Wisconsin Reads 

2023 ACT 20 Requirements

All K-3 teachers, principals where there are grades K-3, and reading specialists must receive training on science-based literacy instruction by July 1, 2025. This must be from an approved list.  

SDoJ's Implementation 

All 4K-5 teachers, reading teachers, and administration will complete Cox Campus (k-3rd Structured Literacy Program) and participate in in-person application/implementation training provided by CESA 6 Early Literacy. This process will be completed during the 2024-2025 and 2025-2026 school year. 

Reading Specialists and administrators will complete Cox Campus before the start of the 2024-2025 school year. In addition, they will engage in 2+ days of Leadership training provided by CESA 6 during the 2024-2025 school year. All administrators and reading specialists will complete the leadership training before July 1, 2025. 

Staff can be exempt from portions of the above training with proof of completion of an alternative program. 

Link to SoR Professional Learning Plan 2024-2025 (only accessible by SDoJ staff)

Cox Campus Module Certificate Upload - Google Form (only accessible by SDoJ staff)

2023 ACT 20 Requirements

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

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.

*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. 

SDoJ's Implementation

The School District of Jefferson created a Reading Committee to complete a crosswalk of our current instruction practices and resources. Please see this spreadsheet for more information on how SDoJ meets these requirements. 

The Committee will continue to review what curricular resources best meet the requirements of ACT 20 and the needs of our students. During the 24-25 school year, we will be evaluating recommended resources from DPI and possibly implementing new and/or additional resources in the 25-26 school year. 

2023 ACT 20 Requirements

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:

• 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.

SDoJ's Implementation

The School District of Jefferson will implement the required Early Literacy assessments provided by the state. Please see our Assessment for Learning webpage for more information. 

SDoJ using the diagnostic assessment that are suggested by DPI for all 4k-3 students who indicate they are at-risk and fall below the 25th percentile on the Early Literacy assessment. 

2023 ACT 20 Requirements

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.

SDoJ's Implementation

All families will receive their child's results on all universal assessments not just the required Early Literacy Assessment. These results will be printed reports from the assessment and a letter explaining the results and all other required information related to special education and dyslexia. All communication will be translated into the family's preferred language. 

*This is our practice on all universal and state-required assessments 4K-12 as we value our partnership with families.

2023 ACT 20 Requirements

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

SDoJ's Implementation

SDoJ will create a Personal Reading Plan for all qualifying students. This plan will be created in NextPath and include all the required information. All plans will be shared with families. 

2023 ACT 20 Requirements

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 Sept 1, 2027 

SDoJ's Implementation

PROMOTION, PLACEMENT, AND RETENTION - po5410
*This policy will be updated following the release of DPI's model policy

2023 ACT 20 Requirements

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 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.

SDoJ's Implementation

See our Early Literacy Remediation Plan 

EMLSS Handbook - This handbook outlines our comprehensive Equitable Multi-Leveled Systems of Support.  Implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based on responsiveness to effective instruction and intervention. In this system, high-quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success. Schools provide varying types of supports at differing levels of intensity to proactively and responsively adjust to the needs of the whole child.