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.

HLSD Approach

Our elementary principals and literacy coaches (reading specialists) have engaged in the Impactful Early Literacy Practices Leadership Institute provided by CESA 6 during the 2024-2025 school year.  All K-3 educators have been engaging in the Cox Campus Structured Literacy Training Modules paired with professional development sessions around high leveraged literacy routines since fall of 2024.  Both are approved training vendors as defined within the ACT 20 guidelines.

*Note:  HLSD’s district reading specialists hold the title of literacy coach.  From here on literacy coach refers to reading specialist.

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 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.

HLSD’s Approach

The Hartland-Lakeside School District is committed to the achievement of all students and utilizing new research and curriculum tools to inspire and challenge student learning. HLSD has paired curriculums to create a literacy experience that provides a solid foundation in science-based early literacy instruction.  For both phonological and phonemic awareness instruction our 4K-2nd grade classrooms use the Heggerty Phonemic Awareness curriculum.  The Jolly Phonics synthetic phonics program is used in 4K and 5K to introduce letters and sounds.  Systematic phonics instruction occurs in our 5K-5th grade classrooms through the use of the Sonday Essentials System curriculum. The district core instructional program is a combination of the Units of Study in Reading curriculum and the Let’s Gather/Interactive Read Aloud, and Word Love resources.  We have completed the Wisconsin Act 20 curriculum crosswalk of our current curriculum and resources to ensure we meet the requirements of Act 20 and will continue to review our curriculum and the needs of our students.

Links to standards:

Schools districts are still required to publicly post the academic standards that they use.

• Wisconsin Standards for English Language Arts

• Wisconsin Essential Elements for English Language Arts

• Wisconsin Model Early Learning Standards Fifth Edition

• WIDA English Language Development Standards Framework, 2020 Edition Kindergarten - Grade 12

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.

HLSD Approach

Reading Readiness Screener

HLSD will implement the required Early Literacy assessments provided by the state, aimswebPlus, following the DPI screening windows throughout the year.  Parents and caregivers can expect to receive a letter within 15 days of the scoring of the statewide early literacy screener.

• 4K: Reports will be delivered in the Fall and Spring

• 5K-3: Reporting will be delivered in the Fall, Winter, and Spring

• Please notify the district of your preferred language if other than English

Diagnostic Literacy Assessments

Educator teams will monitor the results of the screening assessments. Students who perform below the 25th percentile will be assessed using diagnostic assessments to gather further information about the next steps for learning.  A diagnostic assessment evaluates a student’s skills relative to grade-level expectations for the areas below:

• Phonological Awareness

• Phonemic Awareness

• Letter Sound Knowledge

• Alphabet Knowledge

• Rapid Naming

• Decoding

• Word Recognition

• (Oral) Vocabulary

• Spelling

• Listening Comprehension

• Oral Reading Fluency

• Reading Comprehension

Diagnostic assessment includes an opportunity for a student’s parent/guardian to complete a family history survey to provide additional information about learning difficulties in the student’s family. 

Student Supports - Research based support provided to students in need of additional supports

HLSD maintains a menu of reading interventions used to support students with personal reading plans.  Each intervention is progress monitored using an appropriate monitoring tool from aimswebPlus unless otherwise noted.  This assessment is administered weekly to track progress.  In addition, many interventions have additional assessments or monitoring tools that are a part of the intervention system to support tracking progress.

A legal guardian has the right to submit a request for diagnostic assessment at any time, including the right to request an evaluation for special education.   

Wisconsin Informational Guidebook for Dyslexia and Related Conditions

Schools districts are still required to publicly provide a link to view the DPI Guidebook: Wisconsin Informational Guidebook for Dyslexia and Related Condition

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.

HLSD Approach

Families will receive notification and information throughout the assessment process.  Families are notified of assessment windows prior to testing and results are shared within 15 days of assessment score availability.  These results will be printed reports from the assessment and a letter explaining the results.  When diagnostic assessments are utilized, additional information specific to those results, subsequent instructional support (personal reading plans),  and all other required information related to special education and dyslexia will also be shared.

• 4K: Reports will be delivered in the Fall and Spring

• 5K-3: Reporting will be delivered in the Fall, Winter, and Spring

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.

HLSD Approach 

Personal Reading Plans (PRPs) will be developed for students who score below the 25th percentile on the reading readiness screener.  Educators will develop and implement personal reading plans to help fill the gaps and support students to grow in the targeted skills necessary to be on track to meet grade level benchmarks.   PRPs will be printed and shared with families.  All plans will be monitored frequently and progress updates will be shared with families every 8-10 weeks.    For students whose diagnostics show that the original screener was not accurate,  an intervention may not be necessary.  However, the personal reading plans will note how progress will be monitored on a consistent basis to ensure continued student success.

Summer Reading Support

Students who qualify for additional reading support (PRPs) will be referred to the district Targeted Reading Summer School class for additional support and intervention.

Exit Criteria

Exiting a student from a personal reading plan (PRP) is a decision based on multiple data sources and involves collaboration among educators and parents/caregivers. 

In 5K through grade 2, students can exit personal reading plans by demonstrating adequate progress on grade-level skills and assessments.  HLSD will utilize aimswebPlus screeners and progress monitoring measures to determine adequate progress and proficiency on grade-level assessments.

For grade 3, Wis. Stat. §§ 118.016 states that a 3rd grade student who has a personal reading plan is considered to have completed the personal reading plan if parents/caregivers and the school agree the student has met the goals in the personal reading plan and the student scores at or above grade-level on the reading portion of the Wisconsin Forward exam in grade 3 (118.016(5)(d)). This is the only place Wis. Stat. §§ 118.016 details the completion of a personal reading plan.

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 Sept 1, 2027.

HLSD Approach

Information coming soon. Required by July 1, 2025

HLSD recognizes the importance of data-driven decision-making in ensuring high quality early literacy instruction.  To achieve this, an early literacy evaluation process is implemented that integrates assessment results, curriculum evaluation, and instructional improvements or refinements.

• Key Components
• Assessment Calendar:  A yearly assessment calendar for administering literacy assessments at various points during the academic year (fall, winter, and spring) is created. This includes state-mandated assessments, as well as formative and diagnostic assessments.
• Data Collection: The schools collect and store assessment data systematically to track student progress over time. The data includes phonemic awareness, phonics, fluency, vocabulary, and comprehension, aligned with state standards.
• Stakeholder Involvement: Classroom teachers, special education teachers, literacy coaches/reading specialists, reading interventionists, and school leadership collaborate in reviewing and interpreting the assessment results.
• Annual Evaluation Process
• Curriculum Analysis: The literacy coaches conduct a thorough analysis of the literacy curriculum, ensuring it is aligned with evidence-based practices and state standards. They examine how well the curriculum addresses the key components of reading instruction.
• Data-Driven Insights: The literacy coaches use assessment results to identify trends, strengths, and areas for improvement in the literacy curriculum. They analyze the performance of different student groups, such as those needing intervention, English language learners, and students with disabilities.
• Instructional Recommendations: Based on the evaluation, the literacy coaches provide actionable recommendations for curriculum adjustments, professional development needs, and instructional strategies to better support student learning.
• Regular Data Review Meetings
• Each building holds regular data review meetings as part of common planning sessions with classroom teachers, literacy coaches, and reading interventionists to discuss assessment outcomes. 
• During these meetings, student performance is analyzed at the classroom, grade, and school levels to identify areas of need.
• Targeted Interventions
• Assessment data is used to design targeted interventions for students who are struggling with specific literacy skills. These interventions are implemented by either the classroom teachers or the reading interventionists, with support from the literacy coach/reading specialist.
• Progress monitoring is conducted weekly to assess the effectiveness of these interventions and make necessary adjustments.  
• Literacy coaches hold monthly meetings with the reading interventionists to review intervention data and student progress.
• Professional Development
• The school uses assessment results to identify professional development needs for staff. This may include training in specific instructional strategies, understanding data, or implementing the literacy curriculum more effectively.
• Ongoing coaching and support are provided to teachers based on the identified needs, with a focus on improving or refining instructional practices.
• Annual Evaluation Report
• At the end of each school year, the literacy coaches compile an annual evaluation report that includes a summary of assessment results, an analysis of the literacy curriculum, and recommendations for improvement.
• The report is presented to the Admin team.   Together the Admin team and literacy coaches review the report and make decisions regarding curriculum adjustments, resource allocation, and instructional priorities.
• Continuous Improvement Cycle
• The schools adopt a continuous improvement cycle where assessment data, curriculum evaluation, and instructional practices are regularly reviewed and refined.
• The Admin team, in collaboration with the literacy coaches and other stakeholders, sets goals for the next academic year based on the insights gained from the evaluation process.