2023 Wisconsin ACT 20
The implementation of the requirements of Wisconsin Act 20 focuses our work at the elementary level on increasing the number of our students reading on grade level by the end of third grade.
This focus is in alignment with the mission of the Sun Prairie Area School District which states that we will “Inspire and prepare every child, every day, by providing relevant, engaging and innovative learning experiences inside and outside of the classroom.”
The information below is provided to inform parents, caregivers, and the community about Sun Prairie’s plans to fulfill our mission and meet the true intent of Act 20.
Our Plan to Address Act 20
- Required Reading Training
- Curriculum & Instruction
- Assessments
- Family Notification/Communication
- Personal Reading Plans
- Promotion Policy
- Early Literacy Remediation Plan
Required Reading Training
Act 20 Requirement
All K-3 teachers, principals where there are grades K-3, and reading specialists must begin training on science-based literacy instruction by July 1, 2025. This must be from an approved list.
SPASD Plan
Our elementary principals and reading specialists have begun “Impactful Early Literacy Practices Leadership Institute provided by CESA 6” and will complete the training in the 2024-2025 school year. This is a 6-day Wisconsin Act 20-approved reading training for school districts and system leaders.
All K-5 educators will engage in the Cox Campus Structured Literacy Training Modules beginning in April of 2025. This is an online training platform that includes 12 modules for a total of 30 hours.
Curriculum & Instruction
Act 20 Requirement
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.
SPASD Plan
All 4K-5 educators will implement Amplify CKLA beginning September of 2024. This curricular resource is science-based and includes all of the components of systematic and explicit instruction listed above. Amplify CKLA is at the top of DPI’s list of approved curricular resources. Staff received professional development for the implementation of the resource in April and May of 2024 and will have additional professional development in August of 2024.
See below for intervention instruction under Personal Reading Plans and/or Early Literacy Remediation Plan.
Assessments
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
- 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.
SPASD Plan
All 4K educators will use fundamental skills screening assessments selected by DPI and others selected by SPASD three times throughout the school year and in accordance with screening windows.
All 4K-3rd grade educators will aimswebPLUS screening assessments three times throughout the school year and in accordance with DPI published screening windows.
An assessment team at each elementary school will monitor the results of screening assessments to determine, develop, and implement plans to follow-up with additional diagnostic assessment with our 5K-3rd grade students. A legal guardian has the right to submit a request for diagnostic assessment at any time, including the right to request an evaluation through special education.
More information about District assessments can be found by visiting this link.
Family Notification/Communication
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 is 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.
SPASD Plan
Parents/caregivers will receive notification and information throughout the screening and diagnostic assessment process. This includes information about screening assessments, screening assessment results, and if additional diagnostic assessment is warranted. If additional diagnostic assessment is warranted, additional information will also follow including those results and related instructional planning (Personal Reading Plan). All communications will occur according to the timelines indicated in Wisconsin Act 20.
Personal Reading Plans
Act 20 Requirement
If students are identified as at-risk (below the 25th percentile) 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.
SPASD Plan
For students receiving Personal Reading Plans, Parents/Caregivers will be notified and will have access to the plan online or, optionally in paper form at Parent/Caregiver and Teacher conferences where the plan will be discussed. Educators will regularly review student growth (approximately every four to six weeks) and Parents/Caregivers will be notified of progress. Parents/Caregivers can also review student progress at any time online.
Promotion Policy
Early Literacy Remediation Plan
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 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.
SPASD Plan
In line with state requirements, the Sun Prairie School District uses a variety of assessments to identify students who need help with reading, including those with symptoms of dyslexia. Teachers use these assessments to understand each student's needs and plan the best way to support them. Support plans include different instructional strategies such as teaching how to recognize sounds and patterns, practicing reading skills, and providing direct instruction on language and spelling. All students receive regular practice with reading and are given feedback to help them improve. To monitor progress students are assessed multiple times throughout the school year, and caregivers are notified of student progress following assessments. For students receiving personal reading plans, progress is reviewed more frequently to inform any necessary instructional changes to ensure student growth.
