacy, and not include three-cueing. 

Best practice is to: 

• include student voice and choice in the design, delivery, and monitoring of the intensive summer reading program, to whatever extent possible;
• match the content of instruction to a what a preponderance of data shows as meaningful individual goals; 
• match instructional techniques to a student’s unique strengths and needs; 
• monitor student progress and communicate with parents/caregivers about that progress; 
• connect instruction to previous learning, perhaps using instructional routines similar to what are used during the school year; and
• intentionally plan for transfer of new skills to the new school year. 

An intensive summer reading program can be included within high-quality summer programming. For example, a student can participate in a program for several hours a day focused on building knowledge about a topic, like the environment. The summer programming can include some elements of the nine areas of science-based early literacy, such as building knowledge, oral language, vocabulary, instruction in writing, and/or instruction in reading comprehension. For a short time daily (such as 30 minutes), someone certified to deliver reading instruction can provide reading intervention designed to meet individual needs in a one-on-one or small group environment. In this scenario, the student is engaged in intensive, personalized instruction while also benefiting from collaborating with peers to build knowledge. 

29. What is the connection between a personal reading plan and an intensive summer reading program? 

An intensive summer reading program needs to be offered to any student who is promoted from 3rd to 4th grade without completing their personal reading plan. 

The DPI recommends that an intensive summer reading program be consistent with the goals, instruction, and progress monitoring in a student’s personal reading plan. If a student’s growth has been stagnant, a team could consider updated or additional diagnostic assessment or adjustments to instruction before beginning an intensive summer reading program. 

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30. Is a student required to attend an intensive summer reading program? 

A district or independent charter school cannot mandate participation in an intensive summer reading program. 

DPI’s guidance is that districts and independent charter schools should make repeated and varied offers to parents/caregivers in the parents’/caregivers’ preferred language. Districts and independent charter schools should document all offers and parent/caregiver responses. 

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31. Who may provide instruction in an intensive summer reading program? 

Instruction must be provided by an individual who holds a valid Wisconsin license that matches the grade level of the student and the content area of instruction. 

In the case where an asynchronous intensive reading program is offered, the instruction being provided and the student’s progress must be overseen by an individual who holds a valid Wisconsin license that matches the grade-level of the learners and the content area of instruction. 

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32. If a team decides a good cause exception is applicable for a student, does the district or independent charter school have to offer an intensive summer reading program? 

See FAQ 12 and 13 for information about promotion policy good cause exceptions. 

If a good cause exception is applied and a student is promoted from 3rd to 4th grade, the district or independent charter school does not have to provide an intensive summer reading program or intensive instruction in 4th grade. 

However, the DPI encourages districts and independent charter schools to offer an intensive summer reading program and provide intensive reading instruction in 4th grade to the student, as these are ways to ensure that the student is a proficient reader. 

When a good cause exception is applied, DPI recommends as a best practice providing summer instruction and supplemental instruction in 4th grade to address a student’s unique strengths and needs. For example, when a good cause exception is applied for an English learner, a district could choose to provide summer instruction that focuses on English language development. 

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33. For a student with an IEP, is intensive summer reading program considered extended school year (ESY)? 

No, intensive summer reading program is not considered ESY. However, the services a student receives for ESY may be sufficient to meet the requirement for an offer of intensive summer reading instruction as required by Act 20. Decisions about extended school year services are typically rare and made on a case-by-case basis for students with IEPs. DPI recommends that districts and independent charter schools consider all appropriate factors in determining whether the benefits accrued to a child during the regular school year will be significantly jeopardized if the child is not provided ESY services. The requirement to offer intensive summer reading instruction in accordance with Act 20 may be among the factors the IEP team considers when determining eligibility for ESY service. See Information Update Bulletin 10.02: Extended School Year (ESY) Services for Children with Disabilities for more information about ESY. 

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34. Can a district or independent charter school contract with another school or organization to provide an intensive summer reading program? 

Yes. A district or independent charter school can contract with another school or organization to provide an intensive summer reading program, including virtual instruction. 

For districts and independent charter schools, such a contract must ensure that the instruction provided by the contracted entity is delivered by a properly licensed teacher and otherwise complies with applicable law. 

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35. For how long must a district or independent charter school offer an intensive summer reading program to a student who has been promoted to 4th grade without completing a personal reading plan? 

For a student promoted from 3rd to 4th grade without completing a personal reading plan, the district or independent charter school must offer that student an intensive summer reading program, unless a good cause exception applies. The student must continue to be offered an intensive summer reading program each year until the student scores at grade level on the state summative assessment (Wis. Stat. § 118.33(5m)(a)3.) The grade level score on the Forward Exam is “Meeting Expectations”. 

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36. How do districts pay for an intensive summer reading program? Do districts have to provide transportation? (See FAQ 37 for information related to independent charter schools.) 

An intensive summer reading program can be considered part of summer school. Information about summer school financing is found at the DPI’s Summer and Interim Session Guidelines. 

Just as with summer school, districts must pay the cost of the intensive summer reading programming from their existing funds. Existing rules for counting and submitting summer student membership for aid payments apply. A district may not charge a fee for an intensive summer reading program. 

There is no requirement for districts to provide transportation for summer or interim courses. Districts choosing to provide transportation must exercise reasonable uniformity in minimum and maximum distances pupils are transported and be eligible for reimbursement under pupil transportation aids. 

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37. How do independent charter schools pay for an intensive summer reading program? Do independent charter schools have to provide transportation? 

Generally, the cost of providing an intensive summer reading program must be paid from a school’s existing funding. The independent charter school may be eligible to receive state aid payments if the school opts to integrate the intensive summer reading program into a summer school program the school is providing. In order to receive a summer school payment for a student, the independent charter school will need to provide a school program that meets all the applicable requirements, and the student would need to meet the requirements for an independent charter school summer school payment. The school will need to review the Summer School Informational Bulletin for Independent Charter Schools, available on the Independent Charter Schools Membership Information webpage, to determine if the summer program and student would be eligible for a summer school payment. 

There is no requirement for an independent charter school to provide transportation for summer school. Independent charter schools choosing to provide transportation must exercise reasonable uniformity in the minimum and maximum distances pupils are transported and may be eligible for reimbursement under pupil transportation aids. An independent charter school is required to provide transportation, free of charge, when necessary for students to access courses requiring field trips and off-campus alternate locations. 

38. Do charter schools that provide year-round instruction have to provide an intensive summer reading program? 

Yes, year-round charter schools must offer an intensive summer reading program. A school may accomplish this by providing the program during an interim session or intersession break. 

39. A student’s performance on the reading portion of the 3rd grade Wisconsin Forward factors into whether or not the student completes their personal reading plan. When/how do we offer an intensive summer reading program when student-level Wisconsin Forward results aren’t available until late May? 

Beginning in the 2024–2025 school year, student-level results for the reading portion of the Forward will be available within 30 days of the close of the statewide assessment window. Meeting or exceeding expectations on the reading portion of the 3rd grade Forward is one of the components of completing or exiting a personal reading plan at the end of 3rd grade. Completing a personal reading plan at the end of 3rd grade also requires that the school and family agree that the student met the goals of the plan. 

Therefore, for students with a personal reading plan in 3rd grade, a district or independent charter school may consider offering intensive summer reading programming at the same time that all summer school is offered. The offer could be accompanied by an explanation of the promotion policy and information about when Forward scores will be available.

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40. When must a district or independent charter school start offering intensive instructional services? Updated 5/22/25

When a student is promoted from 3rd to 4th grade without completing the personal reading plan (defined by the family and school agreeing the student has not yet met the goals of the plan and the student did not yet meet or exceed expectations on the reading portion of the 3rd grade Forward), districts and independent charter schools must offer the student an intensive summer reading program and intensive instructional services beginning in 4th grade. 

The required start date for intensive instructional services is determined by the implementation date of the local promotion policy. The policy’s effective date can be as late as September 1, 2027. In that case, students promoted from 3rd to 4th grade without completing their personal reading plans would have intensive instructional services in 4th grade (the 2028–2029 school year). 

Intensive instructional services should begin as early in the school year as practicable. 

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41. What does “intensive instructional services” mean? 

Per Wis. Stat. § 118.33(5m)(a)1. students who are promoted from 3rd to 4th grade without completing the personal reading plan must be provided with “intensive instructional services, progress monitoring, and supports to remediate the identified areas of deficiency”. 

“Intensive instructional services” is not defined in statute. The DPI interprets “intensive instructional services” to mean 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; or support for applying new and developing learning in independent reading and writing. 

While intensive instructional services can play a critical role in improving a student’s ability to read, the DPI recommends such services be provided in ways that advance educational equity and address the unique needs of middle grade and adolescent learners. This could include the following: using small groups for temporary grouping and ensuring groups are not always based on ability; providing intensive instructional services in an inclusive setting, removing students from their same-age peers as little as possible; providing student voice and choice; and sustaining cultural and linguistic diversity. 

"Considerations for Intensive Summer Reading Programs and Intensive Instruction, Progress Monitoring and Supports" compiles information from Act 20 and other sources to support local decision making about intensive instructional supports.

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42. Do students have to participate in intensive instructional services? 

Statute requires that the district or independent charter school provide intensive instructional services. 

DPI’s guidance is that no parent/caregiver signature is needed to acknowledge a student is receiving intensive instructional services, and no parent/caregiver permission is required for a student to participate in intensive instructional services. However, best practices in parent/caregiver engagement call for having a positive relationship and meaningful two-way collaboration with parents/caregivers. 

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43. Do intensive instructional services require a personal reading plan? 

Statute does not say that intensive instructional services require a personal reading plan. 

However, the DPI recommends intensive instructional services be documented as part of a written plan with elements like those in a personal reading plan (e.g., goals, data to support goals, supports in universal instruction, supports through intervention, and progress monitoring). Consider using existing local procedures within the local equitable multi-level system of supports (EMLSS). 

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44. What are teacher license requirements for intensive instructional services? 

The same licensure requirements that apply to teaching reading during the school year apply to intensive instructional services. More information about licensure requirements can be found in this information bulletin or visit “What can I teach with my license?”. 

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45. Does the good cause exception in the promotion policy apply to intensive instructional services? 

Intensive instructional services are not required under law when a good cause exception applies. However, it is best practice to offer intensive instructional services to students who are promoted from 3rd to 4th grade without completing their personal reading plan, even when a good cause exception applies. 

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46. Are intensive instructional services required beyond 4th grade?  How does a student exit or complete intensive instructional services? 

Students who are promoted from 3rd to 4th grade without completing the personal reading plan must be provided with “intensive instructional services, progress monitoring, and supports to remediate the identified areas of deficiency” until the goals of the personal reading plan have been met (Wis. Stat. § 118.33(5m)(a)1. to 3.). 

Wis. Stat. § 118.33(5m)(a) requires public school districts and independent charter schools to provide an intensive summer reading program each summer until a pupil scores at grade-level in reading on a summative assessment. 

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47. Should students who are English learners receive the same intensive instructional services that non-English learners receive? 

Intensive instructional services, progress monitoring, and supports are intended to support a student in reading proficiently. 

For an English learner – like all students – the goals, services, and supports should be matched to a student’s unique strengths and needs. For an English learner that could include supports that are designed and delivered to support the student’s English and reading development. 

Intensive instructional services, progress monitoring, and supports may be integrated within the student’s English language development plan (ELDP). 

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48. Should students with IEPs receive the same intensive instructional services that students without IEPs receive? 

Intensive instructional services, progress monitoring, and supports are intended to support a student in reading proficiently. 

For a student with an IEP – like all students – the goals, services, and supports should be matched to a student’s unique strengths and needs. 

Intensive instructional services, progress monitoring, and supports may be integrated within the student’s IEP. 

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49. For students with IEPs, can intensive instructional services be provided through specially designed instruction that is part of the student’s IEP? 

If a student is receiving specially designed instruction in reading, the IEP team may want to consider incorporating the instructional services, progress monitoring, and supports into the IEP. If the instructional services, progress monitoring, and supports are not incorporated into the IEP, the district or independent charter school must ensure that the supports and services are consistent with the student’s IEP and do 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 is the controlling document, as special education services must be determined through the IEP team process. 

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FAQ List - Private Schools Participating in the Private School Choice Programs (PSCP) Last changes made 5/22/25

1 PSCP. When must PSCP schools adopt and implement the 3rd to 4th grade promotion policy?  

By July 1, 2025, PSCP schools are required to adopt a 3rd to 4th grade promotion policy that includes, at a minimum, what is required by statute (Wis. Stat.§§ 118.33(6)(c)3., (cr)3).   PSCP schools must then enforce that policy beginning on September 1, 2027; that is, beginning on September 1, 2027, a PSCP school may not promote a 3rd grade student to 4th grade unless the student satisfies the criteria for promotion specified in the adopted policy.   

For example, a PSCP school adopts a 3rd to 4th grade promotion policy on May 1, 2025. The PSCP school can set the policy’s effective date (the date at which the policy is actually applied to students being promoted from 3rd to 4th grade) any date thereafter, up to and including September 1, 2027.  

The date the promotion policy is effective also determines when the PSCP school must begin offering services to certain students as required by the policy, such as an intensive summer reading program between grade 3rd and 4th grade and intensive instructional services in 4th grade. For example, if a PSCP school policy is effective as of July 1, 2025, an intensive summer reading program would begin in Summer 2026, and intensive instructional services in grade 4th grade would begin in the 2026 – 2027 school year. 

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2 PSCP. What should a PSCP school do if it does not want to adopt DPI’s model policy for PSCP schools? 

The DPI provides a model policy below that schools participating in the PSCP may choose to adopt.  At a minimum, the policy the school chooses to adopt must include a requirement that any student promoted from 3rd grade to 4th grade who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam be provided the services described in  Wis. Stat. §§ 118.33(6)(cr)3., 118.33(6)(c)3., and 118.33(5m)(a)1. to 3 (also see Required Services below), unless a  "good cause exception” similar to the exceptions listed in Wis. Stat. § 118.33(5m)(b) applies to that student (see examples of what could constitute Similar Good Cause Exceptions below).  

Required Services: 

• Intensive instructional services, progress monitoring, and supports to remediate the identified areas of deficiency. 
• Notification to the student’s parent or guardian in writing that includes a description of the intensive instructional services and supports that will be provided to the student to remediate the identified areas of reading deficiency. 
• Intensive summer reading program each summer until the student scores at grade-level in reading on a summative assessment. 

Similar Good Cause Exceptions:

• Identified as Limited-English proficient as defined in Wis. Stat. § 115.955 (7).* 
• Is a student with a disability who does not take the statewide 3rd grade standardized reading assessment because the assessment has been determined to be inappropriate for the student. 
• Obtained a proficient score in reading on an alternative standardized assessment approved by the Wisconsin Department of Public Instruction. 
• Has a past individual education plan, a current services plan, or a section 504 plan that indicates the student has received intensive intervention in reading for more than 2 years and was previously retained in kindergarten, 1st, 2nd, or 3rd grade. 
• Has received intensive intervention in reading for 2 or more school years, continues to demonstrate a deficiency in reading, and was previously retained in kindergarten, 1st, 2nd, or 3rd grade for a total of 2 years. 

* “Limited-English proficient pupil” is used here because the term has a specific statutory definition. Best practice is to use person-first and assets-based language. Alternatives include “English learner”, “multi-lingual learner”, or “emerging bilingual”. 

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3 PSCP. The model policy indicates which individuals may be included in the process to determine whether to promote to 4th grade a student scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam.  However, our school staff does not include all these individuals or uses different titles. What should we do? 

A school may opt to make updates to this portion of the model policy to reflect which roles will be included in the process based on their school’s staffing.  

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4 PSCP. Who makes the decision about promoting a student from 3rd to 4th grade? Who makes decisions about what supports will be offered in the summer and provided in grade 4th grade?  

Who should be involved in a student-level decision about promotion from 3rd to 4th grade should be identified in the promotion policy adopted by the PSCP school. 

DPI recommends that the decision-makers should include the student’s parents/guardians as critical members of the team.  DPI also recommends educators, specialists, and student services staff that have taught or worked with the student are included. This could include but is not limited to: the student’s teacher of record; a reading specialist; any staff members that have provided additional reading support and conducted progress monitoring; and staff with knowledge of the social and emotional implications of grade retention. 

Each member of the team brings meaningful and equally valued data and insight to the discussion. 

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5 PSCP. In addition to the policy adopted by the PSCP school, what other considerations are important to supplement the policy? 

Although not required by statute, the PSCP school might consider: 

• Creating a timeline for essential communications and decision making. 
• Creating on-going communication to share with parents/guardians that begins no later than the beginning of 3rd grade (or sooner) to explain the promotion policy. Provide communications in the preferred language of parents/guardians and consider using video or audio messages in addition to print. 
• Planning for professional learning opportunities for educators related to the policy. 
• Identifying possible members of a team making promotion decisions. 
• Designing processes for including the student in data collection and analysis, conversations about services to be offered, progress, and decision making (See Culturally Responsive Problem-Solving Guide: An Evidence-Based Guide for Team Practice  for examples). 
• Planning for meeting a student’s complete needs (including social emotional learning, mental health, and progress in subjects beyond reading) when a student is promoted and continues to receive reading supports and for the rare cases when a student is retained. 
• Designing processes for ensuring decisions are documented and documentation is stored in case it is needed in the future. 

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6 PSCP. To whom does the promotion policy apply? 

The specific promotion policy cited in this FAQ (and required by Wis. Stat. §§ 118.33(6)(cr)3. and 118.33.(6)(c)3.) applies to all students being promoted from 3rd to 4th grade. Wisconsin statutes also require PSCP schools to adopt promotion policies for other grades.  

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7 PSCP. Do parents/guardians and other members of the team have to sign anything to show agreement with the promotion decision? 

It is best practice – although not required by statute – for parents/guardians and other team members to sign to indicate their participation in a decision. The signature could include an opportunity to agree or disagree with the decision.   

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8 PSCP. What if the PSCP school and the parents/guardian do not agree on a promotion decision?  

If the school representatives recommend retention but the student’s parents/guardians do not consent to retention, it is best practice (although not required by statute) for the student to be promoted to 4th grade regardless of any other facts, circumstances, or analysis.  

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9 PSCP. Does a PSCP school have to post its promotion policy or submit the promotion policy to DPI for approval? 

The school is not required to post this specific policy or submit it to DPI for approval. DPI recommends schools ensure the information is available to families.  

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10 PSCP. Is a school required to include in its handbook the process it will follow to determine whether to promote to 4th grade a student who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam? 

No, this is not required by law, but, as a best practice, it is recommended by the DPI. 

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11 PSCP. The model policy notes, if a student is promoted from 3rd grade to 4th grade and the student scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam, the private school will provide certain services. Is this required? What are those services? 

Yes. Per Wis. Stat. §§ 118.33(6)(cr)3., 118.33.(6)(c)3., and 118.33(5m)(a)1. to 3, any student promoted from 3rd grade to 4th grade who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam must be provided the services described in the model policy and below. 

Required Services: 

• Intensive instructional services, progress monitoring, and supports to remediate the identified areas of deficiency. 
• Notification to the student’s parent or guardian in writing that includes a description of the intensive instructional services and supports that will be provided to the student to remediate the identified areas of reading deficiency. 
• Intensive summer reading program each summer until the student scores at grade-level in reading on a summative assessment. 

Guidance about intensive summer reading programs and intensive instructional services in 4th grade will be available soon. 

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12 PSCP. What does DPI consider good cause exceptions similar to the exceptions listed in Wis. Stat. § 118.33(5m)(b) to these requirements for promoted students? 

Wis. Stat. §§ 118.33(6)(cr)3. and 118.33.(6)(c)3. state that each PSCP school’s policy must include a "good cause exception” similar to the exceptions listed in Wis. Stat. § 118.33(5m)(b). These are “good cause exceptions” to the requirement to provide intensive instructional services and a summer reading program for certain students who have been promoted. If a student meets any of the five criteria, a PSCPS school does not need to provide the intensive instructional services and summer reading program.  

In the model policy, DPI has identified the following as potential similar exceptions: 

• Identified as Limited-English proficient as defined in Wis. Stat. § 115.955 (7).* 
• Is a student with a disability who does not take the statewide 3rd grade standardized reading assessment because the assessment has been determined to be inappropriate for the student. 
• Obtained a proficient score in reading on an alternative standardized assessment approved by the Wisconsin Department of Public Instruction.
• Has a past individual education plan, a current services plan, or a section 504 plan that indicates the student has received intensive intervention in reading for more than 2 years and was previously retained in kindergarten, 1st, 2nd, or 3rd grade. 
• Has received intensive intervention in reading for 2 or more school years, continues to demonstrate a deficiency in reading, and was previously retained in kindergarten, 1st, 2nd, or 3rd grade for a total of 2 years. 

* “Limited-English proficient pupil” is used here because the term has a specific statutory definition. Best practice is to use person-first and assets-based language. Alternatives include “English learner”, “multi-lingual learner”, or “emerging bilingual”.  

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13 PSCP. Are PSCP schools required to retain a student who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam? 

No. The statutorily-required elements of the promotion policy specifically identifies both certain circumstances and good cause exceptions for promotion of students who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam (Wis. Stat. §§  118.33(6)(cr)3., 118.33.(6)(c)3., and 118.33(5m)(a)1. to 3.).

Further, DPI recommends that PSCP schools consider the potential long-term harms of retaining students. Some of these potential harms are explained in the model policy. 

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14 PSCP. Do the good cause exceptions automatically apply to a student who meets one or more of the exceptions? 

A good cause exception does not automatically apply to a student who meets one or more of the exceptions. Rather, these exceptions should be considered during the holistic evaluation of whether a student should be promoted. As identified above, this evaluation should be performed by a decision-making team that meaningfully includes the student’s parents/guardians and staff that have worked with the student. 

Per Wis. Stat. §§ 118.33(6)(cr)3., 118.33.(6)(c)3., and 118.33(5m)(a)1. to 3, students who meet the criteria for one of these good faith exceptions could be exempt from promotion policy criteria, the intensive summer reading program requirement, and/or the intensive instructional services and additional supports. 

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15 PSCP. A PSCP school is required to provide a student promoted from 3rd grade to 4th grade who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam an intensive summer reading program until the student scores at grade level in reading on a summative assessment.  What counts as a summative assessment?    

The reading portion of the summative assessments that comprise the Wisconsin Student Assessment System may be used as the summative assessment referenced in the promotion policy. When the assessment does not include a reading sub score (such as with DLM), the English language arts score will substitute.   

DPI suggests PSCP schools use the same benchmarks as public schools, that is, a student must demonstrate proficiency in the reading portion of the statewide summative assessment applicable at their grade (Wisconsin Forward for grades 3rd through 8th grade, PreACT Secure for 9th and 10th grade, and ACT with Writing for at grade 11th grade).  

To score at grade level on the Forward Exam is “Meeting Expectations.”

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16 PSCP. For the purposes of the promotion policy and the related good cause exception, what counts as an alternative standardized assessment?    

A good cause exception to the promotion policy can be applied for a student who scores proficient in reading on an alternative standardized assessment approved by the department. DPI approves the use of an alternative standardized assessment in the following situations: 

Dynamic Learning Maps (DLM) is an alternative standardized assessment that is administered to students in 3rd through 11th grade with the most significant cognitive disabilities. For the promotion policy, a student who is “at target” or “advanced” on the English language arts portion of the DLM is considered at grade level. As appropriate, DLM can be used as an alternative standardized assessment. 

For a student whose literacy instruction through 3rd grade focused on proficiency in Spanish literacy or another language (i.e. the student did not receive literacy instruction in English), a PSCP school’s promotion policy can list what alternative standardized assessment will be used in lieu of the Wisconsin Forward. The assessment must measure proficiency in all grade-level reading standards (not just reading foundational skills) in the Wisconsin Standards for English Language Arts (2020). The assessment must be norm-referenced (include percentiles), have a clear definition of proficiency, and be technically adequate. 

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17 PSCP. Can a student who has already been retained in a previous grade be retained again? 

Yes, a student may be retained more than once. DPI recommends that PSCP schools consider the potential long-term harms of retaining students. Some of these potential harms are explained in the model policy. 

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18 PSCP. What should a PSCP school do if a student transfers to their school for 4th grade and, based on the records provided, may have met requirements to be retained in 3rd grade based on the school’s policy? 

If a student transfers into the school enrolled as a 4th grade student, but provided records indicate they may have met requirements to be retained in 3rd grade, it is best practice for the PSCP school to provide adequate and necessary supports as determined by the school team and their parents/guardians. 

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19 PSCP. When will PSCP schools have access to Forward Exam data to help make determinations? 

Student-level reports including the student’s score on the reading portion of the Wisconsin Forward Exam will be available within 30 days of the close of the statewide window. 

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20 PSCP. What does it mean to score “below grade level” on the Forward Exam? 

A score of “developing” or “approaching” is “below grade level.”  

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21 PSCP. What should a PSCP school do if a student does not take the Forward Exam? 

Please note that schools participating in the PSCP are required to administer the Wisconsin Forward Exam for English Language Arts to 3rd grade PSCP students and to all 3rd grade students if the school has opted to receive an All Students Report Card.  The assessment requirement is waived for all Milwaukee Parental Choice Program (MPCP) students if the school has fewer than 20 MPCP students in grades 3 to 12. The assessment requirement is waived for all Wisconsin Parental Choice Program (WPCP)/Racine Parental Choice Program (RPCP) students if the school has fewer than 20 WPCP/RPCP students in grades 3 to 12. 

Please note, the requirements related to this adopted policy or any part of 2023 Wis. Act 20 do not change which students a private school participating in the PSCP are required to test and do not change the ability for parents/guardians to opt their student out of testing. If a student participating in a PSCP 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).  

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22 PSCP. If a student did not take the Forward Exam but other data still indicates the student should be retained, can the student be retained? 

The PSCP must review its school’s policy to determine whether a student should be retained in this circumstance.

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23 PSCP. In some cases, a PSCP school may be required to provide a student an intensive summer reading program each summer until the student scores at grade level in reading on a summative assessment.  Will PSCP students receiving this summer instruction be eligible for a PSCP summer school payment? 

In order to receive a PSCP summer school payment for the PSCP student, the school will need to provide a PSCP summer school program that meets all of the applicable requirements, and the student would need to meet the requirements for a PSCP summer school payment. The school will need to review the Summer School Bulletin, available on the Private School Choice Programs: DPI Bulletins webpage, to determine if the summer program and student would be eligible for a summer school payment.

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PSCP 24. When must a PSCP school begin offering an intensive summer reading program?

Schools participating in the PSCP must offer an intensive summer reading program to any student who will be promoted to 4^th grade who scored below grade level on the 3^rd grade reading portion of the Wisconsin Forward Exam beginning in the summer term at the conclusion of the student’s 3^rd grade year, unless a good cause exception is applicable.

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PSCP 25. What is an “intensive summer reading program?” What meets the standard of “intensive instructional services and supports?” 

The terms “intensive summer reading program” and “intensive instructional services and supports” are not defined in statute. A PSCP school has flexibility in developing its intensive instructional services and supports and determining how its intensive summer reading program will operate subject to statutory requirements. 

"Considerations for Intensive Summer Reading Programs and Intensive Instruction, Progress Monitoring and Supports" compiles information from Act 20 and other sources to support local decision making about intensive summer reading programs.

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PSCP 26. What content should be included in an intensive summer reading program? 

Statute does not address this question directly. DPI’s guidance is that best practice is to: 

• include student voice and choice in the design, delivery, and monitoring of the intensive summer reading program, to whatever extent possible; 
• match the content of instruction to a what a preponderance of data shows as meaningful individual goals; 
• match instructional techniques to a student’s unique strengths and needs; 
• monitor student progress and communicate with parents/guardians about that progress; 
• connect instruction to previous learning, perhaps using instructional routines similar to what are used during the school year; and
• intentionally plan for transfer of new skills to the new school year. 

A PSCP school could choose to include an intensive summer reading program within its existing summer programming. For example, a student can participate in a program for several hours a day focused on building knowledge about a topic, like the environment. The summer programming can include some elements of the nine areas of science-based early literacy, such as building knowledge, oral language, vocabulary, instruction in writing, and/or instruction in reading comprehension. For a short time daily (such as 30 minutes), the student can receive reading intervention designed to meet individual needs in a one-on-one or small group environment. In this scenario, the student is engaged in intensive, personalized instruction while also benefiting from collaborating with peers to build knowledge. 

As a reminder, Wis. Stat. § 118.015(5) states that no supplemental materials, including materials for intervention, may provide instruction that incorporates 3-cueing. 

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PSCP 27. Is a student required to attend an intensive summer reading program? 

The law does not require a student to participate in the intensive summer reading program, if the parent/guardian declines the offer. 

DPI's guidance is that PSCP schools should make repeated and varied offers to a student’s parents/guardians in their preferred language. It is best practice for PSCP schools to document all offers and parent/guardian responses. 

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PSCP 28. Who may provide intensive summer reading program instruction? 

PSCP schools may determine who will provide the instruction. Schools must ensure the individual(s) providing the summer reading program instruction meet the applicable credential requirements (either teacher or teacher aide as determined by the programming provided). Schools must also ensure they are meeting requirements related to criminal background checks. Please see the Staff Credentials bulletin and the Criminal Background Checks bulletin, available on the Private School Choice Programs: DPI Bulletins webpage, for additional information about credential and background check requirements. 

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PSCP 29. In some cases, a PSCP school may be required to provide a student an intensive summer reading program each summer until the student scores at grade level in reading on a summative assessment.  Can a PSCP school contract with another entity to provide this program?  

A PSCP may contract with a third party or another PSCP school to provide the intensive summer reading program for a pupil. However, please note that the PSCP school that promoted the pupil, who scored below grade level on 3rd grade reading portion of the Wisconsin Forward Exam, to 4th grade is the school that is ultimately responsible for the cost of this program and for ensuring the student is receiving the programming. 

An entity, which may include another PSCP school, providing this intensive summer reading program via contract or agreement on behalf of the responsible PSCP school may charge a fee to that responsible PSCP school for that service. The fee being paid by the PSCP school may be included as an eligible education expense for that school for both PSCP purposes and Special Needs Scholarship Program purposes, if applicable, if the cost otherwise meets the eligible education expense requirements in Wis. Stat. §§ 118.60, 119.23, and 115.7915 and Wis. Admin. Code ch. PI 35, Wis. Admin. Code ch. PI 48, and Wis. Admin. Code ch. PI 49 respectively. The requirements are explained in the Financial Requirements bulletins (see the Private School Choice Programs: DPI Bulletins webpage and the SNSP: Program Bulletins webpage, if applicable). PSCP schools will want to ensure that the expenses are identified as eligible education expenses in the school’s eligible education expense policy and that any allocations that will be used for these expenses are specified in the policy. 

If a PSCP school is providing an intensive summer reading program for another PSCP school, the cost to provide the program for the other school would not be an eligible education expense for the PSCP school providing the program. 

PSCP schools must ensure those providing the instruction meet applicable credential requirements (see question above for additional information), and schools must ensure they are meeting requirements related to criminal background checks. Please see the Staff Credentials bulletin and the Criminal Background Checks bulletin, available on the Private School Choice Programs: DPI Bulletins webpage, for additional information about credential and background check requirements. 

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PSCP 30. If a team decides a good cause exception is applicable for a student, does the PSCP school have to offer an intensive summer reading program? 

If a good cause exception is applied and a student is promoted from 3rd to 4th grade, the PSCP school does not have to provide an intensive summer reading program or intensive instruction in 4th grade to the student. DPI recommends that students meeting the good cause exception criteria continue to receive adequate and necessary supports as determined by the school team and their parent/guardian. 

The DPI encourages PSCP schools to offer an intensive summer reading program and provide intensive reading instruction in 4th grade to the student, as these are ways to ensure that the student is a proficient reader. 

When a good cause exception is applied, DPI recommends as a best practice providing intensive summer instruction and intensive instruction in 4th grade to address a student’s unique strengths and needs. For example, when a good cause exception is applied for an English learner, intensive summer instruction could focus on English language development rather than reading. 

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PSCP 31. For whom must intensive summer reading be offered? For how long must the PSCP school offer an intensive summer reading program to the student? 

Schools participating in the PSCP must offer an intensive summer reading program to any student who will be promoted to 4th grade who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam, unless a good cause exception applies. 

The student must continue to be offered an intensive summer reading program each year until the student scores at grade level on the state summative assessment. The grade level score on the Forward Exam is “Meeting Expectations.” 

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PSCP 32. How does a PSCP school pay for an intensive summer reading program? Does a PSCP school have to provide transportation? 

Generally, the cost of providing an intensive summer reading program must be paid from a school’s existing funding. A PSCP school is not required to provide transportation. If a PSCP school does provide transportation, a PSCP school may charge PSCP students for the school’s cost of providing transportation. 

If a school opts to integrate the intensive summer reading program into a summer school program they are providing, please see the information below to determine when a PSCP school can receive a payment for a PSCP or SNSP student. 

In order to receive a PSCP summer school payment for the PSCP student, the school will need to provide a PSCP summer school program that meets all of the applicable requirements, and the student would need to meet the requirements for a PSCP summer school payment. The school will need to review the Summer School Bulletin, available on the Private School Choice Programs: DPI Bulletins webpage, to determine if the summer program and student would be eligible for a summer school payment. 

In order to receive a SNSP summer school payment for the SNSP student, the school will need to provide a SNSP summer school program that meets all of the applicable requirements, and the student would need to meet the requirements for a SNSP summer school payment. The school will need to review the Summer School Bulletin, available on the Special Needs Scholarship Program: Bulletins webpage, to determine if the summer program and student would be eligible for a summer school payment. 

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PSCP 33. Can a PSCP school charge a PSCP student a fee to provide the intensive summer reading program? 

A fee cannot be charged to a PSCP student for the intensive summer reading program. Please see the Student Tuition and Fees Bulletin, available on the Private School Choice Programs: DPI Bulletins webpage, for additional information about tuition and fees. 

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PSCP 34. A student’s performance on the 3rd grade reading portion Wisconsin Forward Exam factors into whether or not a student is promoted and required to be provided the intensive summer reading program. When/how do we offer an intensive summer reading program when student-level Wisconsin Forward results aren’t available until late May? 

Beginning in the 2024–2025 school year, student-level results for the reading portion of the Forward Exam will be available within 30 days of the close of the statewide assessment window. 

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PSCP 35. When must a PSCP school start offering intensive instructional services? Updated 5/22/25

When a student who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam is promoted from 3rd grade to 4th grade, PSCP schools must offer the student an intensive summer reading program and intensive instructional services in 4th grade. 

The required start date for intensive instructional services is determined by the implementation date of the school’s promotion policy. The policy’s effective date can be as late as September 1, 2027. In that case, students promoted from 3rd to 4th grade who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam would have intensive instructional services beginning in 4th grade (the 2028–2029 school year). 

Intensive instructional services should begin as early in the school year as practicable. 

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PSCP 36. What does “intensive instructional services” mean? 

Any student promoted from 3rd grade to 4th grade who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam must be provided the services described in Wis. Stat. §§ 118.33(6)(cr)3., 118.33(6)(c)3., and 118.33(5m)(a)1. to 3., unless a "good cause exception” similar to the exceptions listed in Wis. Stat. § 118.33(5m)(b) applies to that student. This includes providing the pupil with “intensive instructional services, progress monitoring, and supports to remediate the identified areas of deficiency.” 

“Intensive instructional services” is not defined in statute. The DPI interprets “intensive instructional services” to mean 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; or support for applying new and developing learning in independent reading and writing. 

While intensive instructional services can play a critical role in improving a student’s ability to read, the DPI recommends such services be provided in ways that advance educational equity and address the unique needs of middle grade and adolescent learners. This could include: using small groups for temporary grouping and ensuring groups are not always based on ability; providing intensive instructional services in an inclusive setting, removing students from their same-age peers as little as possible; providing student voice and choice; and sustaining cultural and linguistic diversity. 

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PSCP 37. Do students have to participate in intensive instructional services? 

Statute requires that the PSCP school provide intensive instructional services. 

DPI’s guidance is that no parent/guardian signature is needed to acknowledge a student is receiving intensive instructional services and no parent/guardian permission is required for a student to participate in intensive instructional services. However, best practices in parent/guardian engagement call for having a positive relationship and meaningful two-way collaboration with parents/guardians. 

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PSCP 38. Who may provide intensive instructional services? 

PSCP schools may determine who will provide the instruction. Schools must ensure the individual(s) providing the intensive instructional services meet the applicable credential requirements (either teacher or teacher aide as determined by the programming provided). Schools must also ensure they are meeting requirements related to criminal background checks. Please see the Staff Credentials bulletin and the Criminal Background Checks bulletin, available on the Private School Choice Programs: DPI Bulletins webpage, for additional information about credential and background check requirements. 

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PSCP 39. Does the good cause exception in the promotion policy apply to intensive instructional services? 

Intensive instructional services are not required under law when a good cause exception applies. DPI recommends that students meeting the good cause exception criteria continue to receive adequate and necessary supports as determined by the school team and their parent/guardian. 

It is best practice to offer intensive instructional services to students who are promoted from 3rd to 4th grade who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam. 

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PSCP 40. Are intensive instructional services required beyond 4th grade? How does a student exit or complete intensive instructional services? 

As part of its promotion policy, PSCP schools are required to provide intensive instructional services to a student promoted from 3rd grade to 4th grade who scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam until identified “areas of deficiency have been remediated.” Statute does not define what constitute “areas of deficiency,” so PSCP schools may determine through local policy how areas of deficiency are defined and measured. PSCP schools would then be required to provide intensive instructional services to that student until those areas of deficiency have been remediated. 

An intensive summer reading program must be offered for a student who is promoted from 3rd to 4th grade and scored below grade level on the 3rd grade reading portion of the Wisconsin Forward Exam every summer until the student meets/exceeds expectations on the statewide summative reading assessment. 

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PSCP 41. In a PSCP school, to whom does the promotion policy and related requirements apply? 

The promotion policy and related requirements cited in this FAQ and required by Wis. Stat. §§ 118.33(6)(cr)3. and 118.33.(6)(c)3., apply to all students being promoted from 3rd to 4th grade in a PSCP school. Please note this includes both students who participate in the PSCP and those who do not. 

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PSCP 42. What requirements are in place related to Act 20 for schools participating in the Special Needs Scholarship Program (SNSP)? 

Schools that participate in the SNSP but do not also participate in the PSCP are not required to meet any Act 20 requirements. 

If a school participates in both the SNSP and the PSCP, the school is required to meet the Act 20 requirements for PSCP schools described in this FAQ, the model promotion policy for PSCP schools on this page, and the Choice Program and Private School Requirements of the WI Act 20 FAQ. In this case, SNSP pupils should be treated as other non-PSCP students in the school (for example, other private pay/parentally place private school students attending the school). 

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