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By July 1, 2025, all individuals employed as a 4K-grade 3 teacher of reading will need to begin a reading training that meets the following criteria.
-A program endorsed by the Center for Effective Reading Instruction as an accredited independent teacher training program.
All 4K-5, 6-12 English and special education teachers have completed the Language Essentials for Teaching Reading and Spelling. This included over 100 hours of professional development of online and in-person training.
New staff can be exempt from the above training with proof of completion of the program or an alternative approved program.
What type of early literacy instruction and intervention do schools need to provide?
Act 20 states that all Wisconsin schools are required to provide science-based early literacy instruction in both universal and intervention settings. Science-based early literacy instruction is defined as the following
Instruction that is systematic and explicit and consists of all the following:
*School boards retain the independent authority to select the early literacy instructional materials they will adopt and implement. Those instructional materials are required to meet the definition of “science-based early literacy instruction” found in Act 20.
*Act 20 does not require schools to change their curriculum. It does require schools to implement science-based early literacy instruction as defined in the statute and prohibits schools from implementing three-cueing instruction as defined in the statute.
Monroe Implementation
Over the past several years, prior to the introduction of Wisconsin ACT 20, the School District of Monroe made a conscious effort to invest in updated, highly rated curricular resources that align with recent reading research.
Current Core Curriculum Resources Leveraged:
Amplify CKLA - Core Knowledge of Language Arts - 2nd Edition: Amplify
CKLA puts research into action with explicit, systematic foundational skills instruction and a proven knowledge-building sequence.
Monroe staff will continue to review what curricular resources best meet ACT 20's requirements and our students' needs.
Current Tier 2 and Tier 3 Intervention Resources Leveraged:
SIPPS is a K–12 accelerative foundational skills program that is proven to help both new and striving readers.
SIPPS - Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words
UFLI is an explicit and systematic program that teaches students the foundational skills necessary for proficient reading.
UFLI Foundations - University of Florida Literacy Institution
Students are to be assessed twice during the school year using a fundamental skills screening assessment selected by the DPI. The first is to be completed by the 45th school day and the second by 45 days before the end of the school year.
5K-3 Assessment:
At least 3 universal screenings during the school year.
The first must be before the 45th day of the school year, the second in the middle of the school year, and the third by 45 days left in the school year.
Universal screenings must include phonemic awareness, decoding, alphabet knowledge, letter-sound knowledge, oral vocabulary
A diagnostic assessment must be used when a universal screening assessment indicates a pupil is at risk (below 25th percentile). This occurs no later than the second Friday of November for the fall assessment or within 10 days after the 2nd universal screening. Diagnostic assessments must also be given within 20 days when a teacher or parent suspects a student has characteristics of dyslexia and submits a request.
Monroe Implementation
The School District of Monroe will implement the required early literacy assessments provided by the state (aimswebPLUS).
Monroe staff will use one of the following diagnostic tools for 4K-3 students who indicate they are at risk and fall below the 25th percentile on the early literacy assessment.
Beginning in January during the 2024-2025 school year, we will provide parents and families with the results of the reading readiness screener no later than 15 days after the assessment is scored in an understandable format that includes all of the following:
The pupil's score on the reading readiness assessment.
The pupil's score in each early literacy skill category assessed by the reading readiness assessment.
The pupil's percentile rank score on the reading readiness assessment, if available.
The definition of “at-risk” and the score on the reading readiness assessment that would indicate that a pupil is at-risk.
A plain language description of the literacy skills the reading readiness assessment is designed to measure.
If a child is promoted to 4th grade without completing their personal reading plan, the parents must be notified in writing, along with a description of the reading interventions that the child will continue to receive.
Monroe Implementation
All families will receive their child's results on all universal screening assessments, not just the required early literacy assessment. These results will be accompanied by a letter explaining the results.
*This is our practice on all universal and state-required assessments 4K-12 as we value our partnership with families.
If students are identified as at-risk on a universal screening assessment or diagnostic assessment, a personal reading plan must be created that includes:
The specific early literacy skill deficiencies,
Goals and benchmarks for the pupils progress toward grade-level literacy skills,
How progress will be monitored, a description of interventions and additional instructional services being provided,
The science-based reading programming the teacher will use,
Strategies for the parent to support grade-level literacy skills, and any additional services available and appropriate.
Local education agencies (public schools and independent charter schools) will give parents a copy of the personal reading plan and provide progress updates after 10 weeks.
Monroe Implementation
Monroe staff will create a Personal Reading Plan for all qualifying students in OTUS. This plan will include all the required information as stipulated in WI ACT 20. All plans will be shared with families.
If your student has a Personalized Reading Plan, they are receiving targeted support in a specific area of literacy identified for continued growth. We encourage you to connect with your child’s teacher to learn more about this focus area and to explore resources for reinforcing that support at home.
For instance, the teacher may provide reading passages or letter/word study games that are being used at school and can be practiced at home. Repeating these activities at home will help reinforce what your child is learning at school and strengthen their skills.
Regular, short practice sessions in a cozy reading space can make this process enjoyable and effective.
