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SB329-SSA1,10,98 1. The curricula and instructional materials include all of the components of
9science-based early reading instruction.
SB329-SSA1,10,1010 2. The curricula and instructional materials do not include 3-cueing.
SB329-SSA1,10,2511 (b) 1. By no later than 30 days after the department receives recommendations
12under par. (a), the department shall submit to the joint committee on finance
13proposed recommendations on early literacy curricula and instructional materials
14that satisfy the criteria under par. (a) 1. and 2. for use in the following school year.
15If the cochairpersons of the joint committee on finance do not notify the department
16within 14 working days after the date of the submittal of the proposed
17recommendations that the committee has scheduled a meeting to review the
18proposed recommendations, the department shall adopt the proposed
19recommendations for use in the following school year. If, within 14 working days
20after the date of the submittal of the proposed recommendations, the cochairpersons
21of the committee notify the department that the committee has scheduled a meeting
22to review the proposed recommendations, the department may not adopt the
23proposed recommendations unless the committee approves or modifies the proposed
24recommendations. If the committee modifies the plan, the department may adopt
25the recommendations only as modified by the committee.
SB329-SSA1,11,3
12. The department shall maintain on its website a current list of the early
2literacy curricula and instructional materials recommendations adopted under this
3paragraph.
SB329-SSA1,11,124 (c) The department shall award grants to reimburse school boards, operators
5of charter schools, and governing bodies of private schools participating in a program
6under s. 118.60 or 119.23 that adopt a literacy curriculum from the recommendations
7adopted under par. (b) after January 1, 2024. A grant under this paragraph shall be
8an amount equal to one-half of the costs of purchasing the literacy curriculum and
9instructional materials adopted from the recommendations adopted under par. (b).
10If the amount appropriated for this purpose is insufficient to pay the full amount to
11all grant recipients under this paragraph, the department shall prorate the grant
12awards among all grant recipients.
SB329-SSA1,11,1613 (d) Beginning on the effective date of this paragraph .... [LRB inserts date], no
14school board, operator of a charter school, or governing body of a private school
15participating in a program under s. 118.60 or 119.23 may purchase curricula or
16instructional materials that include 3-cueing.
SB329-SSA1,13 17Section 13 . 118.015 (2) of the statutes is amended to read:
SB329-SSA1,11,2318 118.015 (2) Employment of reading specialists. Each school district shall
19employ a reading specialist certified by the department to develop and coordinate a
20comprehensive reading curriculum in grades kindergarten to 12. At the discretion
21of the state superintendent, a school district may contract with other school districts
22or cooperative educational service agencies to employ a certified reading specialist
23on a cooperative basis.
SB329-SSA1,14 24Section 14 . 118.015 (3) (a) of the statutes is amended to read:
SB329-SSA1,12,2
1118.015 (3) (a) Develop and implement Implement a reading curriculum in
2grades kindergarten to 12.
SB329-SSA1,15 3Section 15 . 118.015 (5) of the statutes is created to read:
SB329-SSA1,12,94 118.015 (5) Prohibited instructional practices; 3-cueing. Beginning in the
52024-25 school year, no public school, including a charter school, or private school
6participating in a program under s. 118.60 or 119.23 may provide instruction that
7incorporates 3-cueing in the core reading curriculum for grades kindergarten to 3
8or in supplemental materials, including materials used for reading intervention, for
9pupils in grades kindergarten to 3.
SB329-SSA1,16 10Section 16 . 118.016 of the statutes is repealed and recreated to read:
SB329-SSA1,12,12 11118.016 Reading readiness assessments; characteristics of dyslexia.
12(1) Definitions. In this section:
SB329-SSA1,12,1513 (a) “At-risk” means a pupil scored below the 25th percentile on a universal
14screening assessment or diagnostic assessment, as indicated by the publisher of the
15assessment.
SB329-SSA1,12,1616 (b) “Diagnostic assessment” means a tool that includes all of the following:
SB329-SSA1,12,2017 1. An assessment that evaluates a pupil's skill in the areas listed in par. (L) 1.
18to 5., rapid naming, phonological awareness, word recognition, spelling, vocabulary,
19listening comprehension, and, when developmentally appropriate for the pupil, oral
20reading fluency and reading comprehension.
SB329-SSA1,12,2221 2. An opportunity for a pupil's parent to complete a family history survey to
22provide additional information about learning difficulties in the pupil's family.
SB329-SSA1,12,2323 (c) “Dyslexia” means a specific learning disability that is all of the following:
SB329-SSA1,12,2424 1. Neurobiological in origin.
SB329-SSA1,13,5
12. Characterized by difficulties with accurate and fluent word recognition and
2poor spelling and decoding abilities that typically result from a deficit in the
3phonological component of language. Consequences of these difficulties may include
4problems in reading comprehension and reduced reading experience that may
5impede vocabulary growth and background knowledge.
SB329-SSA1,13,66 3. Often unexpected in relation to other cognitive abilities.
SB329-SSA1,13,107 (d) “Family history survey” means a questionnaire that includes questions
8about previous recommendations for summer reading support or outside tutoring,
9general interest in reading and books, family history of characteristics of dyslexia,
10and any known family struggles in reading or spelling.
SB329-SSA1,13,1211 (e) “Fidelity” means to perform in the manner that the author or publisher of
12a program or assessment intends.
SB329-SSA1,13,1513 (f) “Fundamental skills screening assessment” means an assessment that
14evaluates whether a pupil possesses phonemic awareness and letter sound
15knowledge.
SB329-SSA1,13,1816 (g) “Inadequate rate of progress” means a pupil's rate of improvement that is
17minimal and that with continued intervention the pupil is unlikely to demonstrate
18grade-level skills by the end of the school year.
SB329-SSA1,13,2019 (h) “Independent charter school” means a charter school established under s.
20118.40 (2r) or (2x).
SB329-SSA1,13,2121 (i) “Intervention” means an intervention that is all of the following:
SB329-SSA1,13,2422 1. Explicit, direct instruction that is systematic, sequential, and cumulative
23and follows a logical plan of presenting the area of deficit that targets the specific
24needs of the pupil without presuming prior skills or knowledge of the pupil.
SB329-SSA1,14,3
12. Individualized instruction to meet the specific needs of a pupil in a setting
2that uses intensive, highly concentrated instruction methods and materials that
3maximize pupil engagement.
SB329-SSA1,14,54 3. Instruction that incorporates the simultaneous use of 2 or more sensory
5pathways during teacher presentations and pupil practice.
SB329-SSA1,14,66 (j) “Parent” has the meaning given in s. 115.76 (12) (a).
SB329-SSA1,14,87 (k) “Reading readiness assessment” means a fundamental skills screening
8assessment, universal screening assessment, or diagnostic assessment.
SB329-SSA1,14,109 (L) “Universal screening assessment” means an assessment that evaluates a
10pupil's skill in all of the following areas:
SB329-SSA1,14,1111 1. Phonemic awareness.
SB329-SSA1,14,1212 2. Decoding skills.
SB329-SSA1,14,1313 3. Alphabet knowledge.
SB329-SSA1,14,1414 4. Letter sound knowledge.
SB329-SSA1,14,1515 5. Oral Vocabulary.
SB329-SSA1,15,2 16(2) Four-year-old kindergarten; screening requirement. Each school board
17and the operator of each independent charter school shall annually assess the early
18literacy skills of each pupil enrolled in 4-year-old kindergarten in the school district
19or in the independent charter school at least 2 times during the school year using a
20fundamental skills screening assessment selected by the department. The school
21board or operator of the independent charter school shall ensure that the first
22screening assessment is administered before the 45th day after the first day of the
23school term and that the 2nd screening assessment is administered by the date that
24is 45 days before the last day of the school term. The school board or operator of the

1independent charter school shall ensure that assessments required under this
2subsection are administered with fidelity.
SB329-SSA1,15,6 3(3) Early literacy assessments; 5-year-old kindergarten to 3rd grade. Each
4school board and the operator of each independent charter school shall annually
5assess the early literacy skills of each pupil enrolled in 5-year-old kindergarten to
63rd grade in the school district or in the independent charter school as follows:
SB329-SSA1,15,117 (a) Universal screenings. Screen the pupil at least 3 times during the school
8year using a universal screening assessment selected by the department. The school
9board or operator of the independent charter school shall ensure that the universal
10screening assessments are administered at the following times during the school
11year:
SB329-SSA1,15,1312 1. The first universal screening assessment is administered before the 45th day
13after the first day of the school term.
SB329-SSA1,15,1614 2. The 2nd universal screening assessment is administered in the middle of the
15school term, as determined by the school board or operator of the independent
16charter school.
SB329-SSA1,15,1817 3. The 3rd universal screening assessment is administered by the date that is
1845 days before the last day of the school term.
SB329-SSA1,15,2019 (b) Diagnostic assessment. Assess a pupil using a diagnostic assessment as
20follows:
SB329-SSA1,15,2221 1. No later than the 2nd Friday of November if a universal screening
22assessment administered under par. (a) 1. indicates that the pupil is at-risk.
SB329-SSA1,15,2523 2. Within 10 days after a universal screening assessment is administered
24under par. (a) 2. if the universal screening assessment indicates that the pupil is
25at-risk.
SB329-SSA1,16,2
13. Within 20 days after a teacher or parent who suspects that the pupil has
2characteristics of dyslexia submits a request for a diagnostic assessment.
SB329-SSA1,16,43 (c) Administering assessments with fidelity. Ensure that each assessment
4required under this subsection is administered with fidelity.
SB329-SSA1,16,11 5(4) Parental notification. (a) Assessment results. A school board or operator
6of an independent charter school shall provide the results of a reading readiness
7assessment, in writing, to a pupil's parent no later than 15 days after the reading
8readiness assessment is scored. For purposes of providing results of a reading
9readiness assessment under this paragraph, a school board or operator of an
10independent charter school shall provide at least all of the following to a pupil's
11parent in the native language of the pupil's parent:
SB329-SSA1,16,1212 1. The pupil's score on the reading readiness assessment.
SB329-SSA1,16,1413 2. The pupil's score in each early literacy skill category assessed by the reading
14readiness assessment.
SB329-SSA1,16,1615 3. The pupil's percentile rank score on the reading readiness assessment, if
16available.
SB329-SSA1,16,1817 4. The definition of “at-risk” and the score on the reading readiness assessment
18that would indicate that a pupil is at-risk.
SB329-SSA1,16,2019 5. A plain language description of the literacy skills the reading readiness
20assessment is designed to measure.
SB329-SSA1,16,2421 (b) Special education information. If a diagnostic assessment indicates that a
22pupil is at-risk, a school board or operator of an independent charter school shall
23include information about how to make a special education referral under s. 115.777
24with the diagnostic assessment results provided to the parent under par. (a).
SB329-SSA1,17,4
1(c) Dyslexia information; certain pupils. If a school board or operator of an
2independent charter school is required to assess a pupil's early literacy skills using
3a diagnostic assessment, a school board or operator of an independent charter school
4shall provide all of the following, in writing, to the pupil's parent:
SB329-SSA1,17,55 1. A description of the common indicators and characteristics of dyslexia.
SB329-SSA1,17,76 2. Information about appropriate interventions and accommodations for pupils
7with characteristics of dyslexia.
SB329-SSA1,17,118 (d) Early literacy remediation plan; availability. A school board or operator of
9an independent charter school shall post its early literacy remediation plan, as
10established under sub. (6), on the school district's or independent charter school's
11website.
SB329-SSA1,17,16 12(5) Interventions; at-risk pupils. (a) Personal reading plans. If a pupil
13enrolled in 5-year-old kindergarten to 3rd grade is identified as at-risk based on a
14universal screening assessment or diagnostic assessment, the school board of the
15school district or operator of the independent charter school in which the pupil is
16enrolled shall do all of the following:
SB329-SSA1,17,1817 1. Create a personal reading plan for the pupil that includes at least all of the
18following:
SB329-SSA1,17,2019 a. The pupil's specific early literacy skill deficiencies, as identified by the
20applicable assessment.
SB329-SSA1,17,2221 b. Goals and benchmarks for the pupil's progress toward grade-level literacy
22skills.
SB329-SSA1,17,2323 c. How the pupil's progress will be monitored.
SB329-SSA1,18,3
1d. A description of the interventions and any additional instructional services
2that will be provided to the pupil to address the pupil's early literacy skill
3deficiencies.
SB329-SSA1,18,74 e. The programming using science-based early reading instruction, as defined
5in s. 118.015 (1c) (b), that the pupil's teacher will use to provide reading instruction
6to the pupil, addressing the areas of phonemic awareness, phonics, fluency,
7vocabulary, and comprehension.
SB329-SSA1,18,98 f. Strategies the pupil's parent is encouraged to use to help the pupil achieve
9grade-level literacy skills.
SB329-SSA1,18,1110 g. Any additional services available and appropriate to accelerate the pupil's
11early literacy skill development.
SB329-SSA1,18,1312 2. Provide the interventions described in the pupil's personal reading plan to
13the pupil, as soon as practicable.
SB329-SSA1,18,1614 3. Monitor the pupil's progress at least weekly using the method described in
15the pupil's personal reading plan to determine whether the pupil demonstrates an
16inadequate rate of progress.
SB329-SSA1,18,1817 4. Provide a copy of the pupil's personal reading plan to the pupil's parent and
18obtain a copy of the pupil's personal reading plan signed by the pupil's parent.
SB329-SSA1,18,2119 5. After providing the interventions described in the pupil's personal reading
20plan to the pupil for 10 weeks, notify the pupil's parent of the pupil's progress, as
21determined under the pupil's personal reading plan.
SB329-SSA1,18,2422 (b) Deadlines for plan creation. If a school board or operator of an independent
23charter school is required to create a personal reading plan for a pupil under par. (a)
241., the school board or operator shall prepare the personal reading plan as follows:
SB329-SSA1,19,3
11. If the pupil is identified as at-risk based on a universal screening assessment
2administered under sub. (3) (a) 1. or based on a diagnostic assessment administered
3under sub. (3) (b) 1., no later than the 3rd Friday of November.
SB329-SSA1,19,74 2. If the pupil is identified as at-risk based on a universal screening assessment
5administered under sub. (3) (a) 2. or 3. or based on a diagnostic assessment
6administered under sub. (3) (b) 2. or 3., within 10 days after the applicable screening
7assessment is administered.
SB329-SSA1,19,128 (c) Inadequate rate of progress. For purposes of determining whether a pupil
9demonstrates an inadequate rate of progress under par. (a) 3., a school board or
10operator of an independent charter school shall determine whether the pupil is likely
11to demonstrate grade-level skills by the end of the school year by assessing one of
12the following:
SB329-SSA1,19,1413 1. For a pupil enrolled in 5-year-old kindergarten, nonword or nonsense word
14fluency and phoneme segmentation fluency.
SB329-SSA1,19,1515 2. For a pupil enrolled in 1st, 2nd, or 3rd grade, oral reading fluency.
SB329-SSA1,19,19 16(6) Early literacy remediation plan; school district or independent charter
17school.
A school board or operator of an independent charter school shall establish
18an early literacy remediation plan for grades 5-year-old kindergarten to 3 that
19includes all of the following:
SB329-SSA1,19,2120 (a) The assessments the school board or operator of the independent charter
21school uses to satisfy the requirements under sub. (3).
SB329-SSA1,19,2322 (b) A description of the interventions the school board or operator of the
23independent charter school uses to address characteristics of dyslexia.
SB329-SSA1,20,224 (c) A description of how the school board or operator of the independent charter
25school monitors pupil progress during interventions, including the frequency of

1monitoring pupil progress during interventions and any assessment tools used to
2monitor pupil progress during interventions.
SB329-SSA1,20,53 (d) How the school board or operator of the independent charter school uses
4results of assessments required under sub. (3) to evaluate early literacy instruction
5being provided in the school district or at the independent charter school.
SB329-SSA1,20,76 (e) A parent notification policy that complies with subs. (4) and (5) (a) 4. and
75.
SB329-SSA1,20,11 8(7) Reporting assessment data. By no later than July 15, 2025, and each July
915 thereafter, a school board shall report for each school and for the school district,
10and the operator of an independent charter school shall report for the independent
11charter school, all of the following to the department:
SB329-SSA1,20,1312 (a) The number of pupils who were identified as at-risk as the result of a
13fundamental skills screening assessment administered in the previous school year.
SB329-SSA1,20,1514 (b) The number of pupils who were identified as at-risk as the result of a
15universal screening assessment administered in the previous school year.
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