SB329,17,86 2. The department shall maintain on its website a current list of the early
7literacy curricula and instructional materials recommendations adopted under this
8paragraph.
SB329,17,139 (c) 1. Beginning on January 1, 2024, if a school board, operator of a charter
10school, or governing body of a private school participating in a program under s.
11118.60 or 119.23 adopts a new literacy curriculum for use in grades kindergarten to
123, the school board, operator, or governing body shall adopt a literacy curriculum
13from the recommendations adopted under par. (b).
SB329,17,2214 2. The department shall award grants to reimburse school boards, operators
15of charter schools, and governing bodies of private schools participating in a program
16under s. 118.60 or 119.23 that adopt a literacy curriculum from the recommendations
17adopted under par. (b) after January 1, 2024. A grant under this subdivision shall
18be an amount equal to one-half of the costs of purchasing the literacy curriculum and
19instructional materials adopted from the recommendations adopted under par. (b).
20If the amount appropriated for this purpose is insufficient to pay the full amount to
21all grant recipients under this subdivision, the department shall prorate the grant
22awards among all grant recipients.
SB329,18,223 (d) Beginning on the effective date of this paragraph .... [LRB inserts date], no
24school board, operator of an independent charter school, or governing body of a

1private school participating in a program under s. 118.60 or 119.23 may purchase
2curricula or instructional materials that include 3-cueing.
SB329,13 3Section 13. 118.015 (2) of the statutes is amended to read:
SB329,18,94 118.015 (2) Employment of reading specialists. Each school district shall
5employ a reading specialist certified by the department to develop and coordinate a
6comprehensive reading curriculum in grades kindergarten to 12. At the discretion
7of the state superintendent, a school district may contract with other school districts
8or cooperative educational service agencies to employ a certified reading specialist
9on a cooperative basis.
SB329,14 10Section 14. 118.015 (3) (a) of the statutes is amended to read:
SB329,18,1211 118.015 (3) (a) Develop and implement Implement a reading curriculum in
12grades kindergarten to 12.
SB329,15 13Section 15. 118.015 (5) of the statutes is created to read:
SB329,18,1814 118.015 (5) Prohibited instructional practices; 3-cueing. Beginning in the
152024-25 school year, no public school, including a charter school, may provide
16instruction that incorporates 3-cueing in the core reading curriculum for grades
17kindergarten to 3 or in supplemental materials, including materials used for reading
18intervention, for pupils in grades kindergarten to 3.
SB329,16 19Section 16 . 118.016 of the statutes is repealed and recreated to read:
SB329,18,21 20118.016 Reading readiness assessments; characteristics of dyslexia.
21(1) Definitions. In this section:
SB329,18,2422 (a) “At-risk” means a pupil scored below the 25th percentile on a universal
23screening assessment or diagnostic assessment, as indicated by the publisher of the
24assessment.
SB329,18,2525 (b) “Diagnostic assessment” means a tool that includes all of the following:
SB329,19,4
11. An assessment that evaluates a pupil's skill in the areas listed in par. (L) 1.
2to 5., rapid naming, phonological awareness, word recognition, spelling, vocabulary,
3listening comprehension, and, when developmentally appropriate for the pupil, oral
4reading fluency and reading comprehension.
SB329,19,65 2. An opportunity for a pupil's parent to complete a family history survey to
6provide additional information about learning difficulties in the pupil's family.
SB329,19,77 (c) “Dyslexia” means a specific learning disability that is all of the following:
SB329,19,88 1. Neurobiological in origin.
SB329,19,139 2. Characterized by difficulties with accurate and fluent word recognition and
10poor spelling and decoding abilities that typically result from a deficit in the
11phonological component of language. Consequences of these difficulties may include
12problems in reading comprehension and reduced reading experience that may
13impede vocabulary growth and background knowledge.
SB329,19,1414 3. Often unexpected in relation to other cognitive abilities.
SB329,19,1815 (d) “Family history survey” means a questionnaire that includes questions
16about previous recommendations for summer reading support or outside tutoring,
17general interest in reading and books, family history of characteristics of dyslexia,
18and any known family struggles in reading or spelling.
SB329,19,2019 (e) “Fidelity” means to perform in the manner that the author or publisher of
20a program or assessment intends.
SB329,19,2321 (f) “Fundamental skills screening assessment” means an assessment that
22evaluates whether a pupil possesses phonemic awareness and letter sound
23knowledge.
SB329,20,3
1(g) “Inadequate rate of progress” means a pupil's rate of improvement that is
2minimal and that with continued intervention the pupil is unlikely to demonstrate
3grade-level skills by the end of the school year.
SB329,20,54 (h) “Independent charter school” means a charter school established under s.
5118.40 (2r) or (2x).
SB329,20,66 (i) “Intervention” means an intervention that is all of the following:
SB329,20,97 1. Explicit, direct instruction that is systematic, sequential, and cumulative
8and follows a logical plan of presenting the area of deficit that targets the specific
9needs of the pupil without presuming prior skills or knowledge of the pupil.
SB329,20,1210 2. Individualized instruction to meet the specific needs of a pupil in a setting
11that uses intensive, highly concentrated instruction methods and materials that
12maximize pupil engagement.
SB329,20,1413 3. Instruction that incorporates the simultaneous use of 2 or more sensory
14pathways during teacher presentations and pupil practice.
SB329,20,1515 (j) “Parent” has the meaning given in s. 115.76 (12) (a).
SB329,20,1716 (k) “Reading readiness assessment” means a fundamental skills screening
17assessment, universal screening assessment, or diagnostic assessment.
SB329,20,1918 (L) “Universal screening assessment” means an assessment that evaluates a
19pupil's skill in all of the following areas:
SB329,20,2020 1. Phonemic awareness.
SB329,20,2121 2. Decoding skills.
SB329,20,2222 3. Alphabet knowledge.
SB329,20,2323 4. Letter sound knowledge.
SB329,20,2424 5. Oral Vocabulary.
SB329,21,11
1(2) Four-year-old kindergarten; screening requirement. Each school board
2and the operator of each independent charter school shall annually assess the early
3literacy skills of each pupil enrolled in 4-year-old kindergarten in the school district
4or in the independent charter school at least 2 times during the school year using a
5fundamental skills screening assessment selected by the department. The school
6board or operator of the independent charter school shall ensure that the first
7screening assessment is administered before the 45th day after the first day of the
8school term and that the 2nd screening assessment is administered by the date that
9is 45 days before the last day of the school term. The school board or operator of the
10independent charter school shall ensure that assessments required under this
11subsection are administered with fidelity.
SB329,21,15 12(3) Early literacy assessments; 5-year-old kindergarten to 3rd grade. Each
13school board and the operator of each independent charter school shall annually
14assess the early literacy skills of each pupil enrolled in 5-year-old kindergarten to
153rd grade in the school district or in the independent charter school as follows:
SB329,21,2016 (a) Universal screenings. Screen the pupil at least 3 times during the school
17year using a universal screening assessment selected by the department. The school
18board or operator of the independent charter school shall ensure that the universal
19screening assessments are administered at the following times during the school
20year:
SB329,21,2221 1. The first universal screening assessment is administered before the 45th day
22after the first day of the school term.
SB329,21,2523 2. The 2nd universal screening assessment is administered in the middle of the
24school term, as determined by the school board or operator of the independent
25charter school.
SB329,22,2
13. The 3rd universal screening assessment is administered by the date that is
245 days before the last day of the school term.
SB329,22,43 (b) Diagnostic assessment. Assess a pupil using a diagnostic assessment as
4follows:
SB329,22,65 1. No later than the 2nd Friday of November if a universal screening
6assessment administered under par. (a) 1. indicates that the pupil is at-risk.
SB329,22,97 2. Within 10 days after a universal screening assessment is administered
8under par. (a) 2. if the universal screening assessment indicates that the pupil is
9at-risk.
SB329,22,1110 3. Within 20 days after a teacher or parent who suspects that the pupil has
11characteristics of dyslexia submits a request for a diagnostic assessment.
SB329,22,1312 (c) Administering assessments with fidelity. Ensure that each assessment
13required under this subsection is administered with fidelity.
SB329,22,20 14(4) Parental notification. (a) Assessment results. A school board or operator
15of an independent charter school shall provide the results of a reading readiness
16assessment, in writing, to a pupil's parent no later than 15 days after the reading
17readiness assessment is scored. For purposes of providing results of a reading
18readiness assessment under this paragraph, a school board or operator of an
19independent charter school shall provide at least all of the following to a pupil's
20parent in the native language of the pupil's parent:
SB329,22,2121 1. The pupil's score on the reading readiness assessment.
SB329,22,2322 2. The pupil's score in each early literacy skill category assessed by the reading
23readiness assessment.
SB329,22,2524 3. The pupil's percentile rank score on the reading readiness assessment, if
25available.
SB329,23,2
14. The definition of “at-risk” and the score on the reading readiness assessment
2that would indicate that a pupil is at-risk.
SB329,23,43 5. A plain language description of the literacy skills the reading readiness
4assessment is designed to measure.
SB329,23,85 (b) Special education information. If a diagnostic assessment indicates that a
6pupil is at-risk, a school board or operator of an independent charter school shall
7include information about how to make a special education referral under s. 115.777
8with the diagnostic assessment results provided to the parent under par. (a).
SB329,23,129 (c) Dyslexia information; certain pupils. If a school board or operator of an
10independent charter school is required to assess a pupil's early literacy skills using
11a diagnostic assessment, a school board or operator of an independent charter school
12shall provide all of the following, in writing, to the pupil's parent:
SB329,23,1313 1. A description of the common indicators and characteristics of dyslexia.
SB329,23,1514 2. Information about appropriate interventions and accommodations for pupils
15with characteristics of dyslexia.
SB329,23,1916 (d) Early literacy remediation plan; availability. A school board or operator of
17an independent charter school shall post its early literacy remediation plan, as
18established under sub. (6), on the school district's or independent charter school's
19website.
SB329,23,24 20(5) Interventions; at-risk pupils. (a) Personal reading plans. If a pupil
21enrolled in 5-year-old kindergarten to 3rd grade is identified as at-risk based on a
22universal screening assessment or diagnostic assessment, the school board of the
23school district or operator of the independent charter school in which the pupil is
24enrolled shall do all of the following:
SB329,24,2
11. Create a personal reading plan for the pupil that includes at least all of the
2following:
SB329,24,43 a. The pupil's specific early literacy skill deficiencies, as identified by the
4applicable assessment.
SB329,24,65 b. Goals and benchmarks for the pupil's progress toward grade-level literacy
6skills.
SB329,24,77 c. How the pupil's progress will be monitored.
SB329,24,108 d. A description of the interventions and any additional instructional services
9that will be provided to the pupil to address the pupil's early literacy skill
10deficiencies.
SB329,24,1411 e. The programming using science-based early reading instruction, as defined
12in s. 118.015 (1c) (b), that the pupil's teacher will use to provide reading instruction
13to the pupil, addressing the areas of phonemic awareness, phonics, fluency,
14vocabulary, and comprehension.
SB329,24,1615 f. Strategies the pupil's parent is encouraged to use to help the pupil achieve
16grade-level literacy skills.
SB329,24,1817 g. Any additional services available and appropriate to accelerate the pupil's
18early literacy skill development.
SB329,24,2019 2. Provide the interventions described in the pupil's personal reading plan to
20the pupil, as soon as practicable.
SB329,24,2321 3. Monitor the pupil's progress at least weekly using the method described in
22the pupil's personal reading plan to determine whether the pupil demonstrates an
23inadequate rate of progress.
SB329,24,2524 4. Provide a copy of the pupil's personal reading plan to the pupil's parent and
25obtain a copy of the pupil's personal reading plan signed by the pupil's parent.
SB329,25,3
15. After providing the interventions described in the pupil's personal reading
2plan to the pupil for 10 weeks, notify the pupil's parent of the pupil's progress, as
3determined under the pupil's personal reading plan.
SB329,25,64 (b) Deadlines for plan creation. If a school board or operator of an independent
5charter school is required to create a personal reading plan for a pupil under par. (a)
61., the school board or operator shall prepare the personal reading plan as follows:
SB329,25,97 1. If the pupil is identified as at-risk based on a universal screening assessment
8administered under sub. (3) (a) 1. or based on a diagnostic assessment administered
9under sub. (3) (b) 1., no later than the 3rd Friday of November.
SB329,25,1310 2. If the pupil is identified as at-risk based on a universal screening assessment
11administered under sub. (3) (a) 2. or 3. or based on a diagnostic assessment
12administered under sub. (3) (b) 2. or 3., within 10 days after the applicable screening
13assessment is administered.
SB329,25,1814 (c) Inadequate rate of progress. For purposes of determining whether a pupil
15demonstrates an inadequate rate of progress under par. (a) 3., a school board or
16operator of an independent charter school shall determine whether the pupil is likely
17to demonstrate grade-level skills by the end of the school year by assessing one of
18the following:
SB329,25,2019 1. For a pupil enrolled in 5-year-old kindergarten, nonword or nonsense word
20fluency and phoneme segmentation fluency.
SB329,25,2121 2. For a pupil enrolled in 1st, 2nd, or 3rd grade, oral reading fluency.
SB329,25,25 22(6) Early literacy remediation plan; school district or independent charter
23school.
A school board or operator of an independent charter school shall establish
24an early literacy remediation plan for grades 5-year-old kindergarten to 3 that
25includes all of the following:
SB329,26,2
1(a) The assessments the school board or operator of the independent charter
2school uses to satisfy the requirements under sub. (3).
SB329,26,43 (b) A description of the interventions the school board or operator of the
4independent charter school uses to address characteristics of dyslexia.
SB329,26,85 (c) A description of how the school board or operator of the independent charter
6school monitors pupil progress during interventions, including the frequency of
7monitoring pupil progress during interventions and any assessment tools used to
8monitor pupil progress during interventions.
SB329,26,119 (d) How the school board or operator of the independent charter school uses
10results of assessments required under sub. (3) to evaluate early literacy instruction
11being provided in the school district or at the independent charter school.
SB329,26,1312 (e) A parent notification policy that complies with subs. (4) and (5) (a) 4. and
135.
SB329,26,17 14(7) Reporting assessment data. By no later than July 15, 2025, and each July
1515 thereafter, a school board shall report for each school and for the school district,
16and the operator of an independent charter school shall report for the independent
17charter school, all of the following to the department:
SB329,26,1918 (a) The number of pupils who were identified as at-risk as the result of a
19fundamental skills screening assessment administered in the previous school year.
SB329,26,2120 (b) The number of pupils who were identified as at-risk as the result of a
21universal screening assessment administered in the previous school year.
SB329,26,2322 (c) The number of pupils who were identified as at-risk as the result of a
23diagnostic assessment administered in the previous school year.
SB329,26,2524 (d) The names of the diagnostic assessments used to assess pupils in the
25previous school year.
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