2011 - 2012 LEGISLATURE
February 10, 2012 - Introduced by Senators Olsen, Darling and Schultz,
cosponsored by Representatives Kestell, Ballweg, Brooks, Endsley,
and Spanbauer. Referred to Committee on Education.
SB461,1,12 1An Act to repeal 20.505 (4) (c); to renumber and amend 14.20 (2); to amend
214.20 (title), 20.525 (1) (f), 115.28 (7) (a), 115.28 (7) (e) 2. and 119.04 (1); to
3repeal and recreate
14.20 (1); and to create 14.017 (5), 14.20 (1m), 14.20 (2)
4(b) and (c), 20.255 (2) (d), 20.255 (2) (q), 20.525 (1) (q), 25.17 (1) (ge), 25.79,
5115.28 (7g), 115.28 (12) (ag), 115.415, 118.016, 118.19 (14), 120.12 (2m) and
6121.02 (1) (c) 3. of the statutes; relating to: the governor's read to lead
7development fund, the Read to Lead Development Council, grants in support
8of literacy and early childhood development programs, teacher licensure,
9screening kindergarten pupils for reading readiness, remedial reading services
10for certain pupils, evaluating teacher preparatory programs and educator
11effectiveness, requiring the exercise of rule-making authority, and making an
Analysis by the Legislative Reference Bureau
Read to lead

This bill creates the Read to Lead Development Council in the Office of the
Governor. The council consists of the governor, the state superintendent of public
instruction, four legislators, and 15 additional members appointed by the governor.
The bill creates a segregated fund, designated the governor's read to lead
development fund, consisting of all contributions made to the fund. The bill
appropriates moneys in the fund to the governor and to the state superintendent to
award grants in support of literacy and early childhood development programs. The
governor may award a grant to any person other than a school board. The state
superintendent may award a grant only to a school board. The governor and the state
superintendent jointly determine the amount of each grant. The bill directs the Read
to Lead Development Council to advise the governor and state superintendent on
grant recipients.
Assessments of reading readiness
This bill directs each school board and each independent charter school
annually to assess all pupils in five-year-old kindergarten programs for reading
readiness. If the Department of Public Instruction (DPI) determines that sufficient
moneys are available, the school board and the charter school must also assess all
pupils in four-year-old kindergarten programs. The school board and charter school
must use an assessment selected by DPI. The school board and charter school must
provide a pupil whose assessment indicates that he or she is at risk of reading
difficulty with remedial reading services. The bill appropriates moneys to DPI to
provide school districts and independent charter schools with the assessments.
Teacher licensure
Beginning January 1, 2014, the bill prohibits DPI from issuing an initial
teaching license that authorizes the holder to teach in grades kindergarten to five
or in special education unless the applicant has passed an examination that tests the
applicant's knowledge of specified facets of reading development and reading
instruction. The bill provides that any teacher who passes the examination must
notify DPI in order to have a notation added to the teacher's license indicating that
he or she passed the examination.
Teacher preparatory programs
Under current law, DPI establishes standards and requirements for and
approves education programs leading to licensure as a teacher, including programs
leading to licensure as an alternative education program teacher. This bill requires
each teacher education program located in this state to, beginning on July 1, 2012,
and annually thereafter, provide DPI with a list of graduates, and their graduation
dates, from each term or semester of the program's most recently completed
academic year. The bill requires DPI to include this information about graduates of
teacher education programs in the statewide student information system.
This bill requires DPI to work in consultation with the governor's office, the
University or Wisconsin system, chairpersons and ranking members of the senate
and assembly education committees, the technical college system, and the Wisconsin
Association of Independent Colleges and Universities to determine how the
performance of recent graduates of teacher education programs should be used to
evaluate the teacher education programs and what measures of performance will be

used to evaluate teacher performance. The bill also requires DPI to develop a system
through which information about teacher performance and the evaluation of teacher
education programs will be made available to the public. The bill requires DPI,
beginning in the 2013-14 school year, to report for each teacher education program
the rate of passage on first attempt of students and graduates of the program on
examinations administered for licensure as a teacher and as an alternative
education program teacher, and any other information recommended by DPI in
consultation with the entities above, on the system developed as required in the bill.
Beginning in the 2013-14 school year, each teacher education program must
prominently display this information on the program's web site and provide this
information to persons receiving admissions information to the program.
Educator effectiveness evaluations
This bill also requires DPI to develop an educator effectiveness evaluation
system (state system) and to develop, by rule, an equivalency process aligned with
the state system (equivalency process) to assist school districts in the evaluation of
the performance of teachers and principals in the district. Under the state system,
50 percent of the total evaluation score assigned to a teacher or principal must be
based on measures of student performance, and 50 percent of the total evaluation
score must be based upon the extent to which the teacher's or principal's practice
meets standards established under the 2011 Interstate Teacher Assessment and
Support Consortium or under the 2008 Interstate School Leaders Licensure
Consortium Educational Leadership Policy Standards, respectively. The
equivalency process must be based upon the same interstate standards as the state
system and must evaluate a teacher with reference to the following four domains:
planning and preparation, the classroom environment, instruction, and professional
responsibilities and development. Teachers and principals evaluated under both the
state system and the equivalency process must be placed in one of multiple
performance categories. Each school district must begin evaluating teachers and
principals using either the state system or the equivalency process in the 2014-15
school year.
For further information see the state and local fiscal estimate, which will be
printed as an appendix to this bill.
The people of the state of Wisconsin, represented in senate and assembly, do
enact as follows:
SB461, s. 1 1Section 1. 14.017 (5) of the statutes is created to read:
SB461,3,32 14.017 (5) Read to lead development council. (a) There is created in the office
3of the governor a read to lead development council consisting of all of the following:
SB461,3,54 1. The governor or his or her designee, who shall serve as chairperson of the
12. The state superintendent of public instruction or his or her designee, who
2shall serve as vice-chair of the council.
SB461,4,53 3. The chairpersons of the committees in the assembly and the senate whose
4subject matter is elementary and secondary education or members of those
5committees designated by those chairpersons.
SB461,4,76 4. The ranking minority members of each of the committees under subd. 3. or
7members of those committees designated by the ranking minority members.
SB461,4,98 5. The following members appointed by and serving at the pleasure of the
SB461,4,1010 a. Two practicing elementary and secondary education teachers or principals.
SB461,4,1111 b. One practicing preschool teacher.
SB461,4,1212 c. Three persons representing this state's philanthropic community.
SB461,4,1313 d. Three persons representing this state's business community.
SB461,4,1414 e. One person representing the Wisconsin State Reading Association.
SB461,4,1515 f. One person representing the Wisconsin Reading Coalition.
SB461,4,1616 g. One person representing the International Dyslexia Association.
SB461,4,1717 h. One person representing Wisconsin Literacy, Inc.
SB461,4,1818 i. One person representing the Wisconsin Library Association.
SB461,4,1919 j. One person representing this state's research community.
SB461,4,2020 (b) Section 15.09 applies to the read to lead development council.
SB461, s. 2 21Section 2. 14.20 (title) of the statutes is amended to read:
SB461,4,23 2214.20 (title) Literacy improvement aids and early childhood
23development grants
SB461, s. 3 24Section 3. 14.20 (1) of the statutes is repealed and recreated to read:
SB461,4,2525 14.20 (1) In this section:
1(a) "Council" means the read to lead development council.
SB461,5,32 (b) "State superintendent" means the state superintendent of public
SB461, s. 4 4Section 4. 14.20 (1m) of the statutes is created to read:
SB461,5,105 14.20 (1m) The council shall make recommendations to the governor and state
6superintendent regarding recipients of grants under sub. (2). The amount of each
7grant awarded shall be determined jointly by the governor and the state
8superintendent. In addition to reports required under s. 15.09 (7), annually the
9council shall submit a report on its operation to the appropriate standing committees
10of the legislature under s. 13.172 (3).
SB461, s. 5 11Section 5. 14.20 (2) of the statutes is renumbered 14.20 (2) (a) and amended
12to read: