Iola-Scandinavia Early Literacy

Act 20 Requirement

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 systematic and explicit and consists of all of the following:

• Phonological awareness

• Phonemic awareness

• Phonics

• Building background knowledge

• Oral language development

• Vocabulary building

• Instruction in writing

• Instruction in comprehension

• Reading fluency

See the Wisconsin Reads website for more information.

*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.

ISES Plan

At the universal level, students receive grade-level instruction in literacy using our approved literacy resource, Amplify Core Knowledge Language Arts (CKLA). This resource provides systematic and explicit instruction in phonological awareness, phonemic awareness, phonics, the building of background knowledge, oral language development, vocabulary, writing, comprehension, and fluency. Amplify CKLA materials enable teachers to deliver differentiated instruction so that one engaging activity serves the needs of every student, providing appropriate challenge and access for all. Teachers also utilize evidence-based high leverage instructional strategies to enhance the universal curriculum.

Act 20 Requirement

4K Assessment: 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: Administer 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.

ISES Plan

5K-3 students in the School District of Iola-Scandinavia will be assessed three times per year using the state’s early literacy screener: aimswebPlus (4K students are screened twice per year). Screening data will be used to identify students who may be at risk of not meeting grade-level standards. 

Students who are identified as at-risk based on the administration of early literacy assessments will receive further diagnostic assessments to pinpoint the specific skill areas that require additional instruction and support. 

A legal guardian may request a diagnostic assessment or an evaluation for special education at any time.

Act 20 Requirement

Beginning in the 2024-2025 school year, 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.

ISES Plan

Families will receive notification and information throughout the assessment process including information about screening assessments, screening assessment results, and if additional diagnostic assessments are needed. If diagnostic assessments are needed, additional information specific to those results and the student’s Personal Reading Plan will be shared. All communication will follow the timelines indicated in Act 20.

Act 20 Requirement

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 pupil’s 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 provide a copy of the personal reading plan to parents as well as provide progress updates after 10 weeks.

ISES Plan

Personal Reading Plans will be created for students who score below the 25th percentile on the screener. Families will be notified of the Personal Reading Plans and can access them via NextPath, our data management system, or receive a paper form at conferences, where they will be discussed. All plans will be monitored frequently and progress updates will be shared with families every 10 weeks. Families can also request to see their student’s progress at any time.

Act 20 Requirement

Schools must have a policy for promotion from 3rd to 4th grade, based on a DPI model policy, by July 1, 2025. This would go into effect September 1, 2027.

ISES Plan

The Iola-Scandinavia School District promotion policy will be revised in the spring of 2025 to include the requirements in Act 20.

Act 20 Requirement

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 district 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 frequence; 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. 

ISES Plan

Please see the Iola-Scandinavia School District Early Literacy Remediation Plan for more information.