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Bill seeks to improve reading scores with science-based instruction
A reading reform bill one of its sponsors says was created in cooperation with the state Department of Public Instruction was met with unexpected opposition from the state superintendent Thursday.
The bill is co-sponsored by State Rep. Joel Kitchens, R-Surgeon Bay, chair of the Assembly’s education committee, and State Sen. Duey Stroebel, R-Cedarburg. State Superintendent Jill Underly already said she is opposed to the bill because of the language around third-grade retention plans. Kitchens has said he’s willing to negotiate on the retention policy.
Underly said the DPI is supportive of a literacy bill, but the version released Thursday “differs considerably” from previous versions she’d seen.
So what does the bill propose?
In summary, it would increase reading assessments, lay out clearer guidelines for identifying students who need additional support and move all public school districts to science-based reading instruction.
Here’s a closer look at each of those and other details laid out in the bill.
Establish an Office of Literacy to create a literacy coaching program
The bill would create an Office of Literacy in DPI, which would sunset on July 1, 2028. The state superintendent would appoint a director for the new office.
The office would contract up to 64 full-time literacy coaches who have expertise in science-based early literacy instruction in kindergarten through grade 12. They would be dispersed across the state based on third-grade reading assessment scores and requests from schools for early literacy support.
The coaches would not be allowed to use a teaching method called “three-cueing,” which the bill defines as teaching a student to read based on meaning, structure and visual cues or memory.
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Science-based early reading instruction, as the bill defines, uses phonics, phonemic awareness, oral language development, vocabulary building, reading fluency, and instruction in writing and comprehension. It’s a systematic and explicit model of teaching.
Schools would not be allowed to ask or require coaches to perform duties outside of their role as a literacy coach.
Create a council to recommend reading curricula
Under the bill, the DPI would also create a Council on Early Literacy Curricula to make annual recommendations for instructional materials to be used in kindergarten through third grade, starting with the 2024-25 school year.
The council would have nine members with knowledge of or experience in science-based early literacy instruction. Council members would be appointed by the state superintendent, the Assembly speaker and the Senate majority leader.
Recommended material would be required to include all components of science-based early reading instruction and couldn’t include three-cueing. The DPI would be required to submit all recommendations to the Joint Committee on Finance for approval.
Remove three-cueing materials from public, charter and voucher schools
School boards, charter schools and private schools participating in a parental choice program — also known as vouchers — would not be allowed to purchase materials that use three-cueing. That would take effect the day the bill became law.
Starting in 2024-25, those schools also wouldn’t be allowed to provide instruction that uses three-cueing in kindergarten through third grade.
This would also change licensing requirements and teacher prep programs
Teacher preparation programs would need to show they teach science-based early reading instruction, and don’t instruct on how to teach three-cueing.
The DPI would not be allowed to issue licenses to teach elementary reading or language arts unless the person has been taught how to teach science-based reading instruction that includes phonics and doesn’t include three-cueing.
There would be greater emphasis on making sure third-graders are performing well on reading assessments
The DPI would be required to create a policy requiring that third-graders who score in the lowest proficiency category on reading assessments not move on to fourth grade. Those students would then receive “intensive instructional services,” as well as progress monitoring and a summer reading program.
Parents would be given written notice if their child was going to be retained in third grade.
Public, charter and voucher schools would need to adopt policies that include all of those components by July 2025 to go into effect by the start of the 2028-29 school year.
Reading readiness assessments would be bolstered
State law already requires annual reading readiness assessments for 4K through second grade. It also requires extra support for students at risk of reading difficulty.
The proposed bill adds a definition for “at-risk” to mean scoring below the 25th percentile. It also increases the number of screenings each year and expands them to third grade.
Students in 4K would be screened twice a year, while those in kindergarten through third grade would be screened three times a year.
Students in kindergarten through third grade who are identified as at-risk by those assessments, or whose parents or teachers suspect they have dyslexia, would then take a more robust, diagnostic assessment.
If that assessment identifies a student as at-risk, the school must provide information to the parent on how to make a special education referral.
Assessment results must be provided in the parent’s native language and include a breakdown of the student’s score on each literacy skill. If a student is identified as at-risk, it should be explained to the parents in plain language.
Personal plans would be made for at-risk students
Schools would be required to make personal reading plans for students identified as at-risk in the initial or diagnostic assessments.
Each personal plan must include interventions to address the student’s specific deficiencies, a way to monitor the student’s progress and strategies parents can use to help the student achieve grade-level literacy skills.
Progress would need to be monitored weekly and shared with parents after 10 weeks of interventions.
DPI would pay for schools to complete these assessments
The bill would require the DPI to cover the cost of each required assessment.
Starting in the 2025-26 school year, the school board would need to submit a report to DPI showing it used only state-approved assessments to be eligible for the funding.
Third-grade reading scores would be added to state report cards
The number and percentage of students who scored in the lowest proficiency category on third-grade reading assessments would be added to annual school district report cards published by the DPI.
This would start with 2023-24 report cards, which would be published in fall 2024.
Schools would need to inform DPI, and DPI would need to inform the Legislature on how students are doing
Every year by July 15, school boards and independent charter schools would need to tell the DPI how many students were at risk, received intervention, stopped receiving intervention and were referred for special education.
After compiling that data, DPI would then need to submit it in a report to the Legislature by Nov. 30.
Parents would be allowed to file a complaint if they think a school isn’t in compliance
The bill allows for parents with students in 4K through third grade to file a complaint with the DPI if they think their child’s school is not following the requirements of the bill.
If the DPI then finds a school not in compliance, it would need to describe what actions would need to take place to become compliant.
If issues persist, the bill allows the individual who filed the complaint to bring action in circuit court against the school board or independent charter school to force compliance.
Reach AnnMarie Hilton at [email protected] or 920-370-8045. Follow her on Twitter at @hilton_annmarie.
