AB321-ASA1,6,1918 (c) Prohibit literacy coaches from using or promoting instruction that includes
193-cueing, as defined in s. 118.015 (1c) (c).
AB321-ASA1,6,21 20(3) Participation; schools and school districts. (a) The office shall assign
21one-half of the number of literacy coaches under sub. (2) (a) as follows:
AB321-ASA1,7,222 1. Based on scores of the standardized reading test administered to pupils
23during the prior school year under s. 121.02 (1) (r), the office shall identify the 50
24eligible schools that had the lowest percentage of pupils score as proficient in reading

1at grade level and the 50 eligible schools that had the largest gap in pupils who scored
2as proficient in reading at grade level.
AB321-ASA1,7,73 2. a. Subject to par. (c) and subd. 2. b., from the eligible schools identified under
4subd. 1., the office shall select the eligible schools that the office determines have the
5greatest need for early literacy instructional coaching and shall assign at least one
6but no more than 3 eligible schools selected under this subdivision to each full-time
7equivalent literacy coach.
AB321-ASA1,7,108 b. From the eligible schools identified under subd. 1., the office shall select at
9least two eligible schools that are private schools participating in a program under
10s. 118.60 or 119.23.
AB321-ASA1,7,1511 (b) The office shall assign one-half of the number of literacy coaches under sub.
12(2) (a), in consultation with cooperative educational service agencies, to eligible
13schools that request early literacy support. The office shall assign literacy coaches
14under this paragraph in a manner that allocates the literacy coaches evenly across
15CESA regions.
AB321-ASA1,7,1816 (c) 1. The total number of full-time equivalent literacy coaches assigned under
17pars. (a) and (b) to eligible schools located within the geographical boundaries of a
18school district may not exceed the following:
AB321-ASA1,7,1919 a. For a first class city school district, 10.
AB321-ASA1,7,2020 b. For a school district other than a first class city school district, 4.
AB321-ASA1,7,2321 2. The total number of full-time equivalent literacy coaches assigned under
22pars. (a) and (b) to eligible schools located within a CESA region may not be fewer
23than 3.
AB321-ASA1,8,624 (d) The office shall ensure that a school assigned a literacy coach under par. (a)
25or (b) does not request or require that the literacy coach perform duties outside the

1individual's role as a literacy coach. For purposes of this paragraph, the role of a
2literacy coach is to provide support to administrators, school-based literacy coaches,
3principals, and teachers to build teacher and school capacity to teach reading and
4language arts using science-based early reading instruction, as defined in s. 118.015
5(1c) (b), in order to increase the percentage of pupils who are reading at grade level
6by the end of grade 3.
AB321-ASA1,8,9 7(4) Report. By October 15, 2024, and by each October 15 thereafter, the office
8shall submit a report to the joint committee on finance that includes at least all of
9the following for the previous school year:
AB321-ASA1,8,1110 (a) The number of literacy coaches assigned to schools under sub. (3) (a) and
11(b).
AB321-ASA1,8,1312 (b) The number of schools that were assigned a literacy coach under sub. (3) (a)
13and the number of schools that were assigned a literacy coach under sub. (3) (b).
AB321-ASA1,8,1514 (c) The number of contracts that the office entered into under sub. (2) (a) and
15the number of contracts under sub. (2) (a) that were terminated.
AB321-ASA1,8,1616 (d) The number of requests submitted for a literacy coach under sub. (3) (b).
AB321-ASA1,8,1917 (e) The results of the standardized reading test administered under s. 121.02
18(1) (r) and assessments under s. 118.016 in schools that were assigned a literacy
19coach under sub. (3) (a) or (b).
AB321-ASA1,8,2020 (f) A description of the training provided under sub. (2) (b).
AB321-ASA1,8,2321 (g) For the 2023-24 and 2024-25 school years, the number of individuals who
22completed the mandatory professional development training under 2023 Wisconsin
23Act .... (this act), section 27 (2).
AB321-ASA1,9 24Section 9 . 115.39 of the statutes, as created by 2023 Wisconsin Act .... (this
25act), is repealed.
AB321-ASA1,10
1Section 10. 118.015 (title) of the statutes is amended to read:
AB321-ASA1,9,3 2118.015 (title) Reading instruction ; early literacy curricula and
3instructional materials
.
AB321-ASA1,11 4Section 11 . 118.015 (1c) of the statutes is created to read:
AB321-ASA1,9,55 118.015 (1c) Definitions. In this section:
AB321-ASA1,9,86 (a) “Phonics” means the study of the relationships between sounds and words;
7this includes alphabetic principle, decoding, orthographic knowledge, encoding, and
8fluency.
AB321-ASA1,9,109 (b) “Science-based early reading instruction” means instruction that is
10systematic and explicit and consists of at least all of the following:
AB321-ASA1,9,1311 1. Phonological awareness, including word awareness, rhyme recognition,
12repetition and creation of alliteration, syllable counting or identification, onset, and
13rime manipulation.
AB321-ASA1,9,1514 2. Phonemic awareness, including phoneme identification, isolation, blending,
15segmentation, addition, substitution, and deletion.
AB321-ASA1,9,1616 3. Phonics.
AB321-ASA1,9,1717 4. Building background knowledge.
AB321-ASA1,9,1818 5. Oral language development.
AB321-ASA1,9,1919 6. Vocabulary building to develop lexical and morphological knowledge.
AB321-ASA1,9,2020 7. Instruction in writing.
AB321-ASA1,9,2121 8. Instruction in comprehension.
AB321-ASA1,9,2222 9. Reading fluency.
AB321-ASA1,9,2523 (c) “Three-cueing” means any model, including the model referred to as
24meaning, structure, and visual cues, or MSV, of teaching a pupil to read based on
25meaning, structure and syntax, and visual cues or memory.
AB321-ASA1,12
1Section 12. 118.015 (1m) of the statutes is created to read:
AB321-ASA1,10,72 118.015 (1m) Early literacy curricula and instructional materials. (a)
3Beginning in the 2023-24 school year and annually thereafter, the council on early
4literacy curricula shall recommend to the department early literacy curricula and
5instructional materials for use in the following school year in grades kindergarten
6to 3. The council on early literacy curricula may recommend only early literacy
7curricula and instructional materials that satisfy the following criteria:
AB321-ASA1,10,98 1. The curricula and instructional materials include all of the components of
9science-based early reading instruction.
AB321-ASA1,10,1010 2. The curricula and instructional materials do not include 3-cueing.
AB321-ASA1,10,2511 (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.
AB321-ASA1,11,3
12. The department shall maintain on its website a current list of the early
2literacy curricula and instructional materials recommendations adopted under this
3paragraph.
AB321-ASA1,11,124 (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.
AB321-ASA1,11,1613 (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.
AB321-ASA1,13 17Section 13 . 118.015 (2) of the statutes is amended to read:
AB321-ASA1,11,2318 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.
AB321-ASA1,14 24Section 14 . 118.015 (3) (a) of the statutes is amended to read:
AB321-ASA1,12,2
1118.015 (3) (a) Develop and implement Implement a reading curriculum in
2grades kindergarten to 12.
AB321-ASA1,15 3Section 15 . 118.015 (5) of the statutes is created to read:
AB321-ASA1,12,94 118.015 (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.
AB321-ASA1,16 10Section 16 . 118.016 of the statutes is repealed and recreated to read:
AB321-ASA1,12,12 11118.016 Reading readiness assessments; characteristics of dyslexia.
12(1) Definitions. In this section:
AB321-ASA1,12,1513 (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.
AB321-ASA1,12,1616 (b) “Diagnostic assessment” means a tool that includes all of the following:
AB321-ASA1,12,2017 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.
AB321-ASA1,12,2221 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.
AB321-ASA1,12,2323 (c) “Dyslexia” means a specific learning disability that is all of the following:
AB321-ASA1,12,2424 1. Neurobiological in origin.
AB321-ASA1,13,5
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.
AB321-ASA1,13,66 3. Often unexpected in relation to other cognitive abilities.
AB321-ASA1,13,107 (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.
AB321-ASA1,13,1211 (e) “Fidelity” means to perform in the manner that the author or publisher of
12a program or assessment intends.
AB321-ASA1,13,1513 (f) “Fundamental skills screening assessment” means an assessment that
14evaluates whether a pupil possesses phonemic awareness and letter sound
15knowledge.
AB321-ASA1,13,1816 (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.
AB321-ASA1,13,2019 (h) “Independent charter school” means a charter school established under s.
20118.40 (2r) or (2x).
AB321-ASA1,13,2121 (i) “Intervention” means an intervention that is all of the following:
AB321-ASA1,13,2422 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.
AB321-ASA1,14,3
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.
AB321-ASA1,14,54 3. Instruction that incorporates the simultaneous use of 2 or more sensory
5pathways during teacher presentations and pupil practice.
AB321-ASA1,14,66 (j) “Parent” has the meaning given in s. 115.76 (12) (a).
AB321-ASA1,14,87 (k) “Reading readiness assessment” means a fundamental skills screening
8assessment, universal screening assessment, or diagnostic assessment.
AB321-ASA1,14,109 (L) “Universal screening assessment” means an assessment that evaluates a
10pupil's skill in all of the following areas:
AB321-ASA1,14,1111 1. Phonemic awareness.
AB321-ASA1,14,1212 2. Decoding skills.
AB321-ASA1,14,1313 3. Alphabet knowledge.
AB321-ASA1,14,1414 4. Letter sound knowledge.
AB321-ASA1,14,1515 5. Oral Vocabulary.
AB321-ASA1,15,2 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.
AB321-ASA1,15,6 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:
AB321-ASA1,15,117 (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:
AB321-ASA1,15,1312 1. The first universal screening assessment is administered before the 45th day
13after the first day of the school term.
AB321-ASA1,15,1614 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.
AB321-ASA1,15,1817 3. The 3rd universal screening assessment is administered by the date that is
1845 days before the last day of the school term.
AB321-ASA1,15,2019 (b) Diagnostic assessment. Assess a pupil using a diagnostic assessment as
20follows:
AB321-ASA1,15,2221 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.
AB321-ASA1,15,2523 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.
AB321-ASA1,16,2
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.
AB321-ASA1,16,43 (c) Administering assessments with fidelity. Ensure that each assessment
4required under this subsection is administered with fidelity.
AB321-ASA1,16,11 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:
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