You are here

WI Act 20 FAQ

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

Last updated: 5/14/2024

Curriculum and Instruction (updated April 29, 2024)

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

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

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

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

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

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

What type of early literacy instruction and intervention is prohibited?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Does Act 20 require schools to change their curriculum?

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

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

How will schools be reimbursed if they adopt a curriculum from the recommended list of early literacy curricula?

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

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

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

Bilingual Programs (updated 5/14/24)

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

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

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

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

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

Can bilingual programs administer the required early literacy screener in languages other than English? (updated 5/14/24)

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

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

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

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

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

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

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

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

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

English Learners (updated 5/14/24)

Can English Learners be exempted from any Act 20 requirements? (updated 5/14/24)

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

Act 20 does not provide for the exemption of any group of students for all other requirements of the law. However, there are two areas where flexibility exists in terms of how districts may choose to meet the requirements of the law with regards to EL students.

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

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

Can districts automatically give a good cause exception to all fourth-grade English Learners who have not made enough progress to exit a personal reading plan? (updated 5/14/24)

The decision of whether to provide EL students with a good cause exception should be made on an individual basis. Choosing to exempt all EL students from the intensive interventions required for qualifying fourth graders under Act 20 may lead to EL students who need reading assistance not receiving necessary supports. When deciding which students will receive good cause exceptions, the district may want to consider factors like the length of time the student has been enrolled in U.S. schools and their English Proficiency Level.

Regardless of the decision made, the district should consider how EL students not reading on grade level in fourth grade will receive the support they need to become proficient readers. Like all other students, EL students should have access to high quality literacy instruction that is evidence-based, as well as targeted interventions, if needed. Districts are also encouraged to provide classroom teachers and reading teachers and specialists with training that is specific to meeting the literacy-learning needs of ELs.

By January 1, 2025, DPI will have model language available that districts can use to create their promotion policies. Districts will need to adopt a promotion policy by July 1, 2025.

Do districts have to administer the required reading readiness screener to ELs who are recent arrivals to the country? (updated 5/14/24)

Act 20 does not allow for any students, including newly arrived EL students, to be exempted from the required early literacy screener. Educators should attempt to administer the assessment to students, but can discontinue the test administration if the child is unable to complete it or reaches their frustration level. The attempt to administer the assessment should be documented.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Use of Federal Funds (updated January 10, 2024)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Early Literacy Curriculum Council

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

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

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

There is one common application that was used for all nine council members. Members were appointed in accordance with Act 20.

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

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

How will early literacy curriculum council meetings take place?

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

What are the responsibilities of the early literacy curriculum council?

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

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

Assessments (updated 5/6/24)

What are the new reading readiness screener requirements and when do those requirements take effect? (updated 5/6/24)

A single reading readiness screener will be administered to Wisconsin students in 4K through grade 3 beginning in the school year 2024-2025. The assessment must be administered to 4K students twice per year. Once no more than 45 days into the school year and once no more than 45 days prior to the end of the school year.

A single readiness screener must be administered to students in 5K through grade 3, three times per year. Once no more than 45 days into the school year, once in the middle of the school year, and once no more than 45 days prior to the end of the school year.

Note that an amendment to Act 20 signed in March 2024, delays just the first administration of the screener in school year 2024-2025 to allow for adequate training time for 4K programs and schools. The first required administration of the screener for 5K through grade 3 will be mid-year. The first required administration of the screener for 4K will be in the spring. 

What will the new reading readiness screener be? (updated 5/6/24)

DPI is working through the formal state of Wisconsin procurement process to determine the single reading readiness screener that includes the requirements in Act 20. DPI and Wisconsin Department of Administration are on track to sign a contract with a vendor that meets all requirements by July 1, 2024. 

What will be assessed on the new reading readiness screener?

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

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

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

No. Just like the existing reading readiness screener requirement, there is no ability for families to opt their child out of this requirement.

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

Yes. Districts are required to notify parents and families with results of the reading readiness screener no later than 15 days after the assessment is scored. These notifications must be in a form understandable to the family. DPI is currently working on a template for these required notifications that districts could choose to use.

Notifications must include the following information.

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

When do districts need to administer a diagnostic reading assessment? (updated 5/6/24)

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

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

Will districts be required to select diagnostic assessments that are recommended by the curriculum council?

No. DPI will publish and maintain the list of diagnostic assessments recommended by the curriculum council, and local education agencies are responsible for (public schools and independent charter schools) selecting, procuring, and administering diagnostic reading assessments.

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

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

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

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

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

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

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

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

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

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

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

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

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

Are families required to acknowledge receipt of the reading information?

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

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

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

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

Statewide Early Literacy Coaches

Which schools will receive statewide early literacy coaches?

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

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

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

Do schools have to accept one of these coaches?

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

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

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

How will statewide early literacy coaches be selected?

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

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

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

What will the statewide early reading coaches do?

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

Required Reading Training (updated January 10, 2024)

What reading training is required for educators?

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

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

Which educators are required to complete the reading training?

Educators who teach 5K-grade 3 reading, including reading teachers, special education teachers, and teachers of multilingual learners.

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

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

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

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

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

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

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

Are there funds for schools for the required reading training?

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

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

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

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

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

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

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

How will the reading training requirement be enforced?

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

Personal Reading Plans (updated 5/6/24)

Which students must receive a personal reading plan? (updated 5/6/24)

Any child in grades K-3 who scores below the 25th percentile on the reading readiness screener must receive a personal reading plan. Note that an amendment to Act 20 signed in March 2024, delays just the first administration of the screener in school year 2024-2025 to allow for adequate training time for 4K programs and schools. The first required administration of the screener for 5K through grade 3 will be mid-year. The first required administration of the screener for 4K will be in the spring. 

Who creates the personal reading plan?

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

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

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

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

How do students exit a personal reading plan?

A plan is considered completed when school and parents decide that the child has met the goals of the plan and has shown an adequate rate of progress according to grade-specific measures.

How is “adequate rate of progress” defined?

Act 20 states that to exit a personalized reading plan, a child must demonstrate adequate rate of progress in reading development according to grade-specific measures.

For children enrolled in 5K, adequate rate of progress for the purpose of exiting a personalized reading plan are nonword or nonsense word fluency and phoneme segmentation fluency.

For children enrolled in grades 1, 2, or 3, adequate rate of progress for the purpose of exiting a personalized reading plan is oral reading fluency.

Children in grade 3 must also score at the proficient level of the state summative assessment in the area of reading.

School districts have the authority to select and implement the tool(s) they believe are best to measure those reading foundational skills and should consult the manuals of those tools to determine whether adequate rate of progress has been achieved.

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

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

Data Collection and Reporting (Updated April 29, 2024)

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

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

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

Which schools are required to submit early literacy data and information to DPI under Act 20? (Updated 4/29/24)

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

How will data and information about the state reading screener results be shared with DPI? (Updated 4/29/24)

In the same way that data from the Forward exam and ACT comes directly to DPI from those assessment vendors, the data and information from the state reading screener will come directy to DPI from the state-selected vendor for the screener. 

What data and information connected to the locally selected diagnostic reading assessments are public schools and independent charter schools required to report to DPI? (Updated 4/29/24) 

Public schools and independent charter schools must report the following data and information:

  • Name(s) of locally selected diagnostic assessment(s)
  • Number of 5K-grade 3 pupils identified as at-risk from the diagnostic assessment(s)
  • Number of 5K-grade 3 learners who received reading interventions
  • Number of 5K-grade 3 learners who received a personal reading plan 
  • Number of 5K-grade learners who exited interventions
  • Number of Special Education referrals made for 5K-grade 3 learners based on the diagnostic reading assessment(s)  

How will data and information connected to the locally selected diagnostic reading assessments be reported to DPI for the 2024-2025 school year? (Updated 4/29/24)

For the 2024-2025 school year, DPI will be collecting the required data and information via a Qualtrics Survey that public schools and independent charter schools will receive in spring, 2025. 

How will data and information connected to the locally selected diagnostic reading assessments be reported to DPI for the 2025-2026 school year and onwards? (Updated 4/29/24)

Beginning with the 2025-2026 school year, DPI will incorporate the collection of data and information connected to the locally selected diagnostic reading assessments into WISEdata. 

When will data and information connected to the locally selected diagnostic reading assessments be due to DPI for the 2025-2026 school year and onwards? (Updated 4/29/24)

DPI is currently considering including this collection in the Spring Demographic Snapshot. This snapshot now happens in late May and DPI is considering moving this snapshot to mid-June with the first snapshot occuring mid-June, 2026. If you have specific concerns about this direction, please submit a Help Desk Ticket using the 'Application' dropdown of 'Other'. 

Can the data and information connected to the locally selected diagnostic reading assessments be included in the December Snapshot? (Updated 4/29/24)

No. The state statute dictates that this data and information must be submitted to DPI by July 15 following the relevant school year. DPI is proposing to collect this data and information by mid-June by moving the timing of the Spring Demographic Snapshot, which currently takes place in late May to account for the collection of required data and information through the end of the school year. If you have specific concerns about this direction, please submit a Help Desk Ticket using the 'Application' dropdown of 'Other'.

Promotion Policy

Do school districts have to retain third-grade students based on reading assessment scores?

No. The DPI is required to create a model (or example) policy for promoting students from third grade to fourth grade that includes reading achievement criteria. Each school district must adopt and implement their own policy for promoting students from third grade to fourth grade that includes reading achievement criteria. This policy must be adopted and implemented by July 1, 2025. School districts are already required to have a policy for promoting students from fourth grade to fifth grade and from eighth grade to ninth grade.

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

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

What does “intensive instructional services” mean?

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

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

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

Are there any exceptions to these intervention requirements?

Yes. A good-cause exception for the intensive interventions of a student in grade 4 or above is allowed for the following.

  • A child identified as Limited English proficient; a child with an individual education program (IEP) that indicates that taking the relevant assessments is not appropriate for that child
  • A child who scores as proficient in reading on an alternative standardized assessment approved by the department
  • A child who has an IEP or a 504 plan that indicates the child has received intensive interventions in reading for more than two years and was previously retained in 5K, grade 1, grade 2, or grade 3.
  • A child who has received intensive interventions in reading for 2 or more school years and was previously retained in 5K, grade 1, grade 2, or grade 3.

How will districts pay for those interventions?

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

Early Literacy Remediation Plan

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

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

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

District Reading Specialists

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

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

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

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

Educator Preparation Programs

What is required in educator preparation programs?

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

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

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

Choice Program and Private School Requirements

What is required for schools that are part of the Choice program? (updated March 19, 2024)

Private school participating in the Private School Choice Programs are prohibited from purchasing or implementing three-cueing instruction and curricula in grade K through 3; are eligible for the early literacy curricula reimbursement grants; and are required to adopt and implement a policy for promoting students from third-grade to fourth-grade that includes reading achievement criteria and required reading interventions for all tested students not at grade level in third grade. The DPI Office of Literacy must place at least two statewide early literacy coaches in Choice schools. The statewide summative reading assessment must be administered to Choice students and to non-choice students when a Choice school opts in to an All Student Report Card.

Choice school staff are not required to participate in a required reading training.

Choice schools are not required to administer the reading readiness screener or the diagnostic reading assessments.

Choice schools are not required to create personal reading plans for learners who are in need of intensive reading supports.

Choice schools are not required to create and post early literacy remediation plans identifying how they will provide supports to those learners who are in need of intensive reading supports.

What is required of Private Schools that do not participate in the Choice program? (updated March 1, 2024)

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

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

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

Additional Information

Where can I find additional information about Act 20?

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

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