School District of Bonduel - ACT 20 Early Literacy Plan

Driving Literacy Growth

At the School District of Bonduel, we are committed to fostering student growth, learning, and success through high-quality literacy instruction for every student. We recognize and build upon each student’s unique strengths to support literacy growth, develop confident readers, and help every student. Through intentional, evidence-based instruction and a supportive learning environment, we strive to ensure every student develops the literacy skills needed to become a confident learner and thrive in school and beyond.

To ensure compliance with Wisconsin Act 20, required staff will participate in professional development focused on evidence-based literacy instruction. The training addresses the key components outlined in the act, including:

Phonemic awareness
Decoding skills
Alphabet knowledge
Letter-sound knowledge
Oral vocabulary
Rapid naming
Phonological awareness
Word recognition
Spelling
Vocabulary
Listening comprehension
Oral reading fluency and reading comprehension, when developmentally appropriate.

After reviewing available professional development options, the district selected COX Campus, a training program that includes approximately 40 hours of coursework to be completed throughout the school year. This training is a required component of the district’s efforts to meet Act 20 requirements and strengthen literacy instruction to support student learning and success.

The district began this training during the 2024–2025 school year. Administration and Reading Interventionists have completed the required 40 hours of training in compliance with Wisconsin Act 20.

Wisconsin Act 20 requires schools to provide science-based early literacy instruction in both general education and intervention settings. Instruction must be explicit and systematic and address key literacy components, including phonological and phonemic awareness, phonics, vocabulary, writing, reading comprehension, and fluency.

While school boards retain the authority to select instructional materials, those materials must align with Act 20’s definition of science-based early literacy instruction. The law does not mandate a specific curriculum but establishes clear expectations for evidence-based literacy instruction. It also prohibits the use of three-cueing instructional methods as defined in the statute.

For additional information, please refer to the: SDOB Curriculum Crosswalk.

Universal Screeners
Statewide 4K Fundamental Skills Screening Assessment

The Statewide 4K Fundamental Skills Screening Assessment, administered using Pearson aimswebPlus, evaluates foundational literacy skills, including phonemic awareness and letter-sound knowledge. Following completion of the screening, parents and caregivers will receive a notification letter. Reports will be provided twice annually, in the fall and spring. Letters will be sent in the family’s preferred language.

Statewide 5K–3 Universal Screener

The Statewide 5K–3 Universal Screener, administered using Pearson aimswebPlus, evaluates foundational literacy skills, including phonemic awareness, letter-sound knowledge, alphabet knowledge, decoding, and oral vocabulary. Following completion of the screening, parents and caregivers will receive a notification letter. Detailed reports will be provided three times annually, in the fall, winter, and spring.

Diagnostic Assessments
Students who score below the 25th percentile on the universal screener will receive additional diagnostic assessments to identify specific areas of literacy need and help guide instructional decisions.

The School District of Bonduel has selected aimswebPlus as its diagnostic reading assessment tool. For students in kindergarten through third grade, diagnostic assessments will be administered following the universal screener, as appropriate. Results will be shared with families upon completion of the diagnostic assessment.

For additional information about the aimswebPlus assessment tool, please refer to the aimswebPlus Diagnostic Menu.

If additional information is needed to better understand a student’s literacy needs, staff may administer further assessments from the Level 3 School District of Bonduel Diagnostic Menu.

Families and community members play a vital role in supporting literacy development and ensuring success for every learner. The School District of Bonduel recognizes that literacy is a shared responsibility that extends beyond the classroom. By building strong partnerships with families and engaging the broader community, we create a supportive environment where every student can grow and thrive as a reader. Through ongoing communication and collaborative efforts, we work together to reinforce literacy skills at home, at school, and throughout the community.

The following are some of the ways the School District of Bonduel engages families and the community in supporting literacy development:

School Newsletters: Provide families with practical strategies for supporting literacy at home, updates on classroom learning, and reading recommendations to encourage reading beyond the school day.
Parent-Teacher Conferences: Discuss students’ literacy progress and provide individualized suggestions and resources to help families support their child’s reading development.
Meetings and Personal Reading Plans: Invite parents and caregivers to participate as active partners in the development and review of student plans, including Act 20 Personal Reading Plans, when applicable.
Family Engagement Activities: Host family events and learning opportunities that help families build their understanding of literacy skills and learn strategies to support reading at home.
Local Library Partnerships: Encourage families to take advantage of local library resources, including reading programs, challenges, and book-lending services that promote literacy beyond the school environment.

When a student is identified as at risk for reading difficulties, a Personal Reading Plan (PRP) will be developed in collaboration with school staff and the student’s parent(s) or guardian(s). The plan will establish individualized reading goals, outline strategies for monitoring progress, and identify specific actions to support the student’s literacy development. When appropriate, the plan may also include evidence-based interventions provided in addition to the student’s daily grade-level literacy instruction.

Students who score below the 25th percentile on the reading readiness screener will receive a Personal Reading Plan. Each plan will include:

Science-Based Early Literacy Programming: A description of the literacy instruction and programming provided to the student.
Assessment Data: Results from early literacy screenings and diagnostic assessments.
Literacy Analysis: An overall analysis of the student’s early literacy skills and areas of need.
Student Goals and Support Plan: Individualized goals, instructional strategies, interventions, and supports to address the student’s needs.
Attendance and Progress Records: Documentation of the student’s attendance, progress toward goals, and response to instruction and interventions.
Family Communication: A record of communication with the student’s parent(s) or caregiver(s) regarding the plan and the student’s progress.

The school will provide families and caregivers with a copy of the Personal Reading Plan no later than the third Friday in November or within 10 days of a subsequent screening or diagnostic assessment requested by a parent or teacher, as applicable. Families and caregivers will receive updates on their child’s progress at least every 10 weeks.

Personal Reading Plans will be developed collaboratively, with families included as partners in supporting their child’s literacy growth and success.